Interprofessional non-technical skills for surgeons in disaster response: A qualitative study of the Australian perspective

Willems, Anneliese; Waxman, Bruce P.; Bacon, Andrew; Smith, Julian Anderson; Peller, Jennifer; Kitto, Simon

doi:10.3109/13561820.2012.706337

Cited by 21 publications

(29 citation statements)

References 52 publications

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“…For that reason, some of the competencies explored within this study are equally applicable to both situations and can be implemented for all levels of incidents. Some components of non-technical competencies identified through this study thus confirmed correlations with the common skills defined in prior research involving health professionals working in general critical situations, including communication, 12e14,17,30 collaboration, 15,16,31 and cultural competencies. 32 Owing to widespread public concern about mass casualties and diverse participation of multiple professions, public health responders in CBRN incidents are required to do well in communicating internally and externally, along with interprofessional and intra-agency collaboration within complex managerial structures.…”

Section: Common Non-technical Competenciessupporting

confidence: 80%

Exploring the non-technical competencies for on-scene public health responders in chemical, biological, radiological, and nuclear emergencies: a qualitative study

Chen

2020

Public Health

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S 1 Objectives: The purpose of this study was to define and delineate specific nontechnical 2 competencies for first-line public health responders in Chemical, Biological, Radiological and 3 Nuclear (CBRN) emergencies in China. 4 Study design: A qualitative study was conducted in China involving interviews with key 5 informants in the field of health response to CBRN disasters.6 Methods: One-on-one in-depth interviews were carried out with 20 participants, including 7 expert members of National Medical Response Teams for CBRN Disasters, officials at 8 emergency management authorities, and scholars of academic institutions related to CBRN 9 emergency. Interviews were recorded with audio equipment, transcribed and coded into 10 codable passages according to grounded theory with NVivo software. Themes were identified 11 within the transcriptions by using thematic analysis.12 Results: 159 codable passages were produced. Eight domains of nontechnical core 13 competencies were identified: (1) situation awareness, (2) communication skills, (3) 14 collaboration, (4) resource management, (5) task management, (6) cultural competency, (7) 15 austere environment skills, and (8) physical stamina. 16 Conclusions: The study identified a variety of competencies for on-scene public health 17 responders in CBRN emergencies. The findings of this study could specifically benefit 18 development of strategy and improvement of content of education and training. Further 19 research that involves input from the disaster response community at large are needed for the 20 validation of these competencies. 21 KEY WORDS: Nontechnical Competencies, Chemical, Biological, Radiological and Nuclear 22 Response, Disaster Medicine, Health Personnel Education/Training.23 24 25 Increasing Chemical, Biological, Radiological and Nuclear (CBRN) threats are a public 26 health challenge in China. China has experienced 200-600 accidents every year in hazardous 27 chemical industry 1 , frequent emerging epidemics 2 (e.g., COVID-19, SARS, H5N1 and 28 African Swine Flu), over 43 planned nuclear reactors 3 and unpredictable terrorism attacks. 29 China has invested heavily in the development of CBRN medical response capacity including 30 the CBRN Medical Response Teams (CBRN-MRT) designed to be deployed on the site. 31 In spite of the fact that public health responders adequately respond to the clinical or public 32 health aspects of disasters, they are not always prepared or trained to work in a real hazardous 33 environment and complex temporary situation 4 . The unique nature of intense working 34 relationships and particularly austere environment requires not only technical skills but also 35 nontechnical competencies. A body of previous studies have explored the components of 36 nontechnical competency for health workers in a critical environment 5-10 .It has been 37 established that interpersonal, social, and cognitive skills play an important role on the 38 response performance 11 . Those nontechnical competencies broadly involve a range of 39 kno...

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Section: Common Non-technical Competenciessupporting

confidence: 80%

Exploring the non-technical competencies for on-scene public health responders in chemical, biological, radiological, and nuclear emergencies: a qualitative study

Chen

2020

Public Health

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“…Disaster education programs outlined and evaluated in the research articles can be broadly divided into three types of programs: those that are based on established competencies; 15 , 20 , 25 , 38 , 39 those that cover clinical or technical knowledge; 4 , 16 , 26 and programs which cover clinical, technical, or structural disaster knowledge 5 9 , 15 , 17 , 19 - 22 , 24 , 25 , 34 , 39 An additional area of content, which is predominantly explored in qualitative research which allowed health professionals with experience working in disasters to highlight important skills for them, is that of non-clinical and non-technical skills or abilities that can enhance the performance of health professionals during disasters. These skills could be described as the human skills, such as resilience, team work, and physical fitness, that enable health professionals to work well in disasters 6 …”

Section: Discussionmentioning

confidence: 99%

Disaster Preparedness among Health Professionals and Support Staff: What is Effective? An Integrative Literature Review

Gowing

Walker

Elmer

et al. 2017

Prehosp. Disaster med.

