This recommendation already follows the ILCOR Advisory statement concerning education in resuscitation, where Chamberlain et al. proposed “moving from

large-group, lecture based courses to small-group, scenario-based interactive teaching” [14,15]. Again varying concepts are used to ensure small group sessions: at some sites, students with additional qualifications such as paramedic or EMT training are trained Inhibitors,research,lifescience,medical and appointed for peer-to-peer-teaching sessions [20], whereas other locations try to make sure that only residents and consultants are integrated in practical training sessions [17]. Despite evidence about the management of severe trauma in the pre-hospital [21]

or clinical setting, PHTLS-, Inhibitors,research,lifescience,medical ATLS-concepts or the program of the European Trauma Course (ETC) [22] are rarely integrated into undergraduate medical education. In one way, this is certainly caused by the lack of nationwide course concepts for professionals that compare to PHTLS or ATLS. The latter, however, is getting more relevant through the initiative of the German Society of Traumatology, which holds the rights for the courses in Germany, but should be more integrated in undergraduate education core principles. For the TEAM concept (Trauma Inhibitors,research,lifescience,medical Evaluation and Management module), Ali demonstrated that participants were better trained in providing required trauma skills [23,24]. Problem-based learning (PBL) as a teaching method was invented and used for the first time by Barrows and Tamblyn in 1976 [25]; since that time, this method found Inhibitors,research,lifescience,medical its way into newly designed as well as click here traditional curricula all over the world. At some medical schools, e.g. Maastricht, NL or Harvard, Boston, USA, it

supports the underlying principle of the curriculum. PBL as a learning Inhibitors,research,lifescience,medical method is able to both generate knowledge to a certain extent, and to facilitate acquisition of competence with respect to problem solving strategies. Additionally, the students gained the foundation for individual life-long learning principles [5,25]. Within German medical schools, one PBL-based curriculum in emergency medical Montelukast Sodium care has been published [16], but even there, elements like practical training sessions and simulations are integrated. From the educational point of view, it is certainly in question whether the problem-based learning sessions should be used as a comparable method [26]: Steadman et al. published data showing that simulation-based training was superior to PBL sessions in the acquisition of clinical skills in the field of critical care medicine [27].