Medical student disaster medicine education: the development of an educational resource

Disability inclusion of children in disaster management means to identify and then eliminate the challenges faced by children with disabilities during disaster occurrence. The present research aimed to explore how the challenges of children with disabilities can be resolved in disaster management. Qualitative content analysis was used to compare individual-stakeholder-based disaster management with all-stakeholder disaster management considering three stakeholders: developed nations, developing nations, and international organizations. A key finding is that these stakeholders must shift from the individual-stakeholder-based approach to the all-stakeholders approach while enhancing disaster medicine, education, monitoring, and implementation stages. A comprehensive framework of disability inclusion is proposed to reflect effective disaster management for these children.

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Disaster Training in 24 Hours: Evaluation of a Novel Medical Student Curriculum in Disaster Medicine

Journal of Emergency Medicine ◽

10.1016/j.jemermed.2017.12.008 ◽

2018 ◽

Vol 54 (3) ◽

pp. 348-353 ◽

Cited By ~ 9

Author(s):

Lauren Wiesner ◽

Shane Kappler ◽

Alex Shuster ◽

Michael DeLuca ◽

James Ott ◽

...

Keyword(s):

Medical Student ◽

Disaster Medicine ◽

Disaster Training

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Optimizing Medical Student Dermatology Education with the American Academy of Dermatology’s Basic Dermatology Curriculum

SKIN The Journal of Cutaneous Medicine ◽

10.25251/skin.3.6.15 ◽

2019 ◽

Vol 3 (6) ◽

pp. 443-446

Author(s):

Paul A Regan ◽

Joslyn Sciacca Kirby

Keyword(s):

Medical Student ◽

American Academy ◽

Medical School ◽

Educational Resource ◽

Learning Modules ◽

Positive Effects ◽

Primary Care Settings ◽

Lecture Time ◽

School Curricula ◽

Clinical Dermatology

Skin disorders are among the most common complaints in primary care settings, yet dermatology is often underrepresented in medical school curricula. Lecture time during the preclinical years is limited, and clinical dermatology rotations are rarely mandatory. Therefore, dermatology learning during medical school must be efficient and effective. The American Academy of Dermatology’s Basic Dermatology Curriculum is a set of peer-reviewed, online learning modules that serve as an introductory educational resource for medical students to learn about skin disease. Several studies have demonstrated positive effects of the modules in dermatology instruction, and the use of the modules in medical school curricula has been strongly supported by students. Dermatology educators should consider incorporating the Basic Dermatology Curriculum modules into preclinical and clinical medical student dermatology education.

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Disaster medicine education for medical students: Is it a real need?

Medical Teacher ◽

10.3109/0142159x.2016.1142515 ◽

2016 ◽

Vol 38 (sup1) ◽

pp. S60-S65 ◽

Cited By ~ 6

Author(s):

Issam Barrimah ◽

Ishag Adam ◽

Abdulrahman Al-Mohaimeed

Keyword(s):

Medical Students ◽

Disaster Medicine ◽

Medicine Education

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Teaching emergency medicine with workshops improved medical student satisfaction in emergency medicine education

Advances in Medical Education and Practice ◽

10.2147/amep.s72887 ◽

2015 ◽

pp. 77 ◽

Cited By ~ 3

Author(s):

Pungkava Sricharoen ◽

Chaiyapool Yuksen ◽

Yuwares Sittichanbuncha ◽

Kittisak Sawanyawisuth

Keyword(s):

Emergency Medicine ◽

Medical Student ◽

Student Satisfaction ◽

Medicine Education

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Use of Simulated Patients in Disaster Medicine Training: A Systematic Review

Disaster Medicine and Public Health Preparedness ◽

10.1017/dmp.2019.111 ◽

2020 ◽

pp. 1-6 ◽

Cited By ~ 1

Author(s):

Pier Luigi Ingrassia ◽

Luca Pigozzi ◽

Mattia Bono ◽

Luca Ragazzoni ◽

Francesco Della Corte

Keyword(s):

Systematic Review ◽

Case Reports ◽

Disaster Medicine ◽

Simulated Patients ◽

Teaching Tool ◽

Exclusion Criteria ◽

Italian Language ◽

Human Actors ◽

Previous Training ◽

Medicine Education

ABSTRACT Simulation is an effective teaching tool in disaster medicine education, and the use of simulated patients (SPs) is a frequently adopted technique. Throughout this article, we critically analyzed the use and the preparation of SPs in the context of simulation in disaster medicine. A systematic review of English, French, and Italian language articles was performed on PubMed and Google Scholar. Studies were included if reporting the use of SPs in disaster medicine training. Exclusion criteria included abstracts, citations, theses, articles not dealing with disaster medicine, and articles not using human actors in simulation. Eighteen papers were examined. All the studies were conducted in Western countries. Case reports represent 50% of references. Only in 44.4% of articles, the beneficiaries of simulations were students, while in most of cases were professionals. In 61.1% of studies SPs were moulaged, and in 72.2%, a method to simulate victim symptoms was adopted. Ten papers included a previous training for SPs and their involvement in the participants’ assessment at the end of the simulation. Finally, this systematic review revealed that there is still a lack of uniformity about the use of SPs in the disaster medicine simulations.

