Enhancing the Translation of Disaster Health Competencies Into Practice

Walsh, Lauren; Altman, Brian A.; King, Richard; Strauss‐Riggs, Kandra

doi:10.1017/dmp.2014.7

Cited by 21 publications

(28 citation statements)

References 24 publications

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“…A follow-up study surveyed a broader group of emergency medical leaders and responders 3 and yielded the same 10 categories that resulted from the focus group study. In contrast to existing competency frameworks, [4][5][6] which focus on knowledge and skills, these categories also include innate worker attributes and characteristics identified as important to disaster responder and leader effectiveness.…”

mentioning

confidence: 99%

Ranking the Attributes of Effective Disaster Responders and Leaders

King

Larkin²,

Klein

et al. 2019

Disaster med. public health prep.

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ObjectiveTo investigate the relative importance of 10 attributes identified in prior studies as essential for effective disaster medical responders and leaders.MethodsEmergency and disaster medical response personnel (N=220) ranked 10 categories of disaster worker attributes in order of their importance in contributing to the effectiveness of disaster responders and leaders.ResultsAttributes of disaster medical leaders and responders were rank ordered, and the rankings differed for leaders and responders. For leaders, problem-solving/decision-making and communication skills were the highest ranked, whereas teamwork/interpersonal skills and calm/cool were the highest ranked for responders.ConclusionsThe 10 previously identified attributes of effective disaster medical responders and leaders include personal characteristics and general skills in addition to knowledge of incident command and disaster medicine. The differences in rank orders of attributes for leaders and responders suggest that when applying these attributes in personnel recruitment, selection, and training, the proper emphasis and priority given to each attribute may vary by role. (Disaster Med Public Health Preparedness. 2019;13:700–703)

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confidence: 99%

Ranking the Attributes of Effective Disaster Responders and Leaders

King

Larkin²,

Klein

et al. 2019

Disaster med. public health prep.

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“…Authors have also suggested strategies to facilitate their alignment to practice. 25,26 FEMA has attempted to organize their disaster management training courses by competencies and target audiences, and has worked with universities to develop appropriate curriculum for higher level learning (FEMA National Preparedness, https://training.fema.gov/). FEMA offers courses through 3 mechanisms and sites: The Center for Domestic Preparedness in Anniston, Alabama, that offers on-site simulation and classroom training; the EMI online training site for state, local, and tribal emergency managers; and the National Training and Education Division, which focuses on first responders.…”

Section: Possible Solutionsmentioning

confidence: 99%

Characterizing the Current State of Training Courses Available to US Disaster Professionals

Kirsch¹,

Keim²,

Strauss‐Riggs

2019

Disaster med. public health prep.

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Objective:The objective of this study is to characterize US-based disaster training courses available to disaster response and disaster health professionals. Its purpose is to better inform policies and decision-making regarding workforce and professional development to improve performance.Methods:Courses were identified from 4 inventories of courses: (1) National Library of Medicine Disaster Lit database; (2) TRAIN National Learning Network; (3) Federal Emergency Management Agency (FEMA) National Preparedness Course Catalog; and (4) Preparedness and Emergency Response Learning Centers. An online search used 30 disaster-related key words. Data included the course title, description, target audience, and delivery modality. Levels of learning, target capability, and function were categorized by 3 expert reviewers. Descriptive statistics were used.Results:There were 3662 trainings: 2380 (65%) for professionals (53% for public health); 83% of the courses were distance learning, with 16% via classroom. Half of all trainings focused on 3 of 37 disaster capabilities and 38% of them were related to chemical, biological, radiological, nuclear, and explosives (CBRNE). The educational approach was knowledge-based for all courses and 99.6% imparted only lower levels of learning.Conclusion:Despite thousands of courses available, there remain significant gaps in target audience, subject matter content, educational approaches, and delivery modalities, particularly for health and public health professionals.

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“…Accordingly, it appears that doctors must master disaster medicine and disaster management at the same time. Also, health workers must be trained in Health Disaster management that teaches teamwork, coordination and understanding of their role in disaster management along with other health professionals in a strong system providing disaster medicine 16 . Since understanding interprofessional collaboration in a team requires strong coordination skills, the role of ICS needs to be better understood for subsequent disaster training.…”

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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Enhancing the Translation of Disaster Health Competencies Into Practice

Cited by 21 publications

References 24 publications

Ranking the Attributes of Effective Disaster Responders and Leaders

Ranking the Attributes of Effective Disaster Responders and Leaders

Characterizing the Current State of Training Courses Available to US Disaster Professionals

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

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