Out-of-hospital cardiac arrest depends on timely bystander action. The investigators assessed CPR preparedness using a validated KABSE instrument among 431 university-affiliated participants. Data indicated a divergence: median knowledge was low at 50% (IQR 33–67), while median attitude and behavioral intention were relatively high (83% and 75% respectively). Confidence—in the form of self-efficacy—was notably limited (median 31%, IQR 19–50). These baseline results suggest that many students are willing in principle, yet lack the factual knowledge and confidence to act effectively.
The study team observed consistent associations between participant characteristics and KABSE scores. Females scored higher on knowledge and attitude domains. Males, by contrast, reported greater self-efficacy. Older and married participants tended to express more positive attitudes. Participants enrolled in healthcare-related academic programs registered higher knowledge, attitude, and self-efficacy scores, although their behavioral intention was comparable to peers from non-health disciplines. Awareness of AEDs, reported capability to use an AED, and recent CPR training were all associated with higher domain scores (reported significance p < 0.001). The source did not report additional subgroup effect estimates beyond these stated associations.
Respondents identified practical and psychosocial barriers to both training and intervention. The most common reasons for not attending CPR training were uncertainty about where to learn (30.2%) and time constraints (29.9%). When asked why they would hesitate to perform CPR, 73.3% cited fear of causing harm due to lack of hands-on experience. Fear of legal repercussions affected 46.6% of respondents. Other concerns included reluctance to perform mouth-to-mouth on strangers and fear of infection. The authors reported these frequencies but did not offer qualitative interviews or deeper behavioral analysis within this dataset.
Phase 2 enrolled 33 participants who had not received CPR training within the previous two years. The intervention was a two-hour, peer-led workshop delivered by Year 2 medical students who had completed a refresher BLS Provider course under specialist supervision. Training combined a brief theory session on the chain of survival and BLS steps with two practical stations: choking management and hands-on CPR practice on manikins. Trainers used a seven-domain BLS performance checklist as an instructional guide and provided immediate individualized feedback during practice.
Pre–post comparisons showed statistically significant gains across all self-reported domains. Knowledge improved from a median of 58.33% to 91.67%; self-efficacy rose from 50% to 75%. The reported effect sizes were large for knowledge (r = 0.853) and self-efficacy (r = 0.794). Attitude and behavioral intention also improved with moderate effects. The authors emphasized feasibility as a proof-of-concept and reported that the workshop was provided free of charge.
Spearman correlations reported in the source document indicate interdomain relationships: knowledge correlated positively with attitude (r = 0.297, p < 0.001) and with self-efficacy (r = 0.213, p < 0.001). Attitude correlated with behavioral intention at a higher magnitude (r = 0.477, p < 0.001). Non-parametric tests were applied throughout, and the Wilcoxon signed-rank test was used for pre–post comparisons in Phase 2. Cohen’s r effect-size conventions were reported and used to interpret the magnitude of observed changes.
The authors reported several constraints that temper interpretation. Recruitment used convenience sampling and voluntary enrolment, introducing self-selection bias. Phase 2 was quasi-experimental and non-randomized, with a small sample (N = 33) limiting generalizability. Outcomes in both phases were self-reported; no written or objective practical performance metrics were analyzed for CPR skill competency. The source did not report long-term retention data or follow-up beyond the immediate post-workshop assessment. Unanswered questions documented by the authors include whether gains persist over time, whether peer-led training translates into objective skill performance and real-world bystander actions, and how scalable the model is across diverse university settings.