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Advanced Life Support in Trauma

Code: 102893
Credits: 3
2026/2027
Degree programme Type Course
Medicine OP 6

Contact lecturer

Name :
Myriam Nadal Clanchet
Email :
myriamde.nadal@uab.cat

Teaching staff

Myriam Nadal Clanchet
Rodrigo Gustavo Medrano Caviedes
Maria Teresa Misis Del Campo
Andrea Campos Serra

Group languages

You can consult this information at the end of the document.

Prerequisites

Students must have passed the courses that provide training in identifying the pathophysiological consequences of injury and to describe the resulting metabolic response (i.e., Anatomy, Physiology and Clinical Foundations of Surgery).

Students undertake to preserve the confidentiality and professional secrecy of the data that they may access through their study at the health care services, and to uphold professional ethics in all their actions.

Objectives

The concepts underlying the management and evaluation of the polytrauma patient are totally different from those that apply to the care of any other type of patient. Trauma patients require immediate treatment for life-threatening injuries, without a definitive diagnosis or a detailed history. In these cases, prompt decision-making and action are essential; at the same time, it must be ensured that the medical intervention does not cause added harm.

TRAINING OBJECTIVES

Students will learn to:

Identify the physiological state of the patient quickly and accurately.

Carry out the resuscitation and monitoring of the patient according to the treatment priorities.

Identify patients who, due to their treatment needs, require transfer to another centre.

The course will equip the student with the tools necessary to:

Identify the correct sequence of priorities for a careful evaluation of the polytrauma patient.

Describe and apply the rules of action and the techniques used for the initial resuscitation and for the period of definitive care in politrauma patients.

Appreciate that the patient's complete medical history and the mechanism of injury can contribute to the identification of life-threatening injuries.

Learning outcomes

  1. Identify the ethical bases for decision-making in the field of surgery.
  2. Transmit the information on the surgical procedure to be performed and draw up a document of informed consent.
  3. Manage the information available and set levels of discussion in multidisciplinary groups.
  4. Back decision-making with the best scientific evidence.
  5. Anticipate and compare information for good decision-making.
  6. Participate in the whole process of patient-care, from diagnosis to aftercare.
  7. Justify decisions taken based on the information obtained.
  8. Enumerate the alarm signs that require urgent attention to the patient.
  9. Identify emergency situations and establish an order of priorities.
  10. Distinguish the implications of different interventions regarding functional and morphological changes.
  11. Describe the mechanisms of action of physical and chemical agents on the organism.
  12. Further investigate the risk factors of morbidity and mortality in operations.
  13. Make a critical analysis of the objectives to be achieved with surgery, contrasting this with the adverse effects that may be involved.
  14. Encourage the search for answers to the questions that arise during surgery.
  15. Critique original or review scientific papers.
  16. Evaluate the appropriate scientific methodology for a biomedical paper.
  17. Use the specific bibliographic sources that will help to develop further one's knowledge.
  18. Build diagnostic and therapeutic algorithms based on the best scientific evidence, taking into account the facilities available.
  19. Establish a working hypothesis and its objectives.
  20. Choose the best possible research design to respond to the hypothesis put forward.
  21. Define the statistical methodological bases.
  22. Formulate and discuss the results obtained.
  23. Present results orally or in writing.
  24. Identify funding sources and set up a budget.
  25. Obtain the most important data, both on the illness being treated and on factors influencing morbidity and mortality.
  26. Adapt the therapy procedure and the surgical technique, if appropriate, in accordance with the available data.
  27. Approach the physical examination not only from the diagnostic perspective, but also the therapeutic perspective, with special emphasis on surgical procedures.
  28. Use the scales that assess the general (physical and mental) state of the patient.
  29. Integrate all pre-operative information for decision-making.
  30. Calculate the surgical risk indices, both general and by apparatus, and adjust the indications accordingly.
  31. Categorise emergency situations in accordance with the available indices of seriousness.
  32. Perform the initial assessment automatically and acknowledge the actions that require an immediate response.
  33. Distinguish the bases of the different surgical specialisations to integrate and lead the treatment in acute and chronic patients with multiple conditions.
  34. Estimate the risks and benefits of the various therapy options.
  35. Provide clear, comprehensible information on the therapy options to patients and their families.
  36. Choose a therapy option in accordance with available information and patient preference.
  37. Recognise when a patient is in the terminal phase and avoid therapeutic obstination.
  38. Identify all prophylactic measures to reduce indices of morbidity and mortality to the minimum.
  39. Provide the bases for preparing clinical guides and constructing diagnostic and therapeutic algorithms.
  40. Apply basic surgical manoeuvres in practice with simulated models.
  41. Gather information and select the most important facts about the patient, both in normal visits and emergencies.
  42. Transmit information clearly and accurately, leaving no room for possible misunderstandings.
  43. Establish rapport as the first important step in all medical procedures, both in elective and emergent situations and leave a written record of the information transmitted and the wishes of the patient.
  44. Describe biomedical bibliographic databases and ways to filter the information provided.
  45. Choose content in accordance with the rules of evidence-based medicine.
  46. Identify the legal bases for creating, maintaining and using databases that contain medical information.
  47. Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
  48. Convey knowledge and techniques to professionals working in other fields.
  49. Be able to work in an international context.
  50. Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
  51. Formulate hypotheses and compile and critically assess information for problem-solving, using the scientific method.
  52. Demonstrate basic research skills.
  53. Use information and communication technologies in professional practice.
  54. Acknowledge the importance of research to medical progress.

