Brad D Gable1, Asit Misra2,2, Devin M Doos3, Patrick G Hughes4,5, Lisa M Clayton4,5, Rami A Ahmed6. 1. OhioHealth Simulation, Ohio University Heritage College of Osteopathic Medicine, USA. 2. University of Nebraska Medical Center, USA. 3. Indiana University 2020-2021, USA. 4. Emergency Medicine Residency, Florida Atlantic University, USA. 5. Florida Atlantic University Schmidt College of Medicine, Boca Raton, FL, USA. 6. Division of Simulation, Department of Emergency Medicine, Indiana University School of Medicine, Indianapolis, IN, USA.
Abstract
BACKGROUND: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. OBJECTIVE: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. SETTINGS AND DESIGN: Learners were first and second year medical students from a single institution. MATERIALS AND METHODS: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. STATISTICAL ANALYSIS USED: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. RESULTS: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. CONCLUSIONS: Medical students' self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.
BACKGROUND: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. OBJECTIVE: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. SETTINGS AND DESIGN: Learners were first and second year medical students from a single institution. MATERIALS AND METHODS: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. STATISTICAL ANALYSIS USED: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. RESULTS: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. CONCLUSIONS: Medical students' self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.
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