Developing and implementing a global emergency medicine course: Lessons learned from Rwanda

• Published in: Education for health (Abingdon, England) England), 2017-09, Vol.30 (3), p.203-210
• Main Authors: Yi, Sojung, Umuhire, Olivier, Uwamahoro, Doris, Guptill, Mindi, Cattermole, Giles
• Format: Article
• Language: English
• Subjects: Clinical medicine; Conferences; Course Descriptions; Course Objectives; Curricula; Curriculum; Curriculum Design; Curriculum Development; Death; Departments; Developed Countries; Disaster management; Educational Opportunities; Emergency medical care; Emergency medicine; Emergency Medicine - education; Emergency services; Experts; Fellowships; Health services; Hospitals; Hospitals, Teaching; Humans; Intensive care; Internal Medicine; International conferences; International education; International Educational Exchange; Knowledge; Learning Experience; Lecture Method; Lectures; Medical education; Medical referrals; Medicine; Methods; National Programs; Needs Assessment; Patients; Pediatrics; Physicians; Public health; Referral; Rotation; Rwanda; Scholarships & fellowships; Short term; Simulation; Skills; Study and teaching; Sustainability; Teaching; Teaching Methods; Trainees; Trauma; Trauma surgery; Triage; Tropical Medicine - education; Ultrasonic imaging; Workshops
• ISSN: 1357-6283; 1469-5804
• DOI: 10.4103/efh.EfH_72_17

Background: There is a growing demand by medical trainees for meaningful, short-term global emergency medicine (EM) experiences. EM programs in high-income countries (HICs) have forged opportunities for their trainees to access this experience in low-and middle-income countries (LMICs). However, few programs in LMICs have created and managed such courses. As more LMICs establish EM programs, these settings are ideal for developing courses beneficial for all participants. We describe our experience of creating and implementing a short-term global EM course in Rwanda. Objectives: The objectives of this study were to (1) provide EM trainees from HICs with an opportunity to observe global clinical practice and to learn from local experts, (2) provide EM trainees from an LMIC with an opportunity to share their expert knowledge and skills with HIC trainees, (3) create a sustainable model for a short-term global EM course in an LMIC context. Methods: A global EM curriculum and course were developed in Rwanda, entitled EM in the Tropics Emergency Medicine in the Tropics (EMIT). The following topics were covered: EM systems development, public health, trauma/triage, pediatrics, disaster management, and tropical EM. A one-and two-week course program was created and implemented. Results: EMIT participants rotated through pediatric and adult EDs, Intensive Care Unit, trauma surgery, internal medicine, emergency medical services, and ultrasound training. Activities included bedside teaching, case presentations, ultrasound practice, group lectures, simulation and skills workshops, and a rotation to a district hospital. A total of 11 participants attended: six for both weeks and five for 1 week. The course raised $5000 USD, which was dedicated in full to sponsoring local EM residents to attend international conferences. Discussion: The EMIT course in Rwanda achieved its objectives of teaching and learning between all participants. Benefits of this in-person experience for both visiting and local participants are clear in clinical, intercultural, and professional ways. Conclusion: Our experience of developing and implementing EMIT in Rwanda demonstrates that EM programs in LMICs can provide short-term global EM courses that are not only beneficial to all participants, but also logistically and financially sustainable.