Basic life support, a necessary inclusion in the medical curriculum :

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dc.contributor.author Ssewante, Nelson
dc.contributor.author Wekha, Godfrey
dc.contributor.author Iradukunda, Angelique
dc.contributor.author Musoke, Phillip
dc.contributor.author Kanyike, Andrew Marvin
dc.contributor.author Nabukeera, Germinah
dc.contributor.author Wamala, Nicholas Kisaakye
dc.contributor.author Zziwa, Wilson
dc.contributor.author Kamuhangire, Lauben
dc.contributor.author Luggya, Tonny Stone
dc.contributor.author Tagg, Andrew
dc.contributor.author Kajjimu, Jonathan
dc.date.accessioned 2022-05-20T07:57:56Z
dc.date.available 2022-05-20T07:57:56Z
dc.date.issued 2022
dc.identifier.citation Ssewante, N., . . . [et al.] (2022). Basic life support, a necessary inclusion in the medical curriculum: a cross-sectional survey of knowledge and attitude in Uganda. BMC Med Educ 22, 140 (2022). https://doi.org/10.1186/s12909022-03206-z en_US
dc.identifier.uri https://doi.org/10.60682/6vkp-8998
dc.description Article en_US
dc.description.abstract Background: Uganda continues to depend on a health system without a well-deined emergency response system. This is in the face of the rising cases of out-of-hospital cardiac arrest contributed largely to the high incidence of road traic accidents. Non-communicable diseases are also on the rise further increasing the incidence of cardiac arrest. Medical students are key players in the bid to strengthen the health system which warrants an assessment of their knowledge and attitude towards BLS inclusion in their study curriculum. Methods: A descriptive cross-sectional study was conducted in 2021 among undergraduate medical students across eight public and private universities in Uganda. An online-based questionnaire was developed using Google forms and distributed via identiied WhatsApp groups. Chi-square or Fisher’s exact test and logistic regression were performed in STATA 15 to assess the association between knowledge of BLS and demographics. P<0.05 was considered statistically signiicant. Results: Out of the total 354 entries obtained, 351 were analyzed after eligibility screening. Of these, (n = 250, 71.2%) were male less than 25 years (n = 273, 77.8%). Less than half (n = 150, 42.7%) participants had undergone formal BLS training. Less than a third of participants (n = 103, 29.3%) had good knowledge (≥ 50%) with an overall score of 42.3 ± 12.4%. Age (p = 0.045), level of academic progress (p = 0.001), and prior BLS training (p = 0.033) were associated with good knowledge. Participants with prior training were more likely to have more BLS knowledge (aOR: 1.7, 95% CI: 1.1–2.7, p = 0.009). The majority (n = 348, 99.1%) believed that BLS was necessary and would wish (n = 343, 97.7%) to have it included in their curriculum. Conclusions: Undergraduate medical students have poor BLS knowledge but understand its importance. Institutions need to adopt practical teaching methods such as clinical exposures,ield experience in collaboration with local implementers, and participating in community health promotion campaigns. Keywords: Knowledge, Attitude, Basic life support, Medical student, Emergency response, Medical curriculum en_US
dc.description.sponsorship BMC Medical Education, Busitema University. en_US
dc.language.iso en en_US
dc.publisher BMC Medical Education en_US
dc.subject Attitude en_US
dc.subject Basic life support en_US
dc.subject Medical student en_US
dc.subject Emergency response en_US
dc.subject Medical curriculum en_US
dc.title Basic life support, a necessary inclusion in the medical curriculum : en_US
dc.title.alternative a cross-sectional survey of knowledge and attitude in Uganda. en_US
dc.type Article en_US


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