Objective structured clinical examination [OSCE]-based assessment of the advanced trauma life Support [ATLS] course in Iran

Objective: to evaluate the effect of advance trauma life support [ATLS[registered sign]] training on general surgery residents clinical reasoning skills using the national boards-style objective structured clinical examination [OSCE]

Methods: this cross-sectional single-center study was conducted in Shiraz University of Medical Sciences including 51 surgery residents that participated in a mandatory national board style OSCE between May 2014 and May 2015. OSCE scores of two groups of general surgery residents including 23 ATLS[registered sign] trained and 28 non-ATLS[registered sign] trained were compared using Mann-Whitney U test. The exam was graded out of 20 points and the passing score was >/=14 including 40% trauma cases

Results: there were 8[15.7%] women and 43[84.3%] men among the participants with mean age of 31.12 +/- 2.69 and 33.67 +/- 4.39 years in women and men respectively. Overall 7 [87.5%] women and 34 [79.07%] men passed the OSCE. The trauma section OSCE score was significantly higher in the ATLS[registered sign] trained participants when compared to non-ATLS[registered sign] [7.79 +/- 0.81vs.6.90 +/- 1.00; p=0.001]. In addition, the total score was also significantly higher in ATLS[registered sign] trained residents [16.07 +/- 1.41 vs. 14.60 +/- 1.40; p=0.001]. There was no association between gender and ATLS[registered sign] score [p=0.245] or passing the OSCE [p=0.503]

Conclusion: ATLS[registered sign] training is associated with improved overall OSCE scores of general surgery residents completing the board examinations suggesting a positive transfer of ATLS learned skills to management of simulated surgical patients including trauma cases

rural trauma team development course in Pakistan - potential for improving trauma care

To determine the feasibility, acceptability and potential for improving trauma care in Pakistan through the Rural Trauma Team Development Course [RTTDC]. Mixed method approach. Pre and post test, Questionnaire based survey. The course was held at the College of Physicians and Surgeons Pakistan in Karachi over a 2-day period in year 2012. Input from participants in one RTTDC instructor course and one provider course conducted in Pakistan was reviewed. On the first day a course for instructors who trained providers on the second day, was conducted. t-test was used to compare pre and post MCQ scores of both instructors and participants. A 5-point Likert scale was used to assess the educational value of the course based on a 16 item questionnaire. Relevance and applicability of the Performance Improvement and Patient Safety [PIPS], Communication and Scenario Modules were also assessed through questionnaires. General Comments on the applicability and potential for trauma care improvement in Pakistan through the program were solicited and analyzed. Mean percent scores in the MCQs improved for both instructors and participants but both pre and post RTTDC scores were higher in the instructor group [p=.006]. On 5-point Likert scale 75% faculty and 100% participants strongly agreed/agreed that the course educational content was relevant to their needs. PIPS was graded "very relevant" by 100% faculty and 35% participants with 65% student grading PIPS as "relevant". Communication module was rated "very relevant" by 100% faculty and 68% participants. Scenarios were "very relevant" to 100% faculty and 50% participants. Both faculty and providers recommended widespread promulgation of RTTDC training in Pakistan to improve trauma outcome. Assessment showed improvement in knowledge and a very positive attitude towards the program

Is there a role for the trauma evaluation and management [TEAM] programme for medical students in the United Arab Emirates?

The purpose of this study was to determine the role of the Trauma Evaluation Aand Management [TEAM] programme for senior medical students in the United Arab Emirates. 68 senior medical students at the Gulf Medical College,. Ajman, were randomly assigned to two groups-one of which [control] completed 2 MCQ exams on trauma resuscitation and the other [experimental] completed 1 MCQ exam before both groups completed the TEAM module. The experimental group completed the second test after TEAM. The mean percent scores were compared by "t" tests. All students also completed a five item questionnaire, rating on a scale of 1 to 5 the degree to which objectives were met, trauma knowledge improved, trauma skills improved, overall satisfaction and whether the module should be mandatory. The students also indicated whether the level of instruction was appropriate. The experimental group improved their scores [p<.0001] after TEAM [mean-41.4 to 59.8] but the control was appropriate. The experimental group did not [mean-42.6 to 39.6%]. Of 60 students completing the questionnaire a score of 4 or greater was assigned by 51 that the objectives were met, 59 that trauma knowledge improved, 40 that trauma skills improved, 54 overall satisfaction, 56 that the module should be mandated in the curriclum. 55 indicated the level was appropriate, 3 too simple and 2 too advanced. We conclude that trauma knowledge improved with TEAM which was enthusiastically received by the students who strongly supported its introduction into their curriculum