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PubMed2007

European survey on training objectives in disaster medicine.

OBJECTIVES: As part of the I SEE (Interactive Simulation Exercise for Emergencies) project, financially supported by the Leonardo da Vinci Programme 2000-2006 of the European Commission, a study was planned to assess the type of disaster and to establish the tasks to be included in an emergency exercise to be developed, according to the possible target groups, physicians, nurses, ambulance personnel, dispatchers and first responders. A secondary objective was a description of the actual computer-based training situation in the training centres. A study involving different actors or target groups has not yet been conducted. METHODS: A questionnaire was developed, validated and subsequently distributed to the training centres for the different target groups in the partner countries. Each partner had to contact and interview the person responsible for the training in disaster medicine in the training institution. Data entry and analysis was carried out using the SPSS software on Apple Macintosh. Apart from descriptive statistics of the variables, differences between groups were analysed using analysis of variance and the Kruskal-Wallis test. RESULTS: In 75 questionnaires out of a total of 206, the combination of a major road traffic accident and a chemical accident was indicated as the first choice (36.4%). These priorities were present for the different countries and all target groups. Concerning the medical procedures to be included in the training exercise, the highest priority was given to medical coordination, medical management on site, medical alert procedures, assessment of immediate needs, medical resources management, victim transport and protection and safety procedures. Only minor differences were noted between countries, different target groups and the institutions irrespective of whether they are involved in response in case of a major accident or disaster. With regard to the secondary objective, 27% of the institutions used computer-based training in disaster medicine and, of those not using computer-based training, 23% plan its use in the near future. CONCLUSIONS: The European centres surveyed, put the emphasis for disaster medicine training on a mass casualty scenario. In accordance with this choice, prehospital aspects of medical care and management were considered as priorities for training. The I SEE project will develop a template and pilot exercise, serving all countries and providing team training. Among the institutions involved in the survey, a limited number will be invited to participate in the formative evaluation of the pilot exercise.

Computer-Assisted Instruction↗
PubMedDate not supplied

Ukranian's Disaster Medicine Team Mission to India following the earthquake of 2001.

This article describes the basic principles around establishing a Disaster Medicine Camp and the organization of the Ukrainian Disaster Medicine Mobile Hospital, which provided medical aid to victims of the 2001 earthquake in India. All of the information was obtained through direct observation and estimates based on empirical data gathered in the field.

Disaster Planning↗
PubMed1983

Disaster medicine training in France.

We describe the disaster medicine training program that has been developed in France by the anesthesia-reanimation specialists who provide emergency medical services. The diploma course is presented twice yearly over a two-week period to physicians of all disciplines. The 71-hour didactic program covers the background of disasters, various plans and strategies, tactics and logistics, techniques, and victim assessment and treatment. This is followed by a field exercise. Graduates then participate in a full-scale mock disaster exercise that lasts two days to one week. The development of such a course illustrates the attention that nations worldwide are giving to specialized physician training in disaster preparedness.

Curriculum↗
PubMed2001

[Disaster medicine: lessons from Enschede and Volendam].

Two major disasters hit the Netherlands recently: on May 13th 2000, a local fireworks depot exploded in the middle of the city of Enschede and on New Year's Eve 2001, fire destroyed a pub full of people in Volendam. Lessons from the involvement of medical services in these disasters include: disaster medicine must be seen as an extension of emergency care. Hospital staff should be familiar with the procedures in case of a disaster, and regular practice on a regular basis is mandatory. Logistics, as well as individual care of the victims, differ in detail from everyday practice, notably during the first hour following the disaster. Attention should be paid to the provision of psychological aftercare soon after the event for the victims and their families, as well as for health care workers.

Disaster Planning↗
PubMed1998

[The All-Russian Disaster Medicine Service].

Theoretical bases of creation, stages of development, normative-and-legal base, structure and problems of a All-Russia service of disaster medicine are stated. In article some questions about experience of rendering of the medical aid to the injured in the extreme situations (North Caucus region, Sakhalin, Budenovsk, Irkutsk), training of personnel, creation of reserves of medical property for extreme situations, organization of service management are submitted. The federal program "Perfection of All-Russia service of disaster medicine on 1997-2001 years" is considered in detail.

Disaster Planning↗
PubMedDate not supplied

Disaster medicine.

The American College of Emergency Physicians defines a medical disaster as occurring when the destructive effects of natural or man-made forces overwhelm the ability of a particular region to meet the demand for health care. The science of disaster medicine is continually improving, and significant progress has been made in defining how to provide a comprehensive response to disaster sites. The management of a disaster involves an activation phase, followed by the implementation and recovery phases. The success of each phase depends on coordinated on-site and off-site communication systems. This paper presents an overview of this new subspecialty and discusses the fundamental components of an effective disaster response.

