Changes in Knowledge Following Basic Trauma Cardiac Life Support Training

Background: Emergency care requires health professionals to possess adequate knowledge and skills to recognize and manage life-threatening conditions. Basic Trauma Cardiac Life Support (BTCLS) training is designed to strengthen competencies in emergency care, including trauma and cardiovascular emergencies. Evaluation of knowledge before and after training is important to assess learning outcomes. Objectives: This study aimed to analyze changes in participants' knowledge before and after attending BTCLS training. Methods: A one-group pretest-posttest design was used. The study analyzed data from 44 participants who completed both pre-test and post-test assessments during a three-day BTCLS training program. Knowledge was measured using two 40-item test sets provided by the training organizer, with Set A administered before training and Set B after training. The training consisted of online theoretical learning followed by face-to-face learning and practical activities. Changes in knowledge scores were analyzed using the Wilcoxon Signed-Rank Test, and effect size was calculated. Results: The mean knowledge score increased from 54.91 ± 16.91 before training to 81.45 ± 2.71 after training, with a mean increase of 26.55 points. The median score increased from 54 to 80. The Wilcoxon Signed-Rank Test showed a significant difference in knowledge scores before and after training (Z = 5.648; p < 0.001), with a large effect size (r = 0.85). Individual analysis showed that 42 participants experienced increased scores, two had unchanged scores, and none experienced a decrease. Conclusion: BTCLS training was associated with a significant and substantial increase in participants' knowledge. Further evaluation of clinical skills and long-term knowledge retention is recommended to provide a more comprehensive assessment of training outcomes.