Disaster medicine: Evolution of a specialty

Emergency medicine involves the care of patients who require immediate medical attention. The specialty encompasses a broad range of medical disciplines, including anaesthesia, cardiology (a field related to the heart), neurology (a field related to the brain), plastic surgery, orthopaedic surgery (surgery relating to the bones or muscles), and cardiothoracic surgery (surgery relating to the heart, chest, or lungs). There are also a number of subspecialties including extreme environment medicine, disaster medicine and sports medicine. Related to emergency medicine is the specialty of critical care medicine, which is concerned with the care of patients with life-threatening conditions often treated in intensive care settings....

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Disaster Medicine in a European Perspective

Prehospital and Disaster Medicine ◽

10.1017/s1049023x00035937 ◽

2001 ◽

Vol 16 (S1) ◽

pp. S46-S46

Author(s):

Mieke Martens ◽

Dick Fundter

Keyword(s):

Disaster Medicine ◽

European Perspective

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Use of modeling, drones included, for teaching disaster medicine

2020 23rd International Symposium on Measurement and Control in Robotics (ISMCR) ◽

10.1109/ismcr51255.2020.9263761 ◽

2020 ◽

Author(s):

MD Frank Van Trimpont

Keyword(s):

Disaster Medicine

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Inclusion of Children with Disabilities in Disaster Management

Children ◽

10.3390/children8070581 ◽

2021 ◽

Vol 8 (7) ◽

pp. 581

Author(s):

Jeong-Hun Jang ◽

Kyoo-Man Ha

Keyword(s):

Disaster Management ◽

International Organizations ◽

Children With Disabilities ◽

Qualitative Content Analysis ◽

Disaster Medicine ◽

Implementation Stages ◽

The Individual ◽

Comprehensive Framework ◽

Developed Nations ◽

Medicine Education

Disability inclusion of children in disaster management means to identify and then eliminate the challenges faced by children with disabilities during disaster occurrence. The present research aimed to explore how the challenges of children with disabilities can be resolved in disaster management. Qualitative content analysis was used to compare individual-stakeholder-based disaster management with all-stakeholder disaster management considering three stakeholders: developed nations, developing nations, and international organizations. A key finding is that these stakeholders must shift from the individual-stakeholder-based approach to the all-stakeholders approach while enhancing disaster medicine, education, monitoring, and implementation stages. A comprehensive framework of disability inclusion is proposed to reflect effective disaster management for these children.

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Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211020751 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110207

Author(s):

Brad D Gable ◽

Asit Misra ◽

Devin M Doos ◽

Patrick G Hughes ◽

Lisa M Clayton ◽

...

Keyword(s):

Medical Students ◽

Disaster Management ◽

Disaster Preparedness ◽

Real Life ◽

Mass Casualty ◽

Disaster Medicine ◽

Incident Command ◽

Management Concepts ◽

Simulation Based ◽

Second Year

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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