Bridging Competency and Training Outcomes: An Evaluation of Life Support Courses Via the Dubai Health Authority (DHA) Framework

Background: Life support training is a critical component for healthcare professionals, particularly those working in emergency care settings. The Dubai Health Authority (DHA) operates a state-of-the-art training center that offers resuscitation courses, including Basic Life Support (BLS), Advanced Cardiovascular Life Support (ACLS), Paediatric Advanced Life Support (PALS), and Paediatric Emergency Assessment, Recognition, and Stabilization (PEARS). Following each course, participants complete a standardized evaluation, which serves as the primary data source for this study. Objectives: To evaluate participants' perceptions of teaching methods, course effectiveness, and skill acquisition, and to compare evaluation outcomes across four life support courses: BLS, ACLS, PALS, and PEARS. Methods: This observational, retrospective, quantitative study analysed participant evaluation data collected between 2014 and 2016 using a modified American Heart Association (AHA) evaluation tool. Data were reviewed for three key domains: instructor performance, course content, and skill mastery. Inclusion and exclusion criteria were applied to ensure data quality and relevance. Results: In 2014–2015, all courses received high evaluation scores, with average ratings between 4.4 and 4.6, reflecting strong instructor performance, relevant content, and effective skill training. In 2016, a decline in ratings was observed for BLS, ACLS, and PALS, particularly in areas such as instructor clarity, learner confidence, and facility adequacy. In contrast, PEARS maintained consistently high ratings and showed slight improvement. These trends highlight a decline in perceived course quality for most programs in 2016, with PEARS as a notable exception. Conclusion: Life support training programs delivered by DHA demonstrated high levels of participant satisfaction in 2014–2015, particularly in instructional quality and skill development. A systemic decline in 2016 suggests a need for improvements in instructor consistency, practical training reinforcement, and facility upgrades. Despite this, course content and participant trust in the programs remained strong throughout the study period.