Alternative Leadership in Flexible Surge Capacity—The Perceived Impact of Tabletop Simulation Exercises on Thai Emergency Physicians Capability to Manage a Major Incident (original) (raw)
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Disaster Medical Education & Simulated Crisis Events: A Translational Approach
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2020
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Emergencias
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Paediatric educators’ special interest group (PEdSIG), 2020
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Academic Emergency Medicine, 2002
Objectives: To determine participant perceptions of Emergency Medicine Crisis Management (EMCM), a simulation based crisis management course for emergency medicine. Methods: EMCM was created using Anesthesia Crisis Resource Management (ACRM) as a template. Thirteen residents participated in one of three pilot courses of EMCM; following a didactic session on principles of human error and crisis management, the residents participated in simulated emergency department crisis scenarios and instructor-facilitated debriefing. The crisis simulations involved a computer-enhanced mannequin simulator and standardized patients. After finishing the course, study subjects completed a horizontal numerical scale survey (1=worst rating to 5=best rating) of their perceptions of EMCM. Descriptive statistics were calculated to evaluate the data. Results: The study subjects found EMCM to be enjoyable (4.9±0.3) and reported that the knowledge gained from the course would be helpful in their practice (4.5±0.6). The subjects believed that the simulation environment prompted realistic responses (4.6±0.8) and that the scenarios were highly believable (4.8±0.4). The participants reported that EMCM was best suited for residents (4.9±0.3) but could also benefit students and attending physicians. The subjects believed that the course should be repeated every 8.2±3.3 months. Conclusions: EMCM participants rated the course very favorably and believed that the knowledge gained would be beneficial in their practice. The extremely positive response to EMCM found in this pilot study suggests that this training modality may be valuable in training EM residents., coupled with the proven success of its closely related predecessors in aviation and anesthesia, provides ample evidence to justify further development and investigation of simulator-based crisis management training for emergency medicine.
Prehospital and Disaster Medicine, 2006
Introduction Quarantelli established criteria for evaluating the effectiveness of disaster management and planning. 1,2 This set of principles suggests examining disaster management separately from disaster planning. The Tsunami that flooded the coastal area of Thailand on 26 December 2004 was an extraordinary challenge for the Thai health system in aspects of leadership, disaster management, and response. 3 The objectives of this study were to analyze the response of the Thai health system in the wake of the Tsunami in reference to the Quarantelli principles, and to validate these principles in a scenario of a disaster caused by a natural hazard. This study also sought to distinguish the most important principles from the 10 Quarantelli defined. Methods The Israeli Defense Forces (IDF) Home Front Command Medical Department and the Medical Corps sent a delegation to study the response of the Thai medical system to the Tsunami disaster. The delegation included three physicians and a population behavior sociologist, all experienced in hospital disaster preparedness and emergency medicine. Preparations began one week following the disaster and included: (1) debriefing Israeli Medical Corps officials that had been to Thailand following the Abstract Introduction: Quarantelli established criteria for evaluating the effectiveness of disaster management. Objectives: The objectives of this study were to analyze the response of the healthcare system to the Tsunami disaster according to the Quarantelli principles, and to validate these principles in a scenario of a disaster due to natural hazards. Methods: The Israeli Defense Forces (IDF) Home Front Command Medical Department sent a research team to study the response of the Thai medical system to the disaster. The analysis of the disaster management was based on Quarantelli's 10 criteria for evaluating the management of community disasters. Data were collected through personal and group interviews. Results: The three most important elements for effective disaster management were: (1) the flow of information; (2) overall coordination; and (3) leadership. Although pre-event preparedness was for different and smaller scenarios, medical teams repeatedly reported a better performance in hospitals that recently conducted drills. Conclusions: In order to increase effectiveness, disaster management response should focus on: (1) the flow of information; (2) overall coordination; and (3) leadership.
Original Article, 2022
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The western journal of emergency medicine, 2018
In today's team-oriented healthcare environment, high-quality patient care requires physicians to possess not only medical knowledge and technical skills but also crisis resource management (CRM) skills. In emergency medicine (EM), the high acuity and dynamic environment makes CRM skills of physicians particularly critical to healthcare team success. The Accreditation Council of Graduate Medicine Education Core Competencies that guide residency program curriculums include CRM skills; however, EM residency programs are not given specific instructions as to how to teach these skills to their trainees. This article describes a simulation-based CRM course designed specifically for novice EM residents. The CRM course includes an introductory didactic presentation followed by a series of simulation scenarios and structured debriefs. The course is designed to use observational learning within simulation education to decrease the time and resources required for implementation. To assess...
Conducting the emergency team: A novel way to train the team-leader for emergencies
Heliyon
Introduction: Worldwide, medical supervisors find it difficult to get students to rise to the occasion when called upon to act as leaders of emergency teams: many residents/rescuers feel unprepared to adopt the leadership role. The challenge is to address the residents very strong emotions caused by the extremely stressful context. No systematic leadership training takes this aspect into account. Aim: The overall aim of the course is to investigate whether, in an emergency, a clinical team leader could apply a conductor's leadership skills. Background: An orchestral conductor is a specialist in practicing leadership focusing on non-verbal communication. The conductor works with highly trained specialists and must lead them to cooperate and put his interpretation into effect. The conductor works purposefully in order to appear calm, genuine and gain authority. Method: A conductor and a consultant prepared a course for residents, medical students and nurses, n ¼ 61. Ten  two course days were completed. The exercises were musical and thus safe for the students as there were no clinical (http://creativecommons.org/licenses/by-nc-nd/4.0/). skills at stake. The programme aimed to create stress and anxiety in a safe learning environment. Conclusion: The transfer of a conductor's skills improved and profoundly changed the participating students', nurses' and residents' behaviour and introduced a method to handle anxiety and show calmness and authority. Perspectives: If this course in leadership is to be introduced as a compulsory part of the educating of doctors, the ideal time would be after clinical skills have been acquired, experience gained and routines understood in the clinic.