Abstract
Introduction To assess the effectiveness of education based on BLS lectures and training, this study analyzed factors such as motivation for rescue before and after lectures and the training, changes in life-saving knowledge. Lectures on motivation for rescue with performance of CPR and use of an AED were given to 156 4th year students of the Faculty of Pharmacy of Kinki University. Methods Comparisons were made before and after the lectures and after the training using a 5-level-response answer-back questionnaire. In addition, the percentages of correct answers before and after lectures and training regarding chest compression tempo, hand position, and selection issues in patient conditions for indicating the use of AED were compared to analyze changes in life-saving knowledge. Results Motivation for rescue with performance of CPR and use of AED increased significantly after the lectures and training (p<0.001). Motivation for rescue pre-lecture was not significantly different between genders and presence or absence of lecture experience in the past. However, the level of improvement in motivation for rescue with use of AED was significantly different after the training compared to before the training among student with no previous experience of a lecture （p<0.05）. Accuracy rate of chest compression tempo, which is the index for change in life-saving knowledge improved significantly after the lectures and training (p<0.001). Accuracy rate of hand position in chest compression improved significantly after the training (p<0.001). With regard to patient conditions for indicating use of AED, accuracy rate did not increase significantly after the lectures, but did increase significantly after the training (p<0.001). Conclusions The present BLS lecture and training were effective in improving motivation for rescue with the performance of CPR and use of AED, and life-saving knowledge. Moreover, they were shown to be effective educationally for pharmacy students.
