Stop the Bleed Education Consortium: Education program content and delivery recommendations

Goolsby, Craig; Jacobs, Lenworth M.; Hunt, Richard C.; Goralnick, Eric; Singletary, Eunice M.; Levy, Matthew J.; Goodloe, Jeffrey M.; Epstein, Jonathan; Strauss‐Riggs, Kandra; Seitz, S. Robert; Krohmer, Jon R.; Nemeth, Ira; Rowe, Dennis Wayne; Bradley, Richard N; Gestring, Mark L.; Kirsch, Thomas D.

doi:10.1097/ta.0000000000001732

Cited by 61 publications

(44 citation statements)

References 14 publications

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“…In this instance the latent variable consisted of the behaviors to stop LTB in a non-medical setting. The behaviors were drawn from the Stop the Bleed Educational Consortium work [13], the Stop the Bleed™ curriculum, and the international first aid guidelines [22]. In the second stage, content of a course was validated as essential by clinical and health education professionals (n = 28) through a 3-round Delphi study design, with a snowball sample.…”

Section: Methodsmentioning

confidence: 99%

“…In the second stage, content of a course was validated as essential by clinical and health education professionals (n = 28) through a 3-round Delphi study design, with a snowball sample. Professionals contributed to the establishment of competencies needed at various levels of training (i.e., public, lay responder, and professional) in terms of specific learning outcomes derived from the SBEC outline [13]. And they validated a variety of graphic representations (video, photos, animations).…”

Section: Methodsmentioning

confidence: 99%

“…Aligning educational outcomes and clinical evidence bases to bleeding control education took shape in 2017, when the National Center for Disaster Medicine and Public Health assembled the Stop the Bleed Education Consortium (SBEC), consisting of an international group of trauma, medical education, and public health experts. They put forward, based on analysis of existing programs, educational content and delivery recommendations for STB education programs [13], which may be applied to any LTB curriculum. The SBEC recommended three critical objectives for education programs: increase motivation of learners to act, differentiation of lifethreatening from non-life-threatening bleeding, and learning to apply pressure (both direct and via a tourniquet) to stop bleeding [13].…”

Section: Introductionmentioning

confidence: 99%

“…They put forward, based on analysis of existing programs, educational content and delivery recommendations for STB education programs [13], which may be applied to any LTB curriculum. The SBEC recommended three critical objectives for education programs: increase motivation of learners to act, differentiation of lifethreatening from non-life-threatening bleeding, and learning to apply pressure (both direct and via a tourniquet) to stop bleeding [13]. While these recommendations have proven helpful for creating courses and vetting STB training programs, currently no validated measures exist to compare learner outcomes between or within various educational programs.…”

Section: Introductionmentioning

confidence: 99%

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“Stop the Bleed” Education Assessment Tool (SBEAT): Development and Validation

Pellegrino

Charlton

Goolsby

2020

Cureus

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As part of the national Stop the Bleed campaign in the United States, more than a million people have received bleeding control training through the work of many organizations. These public and professional educational experiences are ideally grounded in health sciences, clinical, and educational evidence to be most effective. However, there is currently no standard tool for evaluating the educational quality of these programs. We developed and validated the Stop the Bleed Education Assessment Tool (SBEAT) to provide a standard measure of lifethreatening bleeding educational programs knowledge learning outcomes to aid in evaluation and development of this public health program. The SBEAT development included medical, clinical, and educational experts to derive and validate learning outcomes. Specific item writing incorporated focus groups for input on language and then pilot testing before a full community pilot test established a data set, for which a Rasch methodology was applied. The resulting tool used 34 items embedded in 19 survey questions, with item separation statistic of 5.56 (0.97 reliability) and person separation statistic of 2.09 (0.81 reliability) for 171 persons. Overall, the Cronbach Alpha (KR-20) person score "test reliability" equaled 0.85 (SEM = 2.24). The SBEAT project establishes a standardized assessment tool to evaluate the cognitive aspects of first aid for life threatening bleeding. Comparison of outcomes from different teaching styles and methods will allow for the development of best practices for future bleeding control education and help organizations demonstrate value to learners, funders, and policy makers, and advance health sciences education. SBEAT offers a measure for which educational efficiency and efficacy can be judged within a larger effort to prepare people for personal emergencies or large-scale disasters.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“Stop the Bleed” Education Assessment Tool (SBEAT): Development and Validation

