Prehospital trauma care education for first responders in India

Aekka, Apoorva; Abraham, Rohit; Hollis, Michael; Boudiab, Elizabeth; Laput, Gieric; Purohit, Harshadha; Kumar, Richa; Vyas, Arpita; Basson, Marc D.; Vyas, Dinesh

doi:10.1016/j.jss.2015.03.047

Cited by 34 publications

(42 citation statements)

References 25 publications

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“…Post-training surveys immediately after training and after six months showed that there was a significant improvement in first aid knowledge and skills confidence among traffic police. Similar studies on lay responder first aid training with participants other than police officers also demonstrated the positive impact of educational training on first aid knowledge and skills (9,10,(21)(22)(23). Common to these studies was the use of didactic and hands-on approaches to training.…”

Section: Discussionmentioning

confidence: 79%

Impact of a Postcrash First Aid Educational Program on Knowledge, Perceived Skills Confidence, and Skills Utilization Among Traffic Police Officers: A Single-Arm Before-After Intervention Study

Ndile

Lukumay

Bölenius

et al. 2020

Preprint

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Background An overwhelming proportion of road traffic deaths and injuries in low- and middle-income countries (LMICs) occur in prehospital environments. Lay first responders such as police officers play an important role in providing initial assistance to victims of road traffic injuries either alone or in collaboration with others. The present study evaluated a postcrash first aid (PFA) educational program developed for police officers in Tanzania. Method A 16-hour PFA educational program was conducted in Dar es Salaam, Tanzania, for 135 police officers. Participants completed training surveys before, immediately and six months after the training (before, N = 135; immediately after, N = 135; after six months, N = 102). The primary outcome measures were PFA knowledge, perceived skills confidence, and skills utilization. Parametric and nonparametric tests were used to analyse changes in outcome. Results The mean PFA knowledge score increased from 44.73% before training ( SD = 20.70) to 72.92% six months after training ( SD = 18.12), p ˂ .001, N = 102. The mean PFA perceived skills confidence score (measured on a 1–5 Likert scale) increased from 1.96 before training ( SD = 0.74) to 3.78 six months after training ( SD = 0.70), p ˂ .001, N = 102. Following training, application of the recovery position skill ( n = 42, 46%) and application of the bleeding control skill ( n = 45, 49%) were reported by nearly half of the responding officers. Less than a quarter of officers reported applying head and neck immobilization skills ( n = 20, 22%) following training. Conclusion A PFA educational program has shown to improve police officers’ knowledge and perceived skills confidence on provision of first aid. However qualitative research need to be conducted to shed more light regarding reasons for low utilization of trained first aid skills during follow-up.

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Section: Discussionmentioning

confidence: 79%

Impact of a Postcrash First Aid Educational Program on Knowledge, Perceived Skills Confidence, and Skills Utilization Among Traffic Police Officers: A Single-Arm Before-After Intervention Study

Ndile

Lukumay

Bölenius

et al. 2020

Preprint

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“…8 Entry-level protocols like BLS are more appropriate for laypersons; but education setup, contextual issues, and language barriers prevent success. Instead, contextually differentiated protocols must begin at the most basic levels, 9 which then sustainably advance to higher levels of clinical competence through grassroots expansion.…”

Section: Overview Of the Global Needmentioning

confidence: 99%

“…In comparison to the toolkit of educational strategies outlined in our previous education initiative, 9 this protocol is more affordable and accessible to the greatest range of trainees. By substituting video-assisted debriefing and high-fidelity simulation with verbal debriefing and standard mannequins, we can train a larger force of first responders with the same amount of instructors in less time, as shown in Figure 4.…”

Section: Mooc For Global Scalabilitymentioning

confidence: 99%

“…9 ATT graduates would return after six months for re-training with video-assisted debriefing and high-fidelity mannequins—offering a more rigorous learning experience through smaller class sizes, lower student-to-faculty ratio, and higher clinical confidence and competency expectations, as outlined in Table II. In addition, this two-day program will also train them in the additional topics of extrication, IV access, and mass casualty as new core topics.…”

