Abstract
Teaching the Principles of Pediatric Critical Care to Non-Intensivists in Resource Limited Settings: Challenges and Opportunities.
Highlights
It is a dismal reality of global health that the vast majority of critically ill or injured children are found in regions of the world least equipped to care for them
How can this instruction be best achieved in areas where it is most needed? In this article, we review the benefits and challenges of implementing short-term curricula to teach the basic principles and practice of critical care medicine in resource limited settings (RLS)
We know that a growing percentage of preventable deaths result from the “neglected burden” of trauma; approximately 90% global trauma deaths occur in low- and middleincome countries (LMICs) and road deaths alone kill more than 200,000 children per year in RLS [9,10,11]
Summary
It is a dismal reality of global health that the vast majority of critically ill or injured children are found in regions of the world least equipped to care for them. Most of these severely ill or injured children are cared for in clinics, hospital wards, or, when available, adult intensive care units (ICUs) by providers with variable amounts of training. Evidence shows that even in a setting with constrained resources, early recognition, and prompt, decisive intervention may reduce mortality [2,3,4] It seems intuitive, that training of non-intensivists that focuses on these principles might improve the outcomes in critically ill children. How can this instruction be best achieved in areas where it is most needed? In this article, we review the benefits and challenges of implementing short-term curricula to teach the basic principles and practice of critical care medicine in resource limited settings (RLS)
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