Associations between physical literacy and physical activity and sedentary behavior among Taiwanese older adults: a nationwide survey.

Trauma is one of the most common causes of death and disability in the world [, ]. According to the World Health Organization, 4.4 million deaths occur annually from various types of trauma worldwide []. Traumatic injuries are caused by external forces acting on the human body and include a wide range of penetrating and non-penetrating injuries that occur because of road traffic accidents, falls from heights, or direct blows to the head and chest []. All things considered, the management, prevention, and control of trauma continue to be significant issues for the global health system []. Beyond its direct health impacts, trauma also has profound economic and social consequences []. Low- and middle-income countries, which are affected by high rates of road traffic accidents, occupational hazards, and inadequate preventive infrastructure, experience these consequences to a greater extent []. In such settings, physicians’ ability to rapidly assess and manage life-threatening conditions is crucial to improving patient outcomes, reducing mortality, and minimizing long-term morbidity []. Overall, until countries can effectively plan for trauma prevention and provide the necessary infrastructure, investment in education and clinical skills development is essential to control and manage this crisis []. Despite the critical importance of knowledge and skills in managing trauma patients in the emergency department, traditional educational approaches, such as classroom lectures and limited clinical internships, often fail to prepare students for real-world emergencies adequately [, ]. Structural constraints, including limited exposure to real trauma patients, overcrowding in teaching hospitals, faculty time constraints, and ethical concerns related to patient safety, severely limit the opportunity for hands-on practice [–]. As a result, medical graduates, despite having adequate theoretical knowledge, often lack the practical skills necessary to manage critical situations in the care of trauma patients. This educational gap affects not only clinical efficiency but also the overall quality of emergency care [].