Trauma Evaluation and Management TEAM® course for medical students in Pakistan

Soomro, Rufina; Ali, Sobia

doi:10.12669/pjms.36.6.2588

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…The ACS Trauma Evaluation and Management (TEAM) course was the next most commonly described course with 5 studies describing this course 19. , 20.…”

Section: Resultsmentioning

confidence: 99%

Trauma training in low- and middle-income countries: A scoping review of ATLS alternatives

Brown

Tidwell

Prest

2022

African Journal of Emergency Medicine

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Introduction Trauma training for front-line providers is a critical component of injury mitigation and trauma systems strengthening. Although the Advanced Trauma Life Support (ATLS) course is standard in much of the world, cost and administrative barriers are prohibitive to deploying the course in many low and middle income countries (LMICs). The purpose of this study was to identify alternative trauma training courses used in LMICs by scoping review and compare their effectiveness. Methods Several peer-reviewed and grey literature databases were searched for relevant articles describing trauma training courses for front-line medical providers in LMICs. Studies were included if: performed in a LMIC; utilized a general trauma training course other than ATLS; trainees were hospital-based medical providers; study included some type of outcome measure. Results A total of 34 manuscripts met inclusion criteria. The majority of courses were novel, hospital-initiated courses and ranged in length from 1 day to 1 week. Physicians were the most common target audience, followed by medical students and nurses. Courses were taught in 24 different countries throughout the Middle East, Asia, Latin America and Africa. Comparison of pre- and post-test knowledge was the most common metric used and nearly all courses demonstrated a statistically significant knowledge gain. One study demonstrated a reduction in mortality for injured patients after course implementation. The majority of courses were a collaboration between universities in a high income country and local faculty/practitioners in the LMIC where the course was taught. Reported cost per participant ranged from $10 to $232 USD. Conclusions Several trauma courses are currently being utilized in LMICs effectively with increases in knowledge gained and at a lower reported cost than ATLS. More research is needed to link trauma training courses to patient outcomes.

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“…The ACS Trauma Evaluation and Management (TEAM) course was the next most commonly described course with 5 studies describing this course 19. , 20.…”

Section: Resultsmentioning

confidence: 99%

Trauma training in low- and middle-income countries: A scoping review of ATLS alternatives

Brown

Tidwell

Prest

2022

African Journal of Emergency Medicine

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“…Additionally, the course had a high participant satisfaction level O’Reilly, 2009 and 2011 [ 32 , 33 ] India and Sri Lanka Alfred Trauma Team Training Program Nurses (14) Physicians (12) Participants demonstrated an improvement on team-based trauma scenarios, multiple choice tests, and written evaluations Shrestha, 2018 [ 34 ] Nepal Emergency Room Trauma Course (ERTC) Medical Students (97) Participant MCQ knowledge scores improved from 64.2% to 89.8% (p < 0.001) and skills scores on OSCEs improved from 33.2% to 78.6% (p < 0.001) Jawaid, 2013 [ 35 ] Pakistan Primary Trauma Care (PTC) Physicians, Surgeons, Residents and Medical students (20) Participants demonstrated increased trauma management skills (pre-test = 3.5/20, post-test = 9.5/20, p < 0.0001) and knowledge (pre-test = 19.5/30, post-test = 25/30, p < 0.0001) after the PTC course. Although 95% of participants scored > 70% on the knowledge test, only 20% of participants scored > 70% on the skills portion post-course Sadiq, 2018 [ 36 ] Pakistan Primary Trauma Care (PTC) Medical students (77) Participants scored on average 5.104 points higher on their post-course trauma management quizzes compared to their pre-course quizzes (p < 0.001) Soomro, 2020 [ 37 ] Pakistan Trauma Evaluation and Management (TEAM) Medical students (294) The course had a high satisfaction rate. With > 85% of participants indicating usefulness of the course in future practice and > 80% of faculty wishing to be involved in TEAM instruction.…”

Section: Resultsmentioning

confidence: 99%

“…Seven studies were multiple publications reporting on the same training course or study cohort and therefore are reported with their parent study to avoid duplication, resulting in 45 unique studies (Fig. 1) [12–63]. Descriptions of included studies can be found in Table 1.…”

