ArticleCureus2025
Differences in Educational Effects of Basic Life Support Course in a Manufacturing Company by the Number of Previous Participations.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objectives The objective is to clarify whether conducting a basic life support (BLS) course in the workplace enhances employees' confidence in and knowledge of BLS, and to assess if the impact diminishes for those who participate repeatedly. Methods We studied 299 manufacturing company employees who attended a 60-to-90-minute BLS course. Participants were divided into three groups based on the number of previous attendance sessions: none, one or two, and three or more. A self-administered questionnaire was used to assess their levels of confidence in checking responses, chest compressions, and the use of an automated external defibrillator (score range: 0-5) and knowledge (0-7) before and after the BLS course. We examined the change in scores using a two-way repeated analysis of variance. Results Confidence and knowledge scores increased for all participants after the BLS course (p < 0.001). Time-by-group interactions among the three groups for confidence and knowledge scores were all significant. The lower the number of previous courses attended, the greater the increase in scores. The increase in confidence and knowledge scores was significantly greater in those who had never taken a BLS course than in those who had taken it three or more times. Conclusions Our findings suggest that the BLS course was highly effective for participants who had never taken a BLS course. It may be necessary to formulate course content specifically tailored to those who have repeatedly attended the course, as opposed to merely perpetuating the same course content.
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