Neither Basic Life Support knowledge nor self‐efficacy are predictive of skills among dental students. (15th March 2016)

• Record Type: Journal Article
• Authors: Mac Giolla Phadraig, C.; Ho, J. D.; Guerin, S.; Yeoh, Y. L.; Mohamed Medhat, M.; Doody, K.; Hwang, S.; Hania, M.; Boggs, S.; Nolan, A.; Nunn, J.
• Is Part Of: European journal of dental education. Volume 21:Number 3(2017:Aug.)
• Page Start: 187
• Page End: 192
• Publication Date: 2016-03-15
• Subjects: resuscitation -- basic life support -- BLS -- dental -- student -- dentist; Dentistry -- Study and teaching -- Europe -- Periodicals; Dentistry -- Study and teaching -- Periodicals; 617.60071
• DOI: 10.1111/eje.12199
• Languages: English
• ISSNs: 1396-5883

Abstract

Abstract: Aim: Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self‐efficacy and skills of undergraduate dental students in Dublin. Methods: This study consisted of a cross‐sectional survey measuring BLS knowledge and self‐efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self‐efficacy and skills) were tested using Pearson's chi‐square. We included knowledge and self‐efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. Results: One hundred and thirty‐five students participated. Almost all ( n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self‐efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills ( n = 85) subsample, 38.8% ( n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self‐efficacy and BLS skills. Conclusions: Neither knowledge nor self‐efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands‐on training, focusing on self‐efficacy and BLS skills, particularly the use of AED.