Disaster medicine curricula in Saudi Arabian medical schools

Bajow, Nidaa; Djalali, Ahmadreza; Ingrassia, Pier Luigi; Ageely, Hussein; Bani, Ibrahim; Corte, Francesco Della

doi:10.5339/jemtac.2015.8

Cited by 12 publications

(11 citation statements)

References 22 publications

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“…However, respondents in our study scored lower than the participants in the survey by Terri and Lisa [ 25 ]. Moreover, our study findings were similar to those of De Felice et al [ 17 ], Katz et al [ 23 ], and Rose and Larrimore [ 22 ]. Responses to the overall test questions varied significantly by workplace, department, profession, age group, education level, experience, and prior bioterrorism preparedness training.…”

Section: Discussionsupporting

confidence: 93%

“…The medical school must ensure sufficient knowledge of bioterrorism agents, routes of exposure, medical management in combating injuries and illnesses, prevention strategies, and specific Category A and B biologic agents and general classes of chemicals [ 16 ]. However, there is a lack of emergency disasters in the undergraduate medicine programs in Saudi Arabia due to the scarcity of specialized professionals as a significant obstacle [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

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Knowledge and preparedness of healthcare providers towards bioterrorism

Nofal

AlFayyad

Aljerian

et al. 2021

BMC Health Serv Res

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Background Several emergent circumstances require healthcare providers to recognize the unusual and dangerous and pathogenic agents. An in-depth literature review showed that studies about bioterrorism preparedness amongst healthcare providers are lacking. Therefore, this study aimed to investigate the knowledge and preparedness level of first emergency respondents towards bioterrorism events. Methods This study has a cross-sectional design and was carried out at the Emergency departments and poison control centers/clinical laboratories three in major tertiary care hospitals in Riyadh, Saudi Arabia. The subjects were randomly selected to complete the self-administered questionnaire to collect study outcomes. Results A total of 1030 participants were included in the final data analysis. The mean knowledge score in the basic concepts of bioterrorism and introductory clinical presentations of bioterrorism-related agents was 4.92 ± 1.86 out of 12 points. Moreover, the findings showed a mean knowledge score of 22.80 ± 3.92 out of 38 in the bioterrorism preparedness and governing policies and procedures. Respondents who received previous training in bioterrorism preparedness had a significantly higher number of perceived benefits than those not sure and without prior training (z = − 2.67, p = 0.008) and (z = − 4.4, p < 0.0001), respectively. About 79.4% of participants did not have previous training in bioterrorism preparedness, but 68.7% expressed willingness in the institution’s response and control to assist in a bioterrorist attack incident. Conclusion Although healthcare professionals have reported their desire to help in bioterrorism events, they need to enhance their knowledge of bioterrorism preparedness.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Knowledge and preparedness of healthcare providers towards bioterrorism

Nofal

AlFayyad

Aljerian

et al. 2021

BMC Health Serv Res

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“…A survey of all Saudi Arabian medical schools [ 18 ] showed that teaching of disaster medicine was scarce, but there was willingness to institute such training at the undergraduate level, with a preference for both didactic and interactive learning activities coupled with a combination of on-site education and distance e-learning. Consequently, a training curriculum contextualized to the local environmental and socioeconomic milieu was developed [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a new community-based curriculum in disaster medicine for undergraduates

et al. 2016

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BackgroundNowadays, many medical schools include training in disaster medicine in undergraduate studies. This study evaluated the efficacy of a disaster medicine curriculum recently designed for Saudi Arabian medical students.MethodsParticipants were 15 male and 14 female students in their fourth, fifth or sixth year at Jazan University Medical School, Saudi Arabia. The course was held at the Research Center in Emergency and Disaster Medicine and Computer Sciences Applied to the Medical Practice in Novara, Italy.ResultsThe overall mean score on a test given before the course was 41.0 % and it increased to 67.7 % on the post-test (Wilcoxon test for paired samples: z = 4.71, p < 0.0001). There were no significant differences between the mean scores of males and females, or between students in their fourth, fifth or sixth year of medical school.ConclusionsThese results show that this curriculum is effective for teaching disaster medicine to undergraduate medical students. Adoption of this course would help to increase the human resources available for dealing with disaster situations.

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“…There are also challenges for some students in medical education in disaster preparedness training, and the reason is that medical students after the 4th year find it difficult to make time to do extracurricular activities because medical students are busy with clerical activities in the clinic 13 . Medical and health students who are interested in volunteering in the event of a disaster are those who have attended training or have been volunteers before and also it has been confirmed that only health workers who know about disasters are willing to be involved in handling disasters 14,15 .…”

Section: Question 4 and The 5th Question About Ics (Incidentmentioning

confidence: 99%

Evaluation of Community Based Disaster Preparedness Training for UGM Health Study Program Students in 2016

Kuntjoro

Claramita

Istiono

2019

rpcpe

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Background: Disasters are events that destroy infrastructure, take casualties, disrupt life and systems, damage social order, health, and security, and occur on a global scale. Various places in the world began to include disaster management in their doctors' education curricula, including Indonesia, which is geologically located in areas with high potential for disasters, which have the potential to be continually harmed by disasters that always occur.Objective: To see whether the disaster management training in UGM semester 7 study program students have properly increased the students' knowledge and attitude towards disaster.Method: Quantitative research design and using Quasi-experimental method, without control, with pre-test and post-test instruments. The population of this study was students of medical education study programs, nutrition study program students, and nursing study students, with a sample of 175 students. The independent variable measured is community-based disaster management training. Collecting research data using an instrument in the form of a questionnaire after that was analyzed by a paired T-test.Results: There was an increase in the score of knowledge and attitudes about disaster after receiving training, but the achievement of the mean value of each question was still close to the median. The highest increase in scores achieved in each study program is a value of 6.Conclusion: There was an increase in knowledge about disasters and disaster preparedness attitudes in 2016 health study program students who attended Disaster Preparedness training.

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Disaster medicine curricula in Saudi Arabian medical schools

Cited by 12 publications

References 22 publications

Knowledge and preparedness of healthcare providers towards bioterrorism

Knowledge and preparedness of healthcare providers towards bioterrorism

Evaluation of a new community-based curriculum in disaster medicine for undergraduates

Evaluation of Community Based Disaster Preparedness Training for UGM Health Study Program Students in 2016

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