Knowledge Accrual Following Participation in Pediatric Fundamental Critical Care Support Course in Gaborone, Botswana

Objectives: To describe provider characteristics, knowledge acquisition, perceived relevance, and instruction quality of the Society of Critical Care Medicine’s Pediatric Fundamentals of Critical Care Support course pilot implementation in Botswana. Design: Observational, single center. Setting: Academic, upper middle-income country. Subjects: Healthcare providers in Botswana. Interventions: A cohort of healthcare providers completed the standard 2-day Pediatric Fundamentals of Critical Care Support course and qualitative survey during the course. Cognitive knowledge was assessed prior to and immediately following training using standard Pediatric Fundamentals of Critical Care Support multiple choice questionnaires. Data analysis used Fisher exact, chi-square, paired t test, and Wilcoxon rank-sum where appropriate. Main Results: There was a significant increase in overall multiple choice questionnaires scores after training (mean 67% vs 77%; p

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