Practical skills training influences knowledge and attitude of dental students towards emergency medical care

Sopka, Saša; Biermann, Hannah; Druener, Susanne; Skorning, Max; Knops, André; Fitzner, Christina; Rossaint, Rolf; Beckers, Stefan

doi:10.1111/j.1600-0579.2012.00740.x

Cited by 29 publications

(32 citation statements)

References 30 publications

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“…In the future, a scientific laboratory should be established in all medical college to teach CPR and motivate students to learn and teach these skills to laypersons. If we, as healthcare workers, really want to reduce the morbidity and mortality of a cardiac arrest victim, the training of BLS and reenforcement every year thereafter during medical graduation is a must (1,7,9,15,16). Acquisition of knowledge and BLS skills will reduce psychological inhibitions and increase our competency to revive a cardiac arrest victim confidently.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training

Pande

Parate

et al. 2014

Advances in Physiology Education

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Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which can be reenforced in succeeding years. Forty-two first-year medical students participated in this study. The entire procedure consisted of faculty training, assessment of knowledge of students by a pretest questionnaire, a lecture, a demonstration, and hands-on training using a mannequin (with special emphasis on the site, depth, rate, and sustainment of uninterrupted chest compressions). Posttest 1 was conducted to assess the knowledge gained. The retention of knowledge and skills in the second year was evaluated by posttest 2 and directly observed procedural skills, respectively. Student feedback was collected on five-point Likert scale. Analysis using a Freidman test indicated the mean rank for posttest 1 (2.81) to be significantly higher than the pretest (1.26), indicating a gain in knowledge. The mean rank for posttest 2 (1.93) was lower than for posttest 1 (2.81) but was significantly higher compared with the pretest (1.26), indicating a significant retention of knowledge during the second year. Directly observed procedural skill evaluation showed that 7% students could perform all the seven steps correctly and that 74% students could perform three or more steps correctly, signifying a good retention of skill. Two students taught BLS skills to their family members as well. The results of this study suggest that the program provides students with sound basic knowledge and adequate practical skills in BLS.

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Section: Discussionmentioning

confidence: 99%

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training

Pande

Parate

et al. 2014

Advances in Physiology Education

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“…Indeed, when assessed in non-exam settings, dental students have been shown to have variable levels of knowledge, self-efficacy and skills in BLS. Previous research suggests that between 40% and 50% of dental students were confident to perform BLS effectively or safely (8,9), comparable to self-efficacy rates amongst qualified dentists (3). Rates of competence were far lower (9,10).…”

Section: Introductionmentioning

confidence: 87%

Neither Basic Life Support knowledge nor self‐efficacy are predictive of skills among dental students

Phadraig

Guérin³

et al. 2016

Eur J Dental Education

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“…The occurrence of emergency and urgency episodes during out-patient treatment is unpredictable and does not always follow set patterns, but few dentists are prepared to face these episodes, because they lack the appropriate knowledge. 1,2,3,4 The curriculum of undergraduate dentistry courses lacks either disciplines or contents, both of which are needed for emergency and/or Declaration of Interests: The authors certify that they have no commercial or associative interest that represents a conflict of interest in connection with the manuscript.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, dentists are not aware or prepared enough to equip their offices with what is required for emergency/ urgency care; therefore, they are at a loss even before such situations may occur. 3,7,8,9,10 It is difficult to find a dentist who feels capable of correctly treating emergencies and/or urgencies that may occur during out-patient treatment, because this issue is discussed only superficially in many undergraduate courses. 8 Regardless of the severity or type of the emergency/urgency, it is recommended that the dentist be able and feel safe enough to manage Basic Life Support (BLS), know whom to ask for help, and be trained to perform it, in addition to knowing how to deal with emergency equipment.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the dentists’ knowledge on medical urgency and emergency

et al. 2014

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This study aimed at evaluating how well dentists understand medical emergency/urgency procedures and issues during dental treatment at a hospital specialized in cleft lip and palate. It comprised a hundred dentists from the Hospital for Rehabilitation of Craniofacial Anomalies, University of São Paulo (HRAC/USP), Brazil, from different dental specialties. A questionnaire was applied to evaluate their knowledge of medical emergencies/urgencies from June through September 2011. The questionnaire was anonymous, confidential and constructed with closed questions and either yes-no or multiple-choice responses. Results showed that most professionals (87%) were trained in basic life support (BLS), but only 43% considered themselves capable of providing first aid and performing the necessary maneuvers. Most participants (94%) claimed that they knew the difference between medical urgencies and emergencies, and 69% had BLS training in their undergraduate courses, as opposed to 37%, during their specialization. Some participants (23%) mentioned that they had received knowledge of the subject during extracurricular courses and/or graduate courses (12%). Only 9% had not been educated on the subject; however, all participants showed interest in attending a course in BLS. In regard to assessing training that dentists who attended BLS courses received, 49% were satisfied and 42% were dissatisfied. Results of the present study emphasize that dentists from HRAC/USP have little knowledge about BLS procedures to perform them. Dentists must gain adequate education and training to minimize possible technical, ethical and legal problems associated with dental practice. It is necessary to improve both knowledge and practice in order to become well-qualified practitioners.

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Practical skills training influences knowledge and attitude of dental students towards emergency medical care

Cited by 29 publications

References 30 publications

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training

Neither Basic Life Support knowledge nor self‐efficacy are predictive of skills among dental students

Evaluation of the dentists’ knowledge on medical urgency and emergency

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