C. Mosquera

D.A. Martinez

D.S. Jayaraman

E. Morocho

E. Trieu

F. Siguencia

J. Carter

J.C. Salamea Molina

J.L. Prieto

M. Hopkins

M. Rains

N. Naik

Annals of Global Health

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Health Systems and Human Resources A n n a l s o f G l o b a l H e a l t h , V O L . 8 3 , N O . 1 , 2 0 1 7J a n u a r y eF e b r u a r y 2 0 1 7 : 1 8 – 5 828medical students, interested in global health often feel that courseofferings are inadequate. Thus, exposure to global health throughexperiential learning, such as observerships and electives, providestudents with immersive opportunities to develop skills requiredfor global health practice. This study prospectively examines whathealth professionals need to know to work in globalized communi-ties, and how global health electives and observerships impactmedical students’ personal and professional development.Methods: Medical students participated in a pre-global healthassessment survey; a pre-departure training session; completed anobservership, research placement, or clinical elective in a low-resource setting; participated in a post-departure debrief, anda post-global health assessment survey.Findings: Global health placements impact students’ personal andprofessional development in the following areas: awareness of thesocial determinants of health, awareness of resource utilization,adaptability to resource limitations, understanding of communityneeds and how to address those needs, communication skills, andcompassion in clinical care. Global health placements also influ-enced medical students’ future speciality choices, and approach topracticing medicine.Interpretation: Global health placements create opportunities forstudents in the health professions to develop competencies requiredto work in low-resource settings in Canada and abroad. Thisprospective study identifies some of the practice competenciesrequired to address global health challenges, and allows us to deter-mine whether placements abroad are associated with the develop-ment of global health competencies. Gaps in knowledge or skillsthat create barriers to working in global health settings need to beinvestigated.Source of Funding: Southeastern Ontario Academic MedicalOrganization Endowed Scholarship and Education Fund; Officeof Global Health, Queen’s University.Abstract #: 1.023_HHRFeasibility of Standardizing Prehospital Communication inCuenca, EcuadorJ. Carter1, M. Hopkins2, E. Trieu3, E. Morocho4, C. Mosquera4,J.L. Prieto5, F. Siguencia5, N. Naik6, M. Rains6, D.A. Martinez7,J.C. Salamea Molina8, D.S. Jayaraman9; 1Virginia CommonwealthUniversity School of Medicine, Richmond, VA, USA, 2VirginiaCommonwealth University, Richmond, Virginia, USA, 3VCU, Rich-mond, VA, USA, 4Universidad de Cuenca, Cuenca, Ecuador, 5Uni-versidad del Azuay, Cuenca, Ecuador, 6Virginia CommonwealthUniversity, Richmond, USA, 7Hospital Vicente Moscoso, Cuenca,Ecuador, 8Hospital Vicente Corral Moscoso, Cuenca, Ecuador, 9VirginiaCommonwealth University Health, Richmond, USAProgram/Project Purpose: Prehospital to hospital communica-tion in Cuenca, Ecuador has been shown to be limited and ineffi-cient, with minimal communication of critical variables such asvital signs. We aimed to design and conduct a course based ona standard checklist used in high-income country settings toimprove prehospital to hospital communication for injured patientsin Cuenca.Structure/Method/Design: An hour-long communication coursein Spanish and a communication checklist were designed based onthe Mechanism-Injuries-Vital Signs-Treatment (MIST) checklist,and customized with input from local stakeholders and observationsof current prehospital to hospital communication. The course wasincorporated into a mandatory training by the Ecuadorian Ministryof Health (MSP) for all prehospital employees in Cuenca includingdoctors, firefighters, paramedics, ambulance operators, medicaldispatchers, medical auditors, and MSP administrators from allfour regional ambulance agencies and main ECU911 dispatchcenter. The course was designed to ensure reporting of 14 criticalvariables including vital signs and neurologic disability using theGlasgow coma score and included lectures, a case study, interactive,scenario-based simulated practice sessions, and a Q&A session.Wallet-sized checklists, approved by the MSP, were created fordistribution to reinforce the training and facilitate routine use.Outcome & Evaluation: The course was taught in Spanish by twolocal physicians and six medical students to 337 prehospital stafffrom the Cuenca region. Staff was composed of MSP (n¼80,23.7% of total attendees), social security (n¼70, 20.8%), firefighters(n¼117, 34.7%), Red Cross (n¼30, 8.9%), and other employees(n¼40, 11.9%). The course consisted of 10 sessions, 2 one-hoursessions per day over 5 days and reviewed 14 critical variablesincluding: demographics, vital signs, mechanism, injuries, treat-ment, allergies and medications.Going Forward: A standardized prehospital communicationcourse and checklist could be created and implemented in Cuencato address communication from the prehospital to the hospitalsetting. Since the course, the MSP has mandated use of the custom-ized checklist by all dispatch and ambulance staff in the region tostandardize communication. Simple interventions such as checklistsmay be effective methods of improving prehospital communicationin LMIC settings.Source of Funding: Virginia Commonwealth University Schoolof Medicine Dean’s Fund.Abstract #: 1.024_HHRA Qualitative Evaluation of the Impact of a Rural Short-TermService Learning Elective on Medical StudentsB. Chang1, E. Karin1, J. Ripp2, R. Soriano1; 1Icahn School of Medicineat Mount Sinai, New York, USA, 2Mount Sinai Hospital, New York,NY, USABackground: The number of global health opportunities offeredby US and Canadian medical schools has nearly tripled over thepast 20 years, and nearly one-third of medical school graduateshave participated in at least one global health service learning trip.There have been numerous studies elucidating the impact of globalhealth service learning trips that are of longer duration (i.e. >1-week) but not for shorter ones (i.e. <1-week). Therefore, thegoal of this study is to determine qualitatively the immediate andlong-term effects of a 1-week global health service learning tripon medical students’ development.Methods: Student participants (n¼7) on a 1-week service learningtrip to Nogales, Arizona were asked to journal daily reflections on

Feasibility of Standardizing Prehospital Communication in Cuenca, Ecuador

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Feasibility of Standardizing Prehospital Communication in Cuenca, Ecuador

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