What and how are EM residents being taught to respond to the next disaster?

2018 ◽  
Vol 13 (4) ◽  
pp. 279-287 ◽  
Author(s):  
Angela P. Cornelius, MD ◽  
W. Knox Andress, BA, RN ◽  
Reuben Ajayi, MS ◽  
Urska Cvek, ScD, MBA ◽  
Brian Cornelius, DNP, CRNA ◽  
...  
Keyword(s):  
Journal Club ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Current Status ◽  
Emergency Physicians ◽  
Residency Programs ◽  
Disaster Education ◽  
Method Of Instruction ◽  
Curriculum Standardization ◽  
Computerized Survey

Objective: Disasters, both natural and manmade, have become commonplace and emergency physicians serve on the front line. Residency may be the only time that emergency physicians are exposed to a disaster, through training, until one happens in their department; therefore, it is critical to provide residents with appropriate and timely disaster education. The goal of this study was to assess the current status of disaster education in emergency medicine (EM) residencies in the United States.Methods: A list of disaster topics was generated by reviewing disaster literature and validated by subject matter experts. Between May and December 2016, the authors conducted a national computerized survey of the 229 US EM residencies listed by the American Osteopathic Association and the American Medical Association. It focused on the methods of instruction and amount of time devoted to each topic.Results: Of the 229 eligible residency programs, 183 (79.9 percent) completed the survey. Of those, 98.9 percent report teaching disaster management topics. Nine of 18 disaster medicine topics were taught at 60 percent of responding programs. The most common topics were emergency management principles and mass casualty triage, while the least common was hazard vulnerability analysis. The most common method of instruction was lecture (68.5 percent) and the least common methods were journal club and field exercises.Conclusions: Broad education in disaster medicine is provided in most US EM residencies. Standardization of topics is still lacking and would be beneficial to encourage comprehensive education. Addressing the educational gaps and curriculum methodology changes identified in this survey would increase curriculum standardization.

Disaster Education: A Survey Study to Analyze Disaster Medicine Training in Emergency Medicine Residency Programs in the United States

2017 ◽  
Vol 32 (4) ◽  
pp. 368-373 ◽  
Author(s):  
Ritu R. Sarin ◽  
Srihari Cattamanchi ◽  
Abdulrahman Alqahtani ◽  
Majed Aljohani ◽  
Mark Keim ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
Online Survey ◽  
The United States ◽  
Disaster Medicine ◽  
Survey Study ◽  
Educational Approach ◽  
Educational Models ◽  
Residency Programs ◽  
Disaster Education

AbstractBackgroundThe increase in natural and man-made disasters occurring worldwide places Emergency Medicine (EM) physicians at the forefront of responding to these crises. Despite the growing interest in Disaster Medicine, it is unclear if resident training has been able to include these educational goals.HypothesisThis study surveys EM residencies in the United States to assess the level of education in Disaster Medicine, to identify competencies least and most addressed, and to highlight effective educational models already in place.MethodsThe authors distributed an online survey of multiple-choice and free-response questions to EM residency Program Directors in the United States between February 7 and September 24, 2014. Questions assessed residency background and details on specific Disaster Medicine competencies addressed during training.ResultsOut of 183 programs, 75 (41%) responded to the survey and completed all required questions. Almost all programs reported having some level of Disaster Medicine training in their residency. The most common Disaster Medicine educational competencies taught were patient triage and decontamination. The least commonly taught competencies were volunteer management, working with response teams, and special needs populations. The most commonly identified methods to teach Disaster Medicine were drills and lectures/seminars.ConclusionThere are a variety of educational tools used to teach Disaster Medicine in EM residencies today, with a larger focus on the use of lectures and hospital drills. There is no indication of a uniform educational approach across all residencies. The results of this survey demonstrate an opportunity for the creation of a standardized model for resident education in Disaster Medicine.SarinRR, CattamanchiS, AlqahtaniA, AljohaniM, KeimM, CiottoneGR. Disaster education: a survey study to analyze disaster medicine training in emergency medicine residency programs in the United States. Prehosp Disaster Med. 2017;32(4):368–373.

