Feasibility and integration of an intensive emergency pediatric care curriculum in Armenia

Abstract

Background Emergency pediatric care curriculum (EPCC) was developed to address the need for pediatric rapid assessment and resuscitation skills among out-of-hospital emergency providers in Armenia. This study was designed to evaluate the effectiveness of EPCC in increasing physicians’ knowledge when instruction transitioned to local instructors. We hypothesize that (1) EPCC will have a positive impact on post-test knowledge, (2) this effect will be maintained when local trainers teach the course, and (3) curriculum will satisfy participants. Methods This is a quasi-experimental, pre-test/post-test study over a 4-year period from October 2014‑November 2017. Train-the-trainer model was used. Primary outcomes are immediate knowledge acquisition each year and comparison of knowledge acquisition between two cohorts based on North American vs local instructors. Descriptive statistics was used to summarize results. Pre-post change and differences across years were analyzed using repeated measures mixed models. Results Test scores improved from pretest mean of 51% (95% CI 49.6 to 53.0%) to post-test mean of 78% (95% CI 77.0 to 79.6%, p < 0.001). Average increase from pre- to post-test each year was 27% (95% CI 25.3 to 28.7%). Improvement was sustained when local instructors taught the course (p = 0.74). There was no difference in improvement when experience in critical care, EMS, and other specialties were compared (p = 0.23). Participants reported satisfaction and wanted the course repeated. In 2017, EPCC was integrated within the Emergency Medicine residency program in Armenia. Discussion This program was effective at impacting immediate knowledge as well as participant satisfaction and intentions to change practice. This knowledge acquisition and reported satisfaction remained constant even when the instruction was transitioned to the local instructors after 2 years. Through a partnership between the USA and Armenia, we provided OH-EPs in Armenia with an intensive educational experience to attain knowledge and skills necessary to manage acutely ill or injured children in the out-of-hospital setting. Conclusions EPCC resulted in significant improvement in knowledge and was well received by participants. This is a viable and sustainable model to train providers who have otherwise not had formal education in this field.

Global impact of COVID-19 pandemic on road traffic collisions

“…Furthermore, several major cities across the globe, such as Philadelphia, Calgary, Berlin, Bogota temporarily replaced traffic lanes with sidewalks and bike lanes to support walking and bicycling by providing more space for pedestrians and cyclists [ 44 , 66 ]. This was an attempt to improve physical activity and mitigate the psychological effects of the COVID-19 pandemic [ 6 ]. Empty lanes encouraged cycling in different major cities of Europe [ 67 ].…”

“…The COVID-19 pandemic has a major psychological impact on the community affecting the mental health and vulnerable groups. This is exaggerated by the preventive measures taken to fight the virus, including quarantine, lockdown, self-isolation, and social distancing, which are unusual human behaviors [ 6 , 84 , 85 ]. Negative emotions, such as depression and anxiety, increased after the COVID-19 outbreak [ 86 – 88 ].…”

“…Negative emotions, such as depression and anxiety, increased after the COVID-19 outbreak [ 86 – 88 ]. Fear of dying, death of family members, fear of stigma, reduced social interaction, and lockdown are potential risk factors of mental health problems [ 6 ]. Furthermore, the global failure to find an effective treatment or vaccine for the pandemic, or their shortages is another factor causing psychological pressure, not only to the infected persons but also to the healthy individuals [ 89 ].…”

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