Preparedness and disaster response training for veterinary students: literature review and description of the North Carolina State University Credentialed Veterinary Responder Program

Repurposing FDA-approved drugs to treat chemical weapon toxicities: Interactive case studies for trainees

The risk of a terrorist attack in the United States has created challenges on how to effectively treat toxicities that result from exposure to chemical weapons. To address this concern, the United States has organized a trans-agency initiative across academia, government, and industry to identify drugs to treat tissue injury resulting from exposure to chemical threat agents. We sought to develop and evaluate an interactive educational session that provides hands-on instruction on how to repurpose FDA-approved drugs as therapeutics to treat toxicity from exposure to chemical weapons. As part of the Rutgers Summer Undergraduate Research Fellowship program, 23 undergraduate students participated in a 2-h session that included: (1) an overview of chemical weapon toxicities, (2) a primer on pharmacology principles, and (3) an interactive session where groups of students were provided lists of FDA-approved drugs to evaluate potential mechanisms of action and suitability as countermeasures for four chemical weapon case scenarios. The interactive session culminated in a competition for the best grant "sales pitch." From this interactive training, students improved their understanding of (1) the ability of chemical weapons to cause long-term toxicities, (2) impact of route of administration and exposure scenario on drug efficacy, and (3) re-purposing FDA-approved drugs to treat disease from chemical weapon exposure. These findings demonstrated that an interactive training exercise can provide students with new insights into drug development for chemical threat agent toxicities.

Assessing US Small Animal Veterinary Clinic Adaptations and Their Impacts on Workforce COVID-19 Preparedness and Response

Veterinary personnel are an essential yet often underappreciated workforce, critical for zoonotic disease prevention and response efforts that impact human health. During the early COVID-19 pandemic, the veterinary workforce supported emergency responses by promoting zoonotic disease risk communication, sharing animal health expertise, and boosting laboratory surge capacity against SARS-CoV-2 in animals and people. However, small animal veterinary workers (SAVWs), similar to healthcare workers, faced organizational challenges in providing clinical care to family pets, including those susceptible to SARS-CoV-2. We analyzed a cross-sectional survey of 1,204 SAVWs in the United States to assess veterinary clinic adaptations and their associations with SAVWs' self-perceived readiness, willingness, and ability to respond to the COVID-19 pandemic as a workforce. SAVWs who worked fewer hours than before the pandemic (ready, OR 0.59; willing, OR 0.66; able, OR 0.52) or used personal protective equipment less frequently for protection in the clinic (ready, OR 0.69; willing, OR 0.69; able, OR 0.64) felt less ready, willing, and able to respond to COVID-19. SAVWs working remotely felt less ready (OR 0.46) but not less willing or able to respond to COVID-19. Lastly, SAVWs with dependents felt less ready (OR 0.67) and able (OR 0.49) to respond to COVID-19 than SAVWs without dependents. Our findings highlight the importance of proactively managing work schedules, having access to personal protective equipment, and addressing caregiving concerns to enhance SAVW preparedness and response outcomes. SAVWs are knowledgeable, motivated personnel who should be integrated into local public health emergency preparedness and response plans, supporting a One Health framework that unites multidisciplinary teams to respond to future zoonotic disease threats.

Assessing Veterinary Practice and Practitioner Preparedness for Natural and Man-Made Disasters, Including COVID-19

