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Wanjiku G, Janeway H, Foggle J, et al. Assessing the impact of an emergency trauma course for senior medical students in Kenya. Afr J Emerg Med. 2017;7(4):167-171doi: 10.1016/j.afjem.2017.04.013.
Wanjiku, G., Janeway, H., Foggle, J., Partridge, R., Wang, Y., Kearney, A., Levine, A. C., Carter, J., & Tabu, J. S. (2017). Assessing the impact of an emergency trauma course for senior medical students in Kenya. African journal of emergency medicine : Revue africaine de la medecine d'urgence, 7(4), 167-171. https://doi.org/10.1016/j.afjem.2017.04.013
Wanjiku, Grace, et al. "Assessing the impact of an emergency trauma course for senior medical students in Kenya." African journal of emergency medicine : Revue africaine de la medecine d'urgence vol. 7,4 (2017): 167-171. doi: https://doi.org/10.1016/j.afjem.2017.04.013
Wanjiku G, Janeway H, Foggle J, Partridge R, Wang Y, Kearney A, Levine AC, Carter J, Tabu JS. Assessing the impact of an emergency trauma course for senior medical students in Kenya. Afr J Emerg Med. 2017 Dec;7(4):167-171. doi: 10.1016/j.afjem.2017.04.013. Epub 2017 May 25. PMID: 30456133; PMCID: PMC6234127.
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Afr J Emerg Med. 2017 Dec;7(4):167-171. doi: 10.1016/j.afjem.2017.04.013. Epub 2017 May 25.

Assessing the impact of an emergency trauma course for senior medical students in Kenya.

African journal of emergency medicine : Revue africaine de la medecine d'urgence

Grace Wanjiku, Hannah Janeway, John Foggle, Robert Partridge, Yvonne Wang, Alexis Kearney, Adam C Levine, Jane Carter, John S Tabu

Affiliations

  1. Department of Emergency Medicine, Alpert Medical School of Brown University, Providence, RI, United States.
  2. Alpert Medical School of Brown University, Providence, RI, United States.
  3. Department of Internal Medicine, Alpert Medical School of Brown University, Providence, RI, United States.
  4. Department of Disaster Risk Management, Moi University College of Health Sciences Eldoret, Kenya.

PMID: 30456133 PMCID: PMC6234127 DOI: 10.1016/j.afjem.2017.04.013

Abstract

INTRODUCTION: Ninety percent of all injury-related deaths occur in low- and middle-income countries. The WHO recommends short, resource-specific trauma courses for healthcare providers. Studies show that teaching trauma courses to medical students in developed countries leads to significant increases in knowledge and skill. High costs hinder widespread and sustained teaching of these courses in low-income countries.

METHODS: A two-day trauma course was designed for students at Moi College of Health Sciences in Eldoret, Kenya. Participants underwent pre- and post-course written and simulation testing and rated their confidence in 21 clinical scenarios and 15 procedures pre- and post-course using a five point Likert scale. A subset of the students was re-evaluated nine months post-course. Using the paired

RESULTS: Twenty-two students were enrolled. Written test score means were 61.5% pre-course and 76.9% post-course, mean difference 15.5% (p < 0.001). Simulation test score means were 36.7% pre-course and 82.2% post-course, mean difference 45.5% (p < 0.001). Aggregate confidence scores were 3.21 pre-course and 4.72 post-course (scale 1-5). Ten out of 22 (45.5%) students were re-evaluated nine months post-course. Results showed written test score mean of 75%, simulation score mean of 61.7%, and aggregate confidence score of 4.59 (scale 1-5). Mean differences between immediate post- and nine months post-course were 1.6% (p = 0.75) and 8.7% (p = 0.10) for the written and simulation tests, respectively.

CONCLUSION: Senior Kenyan medical students demonstrated statistically significant increases in knowledge, skills and confidence after participating in a novel student trauma course. Nine months post-course, improvements in knowledge skills and confidence were sustained.

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