Emergency and Disaster Research Unit, Faculty of Medicine and Health Sciences, University of Oviedo, Spain.
Prehosp Disaster Med. 2020 Apr;35(2):152-159. doi: 10.1017/S1049023X20000114. Epub 2020 Feb 6.
Within out-of-hospital emergencies, Primary Health Care (PHC) pediatricians will likely be the first to provide health care at the scene of a life-threatening emergency (LTE) in children. Pediatricians should be trained to initially intervene, safely and effectively the LTEs, including the activation of Emergency Medical Systems (EMS), an adequate stabilization of patients and transport to the hospital.
The aims of this study are to know the training received for out-of-hospital LTEs by PHC pediatricians of the Principality of Asturias (Spain) and the perception they have about their own theoretical knowledge and practical skills in a series of emergency procedures used in LTEs; also, to analyze the differences according to the geographical context of their work.
This was a cross-sectional, descriptive, and observational study of a sample of 27 PHC pediatricians from PHC Service of Asturias, Spain, from among the total of 88 pediatricians who make up the staff of pediatricians, conducted from April through May 2019. The survey was designed ad hoc using the Curriculum in Primary Care Pediatrics (CPCP) proposed by the European Confederation of Primary Care Pediatricians (ECPCP; Europe), which indicates the theoretical and practical procedures that must be acquired by the PHC pediatricians. It is composed of 30 procedures or techniques employed in LTEs using a 11-point Likert scale rating to detect their self-perception about theoretical knowledge and practical skills from zero ("Minimum") to 10 ("Maximum").
There are significant differences in the mean of theoretical knowledge and practical skills in many procedures or techniques studied, depending on the different areas of work.
Asturian pediatricians are generally well-prepared to solve LTEs with a few exceptions. The degree of self-perception and acquisition of general theoretical knowledge and general practical skills in LTEs is heterogeneous, with differences according to the scope of work.
在院外急救中，初级保健儿科医生很可能是第一个在儿童发生危及生命的紧急情况（LTE）时在现场提供医疗服务的人。儿科医生应接受培训，以便在 LTE 中进行初步干预，安全有效地干预 LTE，包括启动紧急医疗服务（EMS）、对患者进行适当的稳定以及将其转运到医院。
本研究旨在了解阿斯图里亚斯公国（西班牙）的初级保健儿科医生在院外 LTE 方面接受的培训，以及他们对自身在 LTE 中使用的一系列紧急程序的理论知识和实践技能的认知；此外，还分析了根据其工作地理背景的差异。
这是一项横断面、描述性和观察性研究，对西班牙阿斯图里亚斯初级保健服务的 27 名初级保健儿科医生进行了抽样调查，这些医生是构成儿科医生人员总数的 88 名儿科医生中的一部分，于 2019 年 4 月至 5 月进行。该调查是使用欧洲初级保健儿科医生联合会（ECPCP；欧洲）提出的初级保健儿科学课程（CPCP）专门设计的，该课程规定了初级保健儿科医生必须掌握的理论和实践程序。它由 30 种在 LTE 中使用的程序或技术组成，使用 11 点李克特量表进行评分，以检测他们对理论知识和实践技能的自我认知，从 0（“最低”）到 10（“最高”）。
在许多研究的程序或技术中，根据不同的工作领域，理论知识和实践技能的平均值存在显著差异。
阿斯图里亚斯的儿科医生通常都能很好地应对 LTE，但也有一些例外。在 LTE 中，他们对一般理论知识和一般实践技能的自我感知和掌握程度存在异质性，且存在工作范围的差异。
