Full-scale simulation may be used to train medical students in disaster medicine

A Simple Way to Reduce the Risk of Being Exposed to COVID-19 Using Instruments for Children

Background. Children need to get protection during the Covid-19 pandemic, in accordance with Presidential Regulation 12/2020 on The Determination of Non-Natural Disasters. The purpose of the research is to develop non-natural disaster risk instruments for children. Research methods. This type of research is Research and Development. The participant population is divided into 3 roles, Focussed group discussion participants (20 people), instrument testing (267 respondents) and experts (methodology experts and disaster experts). Instrument development is carried out in 5 (five) stages, namely: 1) instrument evaluation; 2) development; 3) experiment; 4) socialization; 5) recommendations. The results showed that from 32 valid items, 25 items were all reliable because the Cronbach alpha value was above 0.7. Not valid for 7 items. The results of the instrument trial of 267 children, who had the potential to be exposed to Covid-19 were 69% who were not exposed to 31%. Of the 69%, strong exposure is 2%, high exposure is 15% and medium exposure is 83%. Conclusion: The developed non-natural disaster risk instrument can be used to assess disaster risk for children. The instrument works well, has efficiency, functionality and usability. Outputs: 1) disaster risk instruments for children; 2) intellectual property rights; 3) publication of international journals 4) monograph books.

Teaching Disaster Medicine With a Novel Game-Based Computer Application: A Case Study at Sichuan University

OBJECTIVE

This study evaluates the effectiveness of our game-based pedagogical technique by comparing the learning, enjoyment, interest, and motivation of medical students who learned about best practices for patient surge in a natural disaster with a novel game-based computer application, with those of medical students who learned about it with a traditional lecture.

METHODS

We conducted our study by modifying an existing optional course in disaster medicine that we taught at Sichuan University. More specifically, in 2017, while our application was still in development, we taught this course by lecture. In this iteration, 63 third-grade medical students voluntarily joined our course as our 'lecture group.' Once our application was complete in 2018, 68 third-grade medical students voluntarily joined this course as the 'game group.' We examined the different effects of these learning methods on student achievement using pre -, post -, and final tests.

RESULTS

Both teaching methods significantly increased short-term knowledge and there was no statistical difference between the 2 methods (p > 0.05). However, the game group demonstrated significantly higher knowledge retention than the traditional lecture group (p < 0.05).

CONCLUSION

Our game-based computer application proved to be an effective tool for teaching medical students best practices for caring for patient surge in a natural disaster.

Multidisciplinary Simulation-Based Team Training for Trauma Resuscitation: A Scoping Review

OBJECTIVE

Simulation-based training as an educational intervention for healthcare providers has increased in use over the past 2 decades. The simulation community has called for standardized reporting of methodologies and outcomes. The purpose of this review was to (1) summarize existing data on the use of simulation-based team training for acute trauma resuscitation, and (2) describe differences in training methodologies, outcomes reporting, and gaps in the literature to inform research priorities.

DESIGN

We performed a scoping review of Ovid Medline, Embase, Cochrane Library, CINAHL, Web of Science, ERIC, and Google Scholar for studies evaluating simulation-based team training for acute trauma resuscitation. Full-text review was performed by 2 reviewers and variables related to study design, training methodology, outcomes reported, and impact of training were abstracted.

RESULTS

Forty-seven out of 3,911 screened studies met criteria for inclusion. Only 2 studies were randomized. The most frequent design was a pre-post study (64%). Eleven studies did not report their simulated scenario design. Interventions occurred most frequently in a laboratory-based setting (45%). Simulation-based training was associated with greater knowledge (n = 5/6), higher nontechnical skills (n = 12/13), greater number of resuscitation tasks completed (n = 10/13), and faster time to resuscitation task completion (n = 11/11). No differences in patient outcomes were found (n = 3/3).

CONCLUSIONS

Simulation-based training for trauma resuscitation is associated with improved measures of teamwork, task performance and speed, knowledge, and provider satisfaction. Type of reported outcomes and training methodologies are variable. Standardized reporting of training methodology and outcomes is needed to address the impact of this intervention.