Modified learning of basic life support courses enhance attitude among professional healthcare students in Indonesia

• Main Authors: Wiwiek Poedjiastoeti (Author), Aryadi Subrata (Author), Indrayadi Gunardi (Author), Aristya Julianto Sidharta (Author), Siriwan Suebnukarn (Author)
• Format: Book
• Published: Wolters Kluwer Medknow Publications, 2022-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2580-6548; 2541-321X; 10.4103/SDJ.SDJ_39_22
• Keywords: basic life support; indonesia; students; Dentistry; RK1-715
• Source: Scientific Dental Journal, Vol 6, Iss 3, Pp 129-134 (2022)

Background: Cardiovascular disease is one of the main causes of death worldwide. Basic life support (BLS) actions such as adequate cardiopulmonary resuscitation (CPR) and the provision of an automated external defibrillator (AED) may handle such a medical emergency. BLS is included in the curriculum for students in healthcare-related areas; hence, healthcare practitioners are required to execute BLS competently. Objectives: The aim of this study was to determine the most effective learning methods implemented in Indonesian higher education institutions. Methods: This cross-sectional study was conducted with health science, medical, and dental students from 22 Indonesian universities. In this investigation, a validated questionnaire with 33 items was provided (20 knowledge- and 13 attitude-related items). Data were analyzed using the Kruskal-Wallis's test. Result: Among the participants, 98.2% (982 subjects) had BLS learning in their curricula. Types of BLS learning included the combination of theory, demonstration, and mannequins; combination of theory and demonstration; and theory (72.9%, 14.9%, and 12.2%, respectively). Most participants were categorized as having high knowledge (92.6%) and high attitude (98.7%). A significant correlation between knowledge and attitude toward BLS among health science students in Indonesia was observed (P < 0.05). The BLS learning type with the combination of theory, demonstration, and mannequins exhibited the highest rank (P = 0.000). Conclusion: An effective BLS learning method includes the provision of theory followed by demonstrations and hands-on trials on mannequins by students in the health sector according to the curriculum.