Delivering Flexible Education and Training to Health Professionals: Caring for Older Adults in Disasters

2016 ◽  
Vol 10 (4) ◽  
pp. 633-637
Author(s):  
Brian A. Altman ◽  
Kelly H. Gulley ◽  
Carlo Rossi ◽  
Kandra Strauss-Riggs ◽  
Kenneth Schor
Keyword(s):  
Public Health ◽  
Older Adults ◽  
Health Professionals ◽  
Disaster Preparedness ◽  
Adult Population ◽  
Education And Training ◽  
Disaster Medicine ◽  
Response And Recovery ◽  
Competency Based ◽  
And Training

AbstractThe National Center for Disaster Medicine and Public Health (NCDMPH), in collaboration with over 20 subject matter experts, created a competency-based curriculum titled Caring for Older Adults in Disasters: A Curriculum for Health Professionals. Educators and trainers of health professionals are the target audience for this curriculum. The curriculum was designed to provide breadth of content yet flexibility for trainers to tailor lessons, or select particular lessons, for the needs of their learners and organizations. The curriculum covers conditions present in the older adult population that may affect their disaster preparedness, response, and recovery; issues related to specific types of disasters; considerations for the care of older adults throughout the disaster cycle; topics related to specific settings in which older adults receive care; and ethical and legal considerations. An excerpt of the final capstone lesson is included. These capstone activities can be used in conjunction with the curriculum or as part of stand-alone preparedness training. This article describes the development process, elements of each lesson, the content covered, and options for use of the curriculum in education and training for health professionals. The curriculum is freely available online at the NCDMPH website at http://ncdmph.usuhs.edu (Disaster Med Public Health Preparedness. 2016;10:633–637).

Perspectives of Future Physicians on Disaster Medicine and Public Health Preparedness: Challenges of Building a Capable and Sustainable Auxiliary Medical Workforce

2009 ◽  
Vol 3 (4) ◽  
pp. 210-216 ◽  
Author(s):  
Heather E. Kaiser ◽  
Daniel J. Barnett ◽  
Edbert B. Hsu ◽  
Thomas D. Kirsch ◽  
James J. James ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Natural Disaster ◽  
Pandemic Influenza ◽  
Disaster Preparedness ◽  
Education And Training ◽  
Disaster Medicine ◽  
Public Health Preparedness ◽  
Web Based ◽  
And Training

ABSTRACTBackground: Although the training of future physicians in disaster preparedness and public health issues has been recognized as an important component of graduate medical education, medical students receive relatively limited exposure to these topics. Recommendations have been made to incorporate disaster medicine and public health preparedness into medical school curricula. To date, the perspectives of future physicians on disaster medicine and public health preparedness issues have not been described.Methods: A Web-based survey was disseminated to US medical students. Frequencies, proportions, and odds ratios were calculated to assess perceptions and self-described likelihood to respond to disaster and public health scenarios.Results: Of the 523 medical students who completed the survey, 17.2% believed that they were receiving adequate education and training for natural disasters, 26.2% for pandemic influenza, and 13.4% for radiological events, respectively; 51.6% felt they were sufficiently skilled to respond to a natural disaster, 53.2% for pandemic influenza, and 30.8% for radiological events. Although 96.0% reported willingness to respond to a natural disaster, 93.7% for pandemic influenza, and 83.8% for a radiological event, the majority of respondents did not know to whom they would report in such an event.Conclusions: Despite future physicians' willingness to respond, education and training in disaster medicine and public health preparedness offered in US medical schools is inadequate. Equipping medical students with knowledge, skills, direction, and linkages with volunteer organizations may help build a capable and sustainable auxiliary workforce. (Disaster Med Public Health Preparedness. 2009;3:210–216)

Education and training of public health professionals in the European Region: variation and convergence

2012 ◽  
Vol 58 (6) ◽  
pp. 801-810 ◽  
Author(s):  
Vesna Bjegovic-Mikanovic ◽  
Dejana Vukovic ◽  
Robert Otok ◽  
Katarzyna Czabanowska ◽  
Ulrich Laaser
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Education And Training ◽  
European Region ◽  
Public Health Professionals ◽  
And Training

scholarly journals 12.G. Workshop: Support4Global Health and SDGs in health workforce education: advocacy and action

