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Soomro R, Ali S. Trauma Evaluation and Management TEAM® course for medical students in Pakistan. Pak J Med Sci. 2020;36(6):1257-1262doi: 10.12669/pjms.36.6.2588.
Soomro, R., & Ali, S. (2020). Trauma Evaluation and Management TEAM® course for medical students in Pakistan. Pakistan journal of medical sciences, 36(6), 1257-1262. https://doi.org/10.12669/pjms.36.6.2588
Soomro, Rufina, and Ali, Sobia. "Trauma Evaluation and Management TEAM® course for medical students in Pakistan." Pakistan journal of medical sciences vol. 36,6 (2020): 1257-1262. doi: https://doi.org/10.12669/pjms.36.6.2588
Soomro R, Ali S. Trauma Evaluation and Management TEAM® course for medical students in Pakistan. Pak J Med Sci. 2020 Sep-Oct;36(6):1257-1262. doi: 10.12669/pjms.36.6.2588. PMID: 32968390; PMCID: PMC7501016.
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Pak J Med Sci. 2020 Sep-Oct;36(6):1257-1262. doi: 10.12669/pjms.36.6.2588.

Trauma Evaluation and Management TEAM® course for medical students in Pakistan.

Pakistan journal of medical sciences

Rufina Soomro, Sobia Ali

Affiliations

  1. Dr. Rufina Soomro, MBBS, FCPS. Department of General Surgery, Liaquat National Hospital & Medical College, Karachi, Pakistan.
  2. Dr. Sobia Ali, MBBS, MHPE. Department of Health Professions Education, Liaquat National Hospital & Medical College, Karachi, Pakistan.

PMID: 32968390 PMCID: PMC7501016 DOI: 10.12669/pjms.36.6.2588

Abstract

OBJECTIVES: To assess the immediate effect of TEAM® on trauma related knowledge of undergraduate medical students and to highlight the stakeholders' acceptability of TEAM® for trauma training of undergraduate medical students.

METHODS: Effectiveness of TEAM® course in terms of knowledge gain was assessed using 20-item-MCQs at three different timings to three cohorts of medical students from year 2017 (Group A), 2018 (Group B) and 2019 (Group C). Group A attempted the test after traditional teaching in wards, Group B attempted it after reading books and videos of TEAM®, along with traditional trauma teaching. Finally Group C attempted the test after TEAM® course along with videos and books. Students and faculty also filled evaluation questionnaire for their acceptability assessment. Kruskal-Wallis Test was applied for comparison between scores of the three groups. The evaluation questionnaire of students as well as for faculty was evaluated by determining frequencies and percentages.

RESULTS: A statistically significant difference is found after comparing the scores of the three groups (p< 0.00). More than 85% of the students were of a view that this course would help in their future practice and application. Similarly, 80% of the faculty would prefer to be involved in TEAM® teaching in future.

CONCLUSION: There is an improvement in trauma cognitive knowledge, after the TEAM® program. Students and faculty strongly supported its introduction in the undergraduate curriculum and hence acceptable to both.

Copyright: © Pakistan Journal of Medical Sciences.

Keywords: TEAM; Trauma; Undergraduate medical curriculum trauma teaching; developing countries

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