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Objectives: The effective learning of basic life support (BLS) skills in the process of training is always an important expectation during the course. Each assessment of BLS training is a complex, continuous action where the evaluation should not be subjective by using the examiner’s experiences only. In order to reach the reliable standard of pedagogical assessment, our department developed a score to ensure more objectivity on BLS examination. Methods: The developed scoring tool which is consistent with the steps of 2000 and 2005 ERC BLS protocols was introduced at the faculty. After a trial period we assessed in a cross sectional study design 156 students in 2005/2006 first semester based on 2000 ERC BLS, and 207 students in 2006/2007 first semester based on 2005 ERC BLS protocol. The volunteers are between the age 18 and 25 years, and all students studied the same BLS protocol in 28 hours/semester. The data were analyzed by Chi Square test and cross tabulation with SPSS 11.00. Results: The positive results in all steps of 2005 BLS protocol were correlating with successful of BLS exams significantly. Comparing the five steps of 2005 BLS protocol to 2000 BLS protocol, the checking for responsiveness (p=0,001), shouting for help (p=0,013), checking for breathing (p=0,000; Phi 0,068 vs 0,459), chest compression (p=0,000; Phi: 0,443 vs 0,472), breathing (p=0,000 Phi: 0,360 vs 0,764), seemed to be influencing the successful exams in the 2005 ERC BLS protocol significantly, which made it easier to learn the new protocol, too. There was not significant correlation between the genders in case of 2000 or 2005 BLS protocol. Conclusions: Our earlier developed score is useful in evaluating the 2005 BLS protocol and the new protocol can be learned more successfully.

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