PDF(Pubmed)
Abstract：
UNASSIGNED: To determine the level of knowledge and skill of basic life support (BLS) among undergraduate, postgraduate students, and general practitioners with and without regular attendance of the BLS Healthcare Provider course.
UNASSIGNED: The study was carried out at two intervals with two groups. A random sample involving undergraduate students, postgraduate students, and dental professionals was selected for both study groups. Group 1 with 440 participants had not attended BLS for Healthcare Providers Course in the last two years. Group 2 with 410 participants had attended the BLS for Healthcare Providers course regularly once a year. First, participants in Group 1 were evaluated using an MCQ test with 30 questions about their knowledge and skills in BLS. Then, a well-trained BLS instructor team from Dental College & Hospital offered BLS healthcare provider courses to students and dentists. Subsequently, Group 2 participants who had completed a BLS course for healthcare providers last year were also assessed for their knowledge and skills in BLS using another MCQ test.
UNASSIGNED: The marks obtained in the tests were tabulated and analyzed. To determine the association between variables with respect to mean knowledge score, t-test was employed. Multiple group comparison was made using analysis of variance and P < 0.05 was considered statistically significant. The group 1 participants score a mean of 5.7 marks against the Group 2 with a mean score of 27.4 marks out of 30 marks. Knowledge and skill in BLS skills among those in Group 1 without prior BLS training was mainly low. Dental practitioners performed marginally better than students in both groups.
UNASSIGNED: Based on the results, we make the following observations. With the introduction of BLS training into the academic curriculum and routine BLS hands-on workshops, all healthcare providers will be familiar with the BLS skills to effectively manage the life-threatening emergencies.
UNASSIGNED: The study was carried out at two intervals with two groups. A random sample involving undergraduate students, postgraduate students, and dental professionals was selected for both study groups. Group 1 with 440 participants had not attended BLS for Healthcare Providers Course in the last two years. Group 2 with 410 participants had attended the BLS for Healthcare Providers course regularly once a year. First, participants in Group 1 were evaluated using an MCQ test with 30 questions about their knowledge and skills in BLS. Then, a well-trained BLS instructor team from Dental College & Hospital offered BLS healthcare provider courses to students and dentists. Subsequently, Group 2 participants who had completed a BLS course for healthcare providers last year were also assessed for their knowledge and skills in BLS using another MCQ test.
UNASSIGNED: The marks obtained in the tests were tabulated and analyzed. To determine the association between variables with respect to mean knowledge score, t-test was employed. Multiple group comparison was made using analysis of variance and P < 0.05 was considered statistically significant. The group 1 participants score a mean of 5.7 marks against the Group 2 with a mean score of 27.4 marks out of 30 marks. Knowledge and skill in BLS skills among those in Group 1 without prior BLS training was mainly low. Dental practitioners performed marginally better than students in both groups.
UNASSIGNED: Based on the results, we make the following observations. With the introduction of BLS training into the academic curriculum and routine BLS hands-on workshops, all healthcare providers will be familiar with the BLS skills to effectively manage the life-threatening emergencies.
摘要：
■为了确定本科生的基本生命支持（BLS）知识和技能水平，研究生,以及有和没有定期参加BLS医疗保健提供者课程的全科医生。
■该研究以两个间隔进行两组。涉及本科生的随机样本，研究生,和牙科专业人员被选中为两个研究组。在过去的两年中，有440名参与者的第1组没有参加BLS医疗保健提供者课程。第2组有410名参与者，每年定期参加一次BLS医疗保健提供者课程。首先,第1组参与者使用MCQ测试进行评估,该测试包含30个关于BLS知识和技能的问题.然后，来自牙科学院和医院的训练有素的BLS教练团队为学生和牙医提供BLS医疗保健提供者课程。随后，去年为医疗保健提供者完成BLS课程的第2组参与者还使用另一项MCQ测试评估了他们在BLS中的知识和技能。
将测试中获得的标记制成表格并进行分析。为了确定变量之间相对于平均知识得分的关联，采用t检验。使用方差分析进行多组比较，P<0.05被认为具有统计学意义。第1组参与者与第2组参与者相比平均得分为5.7分，30分中平均得分为27.4分。在未经BLS培训的第1组中，BLS技能的知识和技能主要较低。牙科从业者的表现都比两组学生略好。
■根据结果，我们提出以下意见。随着BLS培训引入学术课程和常规BLS实践研讨会，所有医疗保健提供者都将熟悉BLS技能，以有效管理危及生命的紧急情况。
■该研究以两个间隔进行两组。涉及本科生的随机样本，研究生,和牙科专业人员被选中为两个研究组。在过去的两年中，有440名参与者的第1组没有参加BLS医疗保健提供者课程。第2组有410名参与者，每年定期参加一次BLS医疗保健提供者课程。首先,第1组参与者使用MCQ测试进行评估,该测试包含30个关于BLS知识和技能的问题.然后，来自牙科学院和医院的训练有素的BLS教练团队为学生和牙医提供BLS医疗保健提供者课程。随后，去年为医疗保健提供者完成BLS课程的第2组参与者还使用另一项MCQ测试评估了他们在BLS中的知识和技能。
将测试中获得的标记制成表格并进行分析。为了确定变量之间相对于平均知识得分的关联，采用t检验。使用方差分析进行多组比较，P<0.05被认为具有统计学意义。第1组参与者与第2组参与者相比平均得分为5.7分，30分中平均得分为27.4分。在未经BLS培训的第1组中，BLS技能的知识和技能主要较低。牙科从业者的表现都比两组学生略好。
■根据结果，我们提出以下意见。随着BLS培训引入学术课程和常规BLS实践研讨会，所有医疗保健提供者都将熟悉BLS技能，以有效管理危及生命的紧急情况。