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Preparing medical students for a pandemic: a systematic review of student disaster training programmes

Postgraduate Medical Journal ◽

10.1136/postgradmedj-2020-137906 ◽

2020 ◽

pp. postgradmedj-2020-137906 ◽

Cited By ~ 4

Author(s):

James Ashcroft ◽

Matthew H V Byrne ◽

Peter A Brennan ◽

Richard Justin Davies

Keyword(s):

Medical Student ◽

Medical Students ◽

Disaster Preparedness ◽

Training Programme ◽

Disaster Medicine ◽

Knowledge And Skills ◽

Training Approach ◽

Post Test ◽

Training Programmes ◽

Disaster Training

ObjectiveTo identify pandemic and disaster medicine-themed training programmes aimed at medical students and to assess whether these interventions had an effect on objective measures of disaster preparedness and clinical outcomes. To suggest a training approach that can be used to train medical students for the current COVID-19 pandemic.Results23 studies met inclusion criteria assessing knowledge (n=18, 78.3%), attitude (n=14, 60.9%) or skill (n=10, 43.5%) following medical student disaster training. No studies assessed clinical improvement. The length of studies ranged from 1 day to 28 days, and the median length of training was 2 days (IQR=1–14). Overall, medical student disaster training programmes improved student disaster and pandemic preparedness and resulted in improved attitude, knowledge and skills. 18 studies used pretest and post-test measures which demonstrated an improvement in all outcomes from all studies.ConclusionsImplementing disaster training programmes for medical students improves preparedness, knowledge and skills that are important for medical students during times of pandemic. If medical students are recruited to assist in the COVID-19 pandemic, there needs to be a specific training programme for them. This review demonstrates that medical students undergoing appropriate training could play an essential role in pandemic management and suggests a course and assessment structure for medical student COVID-19 training.RegistrationThe search strategy was not registered on PROSPERO—the international prospective register of systematic reviews—to prevent unnecessary delay.

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Issues in Disaster Medicine Education in Canada

Prehospital and Disaster Medicine ◽

10.1017/s1049023x00032040 ◽

2000 ◽

Vol 15 (S2) ◽

pp. S86-S86

Author(s):

Lorraine Davies

Keyword(s):

Disaster Medicine ◽

Medicine Education

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Novel Delivery of Meaningful EMS and Disaster Medicine Content to Residents and Medical Students

Prehospital and Disaster Medicine ◽

10.1017/s1049023x19003443 ◽

2019 ◽

Vol 34 (s1) ◽

pp. s153-s153

Author(s):

Lindsay Flax ◽

E. Liang Liu ◽

Brian Miller ◽

Brandon Morshedi ◽

Raymond L. Fowler ◽

...

Keyword(s):

Medical Students ◽

Small Group ◽

The United States ◽

Disaster Medicine ◽

Ethical Considerations ◽

Educational Models ◽

Course Content ◽

Traditional Lectures ◽

Education Delivery ◽

Medicine Education

Introduction:Residency education delivery in the United States has migrated from conventional lectures to alternative educational models that include mini-lectures, small group, and learner lead discussions. As training programs struggle with mandated hours of content, prehospital (EMS) and disaster medicine are given limited focus. While the need for prehospital and disaster medicine education in emergency training is understood, no standard curriculum delivery has been proposed and little research has been done to evaluate the effectiveness of any particular model.Aim:To demonstrate a four-hour multi-modal curriculum that includes lecture based discussions and small group exercises, culminating in an interactive multidisciplinary competition that integrates the previously taught information.Methods:EMS and disaster faculty were surveyed on the previous disaster and prehospital educational day experiences to evaluate course content, level of engagement, and participation by faculty. Based on this feedback, the EMS/Disaster divisions developed a schedule for the four hour EMS and Disaster Day that incorporated vital concepts while addressing the pitfalls previously identified. Sessions included traditional lectures, question and answer sessions, small group exercises, and a tabletop competition. Structured similarly to a strategy board game, the tabletop exercise challenged residents to take into account both medical and ethical considerations during a traditional triage exercise.Results:Compared to past reviews by emergency medical faculty, residents, and medical students, there was a precipitous increase in satisfaction scores on the part of all participants.Discussion:This curriculum deviates from the conventional education model and has been successfully implemented at our 3-year residency program of 66 residents. This EMS and Disaster Day promotes active learning, resident and faculty participation, and retention of important concepts while also fostering relationships between disaster managers and the Department of Emergency Medicine.

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