Abstract：
BACKGROUND: A key strategy to building surgical capacity in low income countries involves training care providers, particularly in the interventions highlighted by the Lancet Commission for Global Surgery, including the management of open fractures. This is a common injury, especially in areas with a high incidence of road traffic incidents. The aim of this study was to use a nominal group consensus method to design a course on open fracture management for clinical officers in Malawi.
METHODS: The nominal group meeting was held over two days, including clinical officers and surgeons from Malawi and the UK with various levels of expertise in the fields of global surgery, orthopaedics and education. The group was posed with questions on course content, delivery and evaluation. Each participant was encouraged to suggest an answer and the advantages and disadvantages of each suggestion were discussed before voting through an anonymous online platform. Voting included use of a Likert scale or ranking available options. Ethical approval for this process was obtained from the College of Medicine Research and Ethics Committee Malawi and the Liverpool School of Tropical Medicine.
RESULTS: All suggested course topics received an average score of greater than 8 out of 10 on a Likert scale and were included in the final programme. Videos was the highest ranking option as a method for delivering pre-course material. The highest ranking methods for each course topic included lectures, videos and practicals. When asked what practical skill should be tested at the end of the course, the highest ranking option was \"initial assessment\".
CONCLUSIONS: This work outlines how a consensus meeting can be used to design an educational intervention to improve patient care and outcomes. Through combining the perspectives of both the trainer and trainee, the course aligns both agendas so that it is relevant and sustainable.
METHODS: The nominal group meeting was held over two days, including clinical officers and surgeons from Malawi and the UK with various levels of expertise in the fields of global surgery, orthopaedics and education. The group was posed with questions on course content, delivery and evaluation. Each participant was encouraged to suggest an answer and the advantages and disadvantages of each suggestion were discussed before voting through an anonymous online platform. Voting included use of a Likert scale or ranking available options. Ethical approval for this process was obtained from the College of Medicine Research and Ethics Committee Malawi and the Liverpool School of Tropical Medicine.
RESULTS: All suggested course topics received an average score of greater than 8 out of 10 on a Likert scale and were included in the final programme. Videos was the highest ranking option as a method for delivering pre-course material. The highest ranking methods for each course topic included lectures, videos and practicals. When asked what practical skill should be tested at the end of the course, the highest ranking option was \"initial assessment\".
CONCLUSIONS: This work outlines how a consensus meeting can be used to design an educational intervention to improve patient care and outcomes. Through combining the perspectives of both the trainer and trainee, the course aligns both agendas so that it is relevant and sustainable.
摘要：
背景：在低收入国家建立手术能力的一项关键战略涉及培训护理提供者，特别是在柳叶刀全球外科委员会强调的干预措施中，包括开放性骨折的处理.这是一种常见的伤害，特别是在道路交通事故发生率较高的地区。这项研究的目的是使用名义小组共识方法为马拉维的临床人员设计开放性骨折管理课程。
方法：举行了为期两天的名义小组会议，包括来自马拉维和英国的临床官员和外科医生，他们在全球外科领域拥有不同水平的专业知识，骨科和教育。该小组对课程内容提出了疑问，交付和评估。鼓励每个参与者提出答案，并在通过匿名在线平台投票之前讨论每个建议的优缺点。投票包括使用李克特量表或排名可用选项。此过程的伦理批准已从马拉维医学院研究与伦理委员会和利物浦热带医学院获得。
结果：所有建议的课程主题在李克特量表上的平均得分均超过10分的8分，并被纳入最终课程。视频作为提供课程前材料的方法，是排名最高的选择。每个课程主题的最高排名方法包括讲座，视频和实践。当被问及在课程结束时应该测试什么实用技能时，排名最高的选项是“初始评估”。
结论：这项工作概述了如何使用共识会议来设计教育干预措施以改善患者护理和预后。通过结合培训师和受训者的观点，该课程调整了两个议程，使其具有相关性和可持续性。
方法：举行了为期两天的名义小组会议，
结果：所有建议的课程主题在李克特量表上的平均得分均超过10分的8分，并被纳入最终课程。
结论：这项工作概述了如何使用共识会议来设计教育干预措施以改善患者护理和预后。
