(P63) Enhancing Prehospital Trauma Care Skills: An EMT Instructor-based Education Program - A Regional Consortium-controlled Study

Objectives: To assess the feasibility and efficacy of a novel EMT instructor-based education program in prehospital trauma care

Background: Major trauma remains a leading cause of mortality, with prehospital emergency medical technicians (EMTs) playing a pivotal role in delivering initial trauma care. In our region, however, EMTs demonstrate insufficient knowledge and skill in trauma care. To address this issue, we developed and assessed the feasibility of an EMT instructor-based education program.

Methods: A regional consortium-controlled before-after study was conducted, implementing a novel education program. Instructors were EMTs actively working in the field and voluntarily participating. Based on a review of prior surveys, we devised an EMT instructor-based education program supervised by emergency physicians licensed as Korea Trauma Assessment and Treatment Course (KTAT) instructors. The program comprised three 2-hour sessions, each encompassing hands-on training: trauma patient assessment (2 hours), trauma patient assessment + tourniquet (2 hours), and trauma patient assessment + pelvic binder (2 hours). Training groups maintained an instructor-to-trainee ratio of 1:3 or lower, employing Peyton's four-step approach. A pre-post assessment checklist, modified from the National Registry of Emergency Medical Technicians psychomotor examination, was utilized to determine efficacy.

Results: Fifty-three EMTs participated as trainees, with 15 serving as instructors. Each class included 17 or 18 trainees, six instructors, and three supervisors per training session. The education program was well-received, with no reluctance from participants. EMTs reported heightened confidence in providing prehospital trauma care (strongly agree 87%, agree 13% on a 5-point Likert scale). Post-program assessments revealed significant improvements in Scene Size Up (mean score, 52.1 vs 89.1, p< 0.001), Primary assessment (66.5 vs 92.5, p< 0.001), History taking (25.2 vs 64.8, p< 0.001), Secondary assessment (59.1 vs 86.4, p< 0.001), Pelvic binder (37.7 vs 91.2, p< 0.001), and Tourniquet (36.5 vs 96.9, p< 0.001). A significant enhancement in the total score was also observed (54.3 vs 87.8, p< 0.001).

Conclusions: The EMT instructor-based education program, emphasizing hands-on training, proved feasible for prehospital healthcare providers and effectively enhanced EMTs' knowledge and skills in trauma care. This approach is recommended as a model for future education programs.

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Funding (Optional): This work was supported by the Chonnam National University Hospital grant funded (BCR121038).