scholarly journals Emergency medicine in Brazil: historical perspective, current status, and future challenges

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Lucas Oliveira J. e Silva ◽  
Henrique Herpich ◽  
Henrique Alencastro Puls ◽  
Justin Guy Myers ◽  
Daniel Ujakow Correa Schubert ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Emergency Care ◽  
Historical Perspective ◽  
Medical Specialty ◽  
Current Status ◽  
Care Practice ◽  
Emergency Physicians ◽  
Residency Programs ◽  
Future Challenges ◽  
Formally Trained

Abstract Background Emergency medicine (EM) in Brazil has achieved critical steps toward its development in the last decades including its official recognition as a specialty in 2016. In this article, we worked in collaboration with the Brazilian Association of Emergency Medicine (ABRAMEDE) to describe three main aspects of EM in Brazil: (1) brief historical perspective; (2) current status; and (3) future challenges. Main text In Brazil, the first EM residency program was created in 1996. Only 20 years later, the specialty was officially recognized by national regulatory bodies. Prior to recognition, there were only 2 residency programs. Since then, 52 new programs were initiated. Brazil has now 54 residency programs in 16 of the 27 federative units. As of December 2020, 192 physicians have been board certified as emergency physicians in Brazil. The shortage of formal EM-trained physicians is still significant and at this point it is not feasible to have all Brazilian emergency care units and EDs staffed only with formally trained emergency physicians. Three future challenges were identified including the recognition of EM specialists in the house of Medicine, the need of creating a reliable training curriculum despite highly heterogeneous emergency care practice across the country, and the importance of fostering the development of academic EM as a way to build a strong research agenda and therefore increase the knowledge about the epidemiology and organization of emergency care. Conclusion Although EM in Brazil has accomplished key steps toward its development, there are several obstacles before it becomes a solid medical specialty. Its continuous development will depend on special attention to key challenges involving recognition, reliability, and research.

scholarly journals Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Brad D Gable ◽  
Asit Misra ◽  
Devin M Doos ◽  
Patrick G Hughes ◽  
Lisa M Clayton ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Real Life ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Incident Command ◽  
Management Concepts ◽  
Simulation Based ◽  
Second Year

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. Objective: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. Settings and Design: Learners were first and second year medical students from a single institution. Materials and Methods: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. Statistical analysis used: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. Results: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. Conclusions: Medical students’ self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.

scholarly journals Current status of residency training in laparoscopic surgery in Brazil: a critical review

2015 ◽  
Vol 28 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Miguel Prestes NÁCUL ◽  
Leandro Totti CAVAZZOLA ◽  
Marco Cezário de MELO
Keyword(s):  
Laparoscopic Surgery ◽  
Endoscopic Surgery ◽  
Surgical Simulation ◽  
Internship And Residency ◽  
Current Status ◽  
Professional Activity ◽  
Medical Residency ◽  
Psychomotor Skills ◽  
Residency Programs ◽  
Education Medical

INTRODUCTION: The surgeon's formation process has changed in recent decades. The increase in medical schools, new specialties and modern technologies induce an overhaul of medical education. Medical residency in surgery has established itself as a key step in the formation of the surgeon, and represents the ideal and natural way for teaching laparoscopy. However, the introduction of laparoscopic surgery in the medical residency programs in surgical specialties is insufficient, creating the need for additional training after its termination. OBJECTIVE: To review the surgical teaching ways used in services that published their results. METHODS: Survey of relevant publications in books, internet and databases in PubMed, Lilacs and Scielo through july 2014 using the headings: laparoscopy; simulation; education, medical; learning; internship and residency. RESULTS: The training method for medical residency in surgery focused on surgical procedures in patients under supervision, has proven successful in the era of open surgery. However, conceptually turns as a process of experimentation in humans. Psychomotor learning must not be developed directly to the patient. Training in laparoscopic surgery requires the acquisition of psychomotor skills through training conducted initially with surgical simulation. Platforms based teaching problem solving as the Fundamentals of Laparoscopic Surgery, developed by the American Society of Gastrointestinal Endoscopic Surgery and the Laparoscopic Surgical Skills proposed by the European Society of Endoscopic Surgery has been widely used both for education and for the accreditation of surgeons worldwide. CONCLUSION: The establishment of a more appropriate pedagogical process for teaching laparoscopic surgery in the medical residency programs is mandatory in order to give a solid surgical education and to determine a structured and safe professional activity.

