Abstract
Objectives:To assess the immediate effect of TEAM® on trauma related knowledge of undergraduate medical students and to highlight the stakeholders’ acceptability of TEAM® for trauma training of undergraduate medical studentsMethods:Effectiveness of TEAM® course in terms of knowledge gain was assessed using 20-item-MCQs at three different timings to three cohorts of medical students from year 2017 (Group A), 2018 (Group B) and 2019 (Group C). Group A attempted the test after traditional teaching in wards, Group B attempted it after reading books and videos of TEAM®, along with traditional trauma teaching. Finally Group C attempted the test after TEAM® course along with videos and books. Students and faculty also filled evaluation questionnaire for their acceptability assessment. Kruskal-Wallis Test was applied for comparison between scores of the three groups. The evaluation questionnaire of students as well as for faculty was evaluated by determining frequencies and percentages.Results:A statistically significant difference is found after comparing the scores of the three groups (p< 0.00). More than 85% of the students were of a view that this course would help in their future practice and application. Similarly, 80% of the faculty would prefer to be involved in TEAM® teaching in future.Conclusion:There is an improvement in trauma cognitive knowledge, after the TEAM® program. Students and faculty strongly supported its introduction in the undergraduate curriculum and hence acceptable to both.
Highlights
Despite the fact that the first line management of severe trauma cases are done by junior doctors,[1] trauma evaluation and management skills are still relatively less taught in medical school undergraduate curriculums worldwide
The results of Mann-Whitney that elaborates the difference in scores among those who attempt test after TEAM® training and those who did before the training are shown in Table-II
We presented the implementation of TEAM® in Pakistan for the students of 4th year MBBS
Summary
Despite the fact that the first line management of severe trauma cases are done by junior doctors,[1] trauma evaluation and management skills are still relatively less taught in medical school undergraduate curriculums worldwide. TEAM® program, a shorter version of ATLS intended as an introduction to trauma care for medical students It has been implemented for trauma teaching to medical students in various developed and developing countries and is shown to improve trauma education.[2,3,10,11,12,13] Literature from Pakistan is mainly focused on service components of trauma, with a dearth of studies exploring the need and implementation of a structured trauma course in existing medical school curriculum in general and on TEAM® implementation or assessment in particular.[14,15,16] Riaz et al in their literature review stated that undergraduate medical students are exposed to trauma patients during their surgical clerkships, but there is no structured or formal curriculum of trauma training in Pakistan.[17] Keeping the need of formal trauma training in view, Liaquat National Hospital & Medical College (LNH&MC) decided to introduce TEAM® to its fourth year MBBS students in their Orthopedic and Trauma Module. It will highlight the methodology of implementation and stakeholders’ acceptability of TEAM® for trauma training of undergraduate medical students
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