performing necessity-based training scenarios in trauma

results in this study, a significant relation was established between the three areas or domains of learning: 1) knowledge domain (learning the theoretical basis of necessity-based training); 2) motivational domain (how to motivate collection, classification, etc. and 3) the technical domain (how trauma experts and specialists can recognize and classify needs practically. our findings suggest that an appropriate and applicable model for identification, classification, and use of the designed scenarios, can be provided for all traumatologists in iran. materials and methods after receiving questions regarding needs, they were classified and referred to the specialized committees. four methods were used in necessity-based training in trauma: 1. group discussions (small and large groups); 2. question and answer method; 3. problem-solving method; and 4. brainstorming method (ic). introduction after assessment of the theoretical basis of necessity-based training in trauma and classification, this method has been developed with active training strategies that depend on educational standards in three areas including before, during and after necessity-based training in trauma. a managerial system in trauma for these scenarios must diagnose the needs correctly and meet them for individuals, groups, and communities. this must include diagnosis, classification, and prioritization of actual needs and differentiation from unrealistic needs.