Deployment and Disaster Medicine in an Undergraduate Teaching Module

The Effectiveness of a Serious Game Versus Online Lectures for Improving Medical Students' Coronavirus Disease 2019 Knowledge

“…Our study suggests that a game-based computer application based on curricular objectives of COVID-19 instruction is an effective learning methodology. Other studies of games used to teach medical students have shown that serious games are comparable to lectures in terms of knowledge gains when measured immediately after learning method application, [16][17][18][19][20][21] a result which our study replicates. The advantage of gamebased learning strategies is the active participation and interaction at the center of the learning experience; lectures do not sufficiently engage the medical students.…”

Development of Students Learning Module for Disaster and Environmental Knowledge Subject for Undergraduate Students of Universitas Syiah Kuala

“…2. Revise the module teaching, the stage is researchers do revision module teaching of the results of the validation of experts and the results of testing legibility (Back, et al, 2018).…”

Pilot study of a longitudinal integrated disaster and military medicine education program for undergraduate medical students

“…In this study, we found that the medical students were highly interested in and appreciated the disaster medicine program and actively participated in the hands-on training, as previously described. [ 11 , 17 , 18 ] Previous studies also indicated that medical students would like to increase their knowledge in this area and would welcome the introduction of specific courses into the standard medical curriculum. [ 19 ] Students generally believe in the importance of teaching disaster medicine in the regular curriculum and are generally highly motivated to learn disaster medicine.…”

“…An approach combining civilian disaster medicine and military deployment medicine can be beneficial both for clinical strategies and in undergraduate teaching. [ 11 ] A longitudinal curriculum provides continuity in the learning environment, integrates educational themes across clinical specialties and focuses on the development of appropriate competencies. [ 12 , 13 ] Though several topics relevant to emergency response, preparedness, and disasters have been addressed independently in previous curricula, we thought that integrating those essential elements into a longitudinal integrated disaster and military medicine program could have a positive influence on the preparation of military medical students.…”