Abstract Body:
Introduction/Context: Early cardiopulmonary resuscitation (CPR) increases survival in both in- and out-of-hospital CPR, making it essential to train professionals and optimize CPR quality. Basic Life Support (BLS) training for medical students helps identify knowledge gaps and strengthen educational strategies.Research Questions/Hypothesis:The main research questions were: What is the level of prior knowledge of BLS among students in different medical school cycles? Does theoretical and practical training positively impact the acquisition and development of this knowledge? The central hypothesis was that prior knowledge would be insufficient among students, especially those in the firsts stages of their undergraduate studies, and that the BLS course would promote a statistically significant improvement in the results of tests administered before and after training. Methods/Approach:This is a cross-sectional, quantitative, descriptive study conducted with 174 medical students at the State University of Pará (UEPA). Participants completed a pre-test questionnaire, followed by a theoretical and practical course on BLS, and finally, a post-test questionnaire. The data obtained from the questionnaires were initially organized and tabulated in Excel and subjected to two non-parametric tests: the Wilcoxon test and the Kruscal-Wallis test. The study was approved by the Ethics Committee of UEPA Campus VIII, opinion number 6.873.190. Results: The Wilcoxon signed-rank test (p < 0.001) showed a significant difference in the number of correct answers before (median = 15) and after training (median = 23). Through the Kruskal-Wallis test, before training, lower medians were observed in the basic cycle (median = 5.42) compared to the internship (median = 7.71), after training there were no significant differences in terms of leveling.Conclusion: In summary, the study reveals gaps in medical students' knowledge of Basic Life Support (BLS). Healthcare professionals, especially future medical practitioners, should have a higher level of BLS knowledge than the general public. Early and continuous BLS training, starting from the first semesters, is crucial for developing these skills. Periodic assessments should be implemented to reinforce learning. Regular courses and ongoing evaluations throughout the program are recommended to better prepare students for their future roles.