RESUMEN

Introduction Out-of-hospital cardiac arrest is one of the greatest causes of death in the world. When basic life support (BLS) techniques are performed rapidly, the odds of survival increase. The aim of this research is to assess the university students' preparation and knowledge level regarding their interest in participating in BLS. Methods A cross-sectional study using an online self-administered questionnaire was conducted between January 20 and March 20, 2022. The questionnaire addressed awareness about BLS, willingness to participate in such courses, perceived barriers and incentives, and course uptake, in addition to the sociodemographic profile of participants. Logistic regression analysis was used to identify the factors significantly associated with the willingness to participate in BLS courses and the associations are reported as adjusted odds ratios (AORs) with 95% confidence intervals (CIs). Results A total of 1,546 students completed the questionnaire; almost half of them (n=761, 49.2%) were aged 17 to 21 and the majority were females (n=1,132, 73.2%). Only one-third of the population had heard about BLS (n=519, 33.6%), 27.1% (n=419) recognized where to register for BLS training, and 20.3% (n=314) had taken a BLS course. Most participants (n=1,081, 69.9%) demonstrated a low level of awareness. Conversely, a substantial portion (n=1,204, 77.9%) expressed a personal interest in undertaking the course. It was observed that participants who are affiliated with healthcare specialties (AOR = 5.96, 95% CI = 4.66-7.63, p<0.05) exhibited greater knowledge about BLS, while females (OR = 2.49, 95% CI = 1.52-4.08, p<0.05) and those in healthcare specialties (OR = 2.23, 95% CI = 1.29-3.82, p<0.05) displayed a notably higher inclination to enroll in BLS courses compared to their counterparts. Conclusion Despite the limited awareness of BLS among university students, there is a strong willingness to engage in BLS courses. It is crucial to motivate students to partake in these courses and emphasize the availability of accredited centers for their education institutes.