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Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents
OBJECTIVES: To create an interactive mass casualty incident (MCI) curriculum for emergency medicine residents and to integrate them into the hospital disaster response, thereby creating a “trainee-specific emergency preparedness plan.” METHODS: We created an interactive MCI curriculum and “trainee-s...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Berlin Heidelberg
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7362658/ https://www.ncbi.nlm.nih.gov/pubmed/32664851 http://dx.doi.org/10.1186/s12245-020-00295-9 |
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author | Walker, Ayanna D. Fusco, Nicholas Tsau, Joshua Ganti, Latha |
author_facet | Walker, Ayanna D. Fusco, Nicholas Tsau, Joshua Ganti, Latha |
author_sort | Walker, Ayanna D. |
collection | PubMed |
description | OBJECTIVES: To create an interactive mass casualty incident (MCI) curriculum for emergency medicine residents and to integrate them into the hospital disaster response, thereby creating a “trainee-specific emergency preparedness plan.” METHODS: We created an interactive MCI curriculum and “trainee-specific emergency preparedness plan” for emergency medicine residents. The curriculum consisted of lectures, a small focus group, a triage activity, and the designation of a resident disaster champion to collaborate with hospital leadership to implement a “trainee-specific emergency preparedness plan” for the upcoming hospital disaster drill. RESULTS: Residents gave positive feedback on the new curriculum and retained information from the education. All resident teams accurately triaged at least 78% of the disaster scenarios. The residents also created a “trainee-specific emergency preparedness plan” for the upcoming hospital disaster drill, utilizing principles they learned from their MCI lessons. By allowing the residents to have an active role in the design and implementation of the new resident integrated disaster management plan, there was a general consensus of increased interest and retention of what was learned, as well as an increased comfort level in participating in MCI scenarios. Residents did not feel cursory to the planning; they became a part of the planning and felt more involved. Through this exercise, residents were able to give feedback to the hospital leadership that further shaped the disaster response plan. We also found that integration of the emergency medicine residents into the hospital response doubled the amount of active physicians available. CONCLUSION: An interactive-based MCI curriculum is more engaging and may foster more retention than the traditional lecture approach. Resident involvement in the hospital disaster response is paramount as more hospitals are becoming teaching hospitals and mass casualty incidents are inevitable. |
format | Online Article Text |
id | pubmed-7362658 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Springer Berlin Heidelberg |
record_format | MEDLINE/PubMed |
spelling | pubmed-73626582020-07-20 Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents Walker, Ayanna D. Fusco, Nicholas Tsau, Joshua Ganti, Latha Int J Emerg Med Educational Advances in Emergency Medicine OBJECTIVES: To create an interactive mass casualty incident (MCI) curriculum for emergency medicine residents and to integrate them into the hospital disaster response, thereby creating a “trainee-specific emergency preparedness plan.” METHODS: We created an interactive MCI curriculum and “trainee-specific emergency preparedness plan” for emergency medicine residents. The curriculum consisted of lectures, a small focus group, a triage activity, and the designation of a resident disaster champion to collaborate with hospital leadership to implement a “trainee-specific emergency preparedness plan” for the upcoming hospital disaster drill. RESULTS: Residents gave positive feedback on the new curriculum and retained information from the education. All resident teams accurately triaged at least 78% of the disaster scenarios. The residents also created a “trainee-specific emergency preparedness plan” for the upcoming hospital disaster drill, utilizing principles they learned from their MCI lessons. By allowing the residents to have an active role in the design and implementation of the new resident integrated disaster management plan, there was a general consensus of increased interest and retention of what was learned, as well as an increased comfort level in participating in MCI scenarios. Residents did not feel cursory to the planning; they became a part of the planning and felt more involved. Through this exercise, residents were able to give feedback to the hospital leadership that further shaped the disaster response plan. We also found that integration of the emergency medicine residents into the hospital response doubled the amount of active physicians available. CONCLUSION: An interactive-based MCI curriculum is more engaging and may foster more retention than the traditional lecture approach. Resident involvement in the hospital disaster response is paramount as more hospitals are becoming teaching hospitals and mass casualty incidents are inevitable. Springer Berlin Heidelberg 2020-07-14 /pmc/articles/PMC7362658/ /pubmed/32664851 http://dx.doi.org/10.1186/s12245-020-00295-9 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Educational Advances in Emergency Medicine Walker, Ayanna D. Fusco, Nicholas Tsau, Joshua Ganti, Latha Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
title | Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
title_full | Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
title_fullStr | Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
title_full_unstemmed | Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
title_short | Development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
title_sort | development of an interactive curriculum and trainee-specific preparedness plan for emergency medicine residents |
topic | Educational Advances in Emergency Medicine |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7362658/ https://www.ncbi.nlm.nih.gov/pubmed/32664851 http://dx.doi.org/10.1186/s12245-020-00295-9 |
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