Anca Hăisan, Diana Cimpoeșu, Ovidiu Popa, Petruța Moroșan, Daniela Maria Tănase, Cristina Tărniceriu, Irina Grădinaru, Loredana Liliana Hurjui
ABSTRACT
Background: Basic Life Support (BLS) is fundamental for individuals to perform resuscitation techniques. The learning environment (LE) significantly influences students’ development, impacting their knowledge, skills, and attitudes. This study aimed to correlate resuscitation knowledge with medical students’ perceptions of the LE.
Patients and methods: A cross-sectional online survey was conducted among medical students at the Grigore T. Popa University of Medicine and Pharmacy in Iași, Romania. The survey assessed BLS knowledge, attitudes towards learning, and demographic characteristics.
Results: We analysed 608 completed questionnaires. The sample was predominantly female (79.3%), with an average age of 21.63 years (SD = 2.65). A high proportion (76.2%) of students demonstrated strong BLS knowledge, with 62.5% reporting confidence in providing BLS. Pre-clinical students had significantly lower total BLS scores compared to clinical students (p < 0.001). Conversely, pre-clinical students had significantly higher total LE scores (p = 0.001). Participants confident in providing
BLS displayed higher overall BLS and LE scores, particularly in the teacher-learner relationship and self-efficacy domains (p = 0.001).
Conclusion: The findings suggest a positive correlation between a strong teacher-learner relationship and student confidence in acquiring BLS skills and performing maneuvers. Students with a solid foundation in BLS knowledge are more likely to seek opportunities to develop their practical skills and share their knowledge informally with others, potentially increasing access to BLS for the general public. Enhancing teacher-student relationships can positively impact students’ confidence in performing life-saving procedures, underscoring the importance of exploring effective strategies for fostering these connections.
DOI : 10.62610/RJOR.2025.1.17.36
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