Abstract Background Proper basic life support (BLS) skills are crucial for laypeople and health care professionals to increase the survival of cardiac arrest patients. A practical examination at the end of a BLS course may be beneficial for prolonging skill retention. We aimed to investigate the efficacy of our BLS training and the effect of BLS practical examinations on skill retention among fifth-year medical students compared with the effect of additional practice and continuous assessment. Methods In this randomized, assessor-blinded, parallel group study, fifth-year medical students took a practical BLS examination (“practical examination” group) or participated in an additional 30-minute practice with continuous assessment (“additional practice” group) two weeks after a 90-minute intrahospital COVID-19 BLS training. BLS skill retention was assessed two weeks, two months and one year later, and the results of the two groups were compared. Fourteen elements of BLS were evaluated during the skill retention assessments. Descriptive statistics and Mann‒Whitney and Fisher’s exact tests were used for statistical analysis. Results Thirty-two voluntary students were included (practical examination: n = 17, additional practice: n = 15), with no significant differences in basic characteristics (age: p = 0.891; gender: p = 0.999; previous BLS education: p = 0.469; previous participation in BLS: p = 0.678; planning to work in emergency medicine or critical care: p = 0.471). BLS skills were satisfactory during all skill retention assessments, except for the application of protective equipment and depth of chest compressions. More students placed surgical masks on patients’ faces in the additional practice group during the first skill retention assessment ( p = 0.005). However, this difference disappeared over time, and both groups performed poorly in the application of protective equipment. The activation of the chain of survival and high-quality chest compressions were acceptable during all the skill retention assessments. There was no significant difference in overall BLS skill retention between the two groups (total score after two weeks: p = 0.764; after two months: p = 0.542; after one year: p = 0.791). Conclusions The BLS course provided by our department was effective; however, the BLS practical examination did not offer a significant advantage in terms of skill retention compared to additional practice and continuous assessment in our student population. Clinical trial number Not applicable
Fritúz et al. (Tue,) studied this question.