The aim of this study is to enrich public health emergency management (PHEM) curricula and increase the workforce readiness of graduates through the implementation of an innovative curriculum structure centered around simulation and the creation of authentic learning experiences into a mastery-based Disaster Preparedness graduate certificate program launched in 2016 at the Colorado School of Public Health. Learners progress through a sequence of increasingly complex discussion and operations-based exercises designed to align with training methodologies used by future employers in the disaster response field, covering PHEM fundamentals and domestic and international disaster preparedness and response. Preliminary feedback is overwhelmingly positive, equating the experience to securing an internship. Embedding simulation-based exercises and authentic learning environments into graduate curricula exposes learners to diverse disaster scenarios, provides occasion for practicing critical thinking and dynamic problem solving, increases familiarity with anticipated emergency situations, and builds the confidence necessary for exercising judgment in a real-world situation. This novel curriculum should serve as a model for graduate programs wishing to enrich traditional training tactics using a typical school of public health support and alignment with community resources. (Disaster Med Public Health Preparedness. 2019;13:777–781)

The conceptual framework and model, applied to a pilot project, guide expanded work that ultimately can result in methodologically robust approaches to comprehensively incorporating vulnerable populations into the fabric of hospital disaster preparedness at levels from local to national, thus supporting best practices for a community resilience approach to disaster preparedness.

Conclusion:The findings of this research are consistent with previous studies following Hurricanes Katrina and Rita. In order to design a public health intervention to minimize occupational-related illness following a disaster, health departments should understand the most susceptible populations for the development of mold-related illness and implement strategies that specifically target the high-risk exposures in these populations. Methods: An epidemiological study was conducted in Magway, Myanmar in July 2016, using a written survey in the local Burmese language with 119 items that assessed demographics, occupational and physical health, and type of disaster response with associated illness and injury. 234 participants, 48 (21%) health care professionals, 45 (19%) firefighters, and 141 (60%) volunteers including NGO workers and farmers, completed the survey. 160 were male, 73 were female, and the average age was 33 years. The data were organized using Excel and analyzed using SPSS.Results: The study revealed that the highest incidence of injuries and illness during a disaster occurred during floods (63.7%) as compared to cyclones (18.9%) and landslides (16%). There was no significant difference with respect to the incidence of cuts, burns, sprains, broken bones, and diarrhea in farmers, firefighters, and health care professionals in the regular setting versus a disaster setting. However, the incidence of heat stroke in farmers (17% and 24%, respectively), vomiting in firefighters (0% and 16%, respectively), and coughing for both farmers (17% and 21%, respectively) and firefighters (18% and 37%, respectively) was significantly higher than that of health care workers. Conclusion:The results of this study revealed that first responders, including firefighters and farmers, have a higher risk of injury and illness than health care workers both during the course of their regular employment and during times of disaster. Methods: To enhance the ability of students to function in disaster response, practical disaster exercises were added to the curricula. We chose typical disaster training formats, both to solidify learning as well as directly train to disaster management. These elements were integrated into a more typical curricula. This included both drills and exercises. Drills involved hands on training such as communication with radios and decontamination. Exercises were carried out in both a tabletop format as well as full scale simulation events. Results: The new curricula was successfully implemented over two cycles of domestic and international response course training. Course evaluations showed very high engagement of students with a clear understanding of principles taught. Conclusion: Introduction of practical training, typical of disaster responders into public health curricula, enhances student engagement and learning.

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