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Global Health ◽  
Health Workforce ◽  
Health Professionals ◽  
Education And Training ◽  
Major Health ◽  
Global Health Education ◽  
Health Threats ◽  
And Training

Abstract Background Global health has created new challenges for education and training of health professionals. Changing demand on humanitarian aid and infection control arising from the new corona virus outbreak, antimicrobial resistance, neglected tropical diseases (NTDs), immunisation gaps and care needs of refugees meet with conditions that are only since recently considered as major health threats, including gender inequality, health workforce shortage, environmental risks and climate change as well as poor mental health. These developments have resulted in high-level meetings and new policy frameworks, such as the Sustainable Development Goals (SDGs). However, action on the ground has still to follow. Health professionals are poorly prepared to respond to new global health needs. Public health and healthcare systems face an urgent need to strengthen global health in the education and training of all groups of healthcare workers to create a future workforce, which is capable to implement the SDGs and serve the needs of the population both locally and globally. Objectives This workshop addresses these questions and fosters critical debate. It has three major Objectives: improve advocacy for global health and the SDGs, introduce different models to support and implement global health and the SDGs in health professional education, and strengthen the role of public health in global health. The workshop brings together knowledge and expertise from different countries/regions of the world, professional groups and educational institutions. It seeks to build bridges between disciplines and stakeholder groups, including giving stronger voice to students and young professionals. The workshop illustrates diversity of advocacy and action in global health education, and reveals strong demand for multidisciplinary approaches to respond to population needs. It begins with information on competencies currently valued by global health employers in relation to those developed in graduates of public health programs. This is followed by novel models of global health education, including an institutional collaboration model as West-East hub and a students' driven participatory trans-sectoral model. Further case studies illustrate the benefits of a transdisciplinary approach to respond to major health threats, such as vaccine resistance and Ebola, and the need for including the Global South in gender sensitive research and methodology. The workshop will improve networking of global health advocates. It will add value through knowledge exchange beyond the professional silos, as well as across the global North-South/ East-West. Finally, it will strengthen connections between global health and public health and build capacity for multi-professional, trans-sectoral leadership in global health education and research, which is sensitive to gender and cultural/ethnic diversity. Key messages Strengthening global health competencies in education is a key to respond effectively to new public health challenges and to implement the SGDs. There is growing demand and urgent need for multidisciplinary approaches and transnational collaboration in global health education.

scholarly journals (P1-57) Develop New Mechanism of Capacity Building of Disaster Preparedness in China

2011 ◽  
Vol 26 (S1) ◽  
pp. s117-s117
Author(s):  
W. Zhang ◽  
B. Huang ◽  
S. Miao ◽  
J. Yao ◽  
B. Zhang ◽  
...  
Keyword(s):  
Public Health ◽  
Capacity Building ◽  
Health Professionals ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Local Level ◽  
National Level ◽  
Disaster Medicine ◽  
Intensive Training ◽  
Public Health Professionals

BackgroundChina is one of the countries most affected by natural disasters, it is an important restricting factor for economic and social development. However, Disaster Medicine training is not included in medical education curriculum in China, continual training is separated among public health professionals and clinical personals.MethodsWHO provides technical and financial support for public health emergency preparedness through intensive training and workshop. We intended to develop a new working mechanism under the support of WHO and MOH, China for capacity building of disaster preparedness in China with the combination of public health professionals and clinical personals though TOT training.ResultsThrough the new mechanism, public health professionals from CDC system and clinical personals from hospitals could benefice mutually fro each side and strengthen the effectiveness for the disaster preparedness.ConclusionThe new mechanism increases the effectiveness of capacity building for disaster preparedness, TOT training should transit from national level to local level.

