Effectiveness of a Pediatric Emergency Medicine Curriculum in a Public Tanzanian Referral Hospital

Chen, Carol C.; Werne, Alexander L; Osborn, Katharine A; Vo, Holly; George, Upendo; Sawe, Hendry R.; Addo, Newton; Cruz, Andrea T.

doi:10.5811/westjem.2019.10.44534

Cited by 5 publications

(2 citation statements)

References 21 publications

(24 reference statements)

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“…Pediatricians have little exposure to emergencies during their training, leaving them unprepared for life-threatening situations because children rarely require resuscitation [ 36 ]. Medical students and nursing staff receive first aid knowledge in hospitals and universities that is often administered to adults and have limited exposure to pediatric emergencies unless they attend specialized pediatric academic conferences [ 37 ]. Moreover, there has been a large gap between pediatricians and pediatric practitioners; therefore, we suggest that pediatric emergency training courses could be included in future institutional education to allow more people to understand pediatric emergencies and join the pediatric practice.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of emergency knowledge training of pediatric medical workers based on the knowledge, skills, simulation model: a quasi-experimental study

Zheng

Zhu

et al. 2022

BMC Med Educ

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Background Basic life support and advanced life support are essential emergency management skills for medical workers, and pediatricians' first aid skills can be improved through emergency knowledge training. Methods A controlled pre–post-intervention quasi-experimental study design was used. The study setting was a tertiary children's hospital in China. In November 2019, a KSS model of emergency knowledge learning was developed and tested, and pediatric medical workers (N = 1448) were trained with it. The outcome measures were based on an emergency knowledge questionnaire devised by the authors that measured the effectiveness of training by comparing the pre-and post-training scores of the particpants. Results Pediatric medical workers scored significantly higher in total emergency knowledge after the training course than before [75.00 (62.50, 85.00) versus 100.00 (95.00, 100.00); P = 0.00]. Basic life support and advanced life support knowledge score significantly improved after training. Teamwork scores were significantly higher after the training than before [5.00 (5.00, 10.00) versus 10.00 (10.00, 10.00); P = 0.00]. Scores were significantly higher after the training (P < 0.001), especially for case analysis questions (P = 0.00). The attitudes of the medical workers towards the training were all positive and affirmative. Conclusion The KSS model was shown to be effective in improving the emergency knowledge of pediatric medical workers. Future research will be to explore the effectiveness of the model with different participants and at other hospitals or other institutions such as schools, encouraging more people to participate in and evaluate the model to promote its optimization. Trial registration Hunan Children’s Hospital, HCHLL-2018-03.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of emergency knowledge training of pediatric medical workers based on the knowledge, skills, simulation model: a quasi-experimental study

Zheng

Zhu

et al. 2022

BMC Med Educ

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“…A cluster RCT of ENC and NRP in multiple countries documented resuscitation techniques on standard data collection forms completed by midwives, then reviewed by Community Coordinators then . A Paediatric Emergency course in Tanzania developed by the African Federation of Emergency Medicine observed 402 cases of respiratory distress, 394 cases of trauma and 396 cases of sepsis in the seven weeks post-course and compared clinical behaviour between nurses who had attended the course and those who had not (Chen et al 2020).…”

Section: Kirkpatrick Level Threementioning

confidence: 99%

A narrative review of course evaluation methods for continuing professional development: The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEME Guide No. 76

et al. 2022

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BackgroundTraining a skilled healthcare workforce is an essential part in reaching the United Nations Sustainable Development Goal to end preventable deaths in children and neonates. The greatest burden of mortality lies in low and lower-middle income countries (LLMIC). Short term, in-service courses have been implemented in many LLMIC to improve the quality of care delivered, but the evaluation methods of these courses are inconsistent. MethodStudies describing evaluations of course and outcome measures were included if the course lasted seven days or less with postgraduate participants, included paediatric or neonatal acute or emergency training and was based in a LLMIC. This narrative review provides a detailed description of evaluation methods of course content, delivery and outcome measures based on "Context, Input, Process and Product" (CIPP) and Kirkpatrick models. Results5265 titles were screened with 93 articles included after full-text review and quality assessment. Evaluation methods are described: context, input, process, participant satisfaction, change in learning, behaviour, health system infrastructure and patient outcomes. ConclusionsOutcomes, including mortality and morbidity, are rightly considered the fundamental aim of acute-care courses in LLMIC. Course evaluation can be difficult, especially with low resources, but this review outlines what can be done to guide future course organisers in providing well-conducted courses with consistent outcome measures for maximum sustainable impact. Keywords paediatric; neonatal; postgraduate; education; low-resource Practice Points• It is vital course evaluation is performed at a high standard. Structuring outcome measures using the CIPP and Kirkpatrick models will provide evidence of course effectiveness. • The diversity of outcome evaluations in this review displays what can be done in LLMIC where there is a range of resources available for this work. • There is a need for detailed description of the acute-care course, including justifying context and content with site-specific data, incorporating the local language and the support of local or national organisations for sustainability. • Publication by LLMIC authors must be facilitated to fully understand the appropriateness and impact of these courses in their context.

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Implementing a Statewide Speakers Bureau to Address Maternal Morbidity and Mortality

Stephenson¹,

Newnam²,

Barker³

et al. 2022

Nursing for Women's Health

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Effectiveness of a Pediatric Emergency Medicine Curriculum in a Public Tanzanian Referral Hospital

Cited by 5 publications

References 21 publications

The effectiveness of emergency knowledge training of pediatric medical workers based on the knowledge, skills, simulation model: a quasi-experimental study

The effectiveness of emergency knowledge training of pediatric medical workers based on the knowledge, skills, simulation model: a quasi-experimental study

A narrative review of course evaluation methods for continuing professional development: The case of paediatric and neonatal acute-care in-service courses in low and lower-middle income countries: BEME Guide No. 76

Implementing a Statewide Speakers Bureau to Address Maternal Morbidity and Mortality

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