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Trauma base knowledge and the effect of the trauma evaluation and management program among senior medical students in
Jameel Ali1, Robert A Cherry, Jack I Williams
1Department of Surgery, University of Toronto, Ontario, Canada. alij@smh.toronto.on.ca
Background:
We compared base trauma knowledge and the impact of the Trauma Evaluation and Management (TEAM) program among senior medical students in seven countries.
Methods:
We compared pre- and post-TEAM multiple choice question scores of fourth-year students in Jamaica (n = 32), Trinidad (n = 32), Costa Rica (n = 64), Australia (n = 35), United Arab Emirates (n = 68), Toronto (n = 29) and Pennsylvania (n = 34). Means and degree of improvement were compared by analysis of variance (p < 0.05 for statistical significance). Percentage pass (based on 70% or 60% pass mark), student's perception of instruction level, and grading of TEAM (based on the percentage of students grading 1-5 for each category) were assessed by chi2 analysis. [table: see text].
Results:
Only 31.4% of students achieved the borderline pass mark of 60%, and 5.4% achieved a clear pass mark of 70%. The performance before and after TEAM was quite variable among medical schools. A grade of > or = 4 was assigned by 74% to 100% for objectives, knowledge improvement, satisfaction, and recommending TEAM for the curriculum. TEAM was rated "just right" by 70.3% to 92.7%, "too simple" by 1.6% to 21.6%, and "too advanced" by 3.3% to 13.5% of students.
Conclusion:
Base trauma knowledge in these students, though variable, was generally very low and improved with TEAM. Our data suggest a need for greater undergraduate emphasis in trauma education.
