1. The APLS project has aimed to train as many local instructors as possible in an effort to make the project self-sustainable. This was achieved by scheduling more than one course per visit. During the first visit, an APLS course for selected candidates was followed by a GIC course for the potential trainers identified at the first course. These were followed by a second APLS course with Zambian instructor candidates on the faculty team. During the second trip a third APLS course was run, followed by a GIC course and then two one-day PLS courses. Two APLS courses will be run on the final visit, led primarily by Zambian instructors and instructor candidates trained on previous visits. Introduction Preventing deaths in childhood has been a worldwide struggle throughout history. The effort to eradicate preventable death of children has intensified since the launch of the Millennium Development Goals. This effort relies on improving both preventative health measures and acute medical services. In 2007 the Crisp report championed health partnerships as the best way to make UK contribution more effective and sustainable (1). In 2007, Brighton and Sussex University Hospital Trust (BSUH) formed a health partnership (supported by THET) with University Teaching Hospital (UTH), Lusaka, Zambia. This health partnership has developed from a small group of health professional s and has now (2012) been launched as an independent charity. Among other partnerships within this link, the paediatric departments have worked closely on a number of projects, and in 2010 successfully applied for a THET/British Council grant to establish Advanced Paediatric Life Support (APLS) training in UTH. The need for APLS in Lusaka The paediatric department at UTH identified that there was a particularly high rate of paediatric deaths within the first 48 hours of admission. Many of these deaths were from potentially treatable causes like pneumonia, gastroenteritis and malaria. The deficiencies identified were not just of resources, but also of knowledge, skills and confidence in dealing with the acutely sick child. “…if a child becomes acutely sick it’s no use having a hospital that can’t do the basics for that child because if you can get that child back on the road again they’ll go back into the community and do well.” The staff themselves felt ill-equipped to handle emergency situations, which impacted negatively upon staff morale. “...morale was very poor, very, when he arrived because you know the patients were dying all the time...” APLS Project Impact Death rates decreased 94 Staff trained Recent quantitative evaluation has shown that APLS training has been accompanied by a significant decrease in paediatric mortality 94 Staff have received training so far: 92 achieved qualification - 42 APLS - 50 PLS Increased Morale Information gathering after each APLS course has shown that all participants gain moral from taking part 22 Zambian trainers 26 Staff received the Generic Instructor Training: 22 have achieved qualification References 1. Crisp N. Global Health Partnerships The UK contribution to health Summary and Recommendations. 2007. Accessed 7/5/12. Available from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicy AndGuidance/DH_065374 For More information Please contact Dr Paul Seddon seddop@gmail.com or use the QR code opposite for more Information about the Brighton-Lusaka Health Linkseddop@gmail.com PLS now taught in Zambian Medical School Understanding the importance of paediatric life support has led to PLS being introduced in the University of Zambia Medical School How the Project Developed It was clear that life support training was needed at UTH and so the APLS project came into existence. For courses to run things were needed: A decision on which course to run People trained to run the chosen course A detailed plan of how to run the course Funding to run the course As the project developed, two other organisations became partners: the Advanced Life Support Group, which developed the original APLS curriculum, and the South African APLS network. This four way communication link provided the needed APLS expertise. Building Paediatric Life Support Training in Lusaka The Brighton-Lusaka Link APLS Project E. McClenaghan, P. Tyndall, P. Seddon In association with Running APLS The 3-day APLS course covers immediate resuscitation of the acutely sick child, and care in the first few hours in hospital. The teaching is carried out using a range of formats including lectures, demonstrations and simulations. Each participant must demonstrate their practical skills and take a multiple choice knowledge test. Certification in basic paediatric life support (PLS) can be gained by demonstrating practical skills. To become an APLS trainer a candidate must have completed an APLS course showing promise as a potential trainer. She/he must then complete a GIC (Generic Instructor Course) and teach on two subsequent APLS courses.