Contents

Theory (TE)


1. Need for the course. Trimodal distribution of mortality: Trauma, Primary Survey and Secondary Survey

2. Adjuncts of the primary and secondary surveys

3. Airway Management. Ventilation. Objective signs of airway obstruction. Objective signs of inadequate ventilation. Techniques for maintenance of the airway / definitive airway: endotracheal intubation, surgical airway

4 Trauma Shock

5.Thoracic Trauma

6.Abdominal Trauma

7.Traumatic brain injury. Skull fractures. Intracranial lesions (epidural, subdural hematoma, contusion and intracerebral hematoma, diffuse lesions). Management of cranial trauma according to the Glasgow Scale

8. Musculoskeletal trauma. Life-threatening injuries: Pelvic trauma. Crush syndrome. Injuries to limbs: open fractures and dislocations, vascular lesions, compartment syndrome, secondary neurological injury in fracture/dislocation (neurological assessment of the peripheral nerves of the upper and lower limbs). Principles of immobilization

9.Trauma scores

10. Prehospital selection


Clinical laboratory practices (PLAB)


WORK STATION 1: AIRWAY


Objective:


To assess clinical situations and acquire skills in airway management and ventilation


Skills:



  • Placing of oropharyngeal and nasopharyngeal cannulas

  • Tracheal intubation in mannequins

  • Use of oximeters


WORK STATION 2. SHOCK


Objective:


To assess patients in shock, identify causes of shock, initial treatment.


Skills:



  • Obtaining femoral, jugular and subclavian venous access in mannequins


WORK STATION 3. MUSCULOSKELETAL INJURIES


Objective:


To recognize musculoskeletal injuries that endanger limbs; to identify patients with compartment syndrome; to perform correct splinting of musculoskeletal injuries.


Skills:



  • Neurovascular assessment of an injured limb.

  • Application of splints


PSCA


Shock


Chest Trauma


Abdominal Trauma

Learning activities and methodology

Title Hours ECTS Learning outcomes
PROJECT PREPARATION / PERSONAL STUDY/ ARTICLE READING / REPORTS OF INTEREST 56.25 2.25
THEORY (TE) 7 0.28
ADVANCED CLINICAL SIMULATION PRACTICE (IN HUMANS (PSCA) 4 0.16
LABORATORY PRACTICALS (PLAB) 4 0.16

This Guide describes the framework, contents, methodology and general norms of the course, in accordance with the current study schedule. The final organization of the course at each Hospital Teaching Unit (i.e., with regard to the number and size of groups, the calendar and dates of examinations, specific assessment criteria and examination review procedures) will be specified and explained on the Unit’s web page and also on the first day of class by the teachers responsible for the course at the particular Unit.

If the tutors consider appropriate, and depending on the resources available at each Teaching Unit, some of the contents of the theory classes may be taught and evaluated in the simulation classes using the corresponding methodology.

For the present academic year, the following teachers have been appointed by the Departments to take charge of the course (at Faculty and Teaching Unit level):

Department(s) responsible: DEPARTMENT OF SURGERY Head of Faculty: name (e-mail) Salvador Navarro Soto Person in charge at the Units:

UDHSP UDHVH UDGTiP UDHPT

R Medrano Myriam de Nadal Maria Teresa Misis Del Campo Andrea Campos

In the current exceptional circumstances, at the discretion of the teachers and also depending on the resources available and the public health situation, some of the theoretical classes, practicals and seminars organized by the Teaching Units may be taught either in person or virtually

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Written assessments with objective tests: multiple choice tests 30% 1.75 0.07 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54
Attendance and active participation in class and in seminars 20% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54
Practical evaluations: objective clinical and structured assessment 50% 2 0.08 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54

The final EVALUATION will be based on the theoretical and practical syllabus included in the programme.

1. Multiple-choice test on the contents taught in the theoretical classes: 20 multiple choice questions (with five answer options of which only 1 will be correct). 0.20 points will be deducted for each wrong answer. 30% of the final grade

2. Evaluation of the practical contents. A practical assessment of the knowledge acquired will be carried out, both on a practical and theoretical level. 50% of the final grade

3. Continuous assessment during the course. 20% of the final grade

4. In order to qualify to take the exam, students must have attended 80% of the theoretical and practical classes.

Students who do not attend the theoretical and practical assessment tests will not be considered for examination and will lose their course registration fee

RECOVERY.

In accordance with the official calendar of the Teaching Units, patients who fail the final evaluation may resit the examination. The recovery examination will have the same format as the final evaluation, and the marks will be distributed in the same way.

This subject does not provide the single assessment system


For this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively in support tasks, such as bibliographic or information search.



Any form of academic misconduct in an assessment activity—including academic fraud, plagiarism, or the unauthorized use of artificial intelligence (unless such use is explicitly permitted in the course syllabus)—that results in a significant alteration of the assessment outcome will lead to a grade of zero (0) for that assessment.

Where the course syllabus specifies that achieving a minimum mark in that assessment is a mandatory requirement for passing the course, or where multiple instances of academic misconduct occur within the same course, the final grade for the course will be recorded as zero (0).

In addition, students found to have engaged in such misconduct may be subject to disciplinary procedures in accordance with the University's academic regulations.



Bibliography

American College of Surgeons Committee on Trauma .Initial assessment and management. In Advanced Trauma Life Support Reference Manual. Chicago: American College of Surgeons;2018

Trauma Eighth Edition. Mc Graw Hill Medical. Feliciano,D, Mattox K, Moore E. 2017

Schwartz's principles of surgery / editor-in-chief: F. Charles Brunicardi ; associate editors: Dana K. Andersen ... [et al.] New York : McGraw-Hill Education, cop. 2015

Software

there is no specific software

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE