Results from a World Health Organization pilot of the Basic Emergency Care Course in Sub Saharan Africa
Autoři:
Andrea G. Tenner aff001; Hendry R. Sawe aff002; Stas Amato aff003; Joseph Kalanzi aff004; Muhumpu Kafwamfwa aff005; Heike Geduld aff006; Nikki Roddie aff007; Teri A. Reynolds aff007
Působiště autorů:
Emergency Department, University of California San Francisco, San Francisco, California, United States of America
aff001; Emergency Medicine Department, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
aff002; Department of General Surgery, University of Vermont, Newport, Vermont, United States of America
aff003; Department of Emergency Medicine, Makerere University, Kampala, Uganda
aff004; Cavendish University Zambia, Lusaka, Zambia
aff005; Division of Emergency Medicine, University of Cape Town, Cape Town, South Africa
aff006; Department for the Management of NCDs, Disability, Violence and Injury Prevention, World Health Organization (WHO), Geneva, Switzerland
aff007
Vyšlo v časopise:
PLoS ONE 14(11)
Kategorie:
Research Article
prolekare.web.journal.doi_sk:
https://doi.org/10.1371/journal.pone.0224257
Souhrn
Background
Frontline providers around the world deliver emergency care daily, often without prior dedicated training. In response to multiple country requests for open-access, basic emergency care training materials, the World Health Organization (WHO), in collaboration with the International Committee of the Red Cross (ICRC) and the International Federation for Emergency Medicine (IFEM), undertook development of a course for health care providers—Basic Emergency Care: Approach to the acutely ill and injured (BEC). As part of course development, pilots were performed in Uganda, the United Republic of Tanzania, and Zambia to evaluate course feasibility and appropriateness. Here we describe participant and facilitator feedback and pre- and post-course exam performance.
Methods
A mixed methods research design incorporated pre- and post-course surveys as well as participant examination results to assess the feasibility and utility of the course, and knowledge transfer. Quantitative data were analyzed using Stata, and simple descriptive statistics were used to describe participant demographics. Survey data were coded and grouped by themes and analyzed using ATLAS.ti.
Results
Post-course test scores showed significant improvement (p-value < 0.05) as compared to pre-course. Pre- and post-course questionnaires demonstrated significantly increased confidence in managing emergency conditions. Participant-reported course strengths included course appropriateness, structure, language level and delivery methods. Suggested changes included expanding the 4-day duration of the course.
Conclusion
This pilot demonstrates that a low-fidelity, open-access course taught by local instructors can be successful in knowledge transfer. The BEC course was well-received and deemed context-relevant by pilot facilitators and participants in three East African countries. Further studies are needed to evaluate this course’s impact on clinical practice and patient outcomes.
Klíčová slova:
Death rates – Critical care and emergency medicine – Medical doctors – Nurses – Language – Syntax – Global health – Zambia
Zdroje
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PLOS One
2019 Číslo 11
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