Natural and man-made disasters lead to hundreds of millions of dollars in economic losses annually worldwide. Veterinarians are most qualified to support local, state, national, and international efforts in emergency management. However, they may lack the knowledge and advanced training to most effectively plan, prepare, and respond. Currently, only two colleges offer training embedded in their core veterinary curriculum. In this study, a survey was conducted to gain an understanding of veterinary practice and practitioner preparedness for natural and man-made disasters in the United States and Canada, with questions assessing pandemic preparedness. The participants graduated from 28 American Veterinary Medical Association (AVMA)-accredited veterinary colleges globally and 2 non-accredited veterinary colleges, represent a diverse set of veterinary practice types, and have an average of 26 years' practice experience. Overall, 63.5% of veterinary respondents had experienced a natural disaster, while only 9.6% had experienced a man-made disaster. Approximately 66% reported having a practice disaster preparedness plan, while less than 20% of those actively maintained and updated the plan. Furthermore, less than 50% of the practices and practitioners were ready to face the challenges of a global pandemic. Approximately 68% reported using some form of communication to educate clients about family and pet disaster readiness. Many felt that some advanced disaster readiness training would have been helpful in their veterinary curriculum. Our findings indicate that additional training in the veterinary curriculum, as well as continuing education, would help veterinarians and practices be better prepared for natural and man-made disasters.

Addressing biohazards to food security in primary production

This review addresses ways to prepare for and to mitigate effects of biohazards on primary production of crops and livestock. These biohazards can be natural or intentional introductions of pathogens, and they can cause major economic damage to farmers, the agricultural industry, society, and international trade. Agroterrorism is the intentional introduction of animal or plant pathogens into agricultural production systems with the intention to cause socioeconomic harm and generate public fear. Although few acts of agroterrorism are reported, the threat of agroterrorism in Europe is real. New concerns about threats arise from the rapid advancements in biotechnology and emerging technologies. FORSA, an analytical framework for risk and vulnerability analysis, was used to review how to prepare for and mitigate the possible effects of natural or intentional biohazards in agricultural production. Analyzing the effects of a biohazard event involves multiple scientific disciplines. A comprehensive analysis of biohazards therefore requires a systems approach. The preparedness and ability to manage events are strengthened by bolstered farm biosecurity, increased monitoring and laboratory capacity, improved inter-agency communication and resource allocation. The focus of this review is on Europe, but the insights gained have worldwide applications. The analytical framework used here is compared to other frameworks. With climate change, Covid-19 and the war in Ukraine, the supply chains are challenged, and we foresee increasing food prices associated with social tensions. Our food supply chain becomes more fragile with more unknowns, thereby increasing the needs for risk and vulnerability analyses, of which FORSA is one example.

A cross-sectional study of Persian medicine and the COVID-19 pandemic in Iran: Rumors and recommendations

Background

Traditional medicine structures such as Persian medicine (PM) are deeply rooted in the global health system. These modalities, if applied correctly, could help health systems overcome situations such as the coronavirus disease 2019 (COVID-19) pandemic. However, the mismanagement of such traditional structures results in fear, stress, anxiety, and risky behavior among society. The current study aimed to assess the penetration of the recommendations and rumors related to PM during the COVID-19 pandemic and the relationships of these recommendations and rumors with related health factors.

Methods

In a cross-sectional study performed in March 2020 (during the COVID-19 pandemic) in southern Iran, eligible participants were randomly selected. The participants completed a 29-item online questionnaire assessing different aspects of the rumors and recommendations pertaining to PM linked with the COVID-19 pandemic.

Results

In total, 523 participants took part in the survey. The mean fear score was 65.2/100. Approximately 99% of the study population had heard at least one of the rumors/recommendations of PM related to COVID-19. The average scores of disagreement with the rumors and recommendations linked to PM were 16.4/50 and 18.4/35, respectively. The fear score and the level of disagreement with the rumors were significantly related (p = 0.024).

Conclusions

The use of PM might be beneficial in the management of the COVID-19 pandemic provided that a revolution occurs in data sharing. Various approaches should be considered in the management of traditional medicine modalities such as PM during disease outbreaks to help overcome the current dilemma.

