# Comparative evaluation of a basic life support educational model in non-health university students: the “Lives to Give Life” project and its social and health impact

## TL;DR

This study shows that non-health university students can effectively learn life-saving skills, potentially improving public response to emergencies.

## Contribution

The study introduces a novel educational model for teaching basic life support to non-health university students.

## Key findings

- Non-health university students achieved high practical skills in basic life support.
- Training by non-healthcare teachers was replicable and showed potential for wider implementation.
- Healthcare professionals outperformed others slightly in automated external defibrillator management.

## Abstract

Out-of-hospital cardiac arrest is a global public health problem with high rates of preventable mortality. Teaching basic life support to the general population is a key strategy for improving survival, although its implementation is often restricted to the healthcare setting. This study evaluates the potential benefits and social impact of an innovative model of basic life support teaching and learning applied to university professors in non-health-related degrees, within the Lives to Give Life project, developed at the University of Granada (Spain).

A cross-sectional study was designed between two groups of students: one consisting of healthcare professionals and the other of non-health-related university professors previously trained in basic life support. Theoretical knowledge and practical skills were analyzed using structured objective tests, assessing the correct execution of essential maneuvers, such as recognition of cardiac arrest, activation of the emergency system, cardiopulmonary resuscitation, and use of the automated external defibrillator. Descriptive and inferential analyses were performed, considering p < 0.05 as the level of significance.

Both groups showed a high level of acquisition of practical basic life support skills, with consistent results in most basic maneuvers. The only significant differences were observed in automated external defibrillator management (OR = 3.19; p = 0.06), with better performance among students trained by healthcare professionals. The model based on nonhealthcare teachers was associated with improved outcomes, was replicable, and has great potential for expanding basic life support learning in nonclinical university settings. The results are limited by the cross-sectional design and the immediate post-training assessment.

Basic life support training for non-healthcare university teachers appears to be a valid and useful approach for disseminating resuscitation knowledge and enhancing society's capacity to respond to life-threatening emergencies. This model can be integrated into cross-disciplinary university training programmemes, strengthening the culture of resuscitation and contributing to a sustainable health and social impact.