Targeting students of nonhealth academic fields for basic life support: they need to know why, what and how to do CPR

Education in basic life support is widely proposed to increase survival and quality-of-life in out-of-hospital sudden cardiac arrest. We aimed to assess knowledge, skills and attitudes regarding acute myocardial infarction and sudden cardiac arrest among university students of all fields of knowledge. MethodsThe local Ethical Research Committee approved this cross-sectional study. An electronic survey "KIDS SAVE LIVES BRAZIL" was sent to 58,862 students of 82 disciplines in three universities, aged [&ge;] 18 years. The survey covered three categories: knowledge, skills, and attitude. Each category was graded between 0 and 10 points (the highest). ResultsAmong university students, 4,803 undergraduates (8.2 %) answered the survey, and were divided in three groups of disciplines: medicine (219, [~]21.7 years, 38% male), other-health-care (n=1,058; [~]22.9 years; 36% male), and nonhealth-care (n=3,526; [~]22.9 years; 35% male). All three groups showed significant differences between them (p<0.001). The nonhealth-care compared with medicine and other-health-care group showed, respectively, the lowest (p<0.001) median scores (25-75%) in knowledge [4.0 (0.0-9.3), 4.0 (4.0-8.0), and 4.0 (4.0-4.7)], skills [2.4 (1.2-3.3), 6.4 (4.0-8.3), 4.0 (2.4-6.2], and attitude [5.9 (5.9-6.8), 7.3 (5.9-7.3), and 7.3 (5.9-7.3)]. ConclusionUniversity students have the willingness to help victims suffering from acute myocardial infarction or sustaining sudden cardiac arrest. However, nonhealth-care students markedly lack knowledge and skills to perform cardiopulmonary resuscitation and automated external defibrillation. Our findings reveal a stark difference in basic life support competencies between students in health-care related fields and those in nonhealthy-care fields, emphasizing the need for universal basic life support training. KEY MESSAGES1. Our findings reveal a stark difference in basic life support competencies between students in health-care related fields and those in nonhealth fields, emphasizing the need for universal basic life support training. 2. An action for curriculum modification to include basic life support training for all students is timely and practical, given the global burden of heart disease and the proven benefits of early intervention in sudden cardiac arrest cases. 3. Our study contributes significantly to the ongoing discussion about public health education and the role of nonhealth professionals in emergency medical response. It may serve as a catalyst for policy changes within educational institutions and among healthcare policymakers, aiming to create a more resilient and responsive community in the face of out-of-hospital medical emergencies.