TY - JOUR
T1 - Teaching effectiveness of the advanced trauma life support program as demonstrated by an objective structured clinical examination for practicing physicians
AU - Ali, Jameel
AU - Cohen, Robert
AU - Adam, Rasheed
AU - Gana, Theophilus J.
AU - Pierre, Ian
AU - Bedaysie, Henry
AU - Ali, Ernest
AU - West, Undine
AU - Winn, Jennifer
PY - 1996
Y1 - 1996
N2 - Although the Advanced Trauma Life Support (ATLS) course is now taught internationally, its teaching effectiveness still requires confirmation. The Objective Structured Clinical Examination (OSCE) reliably assesses clinical performance by utilizing standardized patients. An OSCE of eight 15 minute trauma patient stations and two 40 item MCQ tests were used to test the teaching effectiveness of the ATLS program in 32 practicing physicians who applied for an ATLS program in Trinidad and Tobago. The physicians were randomly assigned to an ATLS group (n = 16) that completed the ATLS course and a non-ATLS group (n = 16). Before and after the ATLS course, all physicians completed MCQ tests and trauma OSCE. Mean (± SD) OSCE scores (standardized to 20) ranged from 9.8 ± 1.7 to 10.0 ± 1.7 and 9.5 ± 1.8 to 10.8 ± 1.3 in the ATLS and non-ATLS groups, respectively, prior to the ATLS course (NS). Post-ATLS OSCE scores ranged from 15.9 ± 1.7 to 17.6 ± 1.7 in the ATLS group (p < 0.05 compared to pre-ATLS) and 9.5 ± 1.4 to 10.1 ± 1.3 in the non-ATLS group, which did not improve their OSCE scores. Adherence to priorities was graded 1 to 7 with the pre-ATLS grades of 1.7 ± 0.6 (ATLS) and 1.8 ± 0.7 (non-ATLS) and post-ATLS grades of 6.4 ± 1.1 (ATLS) and 2.1 ± 0.6 (non-ATLS). Organized approach to trauma was graded 1 to 5 with pre- ATLS grades of 1.6 ± 0.5 (ATLS) and 1.7 ± 0.6 (non-ATLS) and post-ATLS grades of 4.5 ± 0.6 (ATLS) and 1.9 ± 0.6 (non-ATLS). Pre-ATLS MCQ scores (%) were similar: 53.1 ± 8.4 (ATLS) and 57.3 ± 5.4 (non-ATLS), but post- ATLS scores were greater in the ATLS group: 85.8 ± 7.1 (ATLS) and 64.2 ± 3.6 (non-ATLS). Our data support the teaching effectiveness of the ATLS program among practicing physicians as measured by improvement in OSCE scores, adherence to trauma priorities, maintenance of an organized approach to trauma care, and cognitive performance in MCQ examinations.
AB - Although the Advanced Trauma Life Support (ATLS) course is now taught internationally, its teaching effectiveness still requires confirmation. The Objective Structured Clinical Examination (OSCE) reliably assesses clinical performance by utilizing standardized patients. An OSCE of eight 15 minute trauma patient stations and two 40 item MCQ tests were used to test the teaching effectiveness of the ATLS program in 32 practicing physicians who applied for an ATLS program in Trinidad and Tobago. The physicians were randomly assigned to an ATLS group (n = 16) that completed the ATLS course and a non-ATLS group (n = 16). Before and after the ATLS course, all physicians completed MCQ tests and trauma OSCE. Mean (± SD) OSCE scores (standardized to 20) ranged from 9.8 ± 1.7 to 10.0 ± 1.7 and 9.5 ± 1.8 to 10.8 ± 1.3 in the ATLS and non-ATLS groups, respectively, prior to the ATLS course (NS). Post-ATLS OSCE scores ranged from 15.9 ± 1.7 to 17.6 ± 1.7 in the ATLS group (p < 0.05 compared to pre-ATLS) and 9.5 ± 1.4 to 10.1 ± 1.3 in the non-ATLS group, which did not improve their OSCE scores. Adherence to priorities was graded 1 to 7 with the pre-ATLS grades of 1.7 ± 0.6 (ATLS) and 1.8 ± 0.7 (non-ATLS) and post-ATLS grades of 6.4 ± 1.1 (ATLS) and 2.1 ± 0.6 (non-ATLS). Organized approach to trauma was graded 1 to 5 with pre- ATLS grades of 1.6 ± 0.5 (ATLS) and 1.7 ± 0.6 (non-ATLS) and post-ATLS grades of 4.5 ± 0.6 (ATLS) and 1.9 ± 0.6 (non-ATLS). Pre-ATLS MCQ scores (%) were similar: 53.1 ± 8.4 (ATLS) and 57.3 ± 5.4 (non-ATLS), but post- ATLS scores were greater in the ATLS group: 85.8 ± 7.1 (ATLS) and 64.2 ± 3.6 (non-ATLS). Our data support the teaching effectiveness of the ATLS program among practicing physicians as measured by improvement in OSCE scores, adherence to trauma priorities, maintenance of an organized approach to trauma care, and cognitive performance in MCQ examinations.
UR - http://www.scopus.com/inward/record.url?scp=0029745008&partnerID=8YFLogxK
U2 - 10.1007/s002689900171
DO - 10.1007/s002689900171
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
C2 - 8798375
AN - SCOPUS:0029745008
SN - 0364-2313
VL - 20
SP - 1121
EP - 1126
JO - World Journal of Surgery
JF - World Journal of Surgery
IS - 8
ER -
