Education and Training Initiatives for Crisis Management in the European Union: A Web-based Analysis of Available Programs

Ingrassia, Pier Luigi; Foletti, Marco; Djalali, Ahmadreza; Scarone, Piercarlo; Ragazzoni, Luca; Corte, Francesco Della; Kaptan, Kubilay; Lupescu, Olivera; Arculeo, Chris; Arnim, Götz von; Friedl, Tom; Ashkenazi, Michael; Heselmann, Deike; Hrečkovski, Boris; Khorrram-Manesh, Amir; Komadina, Radko; Lechner, Konstanze; Patru, Cristina; Burkle, Frederick M.; Fisher, Philipp

doi:10.1017/s1049023x14000235

Cited by 74 publications

(76 citation statements)

References 14 publications

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“…Ingrassia and coworkers studied the disaster management educational and training initiatives at the postgraduate level in EU countries and found that face-to-face education was the most common teaching method used. The contents were multi-and cross-disciplinary, and a competency-based approach to curriculum content was present [43]. Bajow introduced a new undergraduate community-based disaster medicine course [38].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Disaster Medicine Preparedness among Healthcare Profession Students: A Cross-Sectional Study in Pakistan

Gillani

Ibrahim

Akbar

et al. 2020

IJERPH

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Background: Disasters are devastating incidents, especially when occurring suddenly and causing damage, great loss of life, or suffering. Disasters can affect health and the social and economic development of a nation. The article analyzes the knowledge (K), attitude (A), and readiness to practice (rP) of healthcare professional students in universities in Pakistan. Methods: We carried out a cross-sectional study using a pretested and validated self-administered disaster medicine and preparedness questionnaire. The study recruited 310 students. Responses were scored and categorized as high (75th quartile), moderate (75-25th quartiles), and low (25th quartile). Independent t-test, one-way ANOVA, Pearson correlation, and regression analyses were performed at an alpha level of 0.05. Results: The study found that most of the students had moderate knowledge, attitude, readiness to practice, and total KArP scores. All K, A, and rP scores were significantly correlated with overall KArP scores. Knowledge and attitude factors were significant predictors of readiness to practice. Conclusions: We strongly believe that educators and health policymakers should build a strong curriculum in disaster medicine management and preparedness to prepare competent future healthcare professionals for the nation.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Disaster Medicine Preparedness among Healthcare Profession Students: A Cross-Sectional Study in Pakistan

Gillani

Ibrahim

Akbar

et al. 2020

IJERPH

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“…However, in the face of large-scale disasters, the personnel trained in disaster medicine can be overwhelmed by the demands of the disaster and other medical personnel have to pitch in. In view of the gaps in undergraduate and postgraduate disaster medicine education, [6][7][8][9][10] some educational authorities have called for improved disaster medicine education [11,12] and several medical schools and professional organizations have developed curricula in disaster medicine for education of all physicians [1][2][3][4][13][14][15][16][17].…”

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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“…For this reason, the international humanitarian community has been drawing attention to the compelling need for competency-based training curricula based on astandard set of cross-cutting and professionspeci c competencies (4,19).Since young doctors, born in a new era of highly-specialized medicine, have been increasing their presence in international aid projects, good preparation and performance oversight are paramount to guarantee best practice also in resource-strained settings(9).…”

Section: Discussionmentioning

confidence: 99%

Residents Working With Médecins Sans Frontières: Training and Pilot Evaluation

Ripoll-Gallardo¹,

Ragazzoni²,

Mazzanti³

et al. 2020

Preprint

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BackgroundWell-prepared humanitarian workers are now more necessary than ever. Essential to the preparation process are:clearly defined learning objectives, curricula tailored to the nuances of humanitarian settings, simulation-based training, and evaluation.This paper describes a training program designed to prepare medical residents for their first field deployment with Médecins Sans Frontières and presents the results of a pilot assessment of its effectiveness.MethodsThe training was jointly developed by the Research Center in Emergency and Disaster Medicine-CRIMEDIM of the Università del Piemonte Orientale, Novara, Italy, and the humanitarian aid organization Médecins Sans Frontières- Italy (MSF-Italy); the following topics were covered: disaster medicine, public health, safety and security, infectious diseases, psychological support, communication, humanitarian law, leadership, and job-specific skills. It used a blended-learning approach consisting of a 3-month distance learning module; 1-week instructor-led coaching; and a field placement with MSF. We assessed its effectiveness using the first three levels of Kirkpatrick’s training evaluation model.ResultsEight residents took part in the evaluation. Four were residents in emergency medicine, 3 in anesthesia, and 1 in pediatrics; 3 of them were female and the median age was 31 years. Two residents were deployed in Pakistan, 1 in Afghanistan, 1 in the Democratic Republic of Congo, 1 in Iraq, 2 in Haiti and 1 on board of the MSF Mediterranean search & rescue ship. Mean deployment time was 3 months. The average median score for the overall course was 5 (excellent). There was a significant improvement in post-test multiple choice scores (p = 0.001) and in residents’ overall performance scores (P = 0.000001). ConclusionResidents were highly satisfied with the training program and their knowledge and skills improved as a result of participation. Trial registration: This study was approved by the Institutional Ethics Committee (date 24-02-2016, study code UPO.2015.4.10)

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Education and Training Initiatives for Crisis Management in the European Union: A Web-based Analysis of Available Programs

Cited by 74 publications

References 14 publications

Evaluation of Disaster Medicine Preparedness among Healthcare Profession Students: A Cross-Sectional Study in Pakistan

Evaluation of Disaster Medicine Preparedness among Healthcare Profession Students: A Cross-Sectional Study in Pakistan

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

Residents Working With Médecins Sans Frontières: Training and Pilot Evaluation

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