Telemedicine and Information Technology for Disaster Medical Scenarios

2008 ◽  
pp. 1303-1310
Author(s):  
John D. Haynes ◽  
Mehnaz Saleem ◽  
Moona Kanwal
Keyword(s):  
Information Technology ◽  
Health Services ◽  
Preventive Health Services ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Preventive Health ◽  
Global Environment ◽  
Health Response ◽  
Major Disaster ◽  
Response Capacity

Disasters constitute events which are catastrophic in nature. Such events critically threaten the health, safety, and lives of people and their environment (and even aspects of the global environment), and as a result, overwhelm the affected community’s emergency response capacity. Globally, a major disaster occurs almost daily. Consequently, disaster events are virtually an everyday fact of life. Emergency medical services constitute one important aspect of disaster responses. Those populations affected by disasters require a complete range of health services and the appropriate mechanism of delivery. In this respect, increasingly, information technology is playing a greater role. Disaster medicine has become more than merely a mass-casualty, and affected health response; the affected population’s needs are assessed, which range from medical requirements, to rapidly coordinating and providing casualty, routine, and preventive health services. These kinds of assessments are significantly more effective, given the appropriate deployment of current information technology.

Current status of pain medicine training in anesthesiology and pain medicine residency programs in university hospitals of Korea: a survey of residents’ opinions

2020 ◽  
Vol 45 (4) ◽  
pp. 283-286
Author(s):  
Jin Young Lee ◽  
Shin Hyung Kim ◽  
Yongjae Yoo ◽  
Seong Soo Choi ◽  
Sang Hun Kim ◽  
...  
Keyword(s):  
Survey Data ◽  
Training Programs ◽  
Training Period ◽  
Current Status ◽  
Pain Medicine ◽  
University Hospitals ◽  
Residency Programs ◽  
Level Of Satisfaction ◽  
Current Program ◽  
Second Year

BackgroundIn Korea, anesthesiologists are expected to be mainstream pain medicine (PM) practitioners. However, anesthesiology and pain medicine (APM) residency programs mostly emphasize anesthesia learning, leading to insufficient PM learning. Therefore, this study evaluated the current status of PM training in APM residency programs in 10 Korean university hospitals.MethodsOverall, 156 residents undergoing APM training participated anonymously in our survey, focusing on PM training. We assessed the aim, satisfaction status, duration, opinion on duration, desired duration, weaknesses of the training programs and plans of residents after graduating. We divided the residents into junior (first and second year) and senior (third and fourth year). Survey data were compared between groups.ResultsSenior showed significantly different level of satisfaction grade than did junior (p=0.026). Fifty-seven (81.4%) residents in junior and forty (46.5%) residents in senior underwent PM training for ≤2 months. Most (108; 69.2%) residents felt that the training period was too short for PM learning and 95 (60.9%) residents desired a training period of ≥6 months. The most commonly expressed weakness of the training was low interventional opportunity (29.7%), followed by short duration (26.6%). After residency, 80 (49.1%) residents planned to pursue a fellowship.ConclusionsDissatisfaction with PM training was probably due to a structural tendency of the current program towards anesthesia training and insufficient clinical experience, which needs to be rectified, with a change in PM curriculum.

scholarly journals Current status of faculty development in under graduate medical education of Bangladesh

