Using Problem‐based Learning for Pandemic Preparedness

Abstract

To test the hypothesis that PBL is an effective method for preparing multidisciplinary learner groups at community health centers (CHCs) for pandemics, quantitative and qualitative methods were utilized to evaluate the conduct of a PBL case of a hypothetical outbreak of severe acute respiratory syndrome (SARS) at two CHCs in Hawaii, with multidisciplinary health professional and student participants. It was found that: (1) there was an overall increase in knowledge of bioevent preparedness; (2) participants gave high ratings for the effectiveness of the PBL process; (3) participants found value in the multidisciplinary group process; and (4) participants strongly agreed that they preferred the PBL process to the traditional lecture format for learning about bioevent preparedness. The PBL approach is useful in educating community‐based health professionals from different disciplines about issues related to pandemic preparedness.

Medical students and COVID-19: the need for pandemic preparedness

“…Approaches to the integration of these educational and logistical components have been varied. 37 Such efforts include leadership courses in disaster response, 38 problem-based learning for multidisciplinary preparedness, 39 emergency preparedness exercises embedded in Public Health modules 40 and an H1N1 vaccination drivethrough aimed at introducing students to emergency preparedness issues. 41 Additionally, suitable preparedness should involve an awareness of the tools and resources available for the maintenance of optimal student mental health.…”

Recommendations for intensive care unit and hospital preparations for an influenza epidemic or mass disaster: summary report of the European Society of Intensive Care Medicine’s Task Force for intensive care unit triage during an influenza epidemic or mass disaster

“…Seminars, on-site demonstrations, problem-based learning and simulations are valuable when time is of the essence. In the SARS epidemic, use of a simulator allowed effective training of 275 workers in 2 weeks [56][57][58]. Teleconferencing involving clinicians and representatives from public health, infection control, infectious diseases, hospital administration and government together with website dissemination of instructional materials (http://www.eunid.eu/) is a useful tool for updating knowledge during a pandemic [50,51,59].…”

The Zombie Virus Pandemic: An Innovative Simulation Integrating Virology, Population Health, and Bioethics for Preclinical Medical Students

“…11 Several educators have previously published outbreak-or pandemic-related instructional activities for medical trainees. [12][13][14][15][16][17][18][19][20][21][22][23][24] Although most these activities, like ours, use an interactive, small-group format and some also involve self-directed learning, the learning content of focus among these resources differs from that of our simulation. For example, Lindemann, Owens, Qualm, Frentz, and Kevghas developed a tabletop exercise for third-year medical students on a simulated influenza pandemic, which focuses on concepts of incident command, disaster planning, health care system management, and communication between government and health care parties.…”