Section: Mooc For Global Scalabilitymentioning

confidence: 99%

“…9 Adapted from existing United States trauma protocols, this multicenter initiative revolutionized the educational approach by offering high-fidelity simulation and audiovisual programming, while successfully differentiating content for local context. Components of this program, illustrated in Figure 1, designed to be internationally scalable, are described in sections below.…”

Section: Introductionmentioning

confidence: 99%

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Strategically Leapfrogging Education in Prehospital Trauma Management: Four-Tiered Training Protocols

Abraham¹,

Vyas²,

Narayan³

et al. 2015

Amer J Robot Surg

Self Cite

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Trauma-related injury in fast developing countries are linked to 90% of international mortality rates, which can be greatly reduced by improvements in often non-existent or non-centralized emergency medical systems (EMS)—particularly in the pre-hospital care phase. Traditional trauma training protocols—such as Advanced Trauma Life Support (ATLS), International Trauma Life Support (ITLS), and Basic Life Support (BLS)—have failed to produce an effective pre-hospital ground force of medical first responders. To overcome these barriers, we propose a new four-tiered set of trauma training protocols: Massive Open Online Course (MOOC) Trauma Training, Acute Trauma Training (ATT), Broad Trauma Training (BTT), and Cardiac and Trauma Training (CTT). These standards are specifically differentiated to accommodate the educational and socioeconomic diversity found in fast developing settings, where each free course is taught in native, lay language while ensuring the education standards are maintained by fully incorporating high-fidelity simulation, video-recorded debriefing, and retraining. The innovative pedagogy of this trauma education program utilizes MOOC for global scalability and a “train-the-trainer” approach for exponential growth—both components help fast developing countries reach a critical mass of first responders needed for the base of an evolving EMS.

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Development and implementation of a novel Web‐based gaming application to enhance emergency medical technician knowledge in low‐ and middle‐income countries

Lindquist

Gaiha

Vasudevan

et al. 2021

AEM Education and Training

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Background: Increasing access to high-quality emergency and prehospital care is an important priority in low-and middle-income countries (LMICs). However, ensuring that emergency medical technicians (EMTs) maintain their clinical knowledge and proficiency with procedural skills is challenging, as continuing education requirements are still being introduced, and clinical instructional efforts need strengthening. We describe the development and implementation of an innovative asynchronous learning tool for EMTs in the form of a Web-based trivia game.Methods: Over 500 case-based multiple-choice questions (covering 10 essential prehospital content areas) were created by experts in prehospital education, piloted with EMT educators from LMICs, and delivered to EMTs through a Web-based quiz game platform over a 12-week period. We enrolled 252 participants from nine countries.Results: Thirty-two participants (12.7%) completed the entire 12-week game.Participants who completed the game were administered a survey with a 100% response rate. Ninety-three percent of participants used their mobile phone to access the game. Overall, participants reported that the interface was easy to use (93.8% agreed or strongly agreed), the game improved their knowledge (100% agreed or strongly agreed), and they felt better prepared for their jobs (100% agreed or strongly agreed).The primary motivators for participation were improving patient care (37.5%) and being recognized on the game's leaderboard (31.3%). All participants reported that they would engage in the game again (43.8% agreed and 56.3% strongly agreed) and would recommend the game to their colleagues (34.4% agreed and 65.6% strongly agreed). Conclusions:In conclusion, a quiz game targeting EMT learners from LMICs was viewed as accessible and effective by participants. Future efforts should focus on increasing retention and trialing languages in addition to English.

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Prehospital trauma care education for first responders in India

Cited by 34 publications

References 25 publications

Impact of a Postcrash First Aid Educational Program on Knowledge, Perceived Skills Confidence, and Skills Utilization Among Traffic Police Officers: A Single-Arm Before-After Intervention Study

Impact of a Postcrash First Aid Educational Program on Knowledge, Perceived Skills Confidence, and Skills Utilization Among Traffic Police Officers: A Single-Arm Before-After Intervention Study

Strategically Leapfrogging Education in Prehospital Trauma Management: Four-Tiered Training Protocols

Development and implementation of a novel Web‐based gaming application to enhance emergency medical technician knowledge in low‐ and middle‐income countries

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