Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.
Harvey E. Beardmore Division of Pediatric Surgery, The Montreal Children's Hospital, McGill University Health Centre, Montreal, Quebec, Canada; Hospital das Clínicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
J Pediatr Surg. 2023 May;58(5):955-963. doi: 10.1016/j.jpedsurg.2023.01.039. Epub 2023 Jan 20.
Lack of training contributes to the burden of trauma-related mortality and morbidity in low- and lower-middle-income countries (LMICs). Educational technologies present a unique opportunity to enhance the quality of trauma training. Therefore, this study reviews current technologies used in trauma courses and evaluates their feasibility for LMICs.
We conducted a scoping review evaluating the learning outcomes of technology-enhanced training in general trauma assessment, team skills or any procedures covered in the 2020 Advanced Trauma Life Support® program. Based on the Technology-Enhanced Learning criteria, we created and applied a feasibility analysis tool to evaluate the technologies for use in LMICs.
We screened 6471 articles and included 64. Thirty-four (45%) articles explored training in general trauma assessment, 28 (37%) in team skills, and 24 (32%) in procedures. The most common technologies were high-fidelity mannequins (60%), video-assisted debriefing (19%), and low-fidelity mannequins (13%). Despite their effectiveness, high-fidelity mannequins ranked poorly in production, maintenance, cost, and reusability categories, therefore being poorly suited for LMICs. Virtual simulation and digital courses had the best feasibility scores, but still represented a minority of articles in our review.
To our knowledge, this is the first study to perform a feasibility analysis of trauma training technologies in the LMIC context. We identified that the majority of trauma courses in the literature use technologies which are less suitable for LMICs. Given the urgent need for pediatric trauma training, educators must use technologies that optimize learning outcomes and remain feasible for low-resource settings.
IV.
缺乏培训是导致低中等收入国家（LMICs）创伤相关死亡率和发病率负担的原因之一。教育技术为提高创伤培训质量提供了独特的机会。因此，本研究回顾了当前用于创伤课程的技术，并评估了它们在 LMICs 的可行性。
我们进行了一项范围综述，评估了增强型技术培训在一般创伤评估、团队技能或 2020 年高级创伤生命支持®计划涵盖的任何程序中的学习效果。根据技术增强型学习标准，我们创建并应用了一个可行性分析工具来评估在 LMICs 使用的技术。
我们筛选了 6471 篇文章，纳入了 64 篇。其中 34 篇（45%）文章探讨了一般创伤评估培训，28 篇（37%）文章探讨了团队技能培训，24 篇（32%）文章探讨了程序培训。最常见的技术是高保真模拟人（60%）、视频辅助讨论（19%）和低保真模拟人（13%）。尽管它们具有有效性，但高保真模拟人在生产、维护、成本和可重复使用性方面的得分较低，因此不太适合 LMICs。虚拟模拟和数字课程的可行性得分最高，但在我们的综述中仍然只占少数文章。
据我们所知，这是第一项在 LMIC 背景下对创伤培训技术进行可行性分析的研究。我们发现，文献中的大多数创伤课程使用的技术不太适合 LMICs。鉴于对儿科创伤培训的迫切需求，教育工作者必须使用既能优化学习效果又能适应低资源环境的技术。
IV。
