Comparative Analysis of First Aid Awareness and Practices in Medical vs. Non-Medical University Students
DOI:
https://doi.org/10.36283/ziun-pjmd14-4/102Keywords:
Emergency Medical Services, First Aid, Students, Surveys and Questionnaires, Universities, Health PracticeAbstract
Background: First aid competency represents a foundational component of health literacy and civic responsibility among university students. Despite its universal importance, the extent of structured first aid education varies across disciplines. This study explored first aid preparedness among medical and non-medical students, focusing on educational exposure, training needs, and confidence in applying first aid principles.
Methods: A cross-sectional educational assessment was conducted among 584 university students from both medical and non-medical faculties. A structured, self-administered questionnaire was used to evaluate students’ demographic characteristics, prior exposure to first aid training, and confidence in handling emergencies. Descriptive and inferential analyses, including chi-square tests and cluster analysis, were employed to identify trends in preparedness and training disparities.
Results: Medical students demonstrated greater familiarity with first aid principles and emergency response techniques compared to non-medical peers. However, only 34.8% of participants reported receiving any formal first aid instruction. While most respondents (>80%) acknowledged the importance of first aid as an essential life skill, fewer than half had ever provided first aid in a real-life situation. Educational background, gender, and awareness of on-campus emergency facilities were significantly associated with confidence and response readiness.
Conclusion: The study revealed substantial educational gaps in first aid preparedness among university students, particularly in non-medical disciplines. Despite high perceived importance, limited formal training and practical exposure hinder effective emergency response. Integrating structured first aid modules into university curricula and fostering interprofessional learning initiatives could enhance the overall emergency responsiveness and social accountability of graduates.
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