From: A Delphi consensus study for teaching “Basic Trauma Management” to third-year medical students
Coding | Item |
---|---|
SA 1 | Describe the ABCDE algorithm to assess a trauma patient |
SA 5 | Why the ABCDE is important: “To treat first what kills first” |
SA 6 | Which problems to identify in primary and secondary survey |
MG 1 | Diagnose and treat life-threatening conditions |
MG 2 | Treatment approaches to massive bleeding and hemorrhagic shock |
MG 3 | Teach/ refresh BLS |
MG 7 | The AMPLE (Allergies, Medication, Past history, Last eaten, Events) |
MG 8 | Use oxygen correctly |
MG 9 | Assessment of vital signs |
HS 1 | Basic knowledge of immobilization techniques |
HS 2 | Indications, contra-indications, advantages and disadvantages of immobilization techniques |
TS 4 | Demonstration and use of material for the management of trauma patients |
TS 5 | Pelvic binder use |
TS 6 | At the end of the course, students should be able to perform a simulated scenario |
TS 7 | Perform cervical immobilization |
TS 8 | Demonstrate the immobilization of a conscious trauma victim including extrication collar and pelvic binder |
TS 10 | Immobilization with vacuum mattress |
TS 11 | Perform a log-roll |
MS 1 | Tourniquet use |
HF 1 | Apply non-technical skills (leadership, membership, situational awareness) |
HF 2 | Teach about teamwork |
HF 3 | Establish clear communication |
HF 4 | Work as a team member and be a good team player |
HF 5 | Be able to call for help properly |
HF 7 | Correctly communicate in a handover |
HF 9 | Be aware of own limitations |
HF 11 | Stay calm |
HF 12 | Speak up |
Sec 1 | Maintain safety of oneself, team and patient |