Educational interventions to improve pediatric emergency care

A qualitative assessment of the perspectives of African healthcare workers

Datos Bibliográficos

ID19591817
AutoresEmily A Hartford (0000-0001-8209-6381, University of Washington, autor de correspondencia), Chris A Rees (0000-0001-6449-0377, Emory University, autor de correspondencia), Isaac Kihurani (0000-0001-5313-6620, Aga Khan University Hospital Nairobi, autor de correspondencia), Syeda Ra’ana Hussain (0000-0002-0507-2834, Aga Khan University Hospital Nairobi, autor de correspondencia), Elena Seifert (0009-0006-0977-6376, Medical College of Wisconsin, autor de correspondencia), Alexis Schmid (0000-0002-3174-3283, Boston Children's Hospital, autor de correspondencia), Tigist Bacha (0000-0002-8322-1612, St. Paul's Hospital Millennium Medical College, autor de correspondencia), Carol C Chen (University of California, San Francisco, autor de correspondencia), Megan L Schultz (0000-0002-7286-0179, Medical College of Wisconsin, autor de correspondencia)
EditoresJulia Robinson (0000-0003-0719-3995)
Año2025
Volumen5
Número1
Páginase0004095
Fecha de publicación2025-01-07
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPLOS Global Public Health (JOURNAL)
Identificadores de la revistaISSN: 2767-3375 • E-ISSN: 2767-3375
EditorialPublic Library of Science (PLoS) (PUBLISHER)
DOI10.1371/journal.pgph.0004095
PMID39774395
OpenAlexW4406141923
IdiomaEN
Referencias citadas26

Pediatric emergency care (PEC) training for health care workers (HCWs) is commonly offered in the form of short courses. This study gathers the perspectives of HCWs from eight African countries on how to best deliver and implement short training courses in PEC. This is a qualitative study using semi-structured key informant (KI) interviews. Utilizing the African Federation for Emergency Medicine (AFEM) member list serve, we identified African HCWs who had previous experience participating in and/or delivering short training courses in PEC. From this cohort, four interviewers were selected. These interviewers all received training in qualitative interviewing and then each recruited five KIs in their respective settings using convenience sampling. All interviews were recorded, transcribed, translated as necessary, and coded using thematic analysis. A total of 20 interviews were completed. Most KIs (75%) were physicians. Several themes on short training courses in PEC emerged: there was strong motivation to participate in PEC trainings, interactive sessions were preferred over didactic sessions, the recommended course structure was a half-day format with longitudinal follow-up, and the ideal for course instructors was a mix of local trainers and visiting trainers. KIs reported several potential negative consequences of short training courses in PEC, including clinical staffing gaps during courses and PEC content taught that was incongruous with local protocols. Future curricular development and implementation of short training courses in PEC should incorporate the preferences and best practices identified by African HCWs, namely interactive sessions with longitudinal follow-up given by a mix of local and visiting trainers. Our study limitations include the number of participants and potential for selection bias

Health care · Interview · Medical education · Psychological intervention · Qualitative research · Staffing · Thematic analysis · Child and Adolescent Health · Emergency and Acute Care Studies · Medicine · Nursing · Psychology · Trauma and Emergency Care Studies