A Short Medical School Course on Responding to Bioterrorism and Other Disasters

Parrish, Alan R.; Oliver, Sandra; Jenkins, Donald H.; Ruscio, Bruce A.; Green, J Ben; Colenda, Christopher C.

doi:10.1097/00001888-200509000-00007

Cited by 54 publications

(38 citation statements)

References 3 publications

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“…The improvements in objective knowledge and subjective preparedness noted in the internal medicine residents involved in this study were mirrored by the findings of investigators who developed a similar course including high fidelity human simulation training for medical students at Texas A&M (Parrish et al 2005). Subbarao et al (2006) found that a course based upon high-fidelity human simulation and video clinical vignette instruction significantly improved the scores of first responders and emergency department personnel on video clinical vignette-based objective testing.…”

Section: Discussionsupporting

confidence: 67%

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

et al. 2008

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A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents, Medical Teacher, 30:6, e145-e151, DOI: 10.1080/01421590802047257To link to this article: https://doi.org/10.1080/01421590802047257 AbstractAims: Disaster and bioterrorism preparedness is poorly integrated into the curricula of internal medicine residency programs. Given that victims may present to a variety of healthcare venues, including primary care practices, inpatient hospital wards, and intensive care units, we developed a curriculum to address this need. Methods: The curriculum consisted of four didactic sessions with supplemental readings covering biologic, chemical, and radiologic agents, as well as public health infrastructure. All 30 internal medicine resident participants also underwent a four hour training seminar at a high fidelity human simulation center. Instruction included the use of personal protective equipment (PPE) and participation in simulated scenarios utilizing technologically sophisticated mannequins with monitoring and interactive capability. Sessions were videotaped, reviewed with participants, and followed by self-evaluation and constructive feedback. Results: Compared to a control group of residents who did not undergo training, the participants' level of knowledge was significantly better, with mean objective test scores of 66.8% AE 11.8% SD vs. 50% AE 13.1% SD, p < 0.0001. Although there was a trend toward increasing knowledge with increasing level of training in the control group, this difference was not significant. Subjective preparedness was also significantly better in the intervention group (p < 0.0001). Objective improvements were not maintained after one year. Conclusions: In this pilot study, a disaster-preparedness curriculum including simulation-based training had a positive effect on residents' knowledge base and ability to respond to disaster. However, this effect had diminished after one year, indicating the need for reinforcement at regular intervals.

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Section: Discussionsupporting

confidence: 67%

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

et al. 2008

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“…This is particularly true regarding disaster training for medical students. In our review of the literature, we found only two published articles focusing on the feasibility and efficacy of implementing disaster training to medical students (23,24). Both focus solely on preclinical medical education (i.e., the first and second medical school years), only one study implemented performance-based training in the study design, and neither study included a pretest or post-test to gauge efficacy.…”

Section: Introductionmentioning

confidence: 99%

Disaster 101: A Novel Approach to Disaster Medicine Training for Health Professionals

Scott

Carson²,

Greenwell

2010

The Journal of Emergency Medicine

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“…There is still debate as to the best means to evaluate the effectiveness of simulations and other training exercises [38,39]. An argument has been made that all frontline health professionals should receive disaster preparedness training, as part of the standard curriculum [40]. This would suggest that basic level of knowledge and skills is required for all professionals who are likely to encounter disaster situations.…”

Section: Preparednessmentioning

confidence: 99%

The contribution of human psychology to disaster management: mitigation, advance preparedness, response and recovery

Percy

Chen

Bibi

et al. 2011

WIT Transactions on the Built Environment

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This integrative review highlights the potential contribution of human psychology to disaster management, in terms of mitigation, advance preparedness, acute responses to events, and longer term psychosocial effects. The aim is not to conduct a detailed systematic review of the evidence in any one area, but rather to plot out a broad overview of the areas where work has been done, and highlight gaps where there is potential for further development.

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A Short Medical School Course on Responding to Bioterrorism and Other Disasters

Cited by 54 publications

References 3 publications

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

A simulation-based biodefense and disaster preparedness curriculum for internal medicine residents

Disaster 101: A Novel Approach to Disaster Medicine Training for Health Professionals

The contribution of human psychology to disaster management: mitigation, advance preparedness, response and recovery

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