![]() The most common technologies were high-fidelity mannequins (60%), video-assisted debriefing (19%), and low-fidelity mannequins (13%). Thirty-four (45%) articles explored training in general trauma assessment, 28 (37%) in team skills, and 24 (32%) in procedures. We screened 6471 articles and included 64. Based on the Technology-Enhanced Learning criteria, we created and applied a feasibility analysis tool to evaluate the technologies for use in 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. Therefore, this study reviews current technologies used in trauma courses and evaluates their feasibility for LMICs. Educational technologies present a unique opportunity to enhance the quality of trauma training. Lack of training contributes to the burden of trauma-related mortality and morbidity in low- and lower-middle-income countries (LMICs). We thank Dr. Alison Foote (Grenoble Clinical Research Centre) for critically reading, translating and editing the manuscript. The other authors declare that they have no competing interest. has received a grant from Laerdal medical. helped set up the course (including preparation of the multimedia material) and participated in course evaluation and is co-responsible for running the simulation unit. set up the simulation unit, and was responsible for the training course and their evaluation. assisted in evaluating the simulation sessions, and critically read the manuscript. ![]() ![]() wrote the protocol, evaluated the students, performed the statistical analysis, interpreted the results and drafted the manuscript.Ĭ.S. This study demonstrates improvement in student's skills evaluated by simulation sessions in the management of major trauma following the major trauma course, including posters with associated audio-guides, a technical workshop and a teaching session using a high fidelity medical simulator. Indeed, it has been previously demonstrated that working in small groups of 5 is more efficient than larger groups of around 20 students. Group sizes and session lengths were chosen to increase the efficiency of the teaching tool. The course combines different educational modalities previously shown to be pedagogically beneficial. The MTC was designed as an innovative, comprehensive tool for teaching the theory and practice (both technical and behavioural) of major trauma management. Eighteen had not validated emergency and intensive care modules and had not previously had an internship in Discussion Fourteen students had previously attended simulation sessions using a mannequin. They had different affinities for clinical emergency work: 3 were very interested, 12 moderately interested and 4 had little interest. They were 21 to 25 years old and in their 4th to 6th year of medical school. Nine male and ten female students participated in the study. Step 1 consisted of an initial evaluation of the student's ability to manage a first simulated trauma patient one month later, students attended the MTC (step 2) one month after step 2, a second evaluation of their ability to manage a Results Students recruited among the trainees of the Intensive Care Unit (ICU) signed a written informed consent form. We conducted a before/after interventional prospective study of a simulation based-teaching tool: the MTC. Before the 5th year, only 2 out of 345 items of required knowledge deal with major trauma. During internships, practical skills are taught by the attending physician or resident and acquired at the bedside by managing real medical cases. Medical students are assessed through multiple choice questionnaires on theory and clinical cases. During medical school in France, theoretical knowledge is acquired through conventional lectures, reading and web-based learning.
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