Basic life support (BLS) following by Advanced cardiac life support (ACLS) is intended to rescue the patients with acute circulatory or respiratory failure or both. The most important determinant of short and long-term neurologically intact survival is the interval from the onset of the cardiac or respiratory onset to restoration of effective spontaneous functions of these vital activities.It is commonly accepted that every physician, regardless of specialty, should be able to  perform CPR. It must be also emphasized that CPR, almost invariably, necessitates a rapid interventional follow-care with ACLS procedure.Without well-performed Basic life support, advanced cardiac life support is of no remark-: able benefit, BLS and ACLS are processes that must be performed step by step and with respect to the patient's condition.

Introduction: Cardiopulmonary resuscitation is one of the most Basic and vital skills that a person should learn throughout his life. Carrying out this action is so essential and life-saving that knowing and doing it correctly means saving a human life. One of the target groups for teaching CPR and Basic resuscitation skills, is teachers, especially physical education teachers, due to the possibility of heart failure during sports activities in children. In this study, we investigated the level of knowledge of Basic life support (BLS) in physical education teachers of Kashan schools in 2023. Materials and methods: The current study is a cross-sectional study that was conducted on all the physical education teachers of Kashan schools who were willing to participate in the study (n=80). The requirement for entering the study was attending schools in the last year. In this study, demographic information, including age, sex, was asked from the participants by interviewers and recorded in the checklist. Then, the participants were asked to complete a standard questionnaire related to the level of BLS knowledge. Results: The number of men was slightly higher than that of women. The average age of the participants was 40.24 ± 8.05 years. 78.8% of the participants admitted that they had received training in in BLS, and 50.8% of them were trained in the university before graduation. The average score of participants' knowledge in the field of CPR was 3.95±1.69. Among the variables of gender, age, educational level of coaching, duration of coaching and receiving BLS training, the level of CPR knowledge was found to have a significant relationship with the age variable (P=0.03). The fear of doing it wrong was reported to be the most worrying issue for performing resuscitation measures. Also, 60% of the participants admitted that they have no knowledge about the defibrillator device and only one person knew how to use the defibrillator and where it is located in the patient's body. Conclusion: The level of knowledge of Basic life support in the physical education teachers of Kashan schools is reported to be lower than the average level, and according to the findings of this study, it is recommended to hold training courses for them periodically to increase their knowledge.

BACKGROUND: Education 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 METHODS: This 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. RESULTS: The 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 (P = 0. 007) in the posttest. With the simulated practice, the knowledge acquired was maintained after 3 months with a mean performance of 90%, but in the test of the infant age group, there was a loss of learning retention by 10%. There was no difference of the results between the two evaluators (P < 0. 001). The training was positively assessed by the participants. CONCLUSION: The 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.

Introduction: It is important for all medical and paramedical staff to be aware of Basic life support (BLS) maneuvers. In this study, we aimed to evaluate the level of BLS awareness among Egyptian medical students. Methods: The level of BLS knowledge was assessed using a validated questionnaire and the results were analyzed using an answer key, prepared fromthe Advanced Cardiac life support (ACLS)manual. We used the Student’ s t-test to analyze the association between awareness level and year of study, previous BLS training and practical experience. Results: A total of 823 medical students with the mean age of 20. 3 § 2. 7 years, from Al-Azhar medical schools completed the questionnaire (463 and 360 in academic and clinical years, respectively). About 72% and 84% of students failed to recognize the proper point of chest compression in adults and infants, respectively. Moreover, the majority (80%) did not know how to give rescue breathing in infants. Only 18% of students correctly identified early signs of shock and only 22% knew how to help patients with myocardial infarction. Being in clinical years, previous BLS training or practical experience were significantly associated with higher BLS knowledge scores (p < 0. 001). Conclusion: The level of BLS awareness among Egyptian medical students is generally poor. Introduction of regular BLS courses into the undergraduate curriculum is a must to increase the level of BLS knowledge among Egyptian future physicians.

Introduction: Augmentation of the number of trained Basic life support (BLS) providers can remarkably reduce the number of cardiac arrest victims. The aim of this study was to evaluate the level of BLS awareness among students of medical sciences in Iran. Methods: This multicenter cross-sectional study was performed on medical students at the 4 major medical schools in Tehran, the capital of Iran, between Jan 2018 and Feb 2019, using convenience sampling method. The level of medical sciences students’ awareness of BLS was measured using an international questionnaire. Results: Finally, 1210 students with the mean age of 21. 2 ± 2. 3 years completed the survey (79% female). 133 (10. 9%) students had CPR experience and none had received any formal training. None of the responders could answer all questions correctly. The mean awareness score of participants was 11. 93 ± 2. 87 (range: 10. 13-17. 25). The awareness score of participants was high in 49 (4. 04 %) participants, moderate in 218 (18. 01%), and low in 943 (77. 93%) of studied cases. Conclusion: Based on the findings of this study, more than 70% of the studied medical sciences students obtained a low score on BLS awareness.