The European Trauma Course: Transforming systems through training

Abstract

The European Trauma Course (ETC) exemplifies an innovative approach to multispecialty trauma education. This initiative was started as a collaborative effort among the European Society for Emergency Medicine, the European Society for Trauma and Emergency Surgery, and the European Society of Anaesthesiology under the auspices of the European Resuscitation Council. With the robust support of these societies, the project has evolved into the independent European Trauma Course Organisation. Over the past 15 years, the ETC has transcended traditional training by integrating team dynamics and non-technical skills into a scenario-based simulation course, helping to shape trauma care practice and education. A distinctive feature of the ETC is its training of doctors and allied healthcare professionals, fostering a collaborative and holistic approach to trauma care. The ETC stands out for its unique team-teaching approach, which has gained widespread recognition as the standard for in-hospital trauma care training not only in Europe but also beyond. Since its inception ETC has expanded geographically from Finland to Sudan and from Brazil to the Emirates, training nearly 20,000 healthcare professionals and shaping trauma care practice and education across 25 countries. Experiencing exponential growth, the ETC continues to evolve, reflecting its unmet demand in trauma team education. This review examines the evolution of the ETC, its innovative team-teaching methodology, national implementation strategies, current status, and future challenges. It highlights its impact on trauma care, team training, and the effect on other life support courses in various countries.

Keywords: ATLS; Allied Health Professionals; ETC; European Trauma Course; Team Training; Trauma.

Fig. 1

Deconstruction of a scenario A: All scenarios follow a similar workflow: The team leader shares information from ambulance control about the expected patient with the entire trauma team. This briefing ensures all team members are informed and prepared. Then the competences of each team member are established and their corresponding roles in the team are confirmed. Subsequently, all team members perform thorough checks of their respective equipment. At the same time further resources are mobilized if required.

Fig. 2

Deconstruction of a scenario B: Upon patient arrival, the team leader performs a swift ‘5 second round’ to identify any immediate life-threatening conditions. This is followed by the team attentively receiving the handover. The primary survey then proceeds in a parallel manner, with team members simultaneously assessing and treating the patient. If serious and unexpected problems are encountered, team members or the leader can initiate a ‘STOP procedure’. This ensures immediate team-wide awareness of the changing situation and alignment of priorities.

Fig. 3

Deconstruction of a scenario C: The scenario concludes with a summary and planning round, which serves to collate all findings, review the measures taken so far, and establish an individual patient pathway. Several factors influence this pathway. Subsequently, the planning round transitions into the debriefing of the scenario.

Fig. 4

This graph illustrates the rapid growth rates of the ETC programme as well as the significant decrease in the number of courses offered during the pandemic period. This emphasises the urgent need for adopting innovative teaching methodologies to enhance resilience and adaptability of educational programmes in response to unforeseen challenges.