Resuscitation plus · 2026
Can physician-supervised medical students expand access to infant basic life support training? A prospective quasi-experimental study on long-term knowledge retention among caregivers.
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Franco Bueno Claudia Dizioli, Ferreira Marcelo Dias, Martins Davi, Santos Meyson, Castro Franco Isabelle Christine, Brito Rodrigues Luis Arthur, Rocha Nathalia Sena, Barbosa Walisson Ferreira, de Araújo Juliana Mattei, Sizilio Alexandre, Filho Antônio Pazin
Аннотация
UNLABELLED: Infants are particularly vulnerable to cardiorespiratory arrest and choking, emergencies that often occur at home and require immediate intervention. Training parents and caregivers in Basic Life Support (BLS) can improve early emergency response, but access to qualified instructors remains limited. This study evaluated the feasibility of a supervised BLS training model using final-year medical students under direct physician supervision, focusing on long-term knowledge retention.
METHODS: In this prospective quasi-experimental study, 59 caregivers of infants aged 30 days to two years received standardized simulation-based BLS training delivered either by physicians or by final-year medical students under direct physician supervision. Knowledge was assessed before training, immediately afterward, and at 12 months. Participants were recruited from public and private outpatient settings, which were compared as an exploratory proxy for socioeconomic context. Linear mixed-effects models were used to analyze repeated measures, with participant included as a random effect.
RESULTS: In the complete-case analysis (n = 51), knowledge scores increased significantly immediately after training (adjusted mean difference, 8.0 points; 95% CI, 7.1-8.9; p < 0.001) and remained above baseline at 12 months (adjusted mean difference, 5.9 points; 95% CI, 5.0-6.8; p < 0.001). Scores declined between the immediate post-test and 12-month follow-up (mean decrease, 2.1 points; 95% CI, 1.2-3.0; p < 0.001). No statistically significant difference was detected between instructor groups (adjusted mean difference, 0.7 points; 95% CI, -0.1 to 1.5; p = 0.093). Caregivers from the private sector scored higher than those from the public sector (adjusted mean difference, 1.3 points; 95% CI, 0.5-2.1; p = 0.001).
CONCLUSIONS: Physician-supervised medical students may contribute to infant BLS education for caregivers when direct physician supervision and a standardized protocol are maintained. This exploratory finding supports feasibility under supervision, not equivalence. The decline in theoretical knowledge over 12 months highlights the need for planned reinforcement strategies.
METHODS: In this prospective quasi-experimental study, 59 caregivers of infants aged 30 days to two years received standardized simulation-based BLS training delivered either by physicians or by final-year medical students under direct physician supervision. Knowledge was assessed before training, immediately afterward, and at 12 months. Participants were recruited from public and private outpatient settings, which were compared as an exploratory proxy for socioeconomic context. Linear mixed-effects models were used to analyze repeated measures, with participant included as a random effect.
RESULTS: In the complete-case analysis (n = 51), knowledge scores increased significantly immediately after training (adjusted mean difference, 8.0 points; 95% CI, 7.1-8.9; p < 0.001) and remained above baseline at 12 months (adjusted mean difference, 5.9 points; 95% CI, 5.0-6.8; p < 0.001). Scores declined between the immediate post-test and 12-month follow-up (mean decrease, 2.1 points; 95% CI, 1.2-3.0; p < 0.001). No statistically significant difference was detected between instructor groups (adjusted mean difference, 0.7 points; 95% CI, -0.1 to 1.5; p = 0.093). Caregivers from the private sector scored higher than those from the public sector (adjusted mean difference, 1.3 points; 95% CI, 0.5-2.1; p = 0.001).
CONCLUSIONS: Physician-supervised medical students may contribute to infant BLS education for caregivers when direct physician supervision and a standardized protocol are maintained. This exploratory finding supports feasibility under supervision, not equivalence. The decline in theoretical knowledge over 12 months highlights the need for planned reinforcement strategies.