ETC runs over two and a half days and is designed for maximum of 36 participants. The course consists of:

  • 2 lectures
  • 2 demonstrations
  • 29 handson training scenarios presented within 9 workshops

The first day of the course focuses on the identification and treatment of injuries that pose an immediate threat to life: problems associated with the patient's airway, breathing, thoracic injuries and shock. First day objectives:

  • team roles (team leader / team member)
  • primary survey
  • learning / demonstrating competence in key psychomotor skills

During the second day participants deal with a more in-depth assessment of specific body areas. Second day objectives:

  • team roles (team leader / team member)
  • secondary survey
  • communication within the team / other agencies

On day three patient transportation and team leader issues are covered.


The Workshops:
The workshops are the educational core elements of the ETC, each addressing a specific topic: 

  • Airway
  • Chest trauma
  • Shock
  • Head injury
  • Abdominal trauma
  • Spinal trauma
  • Extremity trauma
  • Trauma in children
  • Transportation

In each workshop there are at least two instructors and maximum of six participants. They consist of training scenarios, with the aim to cover wide spectrum of major trauma resuscitation issues. ETC teaching approach assumes participants taking the roles. One participant plays a role of trauma team leader, whilst others are identified as trauma team members. This team training approach reflects typical management of traumatised patients admitted to shock rooms throughout Europe. The roles are changed in every scenario, giving participants the opportunity to take up each role within a trauma team. Instructors lead the scenarios and use a modified four-step approach to perform and introduce specific skills. During workshops we utilise resuscitation manikins, ranging from the most basic to high fidelity models, together with all resuscitation equipment needed. Animal carcasses can also be used, if preferred, e.g. for cricothyroidotomy and chest drainage skills practice. All learning information and supporting material (e.g. X-rays, CT scans) are standardised.

Each scenario starts with a short team briefing, where trauma team leader represents the patient, who will be addmitted to the shock room to all trauma team members, and delegates tasks. After admission and handover, primary survey of traumatised patient starts. Scenarios have embedded psychomotor skills which are taught, using a modified four-step approach. Every scenario finishes with feedback and a subsequent team debriefing, where participants and instructors discuss the learning points and review the trauma team performance.

All scenarios have predetermined specific learning objectives, addressing medical, communication or leadership issues that are frequently encountered during trauma resuscitation. In addition to find out different medical problems participants have to deal with prioritising resuscitation treatment, delegation of tasks and communication with relevant specialties.

This enables participants to undertake the complete trauma resuscitation, including: assessment, resuscitation, practical skills, interpretation of investigations, communication and team interaction as required.


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