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
doi: 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:

Critical care and emergency medicine – Death rates – Global health – Language – Medical doctors – Nurses – Syntax – Zambia


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Článek vyšel v časopise

PLOS One


2019 Číslo 11