Disaster Planning↗
PubMed2004

[Terrorists' target World Cup 2006: disaster medicine on the sidelines?! Aspects of hospital disaster planning].

Focussing on possible mass casualty situations during events such as the soccer world championship in 2006, the Professional Board of Surgeons in Germany and the German Society for Surgery canvassed surgeons-in-chief in the last quarter of 2003 concerning disaster plans for hospitals. The rate of returned questionnaires amounted to 26% covering the following areas of interest: plans-ready to use, known by the employees as well as by the rescue coordination center, performance of exercises, and concepts on decontamination and detoxification. Based on past numbers of casualties during soccer disasters, an excursus into details also includes a description of an approach to reduce the danger of bottleneck effects at doors. A preliminary concept based on the upcoming system for funding hospitals in Germany and including new partnerships is outlined, succeeded by some hopefully helpful hints for a web-based hospital disaster plan.

Disaster Planning↗
PubMed2005

E-learning as educational tool in emergency and disaster medicine teaching.

E-learning is a new project for education based on the adoption of new computerised, multimedia and telematic technologies. Its application has deeply changed the concept of a teacher-based teaching to a student-centred educational project. It offers a great flexibility in the educational methodology, in the administration of contents, in the synchronous and/or asynchronous interaction between teachers and students, in the organisation and in the structure of the course, in the educational plans, in the support, the tracking and the evaluation of the student. E-learning could represent a great resource and a possible revolution in the concept of education and in the field of medical education as well. In some specific fields of application, as Emergency and Disaster Medicine, where the interaction between the student, the teacher and the patient, even if of great importance, are difficult to obtain in a quiet setting and have a lot of organizing, technical and economic troubles, e-learning approach could find a fertile field of application. In this paper we present a new program of educational activities we started in the field of Emergency and Disaster Medicine together with a review of the history of the instructional design and related technologies, ranging from the development of computer aided instruction to modern e-learning applications as teaching methodologies, and their impact on pedagogic and operative aspects.

Computer-Assisted Instruction↗
PubMed1992

[A disaster medicine databank].

The effective system for the emergency health care in the disaster or calamity situations presupposes a wide application of computer facilities. The article shows the possibilities towards the improvement of medical support with the help of the disaster medicine information dissemination system. The authors give the main functional characteristics of this system which could make it possible to optimize the health care to the wounded and to make a correct distribution of assets.

Databases, Factual↗
PubMedDate not supplied

Education issues in disaster medicine: summary and action plan.

INTRODUCTION: Change must begin with education. Theme 8 explored issues that need attention in Disaster Medicine education. METHODS: Details of the methods used are provided in the introductory paper. The chairs moderated all presentations and produced a summary that was presented to an assembly of all of the delegates. The chairs then presided over a workshop that resulted in the generation of a set of action plans that then were reported to the collective group of all delegates. RESULTS: Main points developed during the presentations and discussion included: (1) formal education, (2) standardized definitions, (3) integration, (4) evaluation of programs and interventions, (5) international cooperation, (6) identifying the psychosocial consequences of disaster, (7) meaningful research, and (8) hazard, impact, risk and vulnerability analysis. DISCUSSION: Three main components of the action plans were identified as evaluation, research, and education. The action plans recommended that: (1) education on disasters should be formalized, (2) evaluation of education and interventions must be improved, and (3) meaningful research should be promulgated and published for use at multiple levels and that applied research techniques be the subject of future conferences. CONCLUSIONS: The one unanimous conclusion was that we need more and better education on the disaster phenomenon, both in its impacts and in our response to them. Such education must be increasingly evidence-based.

Clinical Competence↗
PubMed1995

The role of telemedicine in disaster medicine.

Telecommunications from telephone and radio to two-way audio, video, facsimile (fax), and digital imaging via satellite transmission have been used in responses to disasters. Current and rapidly emerging communications technology offers the prospect of enormously expanded and more efficient application in predisaster, acute, and postdisaster rehabilitation activities. A survey of present and potential roles for telemedicine in disaster medicine will be presented with particular focus on initial on-going medical needs assessment, prevention programs, and emergency assistance for provision of emergency care of victims, care for other survivors, and public health and sanitation services. Attention will also focus on telemedicine in education and training, disaster response exercises, development of comprehensive plans, and research. Finally, the essential relationship between the routine utilization of telemedicine in predisaster health care and effective employment in disaster situations will be discussed.

Disaster Planning↗