Background: If basic life support is initiated early, chances of rescuing the victim increase. The study intends to decrease the chances of cardiac arrest outside the hospital.
Objective: To evaluate the effectiveness of video teaching on basic life support knowledge, attitude and its retention among non-health professional students at the University of Rwanda.
Method: A quantitative quasi-experimental study of 382 students attend video teaching education session and sat for pre, post and after three months knowledge retention test, conducted at the University of Rwanda. Inferential statistics analyzed using paired T test at a level of 95% of confidence interval, (p value of <0.05).
Results: There was a significant increase in the total score (p<0.0001) from mean total of pretest of 9.102% to 79.420%. Participants performed significantly better in all items of our questionnaire both in posttest and three months later, there was a none significant regression of mean total percentage from 79.420 % to 77.145% after three months probable due to memory lapse.
Conclusion: Non-health profession students attending video teaching on BLS course have a significantly improved BLS performance post session and after 3 months knowledge performance.