Section: Resultsmentioning

confidence: 99%

“…Thirty‐two different courses were described in retrieved studies, the majority of which focused on general surgical trauma training (34/45, 75.6%), with 14 of these courses being individualized for a specific setting in conjunction with a non‐governmental organization (NGO) or high‐income university. Of pre‐established programs, PTC was the most commonly described course (7/45, 15.6%) [19, 26, 35, 36, 38, 40, 45], followed by Trauma Evaluation and Management (TEAM) (4/45, 8.9%) [23, 37, 48, 50], TTT (3/45, 6.7%) [52, 54, 56], and ATLS (3/45, 6.7%) [14, 30, 52].…”

Section: Resultsmentioning

confidence: 99%

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Trauma Training Courses and Programs in Low‐ and Lower Middle‐Income Countries: A Scoping Review

et al. 2021

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Background Injury is the leading cause of morbidity and mortality in low- and lower middle-income countries (LMICs). Trauma training is a cost-effective way to improve injury outcomes. Several trauma programs have been implemented in LMICs; however, their scope and effectiveness remain unclear. In this review, we sought to describe and assess the current state of trauma training in LMICs. Methods We searched MEDLINE, Embase, Global Health, Cochrane Library, and ProQuest Dissertations & Theses Global for trauma training courses in LMICs. An additional gray literature search was conducted on university, governmental, and non- governmental organizations’ websites to identify trauma-related postgraduate medical education (PGME) opportunities. Results Most studies occurred in sub-Saharan Africa and participants were primarily physicians/surgeons, medical students/residents, and nurses. General and surgical trauma management courses were most common, followed by orthopedic trauma or plastic surgery trauma/burn care courses. 32/45 studies reported on participant knowledge and skills, 27 of which had minimal follow-up. Of the four studies commenting on cost of courses, only one demonstrated cost-effectiveness. Three articles evaluated post-course effects on patient outcomes, two of which failed to demonstrate significant improvements. Overall, 43.0% of LMICs have PGME programs with defined trauma competency requirements. Conclusions Current studies on trauma training in LMICs do not clearly demonstrate sustainability, cost-effectiveness, nor improved outcomes. Trauma training programs should be in response to a need, championed locally, and work within a cohesive system to demonstrate concrete benefits. We recommend standardized and contextualized trauma training with recertifications in LMICs for lasting and improved trauma care.

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“…TEAM® is a shorter version of ATLS designed for medical students as an introduction to trauma care. It has improved trauma teaching in undergraduate medical students in several developed and developing countries ( Ali et al , 2004 ; Hill et al , 2018 ; Lum & Subramaniam, 2016 ; and Soomro & Ali, 2020 )…”

Section: Tip #1mentioning

confidence: 99%

Using the ‘Twelve tips for applying change models’ for undergraduate medical curriculum reform in Pakistan: Incorporating a new Trauma Evaluation and Management TEAM® course

Soomro¹,

Rehman²,

Ali³

et al. 2022

MedEdPublish

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Background: Trauma evaluation and management skills are not taught enough in medical school undergraduate curriculums worldwide. It has been recommended by trauma educators to incorporate trauma training in medical schools’ curriculum as first-line management of trauma cases is usually required by junior doctors in ERs. The introduction of formal trauma training in the form of the Trauma Evaluation and Management TEAM® course is a change introduced into the curriculum. Even when introducing such a simple change, certain factors need to be considered including the stakeholders’ apprehensions and involvement, the complexity of the internal and external environment, cultural context and political influences, and finally the psychological impact of change. Methods: Based primarily on the “Twelve tips for applying change models to curriculum design, development and delivery” by McKimm and Jones (2018), these 12 tips provide educators, involved in curriculum or program development, a practical example of the systematic and organized outlines to improve medical curricula. Results & Conclusions: While addressing these factors, this framework can guide educators for the successful development and implementation of a suggested change in the existing curriculum.

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Trauma Evaluation and Management TEAM® course for medical students in Pakistan

Cited by 5 publications

References 19 publications

Trauma training in low- and middle-income countries: A scoping review of ATLS alternatives

Trauma training in low- and middle-income countries: A scoping review of ATLS alternatives

Trauma Training Courses and Programs in Low‐ and Lower Middle‐Income Countries: A Scoping Review

Using the ‘Twelve tips for applying change models’ for undergraduate medical curriculum reform in Pakistan: Incorporating a new Trauma Evaluation and Management TEAM® course

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