Planning and Incorporating Public Health Preparedness Into the Medical Curriculum

Carney, Jan; Schilling, Lisa M.; Frank, Scott; Biddinger, Paul D.; Bertsch, Tania F.; Grace, Christopher; Finkelstein, Jonathan A.

doi:10.1016/j.amepre.2011.05.026

Cited by 36 publications

(40 citation statements)

References 47 publications

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“…However, although several examples of curricular courses have been designed in the last few years, [9][10][11][12][13][14][15][16][17] Kaiser et al 18 and Smith et al 26 have recently demonstrated that only a small percentage of US medical schools include disaster medicine in their core curricula. The same applied to Canadian medical schools, as evidenced by Cummings et al 27 The Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM), 28 an institution of the Università degli Studi del Piemonte Orientale ''A.…”

Section: Introductionmentioning

confidence: 99%

Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine: Development of a Core Curriculum Centered on Blended Learning and Simulation Tools

Ingrassia

Ragazzoni

Tengattini

et al. 2014

Prehosp. Disaster med.

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In recent years, effective models of disaster medicine curricula for medical schools have been established. However, only a small percentage of medical schools worldwide have considered at least basic disaster medicine teaching in their study program. In Italy, disaster medicine has not yet been included in the medical school curriculum. Perceiving the lack of a specific course on disaster medicine, the Segretariato Italiano Studenti in Medicina (SISM) contacted the Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM) with a proposal for a nationwide program in this field. Seven modules (introduction to disaster medicine, prehospital disaster management, definition of triage, characteristics of hospital disaster plans, treatment of the health consequences of different disasters, psychosocial care, and presentation of past disasters) were developed using an e-learning platform and a 12-hour classroom session which involved problem-based learning (PBL) activities, table-top exercises, and a computerized simulation (Table 1). The modules were designed as a framework for a disaster medicine curriculum for undergraduates and covered the three main disciplines (clinical and psychosocial, public health, and emergency and risk management) of the core of "Disaster Health" according to the World Association for Disaster and Emergency Medicine (WADEM) international guidelines for disaster medicine education. From January 2011 through May 2013, 21 editions of the course were delivered to 21 different medical schools, and 524 students attended the course. The blended approach and the use of simulation tools were appreciated by all participants and successfully increased participants' knowledge of disaster medicine and basic competencies in performing mass-casualty triage. This manuscript reports on the designing process and the initial outcomes with respect to learners' achievements and satisfaction of a 1-month educational course on the fundamentals of disaster medicine. This experience might represent a valid and innovative solution for a disaster medicine curriculum for medical students that is easily delivered by medical schools. [table: see text].

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Section: Introductionmentioning

confidence: 99%

Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine: Development of a Core Curriculum Centered on Blended Learning and Simulation Tools

Ingrassia

Ragazzoni

Tengattini

et al. 2014

Prehosp. Disaster med.

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“…The WHO plays a vital role in preventing and addressing disease around the world, and many argue that the coronavirus pandemic has reinforced the importance of this role [ 30 ]. Overall, as future clinicians, medical students are in the unique position to harness the lessons of pandemic response to step into professional roles that mitigate disease threats [ 31 ]. Developed by the American Medical Association (AMA), health systems science (HSS) is a novel approach designed to challenge medical curricula to include regular, interdisciplinary, health systems teaching [ 32 ].…”

Section: Discussionmentioning

confidence: 99%

Global health education in medical schools (GHEMS): a national, collaborative study of medical curricula

Collaborative¹

2020

BMC Med Educ

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Background Global health is the study, research, and practice of medicine focused on improving health and achieving health equity for all persons worldwide. International and national bodies stipulate that global health be integrated into medical school curricula. However, there is a global paucity of data evaluating the state of global health teaching in medical schools. This study aimed to evaluate the extent of global health teaching activities at United Kingdom (UK) medical schools. Methods A national, cross-sectional study assessing all timetabled teachings sessions within UK medical courses for global health content during the academic year 2018/19. Global health content was evaluated against a comprehensive list of global health learning outcomes for medical students. Results Data from 39 medical courses representing 86% (30/36) of eligible medical schools was collected. Typically, medical courses reported timetabled teaching covering over three-quarters of all global health learning outcomes. However, a wide degree of variation existed among granular global health learning objectives covered within the different medical courses. On average, each learning outcome had a 79% [95% CI: 73, 83%] probability of being included in course curricula. There were a number of learning outcomes that had a lower probability, such as ‘access to surgeons with the necessary skills and equipment in different countries’ (36%) [95% CI: 21, 53%], ‘future impact of climate change on health and healthcare systems’ (67%) [95% CI: 50, 81%], and ‘role of the WHO’ (54%) [95% CI: 28, 60%]. Conclusions This study served as the first national assessment of global health education and curricula within UK medical schools. Through a formalised assessment of teaching events produced by medical schools around the country, we were able to capture a national picture of global health education, including the strengths of global health prioritisation in the UK, as well as areas for improvement. Overall, it appears broad-level global health themes are widely discussed; however, the granularities of key, emerging areas of concern are omitted by curricula. In particular, gaps persist relating to international healthcare systems, multilateral global health agencies such as the WHO, global surgery, climate change and more.

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“…Por ello, las universidades, han mostrado la necesidad de discutir las lecciones aprendidas en pasadas pandemias y sugieren añadir ejercicios en escenarios realistas a su programa de salud pública 38 . El conocimiento hace que la parte científica y académica que representa el gremio médico sea un arma contra los problemas sanitarios que pueden generarse, y no pueden darse el lujo de abonar con desinformación al pánico poblacional que suele presentarse en una pandemia.…”

Section: Percepción De Las Instituciones Formadoras O Comunidadunclassified

El papel de los estudiantes de medicina en las pandemias

Reyna-Figueroa

Arce-Salinas

Martínez-Arredondo³

et al. 2020

Rev. chil. infectol.

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Planning and Incorporating Public Health Preparedness Into the Medical Curriculum

Cited by 36 publications

References 47 publications

Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine: Development of a Core Curriculum Centered on Blended Learning and Simulation Tools

Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine: Development of a Core Curriculum Centered on Blended Learning and Simulation Tools

Global health education in medical schools (GHEMS): a national, collaborative study of medical curricula

El papel de los estudiantes de medicina en las pandemias

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