Enhancing the Translation of Disaster Health Competencies Into Practice

2014 ◽  
Vol 8 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Lauren Walsh ◽  
Brian A. Altman ◽  
Richard V. King ◽  
Kandra Strauss-Riggs
Keyword(s):  
Public Health ◽  
Performance Metrics ◽  
Health Workers ◽  
Education And Training ◽  
Disaster Medicine ◽  
Learning Framework ◽  
Training Materials ◽  
Health Related ◽  
And Performance ◽  
And Training

AbstractObjectivesDisaster health workers currently have no common standard based on a shared set of competencies, learning objectives, and performance metrics with which to develop courses or training materials relevant to their learning audience. We examined how existing competency sets correlate within the 2012 pyramidal learning framework of competency sets in disaster medicine and public health criteria and describe how this exercise can guide curriculum developers.MethodsWe independently categorized 35 disaster health-related competency sets according to the 4 levels and criteria of the pyramidal learning framework of competency sets in disaster medicine and public health.ResultsUsing the hierarchical learning framework of competency sets in disaster medicine and public health criteria as guidance, we classified with consistency only 10 of the 35 competency sets.ConclusionsThe proposed series of minor modifications to the framework should allow for consistent classification of competency sets. Improved education and training of all health professionals is a necessary step to ensuring that health system responders are appropriately and adequately primed for their role in disasters. Revising the organizing framework should assist disaster health educators in selecting competencies appropriate to their learning audience and identify gaps in current education and training. (Disaster Med Public Health Preparedness.2014;8:70-78)

scholarly journals Disaster Literacy

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 694-694
Author(s):  
Lisa Brown ◽  
Lindsay Peterson
Keyword(s):  
Older Adults ◽  
Health Literacy ◽  
Disaster Preparedness ◽  
Research Data ◽  
Literacy Skills ◽  
Public Health Issue ◽  
Low Literacy ◽  
Social Marketing Campaign ◽  
Life Saving ◽  
Response And Recovery

Abstract People who plan ahead typically fare better during the response and recovery phases of a disaster. However, problems arise when the needs, wants, abilities, and resources of vulnerable people are not adequately considered. The lack of alignment between the literacy demands of existing materials and the literacy skills of many vulnerable subgroups limits their ability to understand and effectively use potentially life-saving information. Existing health literacy models that have demonstrated effectiveness in changing health behaviors and improving outcomes is a first step to reducing disaster-related morbidity and mortality in low resource and low literacy areas. This presentation will 1) describe how interdisciplinary collaborations can be used to address this public health issue, 2) explain how health literacy techniques can be applied when developing disaster materials, and 3) present research data on a social marketing campaign to improved disaster preparedness of older adults. Part of a symposium sponsored by Disasters and Older Adults Interest Group.

Person-centered medicine in Croatia: Analyzing past successes and creating future goals

2014 ◽  
Vol 4 (1) ◽  
pp. 14-18
Author(s):  
Marijana Bras ◽  
Veljko Đorđević ◽  
Nadja Komnenić
Keyword(s):  
Public Health ◽  
Health Education ◽  
Education And Training ◽  
International Congress ◽  
Main Theme ◽  
Future Goals ◽  
Whole Person ◽  
International College ◽  
History Of ◽  
And Training

The promotion of person-centered medicine and people-centered healthcare has been occurring in Croatia for decades. Professor Andrija Štampar, considered by many as the father of public health, pioneered various public health projects in Croatia and abroad. Croatia is a country with a long history of patient associations, as well as one with an array of public health projects recognized worldwide. Recently, a group of enthusiasts gathered here to undertake the creation of a variety of projects related to the development of person-centered medicine. The International College on Person Centered Medicine (ICPCM) emerged from the ongoing annual Geneva Conferences and from the aspiration to promote medicine of the person, for the person, by the person, and with the person. The main theme of the First International Congress of the ICPCM in Zagreb in November 2013 was the Whole Person in Health Education and Training. The Zagreb statement on the appraisal and prospects for person-centered medicine in Croatia was formulated and adopted, wherein it was concluded that Croatia could contribute significantly to the development of person-centered medicine and people-centered healthcare, within Croatia and abroad.

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