Introducing medical students to prehospital care

Ahmad, Maryam; Goodsman, Danë; Lightbody, Emma

doi:10.1111/j.1743-498x.2012.00528.x

Cited by 7 publications

(7 citation statements)

References 5 publications

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“…This module commenced in 2008 as a response to increasing requests by Sheffield medical students for training in mountain rescue casualty care. This was in keeping with an increased interest in undergraduate teaching of prehospital emergency care [7][8][9][10][11][12][13]. Despite demand from students from surrounding areas, only 8 students were taken per year.…”

Section: Discussionmentioning

confidence: 87%

“…Therefore team members must also be competent mountaineers. Lack of formal training in prehospital care leaves medical students ill prepared to act in a prehospital emergency, where anything beyond BLS is required [6][7][8][9][10][11][12][13]. Therefore Sheffield medical students approached the local mountain rescue team (Edale), requesting an elective attachment to learn prehospital care skills.…”

Section: Introductionmentioning

confidence: 99%

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Mountain Rescue Casualty Care and the Undergraduate Medical Elective

Larsen

Blagnys

Cooper

et al. 2019

Wilderness & Environmental Medicine

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Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Mountain Rescue Casualty Care and the Undergraduate Medical Elective

Larsen

Blagnys

Cooper

et al. 2019

Wilderness & Environmental Medicine

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“…[18] The graduates, therefore, appreciated having been 'allowed to assist with emergencies' as students (GS1), but wished they could have had more exposure (GW5b). [19] Lecturers would enjoy having case discussions in smaller groups (EC5) and suggested that students get 'exposed to prehospital emergency care' (EC13b) [20,21] and are 'assign[ed] specific roles Allowing students to 'assist with emergencies' and not to ask them to wait outside, and practical experience in managing emergencies (simulation and hospital) [35] Experiential clinical learning GS2 'Repetition of basic skills' from third year onwards; start early in third year [34] Skills and short courses/health professions educational practice GS3…”

Section: Experiential Clinical Learningmentioning

confidence: 99%

“…Getting a chance to work with 'equipment you had never worked with' before, e.g. defibrillator [20] Skills and short courses GS4 Relaxed, 'low pressure simulation' setting for practising [19] Health professions educational practice GS5 Did 'BLS certificate in third year' . Learn correct principles [17] Skills and short courses GS6…”

Section: Experiential Clinical Learningmentioning

confidence: 99%

A nominal group technique to review undergraduate medical students’ training in emergency care

Hagemeister

Labuschagne

2023

Afr J Health Prof Educ

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Background. The management of clinical emergencies is an essential skill for medical practitioners; therefore, proper training in these skills is crucial. This is a review of emergency care training by recent graduates of a medical programme to provide feedback on the usefulness of their training experience for entry into clinical practice. Academic clinicians working in the clinical environment, who provide the training, and academic managers who manage the training programme, could provide valuable inputs into reviewing the emergency care training programme contextualised for the uniquely South African challenges.Objectives. To obtain and prioritise experience-based and relevant suggestions for improving the current teaching and to invite comment on the suggestions from the relevant managers.Methods. Research was conducted in three phases using a nominal group technique to review an undergraduate medical programme. In the first phase, recent graduates from the existing programme identified its strengths and weaknesses. In the second phase, academic clinicians and technical experts provided suggestions for addressing these challenges. In the third phase, data obtained were discussed with academic managers responsible for the undergraduate medical programme.Results. Findings were grouped into thematic categories: skills and short courses, module structure and content, experiential learning opportunities, health professions educational practice and interprofessional education. Opportunities to gain experience in emergencies in different clinical fields and as a multi-professional team, both in simulation and real-life practice, were among the highlights of the findings.Conclusion. Many of the suggested improvements, such as a dedicated emergency care module, and more simulated and small-group case-based teaching, are achievable with the given resources. Additionally, with recent changes due to the COVID‑19 pandemic and lockdown, an environment for change that benefits online content delivery was created. The creation of longitudinal themes will be an enhancement of the current programme.

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“…A novel prehospital care programme was introduced in London in 2008 4. However, few programmes exist specifically for medical students providing the opportunity to deliver hands-on care in the prehospital setting.…”

Section: Introductionmentioning

confidence: 99%

Initial experience in setting up a medical student first responder scheme in South Central England

et al. 2015

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Prehospital emergency medicine (PHEM) is a recently recognised subspecialty of emergency medicine, and anaesthetics, intensive care and acute medicine, in the UK, and yet it receives little to no mention in many undergraduate medical curricula. However, there is growing interest in PHEM among medical students and junior doctors. Several programmes are in existence across the UK that serve to provide teaching and exposure of prehospital care to medical students and junior doctors. However, relatively few students are able to gain significant first-hand experience of treating patients in the prehospital phase. In this short report, we discuss our experience of launching the student first responder (SFR) scheme across three counties in the Thames Valley. Medical students are trained by the regional ambulance service and respond to life-threatening medical emergencies in an ambulance response vehicle. The scheme is likely to benefit the ambulance service by providing a wider pool of trained volunteer first responders able to attend to emergency calls, to benefit patients by providing a quick response at their time of need, and to benefit medical students by providing first-hand experience of medical emergencies in the community. In its first 15 months of operation, SFRs were dispatched to 343 incidents. This scheme can serve as a training model for other ambulance services and medical schools across the UK.

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Introducing medical students to prehospital care

Abstract: The PCP is a successful and immensely popular addition to the MBBS curriculum at Barts and the London School of Medicine and Dentistry. We hope to observe and continue to support similar replications at other medical schools.

Cited by 7 publications

References 5 publications

Mountain Rescue Casualty Care and the Undergraduate Medical Elective

Mountain Rescue Casualty Care and the Undergraduate Medical Elective

A nominal group technique to review undergraduate medical students’ training in emergency care

Initial experience in setting up a medical student first responder scheme in South Central England

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