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CALS Program: Evolution, Distribution, and New Initiatives

Explore the evolution of the CALS Program, its current distribution and support from national organizations, and discuss new initiatives for improving emergency care education.

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CALS Program: Evolution, Distribution, and New Initiatives

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  1. CALS Instructor Review Course 2016 Evolution of the CALS Program Darrell Carter MD CALS Program Director CALS

  2. Objectives for this session • Review the CALS Mission and teaching principles • Discuss the current distribution of CALS training • Describe the support of the CALS Program by national organizations (ACEP, AAFP) • Discuss new initiatives of the CALS Program CALS

  3. The Mission of CALS To improve patient care by providing advanced life support education to rural health care providers CALS

  4. CALS Educational Content • What we teach is based on the following principles: - Content is based on the best available evidence - Medical literature is often inconclusive and open to interpretation - There may be more than one acceptable approach to a given clinical situation but we need to teach the “CALS approach” Our intent is to provide practical, consensus-based recommendations generally consistent with published guidelines CALS

  5. Essential Components of CALS Training • Team Concept • Universal Approach • Rural Focus [Rural Emergency Medical Education] • Resuscitation Diamond CALS

  6. CALS Resuscitation Diamond CALS

  7. Key Elements of the CALS Resuscitation Diamond • Teaching of Essential Emergency Skills and Knowledge • Development and use of Effective Provider Teams with the utilization of the CALS Universal Approach CALS

  8. Key Elements of the CALS Resuscitation Diamond • Instruction in the proper use of essential Equipment • Teaching of Emergency Care based on a Systems Approach centered on the needs of the patient, rather than an assumed diagnosis CALS

  9. Growth and Distribution of CALS Training CALS

  10. Location of CALS Training In the United States • California • Iowa • Michigan • Minnesota • Missouri • Montana • Nebraska • Oklahoma • Texas • Wisconsin • AAFP Annual Assembly in Orlando • AAFP – 2 modified Provider Courses (40 participants) CALS

  11. Current or Developing CALS Training Internationally - Canada (3 Providences) - Global CALS development * Africa (Kenya) * Haiti * Viet Nam - US Department of State (Embassy Medical Personnel) * Austria * Germany * Italy * Panama * South Africa * Thailand CALS

  12. Distribution of CALS Training - MN • Provider Courses: FY15-16 = 24(487 participants) Total Courses = 339 (7,173 participants) • Benchmark Labs : FY15-16 = 18 labs Total = > 500 (>2000 participants) • Trauma Module: FY15-16 = 25 (404 participant) Total Courses =159 (2,163 participants) CALS

  13. Distribution of CALS Training - WI • Provider Courses: FY 15-16 = 4 (56 participants) Total = 29 (730 participants) • Trauma Modules: FY 14-15 = 4 (58 participants) Total = 16 (230 Participants) • Benchmark Labs = 6 total CALS

  14. Distribution of CALS TrainingTotal Courses • Provider Courses – 453 ( 10,392 participants) • Benchmark Lab - > 500 labs ( > 2000 participants) • Trauma Modules – 190 ( 2,719 participants) CALS

  15. Endorsement of the CALS Program CALS

  16. Endorsement of CALS by AAFP • In 2013, the AAFP Congress of Delegates passed a resolution endorsing CALS training for rural emergency care training. • July 2014 meeting of the AAFP Commission on Education recommended and the Board of Directors approved the following: “The CALS Curriculum as an equally acceptable alternative to other advanced life support and/or trauma life support and/or emergency response training courses and because the CALS Curriculum is more comprehensive, there may be additional benefit to physicians in rural practice.” CALS

  17. Endorsement of CALSby ACEP • The American College of Emergency Physicians (ACEP) believes that the Comprehensive Advanced Life Support (CALS) course is a valuable educational experience and is an equally acceptable alternative to other advanced life support or trauma life support courses. • CALS may be of particular value to physicians who practice rural emergency medicine because it is more comprehensive than other life support courses. [Ann Emerg Med. 2015;66:446] CALS

  18. New Initiatives of the CALS Program • CALS Toolbox for the development of new CALS Programs. • CALS training licenses • Suggested standardized ED training for rural ED providers • Development of e-learning materials CALS

  19. New Initiatives of the CALS Program • Cardiostart • Viet Nam CALS training • Alaska CALS training program with telemedicine • Advances in CALS Web site CALS

  20. New CALS Initiatives (cont) • Development of CALS Essentials • Development of the Haiti CALS Program • Development of the Kenya CALS Program CALS

  21. Challenges Ahead • Help generate an acceptance of CALS training in place of other ALS training for rural providers. • Find ways to help fund CALS training • Emergency Skills Training – maintain the Benchmark Lab &/or develop more life-like mannequins. • Further development of the Global CALS Program CALS

  22. Challenges Ahead • Develop State and Regional CALS Programs with local instructors to teach local providers. • Seek State Trauma Committee acceptance of CALS as appropriate rural emergency trauma training in other states CALS

  23. How can you be involved? • Teach CALS Courses • Volunteer – Serve on a CALS committee! • Most have teleconferencing opportunities • Make a real impact on the growth of CALS • Advocate – Recruit others to become involved with CALS • Help with the many projects and activities of CALS CALS

  24. Conclusion Teamwork is the fuel that allows common people to attain uncommon results. (Author Unknown) CALS

  25. Your Thoughts and Questions! • Contact information: * Kari Lappe RN CALS Executive Director <kdlappe@calsprogram.org> *Darrell Carter MD CALS Program Director <dlcarter@calsprogram.com> CALS

  26. CALS

  27. Development of the International CALS Program • Establishment of a Global CALS Committee/Division to work on the modification of the current CALS material into a form useful to the medically developing world. • Phase I – development of “CALS Essentials” – the written material and curriculum for the teaching of the initial phase of Global CALS at a useful level for the providers and their team working in their environment. • Translation of the CALS material into French for Haiti. • The first CALS Essentials class has been conducted in Haiti and another is in planning. • Work in progress on a CALS Essentials Course in Kenya. CALS

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