PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 9074381

Competency-based learning in traumatology.

D Hill·P Stalley·D Pennington·M Besser·W McCarthy
View original source ↗Export metadata ↓

Abstract

BACKGROUND: A multidisciplinary, competency-based trauma teaching program was introduced for final year medical students (n = 67) at Royal Prince Alfred Hospital (RPAH) in 1994 to complement the surgical clerkship. METHODS: The method involved small groups rotating through a series of teaching stations each structured to address a predetermined competency. Four 3-hour sessions were held on the subject areas of resuscitation, plastic, orthopedic, and neurotrauma. Performance in the trauma section of a summative Objective Structured Clinical Examination (OSCE), 6 months after the teaching, was compared with that of a control group (n = 127) from other campuses where trauma was taught by a series of discipline-based lectures. Three trauma OSCE stations were designed to test psychomotor skills while five addressed aspects of the cognitive domain. Checklists were used to ensure standardization of scoring in a range of questions asked for skills tested at each station. RESULTS: The marks of the RPAH students (mean 78% +/- SD 9%) were significantly higher (P < 0.0005) than the controls (mean 70% +/- SD 9%) in the 8 trauma questions. There was no significant difference (P = 0.8) in marks obtained by the study group (mean 61% +/- SD 8%) and controls (mean 63% +/- SD 7%) in 22 questions sampling a wide spectrum of nontrauma subject areas. The study group performed significantly better in one of the three skills stations and three of the five problem-solving stations when compared with the control group. CONCLUSION: The innovation has the potential to fulfill a need for an integrated trauma program in the undergraduate core curriculum.

Explore related subjects

AustraliaClinical ClerkshipCompetency-Based EducationEducational MeasurementHumansTeachingTraumatologyClinical TrialControlled Clinical TrialJournal ArticleResearch Support, Non-U.S. Gov't

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

D Hill, P Stalley, D Pennington, M Besser, W McCarthy. 1997. Competency-based learning in traumatology.. https://doi.org/10.1016/s0002-9610(96)00412-6

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2026

Whole genome characterisation of Australian and New Zealand OsHV-1 '&#x3bc;Var' like variants over time.

Ostreid herpesvirus 1 (OsHV-1) is a major pathogen of Pacific oysters (Magallana gigas), linked to mass mortality events worldwide and presents a substantial threat to global aquaculture. Since 2010, mortality events have been occurring in Pacific oysters within Australia with the cause being an OsHV-1 microvariant highly similar to OsHV-1 &#x3bc;Var first detected in France, 2008. In this study, fifteen OsHV-1 whole genomes were assembled from Australian and New Zealand mortality events, including twelve newly sequenced genomes and three assembled from public datasets. Whole-genome phylogenetic analyses indicate that Australian and New Zealand OsHV-1 isolates form a distinct clade, separate from European and East Asian genomes, and with moderate regional and temporal divergence across the past 14 years. Across the dataset, multiple biologically relevant mutations were observed in genes of known function, including DNA polymerase, ribonucleotide reductase subunits, and apoptosis-related proteins, though most mutations occurred in uncharacterised genes. These findings highlight the limitations of single-gene typing and support the need for whole-genome approaches in understanding OsHV-1 evolution. Critically, the lack of recent whole-genome data, particularly from East and Southeast Asia, restricts the ability to trace viral origins and detect novel variants, underscoring the need for expanded global OsHV-1 genomic surveillance.

Australia↗
PubMed2026

Interest holder-driven research priorities in sexual and reproductive health for migrant and refugee adolescents and young adults in Australia.

OBJECTIVE: To identify and prioritise sexual and reproductive health research priorities for migrant and refugee adolescents and young adults in Australia using a priority setting partnership approach. METHODS: A James Lind Alliance priority setting partnership was conducted with 92 interest holders: 31 youth from migrant and refugee backgrounds and 61 professionals (healthcare providers, researchers, policymakers and community leaders), recruited online and in-person. The priority setting partnership process included a rapid evidence scan, an online uncertainty survey, evidence verification, interim prioritisation and a final consensus workshop. RESULTS: Eighty-three research uncertainties yielded 11 final priorities across four sexual and reproductive health domains: sexual and reproductive health literacy, sexual violence prevention, accessible services and maternal health. A striking divergence emerged between youth and professional priorities only 3 achieved combined high-priority consensus. Youth prioritised a broader range of topics, including abortion access (rated high by youth but low by professionals), while professionals prioritised fewer areas. Two priorities achieved consensus: community-based maternal health support and barriers to reporting gender-based violence. CONCLUSION: This is the first priority setting partnership to identify sexual and reproductive health research priorities for migrant and refugee youth in Australia and to uniquely highlight substantial misalignment between youth and professional priorities. IMPLICATIONS FOR PUBLIC HEALTH: These identified priorities provide a foundation for targeted research, culturally responsive policy and more equitable sexual and reproductive health service provision for migrant and refugee adolescents and young adults.

Australia↗