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Implementing the Trauma Evaluation and Management (TEAM) Course in Kenya.

Katherine A Hill1, Erica D Johnson2, Mark Lutomia3

  • 1Department of Surgery, University of Pittsburgh Medical Center, Presbyterian Hospital, Pittsburgh, Pennsylvania.

The Journal of Surgical Research
|November 23, 2018
PubMed
Summary

Trauma Evaluation and Management (TEAM) training significantly improved medical student knowledge in Kenya. This adaptable course shows promise for enhancing trauma education in low-resource settings globally.

Keywords:
Global health educationGlobal surgerySurgical educationTrauma trainingUndergraduate medical education

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Area of Science:

  • Medical Education
  • Global Health
  • Trauma Surgery

Background:

  • Trauma training is vital for healthcare providers in low- and middle-income countries (LMICs).
  • Existing trauma courses in LMICs primarily target physicians and emergency personnel, with limited offerings for medical students.
  • The American College of Surgeons' Trauma Evaluation and Management (TEAM) course offers a structured framework for medical student trauma education in LMICs.

Purpose of the Study:

  • To assess the feasibility and effectiveness of implementing the TEAM course for final-year medical students in rural Kenya.
  • To evaluate knowledge acquisition and participant feedback on the adapted TEAM course in a low-resource context.

Main Methods:

  • The TEAM course was implemented at a Kenyan medical school for final-year students, utilizing American College of Surgeons materials.
  • Content was adapted for low-resource settings, the course duration extended to two days, and instruction provided by a multidisciplinary, multinational team.
  • Pre- and post-course assessments were administered to all participants, alongside narrative course feedback.

Main Results:

  • All 61 final-year medical students completed the course and assessments (100% participation).
  • Significant knowledge improvement was observed post-course (P < 0.001), with the most substantial gains in the lowest-performing pretest group (P < 0.05).
  • Students appreciated the interactive teaching and practical demonstrations but requested more time for trauma training.

Conclusions:

  • The TEAM course is feasible and effective for enhancing trauma knowledge among medical students in Kenya.
  • Further studies are planned to assess long-term knowledge and skill retention.
  • Refined TEAM training initiatives are planned for expansion to other medical students in LMICs.