The mobile option, mATLS, will allow students to access course content previously presented as standardized interactive discussions on desktop or laptop computers, tablets, or smartphones. Learners gain the flexibility to access course content at their convenience using the device of their choosing. Content presentation remains standardized in the mobile format. This hybrid format places responsibility for preparation squarely on the student.
Adult learners are known to be autonomous, self-directed, and goal-oriented, and the changes in the presentation of the 10th Edition support this learning model. The format of the traditional 10th Edition is changing as well. Interactive group discussion IGD replaces the in-person interactive lecture. The IGD begins with a patient scenario that unfolds to support the learning content discussed.
Nonetheless, the highlight of the course continues to be the in-person interaction between the students and instructors. During this interaction, novice providers find mentorship and experienced providers develop lifelong collegial relationships. This affective domain of learning has added to the appeal of the course and is considered by course educators and instructors to be a valued aspect of ATLS training. When the hybrid format is chosen, students must continue to report in person for a day-and-a-half of skills and testing. ATLS recognizes the fact that teams frequently deliver injury care.
Because providers, even in low-resource or rural settings, are able to create teams to care for the injured, each chapter now contains content about team functions as they relate to the individual topics. Additionally, a new skills station highlights basic concepts of team communication. Lastly, an optional chapter on Trauma Team and Resource Management has been added.
The skills stations continue to be a highlight of the course. The mandated low student-to-faculty ratio facilitates the use of the most successful method to teach new psychomotor skills. The skills stations, like the IGDs, will feature an unfolding patient scenario. When the skill or intervention is required based on the evolution of the scenario, the student performs the skill.
Though the overall skills taught remain mostly unchanged, with the addition of a few new skills, the skill stations have been consolidated to better reflect the ATLS model see Table 1. Bleeding control techniques, such as wound packing and application of a combat tourniquet, are new to this edition. Skills are frequently taught using simulators. During the initial transition to simulators from live animals, a high value was placed on the fidelity of the model.
Advanced Trauma Life Support (ATLS)
As experience with simulation has increased, it has been confirmed that low-fidelity simulation can be adequate for teaching surgical skills. After completing the course, these individuals are then empowered to hold classes in their own communities. The ATLS 10th Edition course rollout will continue throughout , with the expectation that all courses will be using the newest version in It is expected that the hybrid mATLS courses will be in widespread use soon after that. As ATLS enters its fifth decade, it remains as relevant as ever.
Although trauma care has evolved significantly over the last 40 years, as illustrated, for example, by changes in our understanding of shock and coagulopathy and the use of damage control procedures and balanced resuscitation, the basic tenets of ATLS continue to provide a framework for practitioners to safely care for the critically injured patient. It is a testament to the wisdom of the initial designers of the course that over multiple iterations, accompanied by both substance and stylistic changes, the core principles of ATLS and its approach have stood the test of time.
Specific details may have altered, but the guiding philosophy of promptly identifying and addressing immediate life threats, performing an efficient secondary survey when possible, arranging for access to definitive care, and using standardized communication will continue to serve providers well. Knowing that simulation is a very effective way for transferring knowledge and skills 23 , 24 that is also much liked by students, Dutch ATLS increased in its new format the number of moulage assessments, retaining only a few lectures. The skills were rearranged in four blocks A, B, C and D , each consisting of a plenary demonstration and plenary minilecture, followed by a scenario-based practical in small groups, dealing with all relevant psychomotor skills.
Although the program had been devised as a reaction to complaints by provider students, Dutch ATLS decided to run it, starting in , at first as a trial with refresher candidates; to see whether it was viable and also because many versions of the refresher program that had been tried over the years had not been really satisfactory.
The program was very well received and with some minor modifications it has been used for the Refresher course till Dutch ATLS is of course very much aware of the fact that even after effective skills teaching, the student needs further practice in order to become proficient 25 , The candidates have been asked in their feed-back form whether they thought a comparable program could be used for the Provider course.
A majority was of the opinion that provider candidates would need additional coaching because of their inexperience. The ACS had announced in that an e-learning program was under construction and Dutch ATLS opted to wait for its completion, hoping it could be used for giving that extra coaching. The first version of the ACS program that was presented a year later obviously needed improvement.
ATLS and the Netherlands
As little information on that process became available, Dutch ATLS decided in to develop an e-learning program of its own. In addition, it provides steps 1 and 2 of the 4-step method for teaching psychomotor skills; it teaches how to look at X-rays systematically and it also has a large number of self-assessment questions. Finally, the student must successfully complete a newly developed MCQ test, before the 2-day face-to-face course can be attended.
Extensive feed-back on that MCQ test is immediately provided to the student.
Academy of Medicine of Malaysia - Advanced Trauma Life Support (ATLS) Course
The e-learning program was finalized in June ; to follow it completely takes on average 10—12 hours. In order to make e-learning and a new face-to-face program fully complementary, Dutch ATLS then took the earlier mentioned refresher program and adapted it as required. Both were beta-tested 12 times from June to November and then introduced in its final version in January Figure 1 shows the present 2-day face-to-face program. During the beta-testing period Dutch ATLS found that results pass-rate and number of practical re-exams had improved, but only slightly unpublished data.
When using the refresher format in an adapted version for the new provider program Dutch ATLS had recognized from the start that the Refresher course would need a new program as well. Up to several schemes had been tried to train physicians and nurses together.
None of these experiments worked out well. Clearly, to train for working as a team should also be done with the people who are part of such a team, in surroundings they are familiar with. In other words: team training should be done on-site and not in a training centre with a chance group of people mark. It was run for the first time in That program was much indebted to a training scheme of the Netherlands Army Medical Services that had been in place since That scheme recognizes that once basic skills are in place, learning is best achieved by doing, or in other words, that a higher level of proficiency is only reached by repeated experiences Also, it takes into account that systematic feed-back by skilled observers enhances the learning experience, and finally it emphasizes that for efficient and effective team work excellent communication is a prerequisite 28 - The ATLS program is revised every four 4 years to keep abreast of changes.
The two-day ATLS Student Course teaches medical core content in an interactive format with hand-on skills sessions in simulated trauma settings.
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Successful completion status is valid for four years. If you are an advanced practice clinician taking this course you will receive a completion certificate to take to your accrediting body for conversion of your appropriate hours. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Registration Process.
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