Objective: To compare the effect of lecture and game methods in disaster risk education on high school students' knowledge. Methods: This research was a randomized field trial of educational intervention for high school’s students in Shiraz, Iran. Through cluster sampling, the 332 students were randomly selected and their knowledge was compared in two randomized allocated intervention groups by pretest and posttest. For one group a classic lecture about the basic concepts of disaster risk management were presented. In the other group through a game base method and demonstrations the mentors tried to educate the considered concepts. Results: In this study 332 students were participated in lecture (n=166) and game (n=166) groups. There was a significant increase between the mean of students' knowledge in the two groups of lectures and games method after educational intervention. The mean of students' disaster risk knowledge in the lecture and game methods were 17.47 and 29.77 percent respectively ( p<0.001 ). Conclusion: The game's educational method was more effective than the traditional lecture method on students' knowledge and it can be considered as a new approach for promoting the behaviors on disaster risk management. Clinical Trial Registry: IRCT20171014036766N

AM local time, an explosion occurred in the Zemestan-Yurt coal mine in Azadshahr City of Golestan Province, northern Iran, which resulted in mass casualty incident. Materials and Methods: In total, more than 126 miners were affected. Of them, 43 miners were killed, 73 other workers who helped their coworkers were also injured and taken to the hospital, and 10 injured people received on-site prehospital medical care. Many defects in the response phase were identified in the scene management and the triage. Results: It seems necessary to establish a response plan for mass casualty incident, hold regular education, and plan to prepare involved units for appropriate responses. Conclusion: These measures are the first steps needed to improve preparedness and response to a mass casualty incident.

and Kermanshah are prone to damages and losses caused by the earthquake. The occurrence of an earthquake can lead to the destruction of school buildings and disruption in the function of educational systems, and the first responders will be school officials and students. This study compared Shiraz and Kerman high school students' knowledge encountering the earthquake hazard. Materials and Methods: The research method was descriptive and the statistical population included all students of junior high schools in Shiraz and Kerman cities. Through cluster sampling method and based on Cochran's formula, 380 students in Shiraz and 376 in Kerman were randomly selected. Data collection tool was the self-administered questionnaire which was distributed among the samples after checking its validity and reliability. Data were analyzed using t test and one-way analysis of variance. Results: Findings revealed that 54.5% of Shiraz students and 59.4% of Kerman students received scores between 0.40 and 0.60, and 23.6% of Shiraz students and 27.1% of Kerman students received scores between 0.60 and 0.80. The level of Kerman students' knowledge was higher than Shiraz students' in the emergency measures before an earthquake (0.53 Vs 0.5, p=0.008). However, there was no difference between the two groups in their knowledge on emergency measures during and after the earthquake. Conclusion: The knowledge level of students regarding the serious risk of an earthquake was lower than standard. The level of the Kerman students' knowledge was evaluated higher than the Shiraz students'. Therefore, there is a need for training and education through new methods in order to improve the level of students' knowledge in the emergency measures before,during, and after the earthquake.