This article is an exploration of the process of the refinement of the instructor cadre development arising from the implementation of the European Trauma Course (ETC). Among the defining characteristics of the ETC is the team management of trauma and mechanisms for enabling information flow were complex and challenging. The article describes the response to this challenge.
Argyris C.1986. Skilled incompetence. Harvard Bus Rev64: 74-9.
2.
Boud D., Walker D.1993. Barriers to reflection on experience. In: Boud D, Cohen R, Walker D eds. Using experience for learning , Buckingham: SRHE/ Open University Press, 79.
3.
Bullock I, Davis M, Lockey A, Mackway-Jones K (eds). 2008. Pocket guide to teaching for medical instructors, 2nd edn, Oxford: Blackwell/BMJ Books .
4.
Davis M., Forrest K.2008. How to teach continuing medical education, Oxford: Wiley-Blackwell.
5.
Kolb D.1984. Experiential learning: experience as the source of learning and development, Englewood Cliffs, NJ: Prentice-Hall.
6.
Kolb D., Fry R.1975. Toward an applied theory of experiential learning. In: Cooper C ed. Theories of group process, London: John Wiley, 21.
7.
Lott C., Araujo R., Cassar MR et al. 2009. The European Trauma Course (ETC) and the team approach: past, present and future. Resuscitation80: 1192-96.
8.
Maran N.2004. Principles and practice of CARMa. Available at: http://www.leedsteachinghospitals.com/sites/emibank/clinicians/studydays/documents/nikkimaran.pps#426,6, Human Factors Approach (accessed 17 June 2008).