2017 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Shamima Rahman ◽  
Soofia Khatoon ◽  
Mossammat Nigar Sultana ◽  
Farhana Noman ◽  
Sayed Golam Samdani
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Journal Club ◽  
Cross Sectional Study ◽  
Current Status ◽  
Teaching Methodology ◽  
Related Activity ◽  
Development Activity ◽  
Cross Sectional ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to determine the current status of faculty development in undergraduate medical education of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had a semi-structured self-administered questionnaire for individual teacher. Total 181 teachers responded to the questionnaire. 56% of teachers said that faculty development activities were regularly conducted. About duration of faculty development activity 74% of teachers said it was 1-3 days duration. 42% of the teachers said faculty development activity conducted once in a week and 39% said occasional conduction of faculty development activity in their institute About the type of faculty development activity clinical meeting was commonest (65%), related to medical education (48%) and related to research (53%). About the topics of medical education related activities were teaching methodology (46%), assessment (32%). Research related activities were journal club (91%) and research methodology (67%). Faculty development activity was conducted through teachers association (53%) and medical education unit (50%). In conclusion some parts of FD activity are present in most of the colleges like clinical meeting, few medical education related session, and research related activity. For upgrading of medical education faculty development programme should be conducted regularly, monitoring of present programme and development of qualified resource person should be ensured.Bangladesh Journal of Medical Education Vol.8(2) 2017: 2-6

Research on National Disaster Life Support Course in China

2019 ◽  
Vol 14 (5) ◽  
pp. 577-584
Author(s):  
Lujia Tang ◽  
Shuming Pan ◽  
Ying Chen ◽  
Hongmei Tang ◽  
Xuejing Li
Keyword(s):  
Life Support ◽  
Disaster Medicine ◽  
Current Status ◽  
Good Effect ◽  
Loop Optimization ◽  
Theoretical Support ◽  
Scientific Practical ◽  
Disaster Training ◽  
National Disaster

ABSTRACTObjectives:To provide scientific, theoretical support for the improvement of medical disaster training, we systematically analyzed the National Disaster Life Support (NDLS) Course and established a training curriculum with feedback based on the current status of disaster medicine in China.Methods:The gray prediction model is applied to long-term forecast research on course effect. In line with the hypothesis, the NDLS course with feedback capability is more scientific and standardized.Results:The current training NDLS course system is suitable for Chinese medical disasters. After accepting the course training, audiences’ capabilities were enhanced. In the constructed GM (1,1) model prediction, the developing coefficients of the pretest and the posttest are 0.04 and 0.057, respectively. In light of the coefficient, the model is appropriate for the long-term prediction. The predicted results can be used as the basis for constructing training closed-loop optimization feedback. It can indicate that the course system has a good effect as well.Conclusions:According to the constructed GM model, the NDLS course system is scientific, practical, and operational. The research results can provide reference for relevant departments and be used for the construction of similar training course systems.

scholarly journals Report from the COVID-19 Virtual Summit, Disaster Experts Speak Out, March 31, 2020

2020 ◽  
Vol 35 (4) ◽  
pp. 420-425 ◽  
Author(s):  
James P. Phillips ◽  
Luca Ragazzoni ◽  
W. Greg Burel ◽  
Frederick M. Burkle ◽  
Mark Keim
Keyword(s):  
Disaster Medicine ◽  
List Type ◽  
Type Number ◽  
Emergency Physicians ◽  
Front Line ◽  
International Media ◽  
The Us ◽  
Pandemic Response ◽  
International Experts ◽  
Personal Expertise

AbstractThis article captures the webinar narrative on March 31, 2020 of four expert panelists addressing three questions on the current coronavirus disease 2019 (COVID-19) pandemic. Each panelist was selected for their unique personal expertise, ranging from front-line emergency physicians from multiple countries, an international media personality, former director of the US Strategic National Stockpile, and one of the foremost international experts in disaster medicine and public policy. The forum was moderated by one of the most widely recognized disaster medical experts in the world. The four panelists were asked three questions regarding the current pandemic as follows:1.What do you see as a particular issue of concern during the current pandemic?2.What do you see as a particular strength during the current pandemic?3.If you could change one thing about the way that the pandemic response is occurring, what would you change?

Sign in / Sign up

Export Citation Format

Share Document