Title:

1. Training Forward Surgical Teams for Deployment (Training Forward Surgical Teams for Deployment: The US Army Trauma Training Center | Critical Care Nurse | American Association of Critical-Care Nurses (aacnjournals.org)

Author Name: Linda A. Valdiri, Virginia Andrews-Arce, Jason M. Seery

Selected Case (Published Article): April 1, 2015

Instructional design plays a crucial role in creating effective training programs for a variety of audiences. Designers must analyze the skill and knowledge levels of the target audience to determine how to design instruction and what language level to use. Mastery of learning theories and instructional strategies is also essential for creating effective training. Historically, training has been designed for and delivered to the group, with remediation provided in the same format as the original instruction (Reiser & Dempsey, 2018). However, advances in technology have allowed instructional designers to recommend varied training solutions that address a variety of instructional challenges at the individual level. In the article “Training Forward Surgical Teams for Deployment: The US Army Trauma Training Center,” published in the Critical Care Nurse Journal by the American Association of Critical-Care Nurses (AACN), the authors discuss how instructional design can be used to create effective training for surgical teams being deployed. The authors note that surgical teams being deployed have limited time for training and may face a wide range of clinical scenarios once deployed. As such, it is important to design training that is adaptable and flexible. The authors suggest a blended solution that combines classroom instruction with simulation exercises and online learning modules. These modules use multimedia elements, such as graphics, audio, and video, to enhance engagement and retention of information (Adams, 2006). The authors also stress the importance of providing individual learners with control over their learning experience. They recommend providing learners with options to select their preferred learning paths, access additional resources, and track their progress. This approach allows learners to tailor their training to their specific needs and preferences, increasing their motivation and engagement. Overall, the article highlights the importance of instructional design in creating effective training programs, particularly for complex tasks such as surgical procedures. The authors demonstrate how a blended approach and individualized learning can enhance the effectiveness of training for surgical teams being deployed.

1. Introduction

The US Army Trauma Training Center is responsible for training Forward Surgical Teams (FSTs) for deployment. FSTs are critical care units that are deployed during military operations to provide medical care to wounded soldiers. The Trauma Training Center is a world-class facility that provides comprehensive training to military medical personnel. The center is staffed by highly trained professionals who are committed to providing the best possible training to FSTs.  One of the challenges of working as an instructional designer in a military environment is the need to understand and appreciate the military culture. This requires familiarity with ranks, military protocols, and other aspects of military life that are not directly related to instructional design. Another challenge is the need to work within strict scheduling deadlines and budgeting constraints. Instructional designers in the military environment must be highly productive and efficient in their work to ensure that training is delivered on time and within budget (American Association of Critical-Care Nurses (AACN), 2015).

Despite these challenges, working as an instructional designer in a military environment can be a rewarding experience. The knowledge of learning theories and instructional strategies that instructional designers acquire can be employed in a variety of settings, including instructor-led or instructor-facilitated classrooms, informal self-study, formal online learning courses with synchronous and/or asynchronous options, or a blend of any or all of these. Moreover, instructional designers in the military must constantly adapt to changing technologies, and they must balance the professional needs of the individual with the needs of the organization.

Training FSTs for deployment is a critical mission, and the US Army Trauma Training Center plays a vital role in ensuring that military medical personnel are adequately prepared to provide medical care in a combat environment. Instructional designers in the military environment face unique challenges, but they also have the opportunity to grow and develop as professionals.

1. Overview of the Case: Description of the setting (organization) and problematic situations

A top-notch facility, the US Army Trauma Training Center, offers thorough training to military medical personnel. Its goal is to prepare Forward Surgical Teams (FSTs), critical care units that are deployed during military operations to treat wounded soldiers, for deployment. The center’s personnel consists of highly qualified individuals who are dedicated to giving FSTs the best training possible. Getting FSTs ready to deliver medical care in a combat scenario is one of the biggest problems the US Army Trauma Training Center faces. This calls for a special set of abilities and information that must be cultivated through demanding training courses. The Trauma Training Center is required to give FSTs the most recent knowledge and methods for treating combat-related wounds, such as burns, gunshot wounds, and explosion injuries. The Trauma Training Center’s obligation to guarantee that training is delivered on time and within budget presents another difficulty. The training facility must strike a balance between the necessity of thorough instruction and the realities of military operations, which might be unpredictable and necessitate quick deployment. This necessitates the center’s training programs to be extremely productive and effective. The Trauma Training Center must also adjust to new medical and technological developments. This necessitates that the center’s training programs be continuously updated to reflect the most recent advancements in medical technology and methodologies. Given how quickly medical technology is changing, this can be a very difficult task. The purpose of the US Army Trauma Training Center, which prepares Forward Surgical Teams for deployment, is fraught with difficulties. Among these difficulties are making sure that training is provided on schedule and within budget, adjusting to emerging technologies, and navigating the limitations of the military culture. The facility is dedicated to giving military medical personnel the finest training possible despite these difficulties.

1. Solutions Implemented: Description of the solutions and how major ideas of the topic are associated with those solutions.

Several measures have been put into place to solve the difficulties the US Army Trauma Training Center encountered when preparing Forward Surgical Teams (FSTs) for deployment. These ideas seek to balance operating within the limitations of military culture with ensuring that FSTs are appropriately prepared to offer medical treatment in a combat setting. The Trauma Training Center has used simulation training as one of its options. Using lifelike mannequins and other tools, simulation training enables FSTs to practice treating combat-related wounds in a realistic situation. This lowers the potential of patient harm while allowing FSTs to acquire the skills and knowledge necessary to provide quality medical treatment in a combat scenario.

