Participant’s Experience of Trauma Theory and Skills Training in Lusaka, Zambia, a Multimodal Analysis.

Introduction: Global Emergency Care Skills (GECS) is an award-winning Irish non-profit organization founded in 2008 that provides high-quality emergency care training and education to healthcare professionals in low to middle-income countries (LMICs) in Africa, where trauma remains a leading cause of death. This study presents a multimodal analysis of trauma theory and skills training for emergency physicians, nurses, clinical officers, and paramedics in Lusaka. Combining quantitative assessments, qualitative feedback, and observational data to evaluate the effectiveness of different training approaches and the participants’ experience of these approaches. Methods: A mixed-methods approach was employed to analyze the impact of trauma training. Quantitative data were collected through pre- and post-training assessments to measure changes in clinical competence, including technical skills and non-technical skills. Qualitative data were gathered through structured interviews and focus groups with participants and trainers to assess perceptions of the training’s relevance, feasibility, and effectiveness. Additionally, observational data from simulated trauma scenarios were analyzed to identify performance improvements and team dynamics. Results: The multimodal analysis revealed that this trauma training significantly improved the participant’s confidence and clinical competence. Quantitative findings showed marked improvements in trauma management skills, especially in areas of rapid assessment and management. Qualitative data highlighted the importance of low-cost, adaptable simulation methods, such as task trainers and role-playing, which allowed for realistic training despite limited resources. Observational data indicated enhanced teamwork and communication in high-stress trauma scenarios. Participants reported increased satisfaction with training that was tailored to local resource conditions and healthcare contexts. Conclusion: Skills and simulation-based trauma training, when analyzed through a multimodal lens, prove to be an effective and adaptable tool for improving trauma care in LMICs. By integrating quantitative, qualitative, and observational data, this study demonstrates that such training enhanced both technical and non-technical skills among the course’s participants, contributing to improved patient care.