Assessing Disaster Preparedness and Educational Needs of Private Veterinary Practitioners in Mississippi

The veterinary medical education system faces increasing challenges in educating students in the most current technologies while responding to changing community needs and expectations. Communities expect veterinarians to be involved in disaster management at some level. The purpose of this study was to describe the level of disaster preparedness and educational needs of veterinary practitioners in Mississippi. A survey was mailed to 706 practitioners to assess disaster plans, disaster training, and familiarity with disaster-related organizations. Forty-three percent of veterinarians had a clinic disaster plan. Veterinary practitioners who had experienced a disaster were more likely to have a personal plan (odds ratio [OR] = 4.55, 95% confidence interval [CI] = 2.47-8.37) and a clinic plan (OR = 4.11, 95% CI = 2.28-7.44) than those who had not. Veterinarians residing in Mississippi Gulf Coast counties were more likely to have a personal plan (OR = 3.62, 95% CI = 1.54-8.72) and a clinic plan (OR = 3.09, 95% CI = 1.35-7.21) than were those residing in other areas. Only 17% of veterinarians had assistance agreements with other practices, and few veterinarians indicated having disaster education materials available for their clients. Twenty percent of respondents indicated having obtained formal disaster training, and more than two-thirds of respondents were interested in receiving disaster training, mostly in the form of online delivery. Results suggest that private veterinary practitioners have the desire and need to obtain disaster education. Providing opportunities for both veterinarians and veterinary students to obtain education in disaster management will result in better overall community disaster preparedness.

A Systematic Review of Literature on Effectiveness of Training in Emergency Risk Communication

Although disaster preparedness training is regularly conducted for a range of health-related professions, little evidence-based guidance is available about how best to actually develop capacity in staff for conducting emergency risk communication. This article presents results of a systematic review undertaken to inform the development of World Health Organization guidelines for risk communication during public health and humanitarian emergencies. A total of 6,720 articles were screened, with 24 articles identified for final analysis. The majority of research studies identified were conducted in the United States, were either disaster general or focused on infectious disease outbreak, involved in-service training, and used uncontrolled quantitative or mixed method research designs. Synthesized findings suggest that risk communication training should include a focus on collaboration across agencies, training in working with media, and emphasis on designing messages for specific audience needs. However, certainty of findings was at best moderate due to lack of methodological rigor in most studies.

Methods of Instruction of the Incident Command System and Related Topics at US Veterinary Schools

Objective

The Incident Command System (ICS) is an adaptable construct designed to streamline response efforts to a disaster or other incident. We aimed to examine the methods used to teach the ICS at US veterinary schools and to explore alternative and novel methods for instruction of this material.

Methods

A total of 29 US accredited veterinary schools (as of February 2012) were surveyed, and 18 of the 29 schools responded.

Results

The ICS and related topics were taught by both classroom methods and online instruction by most of the surveyed schools. Several of the schools used readily available Federal Emergency Management Agency and US Department of Agriculture resources to aid in instruction. Most schools used one course to teach the ICS, and some schools also used unique methods such as field exercises, drills, side-by-side training with disaster response teams, elective courses, extracurricular clubs, and externships to reinforce the ICS and related topics. Some of the surveyed institutions also utilized fourth-year clinical rotations and field deployments during actual disasters as a component of their ICS and emergency response curriculum.

Conclusion

The ICS is being taught at some form at a significant number of US veterinary schools. Additional research is needed to evaluate the efficacy of the teaching methods of the ICS in US veterinary schools. (Disaster Med Public Health Preparedness. 2014;8:505-510)

Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies

The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

Planning and incorporating public health preparedness into the medical curriculum

As part of a 2010 conference entitled "Patients and Populations: Public Health in Medical Education," faculty from four U.S. medical schools (Case Western Reserve University, Harvard Medical School, the University of Colorado School of Medicine, and the University of Vermont College of Medicine), collaborated on a workshop to help other medical educators develop scenario-based learning experiences as practical, engaging, and effective mechanisms for teaching public health principles to medical school students. This paper describes and compares four different medical schools' experiences using a similar pandemic exercise scenario, discusses lessons learned, and suggests a curricular framework for medical schools adding such exercises to their population health curriculum. Different strategies to create realistic scenarios and engage students, including use of professionals and stakeholders from the community, are described.