Pediatric Emergency Preparedness Training: Are We on a Path Toward National Dissemination?

Ablah, Elizabeth; Tinius, Annie M.; Konda, Kurt

doi:10.1097/ta.0b013e3181ad345e

Cited by 18 publications

(23 citation statements)

References 45 publications

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“…Core competencies in MCC, including development and deployment of an educational program, implementation with regulatory oversight (where applicable) of the competencies, and ongoing reevaluation of competency needs and effectiveness, are necessary. 58 , 59 However, only one-third of US medical schools include disaster medicine within their curricula. 54 Similar deficiencies exist among education for nursing students, dental students, and residents.…”

Section: Resultsmentioning

confidence: 99%

Engagement and Education

Tosh

Hick

Hanfling

et al. 2014

Chest

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BACKGROUND: Engagement and education of ICU clinicians in disaster preparedness is fragmented by time constraints and institutional barriers and frequently occurs during a disaster . We reviewed the existing literature from 2007 to April 2013 and expert opinions about clinician engagement and education for critical care during a pandemic or disaster and off er suggestions for integrating ICU clinicians into planning and response. Th e suggestions in this article are important for all of those involved in a pandemic or large-scale disaster with multiple critically ill or injured patients, including front-line clinicians, hospital administrators, and public health or government offi cials. METHODS:A systematic literature review was performed and suggestions formulated according to the American College of Chest Physicians (CHEST) Consensus Statement development methodology. We assessed articles, documents, reports, and gray literature reported since 2007. Following expert-informed sorting and review of the literature, key priority areas and questions were developed. No studies of suffi cient quality were identifi ed upon which to make evidence-based recommendations. Th erefore, the panel developed expert opinion-based suggestions using a modifi ed Delphi process. RESULTS:Twenty-three suggestions were formulated based on literature-informed consensus opinion. Th ese suggestions are grouped according to the following thematic elements: (1) situational awareness, (2) clinician roles and responsibilities, (3) education, and (4) community engagement. Together, these four elements are considered to form the basis for eff ective ICU clinician engagement for mass critical care. CONCLUSIONS:Th e optimal engagement of the ICU clinical team in caring for large numbers of critically ill patients due to a pandemic or disaster will require a departure from the routine independent systems operating in hospitals. An eff ective response will require robust information systems; coordination among clinicians, hospitals, and governmental organizations; pre-event engagement of relevant stakeholders; and standardized core competencies for the education and training of critical care clinicians. CHEST 2014; 146 ( 4_Suppl ) 4. We suggest public health/government offi cials at centralized or regional emergency management coordinating centers use expert medical guidance, such as burn, neuro, or trauma critical care, specifi c to the nature of the incident to inform decision-making for mass critical care delivery. 5. We suggest every ICU clinician participate in disaster response training and education . 6. We suggest expectations regarding clinician response to pandemics or disasters be delineated in contractual agreements, medical staff bylaws, or other formal documents that govern the array of responsibilities to the health-care system. 7. We suggest hospitals employ and/or train ICU physicians in disaster preparedness and response. 8. We suggest hospitals ensure appropriate ICU leadership with knowledge and expertise in the management of ...

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Section: Resultsmentioning

confidence: 99%

Engagement and Education

Tosh

Hick

Hanfling

et al. 2014

Chest

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“…Paediatricians, social workers and psychologists may be of great support for prevention as they can advocate for children and review disaster plans with families, schools, communities and policy makers (35) . They can provide guidance to parents about disaster preparedness, which has the potential to have an empowering effect (30) .…”

Section: Considerations For Organisationsmentioning

confidence: 99%

Psychosocial considerations about children and radiological events

Lemyre¹,

Corneil²,

Johnson³

et al. 2010

Radiation Protection Dosimetry

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Children are identified as a vulnerable population in the case of radiological events because of their increased physical sensitivity to radiation and its impact on critical development stages. Using a comprehensive integrated risk framework, psychosocial risk protective factors are discussed in a social ecology paradigm. Children have been shown to be both vulnerable and resilient; they are both easily impressionable and also quick to adapt and learn. Psychosocial interventions during, after and most efficiently before an event can improve outcome, especially if they involve parents and schools, media and work organisations. Public education through children should be encouraged to increase knowledge of radiation and strategies to minimise exposure and irradiation. Children can become vectors of prevention, preparedness and mitigation through information and behavioural rehearsal. Special consideration must therefore be given to education, school programmes, practice rehearsal and media exposure.

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“… 11 This lack of specialized pediatric emergency care thereby characterized the children as a vulnerable population in terms of delivery of emergency care by nonprepared health care professionals. 12 Even though the majority of the emergency training courses for physicians do not focus on the pediatric population, 12 continuing medical education is the main source for physicians to obtain or maintain knowledge and skills in PEM. 13 The majority of general EM physicians do not support the requirement for subspecialty training in PEM for physicians in pediatric ED.…”

Section: Introductionmentioning

confidence: 99%

Parental and Pediatricians’ Perception of Need for Subspecialty Training in Pediatric Emergency Medicine for Delivering Emergency Care to Pediatric Patients

Leva

Vanarsdale

Miele

et al. 2017

Global Pediatric Health

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The quality of pediatric emergency care may depend on the competence of the emergency department physicians. It is important to know whether parents and general pediatricians associate the quality of pediatric emergency care with the pediatric emergency medicine (PEM) training of the emergency department physicians. We designed the study to determine parental and pediatricians’ opinion and expectation in regard to this question. Most of the surveyed parents’ and pediatricians’ recognize the importance of PEM training and believed that physicians trained in PEM can provide better emergency care for children. However, 53.8% of parents, especially Spanish speaking and with Medicaid/no insurance coverage, believe that the emergency care provided for their children by general pediatricians and PEM physicians is equivalent. The results of our study could be utilized by accredited PEM planners in the creation of strategies to ensure the quality of emergency care for children population.

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Pediatric Emergency Preparedness Training: Are We on a Path Toward National Dissemination?

Abstract: To achieve evidence-based pediatric emergency preparedness training, existing training programs must be evaluated, standardized training guidelines need to be developed, and critical components of pediatric disaster response need to be captured in the academic literature.

Cited by 18 publications

References 45 publications

Engagement and Education

Engagement and Education

Psychosocial considerations about children and radiological events

Parental and Pediatricians’ Perception of Need for Subspecialty Training in Pediatric Emergency Medicine for Delivering Emergency Care to Pediatric Patients

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