Paediatric trauma education in low- and middle-income countries: A systematic literature review

• Published in: Journal of global health Vol. 12; p. 04078
• Main Authors: Rivas, Jane A, Bartoletti, Joseph, Benett, Sarah, Strong, Yukino, Novotny, Thomas E, Schultz, Megan L
• Format: Journal Article
• Language: English
• Published: Scotland Edinburgh University Global Health Society 29.12.2022; International Society of Global Health
• Subjects: Bias; Child; Core curriculum; Curriculum; Developing Countries; Education; Educational Status; Global health; GNI; Gross National Income; Humans; Income; Injuries; Knowledge; Literature reviews; Low income groups; Morbidity; Mortality; Pediatrics; Skills; Systematic review; Teaching; Trauma; Trauma care; Trinidad & Tobago; Ecuador; Iran; United States > US
• ISSN: 2047-2978; 2047-2986; 2047-2986
• DOI: 10.7189/jogh.12.04078

Trauma-specific training improves clinician comfort and reduces patient morbidity and mortality; however, curricular content, especially with regard to paediatric trauma, varies greatly by region and income status. We sought to understand how much paediatric education is included in trauma curricula taught in low- and middle-income countries (LMICs). We conducted a systematic literature review in October 2020 and in July 2022 based on PRISMA guidelines, utilizing seven databases: MEDLINE, Scopus, Web of Science, CINAHL, Cochrane Reviews, Cochrane Trials, and Global Index Medicus. Reports were limited to those from World Bank-designated LMICs. Key information reviewed included use of a trauma curriculum, patient-related outcomes, and provider/participant outcomes. The search yielded 2008 reports, with 987 included for initial screening. Thirty-nine of these were selected for review based on inclusion criteria. Sixteen unique trauma curricula used in LMICs were identified, with only two being specific to paediatric trauma. Seven of the adult-focused trauma programmes included sections on paediatric trauma. Curricular content varied significantly in educational topics and skills assessed. Among the 39 included curricula, 33 were evaluated based on provider-based outcomes and six on patient-based outcomes. All provider-based outcome reports showed increased knowledge acquisition and comfort. Four of the five patient-based outcome reports showed reduction in trauma-related morbidity and mortality. Trauma curricula in LMICs positively impact provider knowledge and may decrease trauma-related morbidity and mortality; however, there is significant variability in existing trauma curricula regarding to paediatric-specific content. Trauma education in LMICs should expand paediatric-specific education, as this population appears to be underserved by most existing curricula.