ArticleJournal of education and health promotion2023
Teaching basic life support for medical students: Assessment of learning and knowledge retention.
Article in Journal of education and health promotion, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Facilitated interactive video versus simulation-based training after a standardized lecture for basic life support in medical students: a randomized trial.BMC medical education · 2026Trial
- Simulation-based training: Assessment of impact on medical students' performance, confidence in CPR, and patient outcomes - A single-center study.Journal of education and health promotion · 2026Article
- The effect of combined basic CPR training on knowledge, attitude, and bystander intervention: A pilot study to address obstacles in CPR education.Journal of education and health promotion · 2026Article
- The Naloxone Project: Impact of Opioid Overdose Response Training on Medical Students' Knowledge and Confidence.Cureus · 2025Article
- Effects of basic life support training on the knowledge of healthcare students: A quasiexperimental and multicenter study.Journal of education and health promotion · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEducation mediated by simulation is a widely used method for teaching basic life support (BLS). The American Heart Association recommends protocols based on scientific evidence to reduce sequelae and mortality. We aimed to assess learning and retention of knowledge of BLS in students of the first semester of the medical course using teaching methods of dialogic expository class (group 1), expository and demonstrative class (group 2), and the two previous methodologies associated with simulated practice (group 3), and after 3 months, memory retention. MATERIALS AND
methodsThis was an experimental, prospective, randomized study. Participants were assessed in terms of performance in theoretical and simulated practical tests, satisfaction with training (Likert scale), and knowledge retention.
resultsThe practical test results were analyzed by two experienced observers. Students had 20% progression in knowledge and 80% retention of knowledge after 3 months of exposure comparing the theoretical pre- and posttest. The students in group 3 performed better than the others (
conclusionThe use of different methodologies promoted knowledge progression, with emphasis on simulated practice. Learning retention was maintained after 3 months. In order to teach BLS to infants, it may be necessary to improve teaching techniques.
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Registered trials
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