Presentation and evaluation of a modern course in disaster medicine and humanitarian assistance for medical students

Abstract

Background Disaster medicine is a component of the German medical education since 2003. Nevertheless, studies have shown some inconsistencies within the implementation of the national curriculum, and limits in the number of students trained over the years. Recently, the SARS-CoV-2 pandemic and other disasters have called attention to the importance of training medical students in disaster medicine on a coordinated basis. The aim of this study is to present and evaluate the disaster medicine and humanitarian assistance course, which was developed in the University of Tübingen, Germany. Methods The University Clinic for Anesthesiology and Intensive Care Medicine in Tübingen expanded the existing curriculum of undergraduate disaster medicine training with fundamentals of humanitarian medicine, integrating distance learning, interactive teaching and simulation sessions in a 40 h course for third-, fourth- and fifth- year medical students. This prospective and cross-sectional study evaluates the Disaster Medicine and Humanitarian Assistance course carried out over five semesters during the period between 2018 and 2020. Three survey tools were used to assess participants’ previous experiences and interest in the field of disaster medicine, to compare the subjective and objective level of knowledge before and after training, and to evaluate the course quality. Results The total number of medical students attending the five courses was n = 102 of which n = 60 females (59%) and n = 42 males (41%). One hundred two students entered the mandatory knowledge assessment, with the rate of correct answers passing from 73.27% in the pre-test to 95.23% in the post-test (t [101] = 18.939, p < .001, d = 1.88). To determine the subjective perception of knowledge data were collected from 107 observations. Twenty-five did not complete the both questionnaires. Out of a remaining sample of 82 observations, the subjective perception of knowledge increased after the course (t [81] = 24.426, p < .001, d = 2.69), alongside with the interest in engaging in the field of disaster medicine (t [81] = 7.031, p < .001, d = .78). The 93.46% of the medical students (n = 100) graded the training received with an excellent overall score (1.01 out of 6). Conclusion The study indicates a significant increase in students’ understanding of disaster medicine using both subjective and objective measurements, as well as an increase interest in the field of disaster medicine and humanitarian assistance. Whereas former studies showed insufficient objective knowledge regarding disaster medical practices as well as subjective insecurities about their skills and knowledge to deal with disaster scenarios, the presented course seems to overcome these deficiencies preparing future physicians with the fundamentals of analysis and response to disasters. The development and successful implementation of this course is a first step towards fulfilling disaster medicine education requirements, appearing to address the deficiencies documented in previous studies. A possible adaptation with virtual reality approaches could expand access to a larger audience. Further effort must be made to develop also international training programs, which should be a mandatory component of medical schools’ curricula.

Attitudes of Lazarski University Medical Students towards Disaster Medicine; Questionnaire Survey

“…Male students showed significantly higher average scores in some areas of disaster medicine. The students supported the idea that a training course is needed, giving a mean score of 3.66/5, and agreed with the statement that disaster medicine training should also be provided to the general public (mean score of 3.85/5) [7]. When analyzing other education systems in the context of teaching disaster medicine, we can look at Germany.…”

Knowledge, Perceptions, and Practices on Risks and Disasters Among Medical Students. A Multicenter Cross-Sectional Study in 9 Latin American and Caribbean Countries

“…We are confident that the positive effect that has been demonstrated between the training and increased levels of knowledge and humanitarian response to hazards and disasters has been amply demonstrated in previous research on both nursing and medical students. 16,21,22 The results found in this research frame a problem that seems to affect a large part of countries in the Latin American and Caribbean region, characterized by education systems with deficiencies in training and knowledge about risks and disasters, which, however, is accompanied by a positive attitude of students towards acquiring preparation on the subject. Leading us to consider that risk and disaster preparedness exercises are indispensable to achieve optimal levels of knowledge among medical students, as well as the need to include this subject within the learning needs during undergraduate studies since these measures can bring growth effects both at a personal and professional level.…”

How to Best Prepare Pharmacy Students for Disaster Management: A Qualitative Study

“…Several studies about disaster medicine preparedness and readiness among health care profession students. 7,[19][20][21] A study in Pakistan among healthcare profession students found that students' levels of readiness to practice were moderate. 19 Kang et al 22 realized that additional mental health services and training should be available to at-risk medical rescuers and groups to ensure that they are adequately prepared for relief efforts and to maintain their mental health after assistance in disaster relief.…”