Lum S K, Subramaniam T
International Medical University, Surgery, IMU Clinical School, Jalan Rasah, Seremban, Negeri Sembilan 70300 Malaysia.
International Medical University, Dept of Anaesthesia, Jalan Rasah, Seremban, Negeri Sembilan 70300 Malaysia.
Med J Malaysia. 2016 Dec;71(6):338-340.
The teaching of trauma in medical schools faces many educational and logistic challenges. Issues on what to teach, how to teach, when to teach, who will teach and whether medical students with insufficient exposure to clinical medicine can benefit from a trauma course are unclear.
A well-designed one day intensive trauma course concentrating on the primary survey was taught to semester seven and semester eight students by a multi-disciplinary team comprising of surgeons, anaesthetists, emergency physicians and trained medical officers. The course comprised of a pre-test of 30 multiple choice questions followed by three hours of lectures, three hours of skill stations and a post-test. The pre-test and posttest scores were analysed using the paired sample t-test and the independent t-test.
The pre- and post-test scores showed significant improvement for both semester seven and semester eight students. Semester seven students, who only had a sevenweek posting in Surgery had pre-test and post-test scores of only 4% less than semester eight students who had an additional six weeks in Orthopaedics and two weeks in Accident and Emergency postings. The use of a multidisciplinary team reduced the logistic burden of finding sufficient surgeons to teach trauma management.
Trauma education can be taught to undergraduates by a multidisciplinary team as early as year three, in semester seven. However, the mean score of semester eight students is only at 66%, suggesting that a refresher course prior to graduation at semester ten will be useful. KEY WORDS.
医学院校的创伤教学面临诸多教育和后勤方面的挑战。关于教什么、如何教、何时教、谁来教以及接触临床实践不足的医学生能否从创伤课程中受益等问题尚不明确。
一个精心设计的为期一天的强化创伤课程，重点是初级评估，由外科医生、麻醉师、急诊医生和经过培训的医务人员组成的多学科团队向七年级和八年级学生授课。该课程包括一个30道多项选择题的预测试，随后是三小时的讲座、三小时的技能培训站以及一次后测试。使用配对样本t检验和独立t检验对预测试和后测试成绩进行分析。
七年级和八年级学生的预测试和后测试成绩均有显著提高。七年级学生仅在外科实习了七周，其预测试和后测试成绩仅比八年级学生低4%，八年级学生还额外在骨科实习了六周，在急诊实习了两周。多学科团队的使用减轻了寻找足够外科医生教授创伤管理的后勤负担。
创伤教育可以早在三年级的第七学期由多学科团队向本科生传授。然而，八年级学生的平均成绩仅为66%，这表明在第十学期毕业前开设复习课程会很有用。关键词。
