Bakgrund: Incidensen av hjärtstillestånd i Sverige uppskattas till 5000 fall varje år. Barn drabbas också av hjärtstopp hos tandläkare, därför är det viktigt att tandläkare har kunskap inom HLR till barn för att öka chansen för överlevnad. Syfte: Att ta reda på hur mycket kunskap tandläkarstudenter på tandläkarutbildningar i Stockholm, Göteborg och Malmö har om HLR till barn och att undersöka om tandläkarstudenterna behöver ytterligare utbildning i HLR till barn för att säkerställa kunskaper inom området. Material & Metod: Webbaserad enkätstudie där tandläkarstudenter på sista terminen på utbildningsorterna; Stockholm, Göteborg och Malmö tillfrågades om deltagande och att besvara 20 frågor om hantering och kunskaper gällande barn-HLR. Resultat: Totalt tillfrågades 263 tandläkarstudenter från Stockholm, Göteborg och Malmö, och 90 personer av dessa svarade 34,2 %. Av alla tandläkarstudenter uppvisade 31,1 % korrekt kunskap i alla steg att kunna utföra HLR i rätt ordning, som bröstkompressioner samt skapandet av fria luftvägar. Av Göteborgs tandläkarstudenter uppvisade 54,5 % rätt kunskap medan motsvarande siffror för Malmö och Stockholm var 23,8 % respektive 23,1 %. Av de svarande önskade 85,6 % mer information om att hantera en situation vid hjärtstopp av barn.  Slutsats: Fler studier med ett större antal deltagare behövs för att kunna kartlägga kunskapen hos tandläkarstudenter om akut hantering och omhändertagande av situationen vid hjärtstopp och andningsstopp hos barn. Genom framtida samarbete mellan tandläkarutbildningar så kan flera möjligheter erbjudas till studenter för att uppnå högre kunskapsnivå. Det kan även finnas ett behov att erbjuda HLR-utbildning för att öka kunskapen i samhället. / Background: The incidence of cardiac arrest in Sweden is estimated to be 5,000 cases per year.  Cardiac arrest also happens at the dentist, therefore it is important that dentists have knowledge in CPR for children. The aim: To investigate how much knowledge dental students in Stockholm, Gothenburg and Malmö have about CPR for children and investigate whether students need additional training. Material & Method: Web-based survey where dental students in their last semester in Stockholm, Gothenburg and Malmö, were asked to participate in answering 20 questions about  children-CPR. Results: A total of 263 dental students from Stockholm, Gothenburg and Malmö, and 90 of them responded 34.2%. Of all dental students, 31.1% demonstrated correct knowledge in all stages to be able to perform CPR in the correct sequence, such as chest compressions and the creation of free airways. Of Gothenburg's dental students, 54.5% demonstrated the correct knowledge, while the corresponding figures for Malmö and Stockholm were 23.8% and 23.1% respectively. Of the respondents, 85.6% wanted more information about handling a situation in the event of cardiac arrest in children. Conclusion: More studies with a larger number of participants are needed to be able to assess the level of knowledge of dental students about emergency management of situations of cardiac arrest and respiratory arrest. Through future collaboration, several opportunities can be offered to students to achieve a higher level of knowledge. There may also be a need to offer CPR training at both adult and child level.

This thesis explores how dental students experience their education. We aim to generate ways to understand which elements relate to the students’ experience based on current theories and models regarding the quality of working life and gender (and) power relations.   Methods Twelve interviews with Umeå dental students in their clinical semesters were analysed with a Grounded Theory (GT) as well as a content analysis approach. A web-survey was sent to all clinical dental students in Sweden (P ≈ 805) with a response rate of 40% (p = 322). The quantitative methods included structural equation modelling and cluster analysis. Results The GT analysis resulted in the core category “Experiencing ambiguity,” that captured the student’s role-ambiguity. Central categories focused on perceived stress and performance assessment in relation to ambiguous inner and outer demands. The content analysis resulted in three categories: “Notions of inequalities,” “Gendering,” and “The student position.” These categories present the ways groups of students are constructed in relation to the student/dentist norm and social gender relations, and how women and men of foreign descent risk subordination and stereotyping. The SEM-model contained psychosocial work environment, tolerance for ambiguity, perceived stress, and student satisfaction. Work environment influenced both perceived stress and satisfaction, and stood for almost all of the explained variance in perceived stress for women, indicating that women are constructed as co-responsible for the work environment. About half of the variance for the men was explained by tolerance for ambiguity, indicating that the feeling of uncertainty may lead to stress in men who include “being in control” in their gender identity. The cluster analysis resulted in a six-cluster solution ranging from “The fresh and positive” to “The worn critiques.” Psychosocial work environment again appeared to be the main factor. Gender also appears to be a factor as the gender distribution in the best as well as the two worst clusters differs from the population. Conclusion Work environment stands out among the factors that relate to the students wellbeing and satisfaction, but the student group is heterogeneous and the ways students perceive their work environment relate to different processes and experiences. We suggest that the ways gender and ethnicity appear to be constructed in relation to the sociocultural gender power relations and the (traditional) medical hierarchy could be of importance for how the students’ experience their psychosocial work environment.