Trauma management shows significant progress in last decades. Determining the time and place of deaths indicate where to focus to improve our knowledge about trauma. We conducted this retrospective study from data of trauma victims who were brought to a major tertiary hospital which is a level one trauma center in Ankara, Turkey, and died even if during transport or in the hospital between 1 March 2010 and 1 March 2013. The patients' demographic characteristics, trauma mechanisms, time frames and causes of deaths determined by physicians were recorded. Traumas were grouped as "high energy trauma" (HET) and "low energy trauma" (LET). Falls from ground level were defined as LET. 209 traumatic deaths due to trauma or trauma-related conditions were found in the study period. 161 of 209 (78 %) patients suffered from HET. Motor vehicle collisions (MVC) (56 %) were the most common mechanism of trauma followed by burns (16 %), falls (11 %), gunshots (9 %) and stabs (6 %) in this group and traumatic brain injuries (TBI) (41 %) were the most common cause of death followed by circulatory collapse (22 %) and multi-organ failure (20 %). 36 % of deaths occurred before arrival at hospital, 25 % in the first 24 h of admission, 18 % between 2nd and 7th day and 21 % after first week. Trimodal distribution of traumatic deaths was not valid for all types of injuries and the most important factor to decrease traumatic deaths is still prevention. Also we have to keep on searching to improve our knowledge about trauma management.

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The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors’ encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors’ application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the ‘new normal’ for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.

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