title: Teaching effectiveness of the advanced trauma life support program as demonstrated by an objective structured clinical examination for practicing physicians.
abstract: 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.
authors.affiliation: Department of Surgery, The Banting Institute, University of Toronto, 100 College Street, Toronto, Ontario, Canada.
authors.forename: J
authors.initials: J
authors.lastname: Ali
authors.forename: R
authors.initials: R
authors.lastname: Cohen
authors.forename: R
authors.initials: R
authors.lastname: Adam
authors.forename: T J
authors.initials: TJ
authors.lastname: Gana
authors.forename: I
authors.initials: I
authors.lastname: Pierre
authors.forename: H
authors.initials: H
authors.lastname: Bedaysie
authors.forename: E
authors.initials: E
authors.lastname: Ali
authors.forename: U
authors.initials: U
authors.lastname: West
authors.forename: J
authors.initials: J
authors.lastname: Winn
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D004502:Education, Medical, Continuing / Q000592:standards*; D013502:General Surgery / Q000193:education; D006801:Humans; D008020:Life Support Care; D010820:Physicians; D011364:Professional Practice; D015397:Program Evaluation; D011897:Random Allocation; D014194:Traumatology / Q000193:education*; D014947:Wounds and Injuries / Q000628:therapy*