Educational Strategies Used in International Emergency Medicine Training Programs: A Scoping Review

BACKGROUND: Emergency care remains unevenly distributed globally, with shortages persisting in many Low to Middle Income Countries (LMICs) (Delaney 2024). Many LMICs look internationally, forming partnerships within HICs to support local emergency care capacity building. Such partnerships have the benefit of harnessing expertise, but also introduce unique challenges (Rybarczyk 2018). Established frameworks and educational models exist for the implementation of international education (Sreeram 2024). However, it is unclear which methods are being utilized and to what extent. PURPOSE: This study aims to outline the characteristics of international emergency care training, and elucidate which educational strategies and frameworks are being utilized in the international emergency medical education setting. This will inform best practices moving forward. METHODS: An electronic literature search was conducted through four databases: PubMed, EMBASE, Web of Science, and EBSCO. Duplicates were deleted. Preliminary screening of title and abstracts was conducted by 2 independent reviewers. Full text screening then performed, with conflict between reviewers resolved by consensus. Oral abstracts were removed. Data was collected, compiled and processed from selected articles using Excel and Google Sheets. RESULTS: A total of 243 articles were selected, and 233 were included in data collection. Articles spanned 30 years of publication, and ranged from short term educational interventions to established degree and professional certification programs. Included articles employed varying methods for needs assessment, educational strategy, and evaluation. Overall use of frameworks, or completion of key steps was infrequent and variable. DISCUSSION: Findings suggest that international emergency care training is highly effective in producing short-term gains, but its long-term success depends on deliberate attention to contextual needs, structured curriculum design, robust evaluation, and sustained support. Future programs should prioritize comprehensive needs assessments, increased engagement of local trainers, systematic use of educational and evaluation frameworks, and investment in follow-up and mentorship mechanisms.

Author dc:creator

• Nicholas Ludmer (12088976)

• Global Health
• Education, Health
• Emergency Care

Statement dc:rights

• In Copyright
• Open Access after 2028-05-01

DOI dc:identifier

https://doi.org/10.25417/uic.32995199.v1

OAI identifier oai:identifier

oai:figshare.com:article/32995199