NPMT

core module

Trauma

Introduction

The Trauma module aims provide a brief framework for students to consider in the evaluation of trauma. It is designed to be a case-based module, to illustrate the principles underlying the Primary, Secondary and Tertiary survey of trauma patients.

Content Contributors:

AUTHOR: Dr Nicholas Hewett

Accessory Content: Dr Nicholas Hewett
Editor: Dr Phillip St Flour
Content Approval: Dr Phil Janson

Version History
Version 1: 25 October 2019

This module forms part of the Core Curriculum.

  • It requires 30 minutes preparation.

  • It can be taught in 1 hour

Materials Required:

  • Crash trolley (if available)

  • Airway adjunts (Nasopharyngeal, Geudel’s and LMAs of various sizes)

Teaching approach

As with all modules, familiarise yourself with the NPMT principles.

this session aims to:

  • Gives students a good grounding in the use of the primary survey

  • Apply the primary survey to simulated cases, including identification of concerns and provisional management strategies

  • Teach the basics of history taking in trauma

  • Understand how to perform a secondary survey

  • Understand the key components to a tertiary survey in trauma

Tips & Tricks on running an effective session:

  • Be as interactive as possible

    • Keep students as engaged as possible by encouraging them to share their own knowledge.

    • Act as a guide for the session, rather than a lecturer

    • Case based learning is key

  • Educate students that ALL traumas (minor and major) should be approached with the same uniform assessment

  • Emphasize that if you are ever having difficulty in a trauma situation, or have run out of ideas come back to the top and reassess ABCDE

  • Emphasize that the A-E framework involves simultaneous assessment AND management

Here are common pitfalls to avoid:

  • Going into too much detail on a workup or high level management

From our feedback, the more interactive and ‘put on the spot’ you make the session, the more valuable it will be. Having students think on the spot and share their ideas in a non-threatening environment is key to making the session light-hearted and collaborative so that they can apply what they have learnt at medical school to a clinical patient.

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