Issues in Disaster Medicine Education in Canada

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

International Journal of Emergency Medicine ◽

10.1007/s12245-009-0140-9 ◽

2010 ◽

Vol 3 (1) ◽

pp. 9-20 ◽

Cited By ~ 32

Author(s):

Ernst G. Pfenninger ◽

Bernd D. Domres ◽

Wolfgang Stahl ◽

Andreas Bauer ◽

Christine M. Houser ◽

...

Keyword(s):

Medical Student ◽

Disaster Medicine ◽

Educational Resource ◽

Medicine 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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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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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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National Disaster Life Support Programs—A Model for Standardized, All-Hazards Disaster Medicine Training

Prehospital and Disaster Medicine ◽

10.1017/s1049023x00056028 ◽

2009 ◽

Vol 24 (S1) ◽

pp. s119-s119

Author(s):

Jack A. Homer ◽

Phillip L. Coule ◽

Richard B. Schwartz

Keyword(s):

Life Support ◽

Disaster Medicine ◽

Training Center ◽

University Of Texas ◽

University Of Georgia ◽

Medical Discipline ◽

The Us ◽

The University ◽

National Disaster ◽

Medicine Education

Introduction: The development of the [US] National Disaster Life Support (NDLS) programs (Advanced, Basic, and Core Disaster Life Support) began prior to 11 September 2001, but in its aftermath, the NDLS programs have become a leading all-hazards disaster medicine training program in the US. The NDLS programs are taught through a training center model. The curriculum is revised via the National Disaster Life Support Education Consortium (NDLSEC), a multi-disciplinary, multi-specialty consortium. Methods: The National Disaster Life Support Foundation (NDLSF) is a not-for-profit organization developed by the academic medical centers and partners that developed the NDLS programs. The founding institutions are the Medical College of Georgia, die University of Georgia, the University of Texas Southwestern, the University of Texas-Houston, and the American Medical Association. The NDLSF has die responsibility to oversee, certify, and monitor a network of training centers. The NDLSEC consist of individual members and 75 representative stakeholder organizations. Results: The training center network overseen by the NDLSF consists of 70 training centers in the US and 10 developing international training centers. The NDLSEC has >150 members with representatives from virtually every medical discipline and specialty. More than 70,000 individuals have been trained. Conclusions: The NDLS programs have employed a training center network model to deploy standardized, all-hazards disaster educational programs. The NDLS programs have been successful in bridging die gap in disaster medicine education programs in the US and may represent a useful model for other countries to provide disaster medicine education.

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Disaster Training following COVID-19 for Pediatric Medical Residents: Demand and Format

Disaster Medicine and Public Health Preparedness ◽

10.1017/dmp.2021.209 ◽

2021 ◽

pp. 1-9

Author(s):

Kaitlyn Boggs ◽

Tress Goodwin ◽

Joelle Simpson

Keyword(s):

Care Center ◽

Tertiary Care ◽

Disaster Medicine ◽

Virtual Education ◽

Educational Session ◽

Pediatric Residents ◽

Effective Training ◽

Disaster Training ◽

Disaster Event ◽

Medicine Education

Abstract Objective: Assess the knowledge, confidence, and attitudes of residents towards disaster medicine education in the COVID-19 era. Methods: Survey distributed to pediatric residents at a tertiary care center, assessing confidence in disaster medicine knowledge and skills and preferred educational methods. Based on residents’ responses, virtual and in-person educational session implemented with post-survey to analyze effectiveness of education. Results: Distributed to 120 residents with a 51.6% response rate. Almost half (46.8%) of residents had less than 1 hour of disaster training, with only 9.7% having experience with a prior disaster event. However, most residents were motivated to increase their knowledge of disaster medicine due to COVID-19 and other recent disasters, with 96.8% interested in this education as a curriculum standard. Simulation and peer learning were the most preferred method of teaching. Subsequent virtual and in-person educational session demonstrated improvement in confidence scores. However, 66.7% of the virtual subset conveyed they would have preferred in-person learning. Conclusion: COVID-19 has highlighted to trainees that disasters can affect all specialties, and pediatric residents are enthusiastic to close the educational gap of disaster medicine. However, residents stressed that although virtual education can provide a foundation, in-person simulation is preferred for effective training.

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