An Investigation of the Effects of Different Practical Roles in Simulation-Based Intermediate Life Support Training on Theoretical Knowledge, Practical Skill Acquisition, and Self-Assessment Among Undergraduate Dental Students

This study aims to investigate the development of theoretical knowledge and practical skills of fifth-year dental students through pre- and post-training assessments, and to compare outcomes between study groups. Prior to receiving theoretical instruction, students will complete a baseline knowledge questionnaire to assess their initial theoretical understanding. Similarly, an initial practical assessment using an Objective Structured Clinical Examination (OSCE) will be conducted to determine baseline practical competence.

Following detailed theoretical training and practical exercises, students will be divided into two groups for simulation-based practical sessions:

Group 1 (Practitioners): Students in this group will participate as practitioners in additional practical sessions following joint theoretical and practical training.

Group 2 (Evaluators): Students in this group will serve as evaluators during the additional practical sessions, using structured checklists developed with the instructor.

During the ILS simulation exercises, practitioner students are expected to detect cardiac and respiratory arrest in adult and pediatric scenarios and implement acute management steps, including activating emergency services (calling 112), requesting an automated external defibrillator, and utilizing emergency intervention equipment. Practitioners will perform chest compressions and positive pressure ventilation with 100% oxygen using appropriate devices. To simulate single- or multi-rescuer interventions, practitioner students will perform in groups of one or two, while evaluators observe and provide immediate feedback. Each student will assume a leadership role at least once, with assisting students following the leader's instructions.