scholarly journals Development of computer simulator ‘Kawauchi Legends’ as disaster response medical training software: overcoming the COVID-19 pandemic

2021 ◽  
pp. 014664532110068
Author(s):  
Arifumi Hasegawa ◽  
Mikiko Shiga ◽  
Keita Iyama
Keyword(s):  
Teaching Methods ◽  
Disaster Response ◽  
Nuclear Power ◽  
Medical Training ◽  
Fukushima Accident ◽  
Innovative Teaching ◽  
Response Training ◽  
Medical Response ◽  
Hands On ◽  
Disaster Training

Medical disaster response training is provided for international students in Kawauchi Village to share the lessons learnt from the accident at Fukushima Daiichi nuclear power plant. At present, this is difficult due to the coronavirus disease 2019 (COVID-19) pandemic. The purpose of this article is to report the development of hands-on medical training software on a topic that does not require in-person attendance. The ‘Kawauchi Legends’ disaster simulator was developed as a useful tool to teach the medical response to various disasters, and this was applied in a 3-day webinar in October 2020. Fourteen students participated in the webinar and successfully learnt medical management, manipulating their avatars in the virtual environment. This software can be an effective substitute for in-person disaster training without physical involvement. Such innovative teaching methods mean that lessons from the Fukushima accident can continue to be shared, even in the COVID-19 pandemic situation.

scholarly journals Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 199 ◽  
Author(s):  
Daniel G. F. Huilier
Keyword(s):  
Fluid Mechanics ◽  
Teaching Methods ◽  
Bologna Process ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Mechanical Field ◽  
Hands On ◽  
The Bologna Process

A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

scholarly journals (A41) Perceptions of Military Medical Disaster Training

2011 ◽  
Vol 26 (S1) ◽  
pp. s12-s12
Author(s):  
D.M. Higgins
Keyword(s):  
Disaster Preparedness ◽  
Disaster Response ◽  
Online Survey ◽  
Medical Personnel ◽  
Training Methods ◽  
Computer Based Training ◽  
Hands On ◽  
Computer Based ◽  
Disaster Training ◽  
The Military

BackgoundTo be effective, disaster preparedness training should continually meet the needs of the trainees. Most military medical personnel undergo training focused on practicing in austere environments with little support. However, while located at their home station, disaster response is conducted in a different manner due to staffing and available resources. This survey attempts to identify areas of the military medical disaster response staff are most concerned with in order to better formulate future training for home station as well as contingency operations, ultimately increasing confidence and effectiveness.MethodsAn online survey service was utilized to anonymously poll 106 military medical personnel assigned to a joint Level 1 trauma center in Iraq using 38 forced Likert-scale questions. The training issue of most concern for both arenas is the patient surge. Military-civilian collaboration was a key point regarding the home station setting and supplies/equipment for the deployed setting.ResultsEighty-nine percent of responders rated disaster training as moderate to very important. However, there was a low perception of disaster exercises conducted in the manner of a real-world event. This was attributed to unrealistic participation and training methods. Computer-based training (CBT) was identified as an ineffective method of training; hands-on instruction clearly identified as the preferred method. Participants rated considerable confidence in Level C personal protective equipment, and the majority surveyed would report for duty despite exposure risk.ConclusionCurrent training methods may not optimally produce disaster response effectiveness. Management of the patient surge was a repeating training concern for both home and deployed settings. Future training efforts should focus on military-civilian collaboration for the home station, and management of the patient surge for both arenas.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

Child Composers in the Old Conservatories

2020 ◽  
Author(s):  
Robert O. Gjerdingen
Keyword(s):  
Teaching Methods ◽  
Classical Music ◽  
Colleges And Universities ◽  
Mental Ability ◽  
Original Music ◽  
Innovative Teaching ◽  
Musical Works ◽  
History Of ◽  
Youtube Videos ◽  
Typical Day