The deployment of mobile training teams is another remedy. To give training locally, mobile training teams are sent to military units all around the world. The fact that deployment can be unpredictable during military operations, makes it possible for FSTs to receive training without having to leave their unit, which can be extremely beneficial. To give FSTs more training chances, the Trauma Training Center has forged alliances with public hospitals. Through these relationships, FSTs can receive experience treating trauma patients who are not combat patients, which can better prepare them for the difficulties of providing medical treatment in a combat setting.

A culture of ongoing development has been formed at the Trauma Training Center. This entails evaluating training programs on a regular basis and implementing new technology and methods as they become available. This enables the institution to stay current with new developments in medical technology and guarantees that FSTs are getting the best training possible. Overall, the US Army Trauma Training Center’s solutions are made to guarantee that FSTs are suitably equipped to deliver medical care in a combat scenario. These solutions demonstrate a focus on tackling the particular problems of military operations and training excellence. By utilizing mobile training teams, simulation training, cooperation with civilian hospitals, and a continuous improvement culture

1. Outcomes: Achieved performance improvements and/or unexpected failure.

The Forward Surgical Teams (FSTs) are now more prepared for deployment because of changes made by the US Army Trauma Training Center. Due to these advancements, FSTs are now better prepared and able to offer medical care in a combat setting. The Trauma Training Center’s use of simulation training is one of the main ways it has improved performance. FSTs can acquire the skills and knowledge necessary to deliver quality medical care in a combat context by simulating combat injuries with lifelike mannequins and other equipment. Additionally, simulation training has been demonstrated to lower the chance of patient damage during training, which is a substantial advancement over conventional training techniques.

The Trauma Training Center also improved performance through the deployment of mobile training teams. FSTs can receive on-the-job training without leaving their unit by sending trainers to military units all around the world. As a result, FSTs are now more skilled and prepared to deliver medical care in a combat setting. The evaluation of training programs has also seen a substantial improvement at the Trauma Training Center. The center is able to continuously enhance its training programs and make sure that FSTs are receiving the greatest training by routinely evaluating them and taking input from trainees into consideration.

The Trauma Training Center has seen unexpected setbacks despite these performance improvements. A failure of specific equipment during training exercises is one instance when training has been delayed or interrupted. The center has increased its stock of backup equipment and developed more stringent equipment maintenance processes to solve this problem. The difficulty of offering training in a medical environment that is continually evolving is another unanticipated failure. The Trauma Training Center may find it challenging to stay on top of the continually evolving medical technologies and procedures. To address this issue, the center has partnered with public hospitals to offer FSTs more training opportunities and exposure to cutting-edge methodologies.

1. Implications: Summary of lessons learned)

The program for training forward surgical teams for deployment has taught medical personnel important lessons about preparing for wartime trauma care. One or more of the most important lessons from the curriculum is:

1. Training with realistic simulations is essential: The use of high-fidelity mannequins and live actors in realistic simulation training is crucial for preparing medical professionals for the volatility and unpredictability of the battlefield environment. The curriculum places a strong emphasis on the value of precisely simulating the conditions of real-world combat scenarios as feasible.
2. Communication that works is essential: In the high-stress, high-pressure setting of a war zone, communication is crucial. The program places a strong emphasis on the necessity for succinct and clear communication amongst healthcare professionals as well as the creation of efficient communication methods and standards.
3. A thorough training program that covers all facets of combat trauma care, such as patient assessment, diagnosis, treatment, and evacuation, is required, according to the program. The program also highlights the necessity of continuing education and training to make sure that medical personnel is knowledgeable about the most recent procedures and guidelines.
4. Effective teamwork is crucial: In the high-pressure, high-stress environment of a battle zone, collaborative teamwork is necessary. In order to guarantee that patients receive the best care possible, the curriculum places a strong emphasis on the value of collaboration and teamwork among medical professionals from various disciplines and specialties.
5. In order to effectively treat trauma patients in a conflict zone, medical practitioners must have strong mental and emotional resilience. In order to manage stress and trauma, the curriculum emphasizes the necessity for medical professionals to build resilience and coping mechanisms.

The Training Forward Surgical Teams for Deployment program has, in conclusion, highlighted the significance of realistic simulation training, effective communication, thorough training, collaborative teamwork, and mental and emotional resilience in preparing medical professionals for battlefield trauma care. The information and abilities required for medical practitioners to save lives on the battlefield must be provided through these lessons learned. The US Army Trauma Training Center is essential in ensuring that military medical personnel are suitably trained to provide medical care in a combat setting. Training FSTs for deployment is a crucial job. The military setting presents particular difficulties for instructional designers, but it also offers them the chance to further their careers. They must be able to work under pressure and under a limited budget, and they must comprehend and respect the military way of life. Despite these difficulties, a job as an instructional designer in the military can be satisfying and gratifying.

References

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American Association of Critical-Care Nurses (AACN). (2015, April 1). Training Forward Surgical Teams for Deployment: The US Army Trauma Training Center. Critical Care Nurse, E11–E17. Retrieved from https://doi.org/10.4037/ccn2015752

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U.S. Army Medical Department. (2020, November 16). U.S. Army Medical Department. Retrieved from Army Medical Department Center and School: Trauma Training Department: https://www.unc.edu/posts/2020/11/16/unc-health-u-s-army-establish-trauma-training-partnership/

 

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