Teaching the trauma teachers: an international review of the Advanced Trauma Life Support Instructor Course.

摘要

OBJECTIVES: To identify educational variations between Advanced Trauma Life Support (ATLS) Instructor Courses in the UK, USA and Australia, to determine the impact of any such variations, and to consider their contributory role in future course development. METHODS: Observational, participatory qualitative study of ATLS Instructor Courses held in three representative teaching centres in 2006 and 2007. RESULTS: Each international territory has developed individual approaches to the teaching of common course content. These approaches have a variable impact upon the educational efficacy of the course. CONCLUSIONS: Observation of educational practice in international course centres allows for a richer understanding of the nature and extent of variations in teaching methods and course organisation. The amalgamation of these variations will facilitate a more inclusive international common platform for the 8th edition Instructor Course.