Education and Training for Mass-Casualty Incidents: A One-Day Concept Combining Theoretical Background, Interactive Workshops, and Hands-On Training in a Real-Time Simulation (original) (raw)
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Medical Education in Epidemic and Disaster Situations
Bezmialem Science, 2020
There is no standard practice for the sustainability of medical education in epidemics such as Covid-19 and disasters affecting society. Synchronous or asynchronous trainings have been carried out in some of universities and colleges that have distance education technical infrastructure, during the Covid-19 pandemic. If every student has access to information technologies and the skills of the instructors who will prepare and deliver the training increase their ability to use information technologies, there is no problem in the implementation and maintenance of theoretical lessons. During the Covid-19 pandemic, we had to go to distance education, which we had not yet implemented at Bezmialem Vakıf University Faculty of Medicine. During this period, we applied asynchronous and synchronous education models (mixed model) for theoretical lessons. However, the fact that practical and internship applications were carried out by distance education-although videos about skills and practices were shot and uploaded to the system-it was not possible to replace the formal education. Distance education is inevitable for the continuity of education in epidemic and disaster situations. However, after the epidemic and disaster situations have passed, practical and internship practices should be carried out as much as possible in addition to distance education in medical education. In normal times, distance education can only be used to support formal education in medical education. As a result of all these evaluations and experiences we gained in the Covid 19 pandemic, we think that synchronous/synchronous distance education applications will improve over time and contribute to medical education.
Online Bioterrorism Continuing Medical Education: Development and Preliminary Testing
Academic Emergency Medicine, 2005
Objective: Education to achieve awareness and competency in responding to incidents of bioterrorism is important for health care professionals, especially emergency physicians and nurses, who are likely first points of medical contact. The authors describe the development of a computer-based approach to initial education, incorporating a screensaver to promote awareness and a Web-based approach to provide initial content competency in the areas of smallpox and anthrax. Methods: Screensavers were developed and tested on emergency department rotating senior medical students and internal medicine interns. Conceptually, screensavers were designed as ''billboards'' for attracting attention to the educational domain. Five rotating images sequenced at fivesecond intervals incorporated a teaser question and an interactive toolbar. An interactive toolbar was linked to a Web site that provided content on smallpox and anthrax for hospital-based specialties (emergency physicians and nurses, infection control practitioners, pathologists, and radiologists). The content included both summary and comprehensive content as well as free continuing education credits in an online, specialty-specific, case-scenario format with remediation pop-up boxes. Results: Formal testing indicated that the screensaver and Web site combination deployed on computers in the emergency department and the events of the fall of 2001 significantly increased the percentage of correct responses to five standardized bioterrorism questions. Formal evaluation with a randomized trial and long-term follow-up is ongoing. Conclusions: Screensavers and Web sites can be used to increase awareness of bioterrorism. Web-based education may provide an effective means of education for bioterrorism.
Health professions education in pandemics and epidemics: A proposed framework for educators
Annals of the Academy of Medicine, Singapore, 2021
The COVID-19 pandemic has disrupted healthcare systems and health professions education (HPE). There are few frameworks to help educators manage HPE before, during and after pandemics and epidemics. We developed a crisis management framework which draws from diverse theories to emphasise preparedness, leadership, stakeholder perceptions and organisational learning to provide guidance. 1 Bundy et al. define crisis management in 3 stages: before, during and after a crisis. This allows detailed response planning. 1 We adapted it to derive a framework for HPE in pandemics and epidemics (HPEPE). This framework is relevant as it reminds educators to not only focus on the present pandemic, but also the steps to take before and after the crisis to learn and prepare further for the future. We performed a systematic literature review and identified 208 publications relevant to HPEPE. We distilled the key points, grouped them into 6 elements, reaffirmed representativeness, then mapped them back to the crisis management framework. 1 We describe 6 elements, comprising 6 Cs-curriculum, continuing professional development (CPD), communications, courage, communities and continuity-and demonstrate their relevance to HPEPE and crisis management stages. Table 1 illustrates how our proposed framework was applied during the COVID-19 pandemic in the Singapore context. Curriculum. Swift curriculum adaptation is essential in HPEPE. 2-4 Hybrid models, combining remote and onsite teaching and training could be adopted. Similarly, to minimise risk of exposure, alternatives could be used for assessments, such as electronic proctoring for written examinations, or use of simulated patients and videoconferencing for clinical assessments. Virtual selection interviews and even graduation ceremonies could be conducted online. Investing in technology resources (high-speed Internet access, video-production facilities, videoconferencing software and learning management systems 5) and upskilling faculty to thoughtfully use technology 5 are crucial for HPEPE. While technological innovations are welcome, educational principles should guide design and implementation, 5 with emphasis placed on programme evaluation. Context must be considered during implementation. Uptake of technology varies depending
Covid-19: e-Learning as a tool for improving the knowledge
Revista Brasileira de Educação Médica, 2021
Introduction: Preventing and fighting COVID-19 are of the utmost importance. In this context, the importance of using telemedicine tools has grown, including teleconsultations, epidemiological telemonitoring, remote diagnosis, support, and training of health professionals. Objective: This article aims to report the results of a distance-training course on SARS-CoV-2 and COVID-19. We analyze the course adherence, the students' profile, pre, and post-test proficiency index and satisfaction with the course. Methods: This is a cross-sectional study that evaluated data from the course on SARS-CoV-2 and COVID-19. The data were analyzed in terms of distribution and comparisons of means and frequencies. A paired t-test was used to compare the pre and post-test grades. A p-value <0.05 was considered significant. Data were collected from the Moodle teaching platform, without identifying the participants. Results: From March 23 to May 14, the course was offered to 1,008 medical students and health care providers. Most were from the state of Minas Gerais, some from other Brazilian states, and Mozambique. The majority completed the course, with an 89.8% adherence. The evaluations related to the course, the tutors, the degree of satisfaction, and the security for the professional performance after the course obtained maximum scores. The comparison between the pre and post grades showed proficiency gain (p<0.0001). Conclusion: The course has contributed to the training of medical students and health professionals from Brazil and Mozambique. The organizing committee was able to prepare students and provide knowledge to professionals with difficulty to access good technical and evidence-based information. After the training, the students were selected to work on university projects aiming at supporting city halls, health departments, and the community.