The original music conservatories were orphanages. Through innovative teaching methods the masters of these old institutions were able to transform poor and often illiterate castoffs into elite musicians, many of whom became famous in the history of classical music. The book tells the story of how this was done. It shows what the lessons were like, what a typical day was like for an orphan, and how children progressed from simple lessons to ones more advanced than any seen today in colleges and universities. Recent rediscoveries of thousands of the old lessons have allowed us to understand how children’s minds were systematically developed to be able to “think” in music. That is, the lessons slowly built up the mental ability to imagine the interplay of two or more voices or instruments. Today we think of Mozart as having a miraculous ability to imagine musical works in his head, but in truth many of the conservatory graduates of that era had attained a similar level of controlled musical imagination. They could improvise for hours at the keyboard, and they could quickly compose whole works for ensembles. The book is accompanied by 100 YouTube videos so that readers can hear what the lessons sounded like.

Use of a Geographic Information System (GIS) in the Medical Response to the Fukushima Nuclear Disaster in Japan

2012 ◽  
Vol 27 (2) ◽  
pp. 213-215 ◽  
Author(s):  
Takashi Nagata ◽  
Yoshinari Kimura ◽  
Masami Ishii
Keyword(s):  
Information System ◽  
Geographic Information System ◽  
Medical Association ◽  
Disaster Response ◽  
Geographic Information ◽  
Nuclear Disaster ◽  
Medical Response ◽  
Event Information ◽  
Fukushima Daiichi ◽  
Fukushima Nuclear Disaster

AbstractThe Great East Japan Earthquake occurred on March 11, 2011. In the first 10 days after the event, information about radiation risks from the Fukushima Daiichi nuclear plant was unavailable, and the disaster response, including deployment of disaster teams, was delayed. Beginning on March 17, 2011, the Japan Medical Association used a geographic information system (GIS) to visualize the risk of radiation exposure in Fukushima. This information facilitated the decision to deploy disaster medical response teams on March 18, 2011.Nagata T, Kimura Y, Ishii M. Use of a geographic information system (GIS) in the medical response to the Fukushima nuclear disaster in Japan. Prehosp Disaster Med. 2012;27(2):1-3.

scholarly journals (P1-54) Healthcare Worker's Perception towards Individual and Institution Disaster Preparedness

2011 ◽  
Vol 26 (S1) ◽  
pp. s116-s116
Author(s):  
G.H. Lim
Keyword(s):  
Family Support ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Healthcare Workers ◽  
Health Workers ◽  
Response Training ◽  
The Family ◽  
Training Opportunities ◽  
H1n1 Outbreak

Background and AimDisaster and MCI events are occurrences that healthcare institutions must be prepared to respond to at all times. The events of September 11 2001 have rekindled our attention to this aspect of preparedness amongst our healthcare institutions. In Singapore, the SARS experience in 2003 and the recent H1N1 outbreak have thrust emergency preparedness further into the limelight. While priorities had been re-calibrated, we feel that we still lack far behind in our level of preparedness. This study is conducted to understand the perception of our healthcare workers towards their individual and the institution preparedness towards a disaster incident.MethodA questionnaire survey was done for this study for the doctors, nurses and allied health workers in our hospital. Questions measuring perception of disaster preparedness for themselves, their colleagues and that of the institution were asked. This was done using a 5-point likert scale.ResultsThe study was conducted over a 2-month period from 1st August 2010 till 30th September 2010. 1534 healthcare workers participated in the study. 75.3% felt that the institution is ready to respond to a disaster incident; but only 36.4% felt that they were ready. 12.6% had previous experience in disaster response. They were more likely to be ready to respond to future incidents (p = 0.00). Factors that influenced perception of readiness included leadership (p = 0.00), disaster drills (p = 0.02), access to disaster plans (p = 0.04), family support. 80.7% were willing to participate in future disaster incident response training. 74.5% felt that being able to respond to a disaster incident constitute part of their professional competency. However, only 31% of the respondents agreed that disaster response training was readily available and only 27.8% knew where to go to look for these training opportunities.ConclusionThere is an urgent need to train the healthcare workers to enhance their capability to respond to a disaster incident. While they have confidence in the institutions capability they were not sure of their own capability. Training opportunities should be made more accessible. We should also do more to harvest the family support that these worker value in order for them to be able to perform their roles in a disaster incident.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

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