Tuyisenge Lisine, Kyamanya Patrick, Van Steirteghem Samuel, Becker Martin, English Mike, Lissauer Tom
Department of Paediatrics, University Teaching Hospital of Kigali (CHUK), Kigali, Rwanda.
School of Medicine, University of Rwanda, Kigali, Rwanda.
Arch Dis Child. 2014 Nov;99(11):993-7. doi: 10.1136/archdischild-2014-306078. Epub 2014 Jun 11.
To determine whether, after the Emergency Triage, Assessment and Treatment plus Admission (ETAT+) course, a comprehensive paediatric life support course, final year medical undergraduates in Rwanda would achieve a high level of knowledge and practical skills and if these were retained. To guide further course development, student feedback was obtained.
Longitudinal cohort study of knowledge and skills of all final year medical undergraduates at the University of Rwanda in academic year 2011-2012 who attended a 5-day ETAT+ course. Students completed a precourse knowledge test. Knowledge and clinical skills assessments, using standardised marking, were performed immediately postcourse and 3-9 months later. Feedback was obtained using printed questionnaires.
84 students attended the course and re-evaluation. Knowledge test showed a significant improvement, from median 47% to 71% correct answers (p<0.001). For two clinical skills scenarios, 98% passed both scenarios, 37% after a retake, 2% failed both scenarios. Three to nine months later, students were re-evaluated, median score for knowledge test 67%, not significantly different from postcourse (p>0.1). For clinical skills, 74% passed, with 32% requiring a retake, 8% failed after retake, 18% failed both scenarios, a significant deterioration (p<0.0001).
Students performed well on knowledge and skills immediately after a comprehensive ETAT+ course. Knowledge was maintained 3-9 months later. Clinical skills, which require detailed sequential steps, declined, but most were able to perform them satisfactorily after feedback. The course was highly valued, but several short courses and more practical teaching were advocated.
确定卢旺达的医学本科最后一年学生在参加了一门综合性儿科生命支持课程——急诊分诊、评估与治疗加住院（ETAT+）课程后，是否能获得高水平的知识和实践技能，以及这些知识和技能能否得以保持。通过收集学生反馈来指导课程的进一步发展。
对卢旺达大学2011 - 2012学年所有参加了为期5天ETAT+课程的医学本科最后一年学生的知识和技能进行纵向队列研究。学生们在课程开始前完成了一次知识测试。课程结束后立即以及3 - 9个月后，采用标准化评分进行知识和临床技能评估。通过纸质问卷获取反馈。
84名学生参加了课程及重新评估。知识测试显示有显著进步，正确答案的中位数从47%提高到了71%（p<0.001）。对于两种临床技能场景，98%的学生在两种场景中都通过了，37%的学生经过一次补考通过，2%的学生两种场景都未通过。3 - 9个月后，对学生进行重新评估，知识测试的中位数分数为67%，与课程结束后无显著差异（p>0.1）。对于临床技能，74%的学生通过，32%的学生需要补考，8%的学生补考后仍未通过，18%的学生两种场景都未通过，出现了显著下降（p<0.0001）。
在参加完综合性ETAT+课程后，学生们在知识和技能方面表现良好。3 - 9个月后知识得以保持。需要详细连续步骤的临床技能有所下降，但大多数学生在得到反馈后能够令人满意地完成这些技能操作。该课程受到高度评价，但有人主张开设更多短期课程并增加实践教学。