A Faculty Roundtable on Instructional Challenges during the Pandemic
2021 ASEE Virtual Annual Conference Content Access Proceedings, 2021
Dr. ABM Rezbaul Islam has a Ph.D. in Computer Science and Engineering. His research interest is focused on Machine Learning and Computer Vision. He has extensive experience in object detection in images with a variety of applications. He has published several research papers on machine learningbased method for image processing. His research works were funded by NIH and Mayo clinic, Minnesota. In this research, machine learning technique was used for human skin detection and also classify colonoscopy images into various classes based on severity that is widely used to detect colon cancer
International journal of emergency medicine, 2014
We aimed to observe the preparedness level of final year medical students in approaching emergencies by computer-based simulation training and evaluate the efficacy of the program. A computer-based prototype simulation program (Lsim), designed by researchers from the medical education and computer science departments, was used to present virtual cases for medical learning. Fifty-four final year medical students from Ondokuz Mayis University School of Medicine attended an education program on June 20, 2012 and were trained with Lsim. Volunteer attendants completed a pre-test and post-test exam at the beginning and end of the course, respectively, on the same day. Twenty-nine of the 54 students who attended the course accepted to take the pre-test and post-test exams; 58.6% (n = 17) were female. In 10 emergency medical cases, an average of 3.9 correct medical approaches were performed in the pre-test and an average of 9.6 correct medical approaches were performed in the post-test (t =...
Educating health professionals to respond to bioterrorism
Public health reports (Washington, D.C. : 1974), 2005
In September 2003, a consortium of bioterrorism and health education experts from the University of Louisville, the University of Kentucky, the Kentucky Department for Public Health, and the Louisville Metro Health Department received funding from the Health Resources and Services Administration (HRSA) to develop a broadly based bioterrorism education program for health professionals in the Commonwealth of Kentucky and the surrounding region. This grant will fund a series of presentations tailored to the needs of professionals in medicine, dentistry, public health, nursing, behavioral medicine, allied health, pharmacy, veterinary medicine, and agriculture, providing coordinated training both on site and through distance learning technology. This article outlines the major grant-funded activities envisioned for the grant years 2003 through 2005, focusing on the use of standardized patients and computerized biosimulators, the transdisciplinary partnerships of the universities involved...
The Lancet Regional Health - Western Pacific
Background Triage implementation in resource-limited emergency departments (EDs) has traditionally relied on intensive in-person training. This study sought to evaluate the impact of a novel digital-based learning strategy focused on the Interagency Integrated Triage Tool, a three-tier triage instrument recommended by the World Health Organization. Methods A mixed methods study utilising pre-post intervention methods was conducted in two EDs in Papua New Guinea. The primary outcome was the mean change in knowledge before and after completion of a voluntary, multimodal training program, primarily delivered through a digital learning platform accessible via smartphone. Secondary outcomes included the change in confidence to perform selected clinical tasks, and acceptability of the learning methods. Findings Among 136 eligible ED staff, 91 (66.9%) completed the digital learning program. The mean knowledge score on the post-training exam was 87.5% (SD 10.4), a mean increase of 12.9% (95% CI 10.7-15.1%, p < 0.0001) from the pre-training exam. There were statistically significant improvements in confidence for 13 of 15 clinical tasks, including undertaking a triage assessment and identifying an unwell patient. In an evaluation survey, 100% of 30 respondents agreed or strongly agreed the online learning platform was easy to access, use and navigate, and that the digital teaching methods were appropriate for their learning needs. In qualitative feedback, respondents reported that limited internet access and a lack of dedicated training time were barriers to participation. Interpretation The use of digital learning to support triage implementation in resource-limited EDs is feasible and effective when accompanied by in-person mentoring. Adequate internet access is an essential prerequisite .
The Use of Novel Information Technology in Military Medicine and Mass Casualty Situation Training
merlotmedi.fi
In developed countries, novel information technologies have become an essential part of education in the modern healthcare fi eld. However, using these expensive and continuously developing technologies is often a challenge both for trainers and for students. In military medicine, as a part of national healthcare services, there are special needs for this kind of technology, especially when optimising fi rst aid and initial treatment in challenging fi eld situations. Th e purpose of this thesis was to study the use of novel information mobile technologies in the training of military medicine for mass casualty situations. Methods chosen were short video clips, the mobile medical information system (IS) and radio frequency identifi cation technology (RFID).
Toward Medical Documentation That Enhances Situational Awareness Learning
PubMed, 2016
The purpose of writing medical notes in a computer system goes beyond documentation for medical-legal purposes or billing. The structure of documentation is a checklist that serves as a cognitive aid and a potential index to retrieve information for learning from the record. For the past 50 years, one of the primary organizing structures for physicians' clinical documentation have been the SOAP note (Subjective, Objective, Assessment, Plan). The cognitive check list is well-suited to differential diagnosis but may not support detection of changes in systems and/or learning from cases. We describe an alternative cognitive checklist called the OODA Loop (Observe, Orient, Decide, Act. Through incorporation of projections of anticipated course events with and without treatment and by making "Decisions" an explicit category of documentation in the medical record in the context of a variable temporal cycle for observations, OODA may enhance opportunities to learn from clinical care.