101

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provide continuous medical services to its members in routine and crises. Ongoing operation is dependent on the availability of manpower, infrastructure, medical equipment, information technology, and computerized systems. Advanced planning is required to ensure sustainability of services, even during significant disasters. Methods: An operational continuity plan was established, basing the sustainability efforts on international standards. Through adaptation of a process of Business Impact Analysis on the health care system, core vulnerabilities within the HMO were identified, priorities, and criticality of each service were defined as follows: HIGH: Recovery Time Objective (RTO) immediately or up to 24 hours; MEDIUM: RTO within a week; LOW: RTO within four weeks. The plan encompasses all critical elements and services, including computerized system , manpower, infrastructure, and vital equipment. Results: The operational continuity plan was evaluated and approved by the senior Executive Board of the HMO and has been adopted as a perennial work plan. A designated organizational structure was developed as responsible for the implementation and management of the recovery plan during a crisis. Once a year, training and exercise of the recovery plan is conducted , cross-cutting all critical services including: primary care, nursing, pharmacy, laboratory, radiology, home care for vulnerable populations, mental, and emergency dental health services. The aim is to achieve participation of at least 25% of the pre-defined population in the annual training program. Conclusion: Implementing preparedness for various disasters ensures recovery within the designated objectives, which were defined in the operational continuity plan. A significant budget needs to be allocated in order to facilitate an effective preparedness.

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“…Providing a formal framework for students to support their own ideas can foster career development through multiple facets. Problem-solving is one of the skills that can be indirectly enhanced, as students have the autonomy and flexibility to refine their project-approach in line with challenges that arise throughout [ 27 ]. Additionally, this develops another fundamental skill which is found in successful researchers: leadership [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

Optimizing engagement of undergraduate students in medical education research: The eMERG training network

Sideris

Hanrahan

Staikoglou

et al. 2018

Annals of Medicine and Surgery

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BackgroundThe practice of evidence-based medicine and critical appraisal are essential for the modern doctor. Early engagement of medical students in research methodology is considered as a rising need for most medical school curricula; however, few peer-reviewed initiatives have been reported so far. We developed a Medical Education Research Group (eMERG) as part of a novel undergraduate surgical masterclass, which aimed to train undergraduate students on basic research methodology, as well as to motivate them to pursue a clinical and academic career in surgical specialties.Methods: eMERG consists of an international structured network of senior academics, consultant-level clinicians, senior and junior trainees who support undergraduate trainees. Students are selected from a competitive pool of applicants. Several small prospective studies in skills-based education, as well as systematic reviews on similar topics, have run under the umbrella of this framework, in the form of scholarship awards. Structured feedback questionnaires were distributed to evaluate the experience of the first three years.Results12 students have participated in this pilot initiative. 11 manuscripts have been submitted for publication and 8 were accepted following peer-review in MEDLINE-indexed journals. Delegates perceived this experience as an excellent training opportunity which improved their research productivity. Delegates also stated engagement in research developed interest in the relevant surgical speciality, impacting their career aspirations.ConclusionseMERG is one of the first reported European educational research networks for undergraduates. Research outcomes and students' perceptions conclude that eMERG enhances engagement with research methodology and motivation towards a career in surgery.

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Interprofessional non-technical skills for surgeons in disaster response: A qualitative study of the Australian perspective

Cited by 21 publications

References 52 publications

Exploring the non-technical competencies for on-scene public health responders in chemical, biological, radiological, and nuclear emergencies: a qualitative study

Exploring the non-technical competencies for on-scene public health responders in chemical, biological, radiological, and nuclear emergencies: a qualitative study

Disaster Preparedness among Health Professionals and Support Staff: What is Effective? An Integrative Literature Review

Optimizing engagement of undergraduate students in medical education research: The eMERG training network

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