Pellegrino

Charlton

Goolsby

2020

Cureus

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“…4,5 Many different types of tourniquets are commercially available, and there is little consensus regarding specific tourniquet design for civilian use. 6,7 Therefore, as hemorrhage control readiness training and public placement of hemorrhage control kits are implemented in the civilian arena, various types of tourniquets are being placed in these bleeding control kits, ranging from windlass-based to elastic-based products (Figure 1). [8][9][10] The Combat Application Tourniquet (CAT), a windlass-based tourniquet, was initially chosen by the military after simulation and realworld testing demonstrated its efficacy at stopping bleeding.…”

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confidence: 99%

Effectiveness of the American College of Surgeons Bleeding Control Basic Training Among Laypeople Applying Different Tourniquet Types

et al. 2019

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IMPORTANCE More than 500 000 laypeople in the United States have been trained in hemorrhage control, including tourniquet application, under the Stop the Bleed campaign. However, it is unclear whether after hemorrhage control training participants become proficient in a specific type of tourniquet or can also use other tourniquets effectively. OBJECTIVE To assess whether participants completing the American College of Surgeons Bleeding Control Basic (B-Con) training with Combat Application Tourniquets (CATs) can effectively apply bleeding control principles using other tourniquet types (commercial and improvised). DESIGN, SETTING, AND PARTICIPANTS This nonblinded, crossover, sequential randomized clinical trial with internal control assessed a volunteer sample of laypeople who attended a B-Con course at Gillette Stadium and the Longwood Medical Area in Boston, Massachusetts, for correct application of each of 5 different tourniquet types immediately after B-Con training from April 4, 2018, to October 9, 2018. The order of application varied for each participant using randomly generated permutated blocks. INTERVENTIONS Full B-Con course, including cognitive and skill sessions, that taught bleeding care, wound pressure and packing, and CAT application. MAIN OUTCOMES AND MEASURES Correct tourniquet application (applied pressure of Ն250 mm Hg with a 2-minute time cap) in a simulated scenario for 3 commercial tourniquets (Special Operation Forces Tactical Tourniquet, Stretch-Wrap-and-Tuck Tourniquet, and Rapid Application Tourniquet System) and improvised tourniquet compared with correct CAT application as an internal control using 4 pairwise Bonferroni-corrected comparisons with the McNemar test. RESULTS A total of 102 participants (50 [49.0%] male; median [interquartile range] age, 37.5 [27.0-53.0] years) were included in the study. Participants correctly applied the CAT at a significantly higher rate (92.2%) than all other commercial tourniquet types (Special Operation Forces Tactical Tourniquet, 68.6%; Stretch-Wrap-and-Tuck Tourniquet, 11.8%; Rapid Application Tourniquet System, 11.8%) and the improvised tourniquet (32.4%) (P < .001 for each pairwise comparison). When comparing tourniquets applied correctly, all tourniquet types had higher estimated blood loss, had longer application time, and applied less pressure than the CAT. CONCLUSIONS AND RELEVANCE The B-Con principles for correct CAT application are not fully translatable to other commercial or improvised tourniquet types. This study demonstrates a disconnect between the B-Con course and tourniquet designs available for bystander first aid, potentially stemming from the lack of consensus guidelines. These results suggest that current B-Con trainees may not be prepared to care for bleeding patients as tourniquet design evolves. TRIAL REGISTRATION ClinicalTrials.gov identifier: NCT03538379

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