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. Cardiopulmonary resuscita-tion is influenced by the quality of basic life support (BLS). The primary objective of our study was to compare efficiency in the acquisition of BLS skills using conven-tional training and the 4-stage approach as a teaching method for BLS training. Methods. In a prospective, randomised, 2-parallel group study, 266 first year medi-cal students were randomised to either conventional training or the 4-stage ap-proach using 2000 and 2005 ERC (Euro-pean Resuscitation Council) guidelines. The students were tested immediately after receiving training. Three ERC-certified instructors assessed BLS skills using video recordings.Results. The students who were taught according to the 4-stage approach using 2000 guidelines preformed significantly better in the following steps: calls for help (p<0.01), opens the airway (p<0.01), plac-es hands for chest compression correctly (p<0.01) and performs chest compressions correctly (p<0.01), while using 2005 guide-lines, only chest compression hand posi-tion improved significantly in the 4-stage teaching group (p<0.01).Conclusions. The 4-stage approach im-proved the efficiency of several steps of the BLS algorithm and the ability to follow the algorithm in the correct sequence us-ing 2000 ERC guidelines, while in students using the 2005 ERC guidelines only chest compression hand position improved significantly. Students who were taught according to 2000 ERC guidelines had significantly better hand position than students who were taught according to 2005 guidelines, independent of teaching method used.

Medical students perform basic life support skills in a simulated scenario better using a 4-stage teaching approach compared to conventional training