Improving Emergency Preparedness System Readiness through Simulation and Interprofessional Education

Abstract

We applied emerging evidence in simulation science to create a curriculum in emergency response for health science students and professionals. Our research project was designed to (1) test the effectiveness of specific immersive simulations, (2) create reliable assessment tools for emergency response and team communication skills, and (3) assess participants' retention and transfer of skills over time. We collected both quantitative and qualitative data about individual and team knowledge, skills, and attitudes. Content experts designed and pilot-tested scaled quantitative tools. Qualitative evaluations administered immediately after simulations and longitudinal surveys administered 6-12 months later measured student participants' individual perceptions of their confidence, readiness for emergency response, and transfer of skills to their day-to-day experience. Results from 312 participants enrolled in nine workshops during a 24-month period indicated that the 10-hour curriculum is efficient (compared with larger-scale or longer training programs) and effective in improving skills. The curriculum may be useful for public health practitioners interested in addressing public health emergency preparedness competencies and Institute of Medicine research priority areas.

Simulation and Modeling Applications in Global Health Security

“…The blended approach incorporating simulation tools successfully increased participants' disaster medicine competencies in performing mass casualty triage [50]. Students did have knowledge decay 6-12 months after course completion which is consistent with existing literature on decay of knowledge and skills following educational interventions [53].…”

Review of European-Drug Emergencies Network (Euro-DEN) training package for non-specialist workers to assess acute recreational drug and new psychoactive substance toxicity in night-time economy environments

“…There is increasing interest in delivering training for medical, nursing and allied healthcare professionals through interactive simulation training (Chan, Chan, Yuen, & Tung, 2015;Clarke et al, 2014;Hicks, Kiss, Bandiera, & Denny, 2012;Miller, Rambeck, & Snyder, 2014;Mundell, Kennedy, Szostek, & Cook, 2013;Okuda et al, 2009;Stefan, Belforti, Langlois, & Rothberg, 2011). Therefore, we feel that there is the potential to develop a novel interactive simulation-based training package based around these guidelines on when to call the emergency services to further enhance the training and knowledge acquisition amongst night-time economy workers.…”

The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education

“…Learning through this medium allows for access where it might not otherwise exist, an authentic and risk-free learning environment, consistent and comprehensive learning opportunities for participants, and a greater degree of control over quality and rigor (Miller, Rambeck, & Snyder, 2014). In fact, the use of immersive simulations was rated by an international panel of experts in business, technology, and education as having the greatest potential for significant impact as a pedagogical tool in higher education (Johnson, Smith, Willis, Levine, & Haywood, 2011).…”