Training the trainers in emergency medicine: an advanced trauma training course in Rwanda’s medical simulation center

Janeway, Hannah; Modi, Payal; Wanjiku, Grace; Millán, Ramón; Kato, Devin; Foggle, John; Partridge, Robert

doi:10.11604/pamj.2015.20.242.6358

Cited by 5 publications

(11 citation statements)

References 5 publications

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“…These materials included didactic lectures created using ATLS guidelines, skill stations, radiology stations, simulations, and teamwork exercises. Similar material has been used to pilot and implement three short trauma courses elsewhere [15] , [16] . The course was further adapted for medical students by reducing the amount of time spent on didactic material, introducing radiology stations, dedicating more time to skill stations, teamwork and simulation exercises.…”

Section: Methodsmentioning

confidence: 99%

“…Increased scores indicated greater self-confidence in performing necessary procedures. The MCQ tests, simulation assessment tool and the confidence evaluation questionnaire were piloted in prior short trauma courses [15] , [16] . At the nine-month re-evaluation, a convenience sample of students took a new MCQ test (Test C) and a new simulation case.…”

Section: Methodsmentioning

confidence: 99%

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Assessing the impact of an emergency trauma course for senior medical students in Kenya

Wanjiku

Janeway

Foggle

et al. 2017

African Journal of Emergency Medicine

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IntroductionNinety percent of all injury-related deaths occur in low- and middle-income countries. The WHO recommends short, resource-specific trauma courses for healthcare providers. Studies show that teaching trauma courses to medical students in developed countries leads to significant increases in knowledge and skill. High costs hinder widespread and sustained teaching of these courses in low-income countries.MethodsA two-day trauma course was designed for students at Moi College of Health Sciences in Eldoret, Kenya. Participants underwent pre- and post-course written and simulation testing and rated their confidence in 21 clinical scenarios and 15 procedures pre- and post-course using a five point Likert scale. A subset of the students was re-evaluated nine months post-course. Using the paired t-test, mean written, simulation and confidence scores were compared pre-course, immediately post-course and nine months post-course.ResultsTwenty-two students were enrolled. Written test score means were 61.5% pre-course and 76.9% post-course, mean difference 15.5% (p < 0.001). Simulation test score means were 36.7% pre-course and 82.2% post-course, mean difference 45.5% (p < 0.001). Aggregate confidence scores were 3.21 pre-course and 4.72 post-course (scale 1–5). Ten out of 22 (45.5%) students were re-evaluated nine months post-course. Results showed written test score mean of 75%, simulation score mean of 61.7%, and aggregate confidence score of 4.59 (scale 1–5). Mean differences between immediate post- and nine months post-course were 1.6% (p = 0.75) and 8.7% (p = 0.10) for the written and simulation tests, respectively.ConclusionSenior Kenyan medical students demonstrated statistically significant increases in knowledge, skills and confidence after participating in a novel student trauma course. Nine months post-course, improvements in knowledge skills and confidence were sustained.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Assessing the impact of an emergency trauma course for senior medical students in Kenya

Wanjiku

Janeway

Foggle

et al. 2017

African Journal of Emergency Medicine

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“…Lack of emergency medicine specialization program in most countries: Cameroon as of now has 7 medical schools with one offering various residency programs. As of august 2017, there is no residency program for the training of emergency medical physicians in Cameroon (11,32) . 7.…”

Section: Challenges and Recommendationsmentioning

confidence: 99%

“…Lack of emergency continuous medical education (CMEs) in emergency medicine: Most countries do not have seminars and conferences on emergency medicine. it was only of recent in 2016 that few emergency medical physicians in Cameroon together with anaesthetists and intensive care physicians started their society with yearly conferences previewed (32) . 8.…”

Section: Challenges and Recommendationsmentioning

confidence: 99%

Challenges in Emergency Medical Services in a ResourceLimited Setting in Sub-Sahara Africa; Perspectives from Cameroon: a Review Article

Tolefac¹,

Theophile²,

Chichom³

et al. 2017

IAM

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Emergency medical services with pre-hospital care remain poorly developed in sub-Saharan Africa and the developing world at large. The provision of timely treatment during life-threatening emergencies is not a priority for many health systems in developing countries. In this review, the authors reviewed the evidence indicating the need to develop and/or strengthen emergency medical care systems in sub-Sahara Africa with perspectives drawn from Cameroon.

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“…7 There are multiple potential limiting factors, including cost, availability of resources, faculty experience, and buy-in from stakeholders. 8 The current literature on low-resource simulation is mostly based on specific procedural skills such as C-sections, 9 trauma resuscitation, 10,11 and surgical skills. 12 Among the 322 emergency medicine simulations published in MedEdPORTAL, none report on implementation in the low-resource environment of an underdeveloped nation.…”

Section: Introductionmentioning

confidence: 99%

Establishing a Low-Resource Simulation Emergency Medicine Curriculum in Nepal

et al. 2020

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Introduction: High-fidelity medical simulation is widely used in emergency medicine training because it mirrors the fast-paced environment of the emergency department (ED). However, simulation is not common in emergency medicine training programs in lower-resourced countries as cost, availability of resources, and faculty experience are potential limitations. We initiated a simulation curriculum in a low-resource environment. Methods: We created a simulation lab for medical officers and students on their emergency medicine rotation at a teaching hospital in Patan, Nepal, with 48,000 ED patient visits per year. We set up a simulation lab consisting of a room with one manikin, an intubation trainer, and a projector displaying a simulation cardiac monitor. In this environment, we ran a total of eight cases over 4 simulation days. Debriefing was done at the end of each case. At the end of the curriculum, an electronic survey was delivered to the medical officers to seek improvement for future cases. Results: All eight cases were well received, and learners appreciated the safe learning space and teamwork. Of note, the first simulation case that was run (the airway lab) was more difficult for learners due to lack of experience. Survey feedback included improving the debriefing content and adding further procedural skills training. Discussion: Simulation is a valuable experience for learners in any environment. Although resources may be limited abroad, a sustainable simulation lab can be constructed and potentially play a supportive role in developing an emergency medicine curriculum.

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Training the trainers in emergency medicine: an advanced trauma training course in Rwanda’s medical simulation center

Cited by 5 publications

References 5 publications

Assessing the impact of an emergency trauma course for senior medical students in Kenya

Assessing the impact of an emergency trauma course for senior medical students in Kenya

Challenges in Emergency Medical Services in a ResourceLimited Setting in Sub-Sahara Africa; Perspectives from Cameroon: a Review Article

Establishing a Low-Resource Simulation Emergency Medicine Curriculum in Nepal

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