Human Patient Simulator based CBRN Casualty Management Training

2017 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Sima Gautam ◽  
Navneet Sharma ◽  
Rakesh Kumar Sharma ◽  
Mitra Basu

<p>Chemical, biological, radiological and nuclear (CBRN) emergency are becoming an impending threat. Effective preparedness needs to be raised for prompt response of CBRN incidents. During mass casualty incidents the strategy of the first responders must be beyond the triage, evacuation and medical first aid. Response process is advanced by the presence of CBRN contaminants and it becomes more complex when the rescue operations have to be performed immediately after the incident. Methodological approach is required to identify and decontaminate the CBRN victims. To manage CBRN emergencies, skill based training of appropriate degree is a key to the right level of preparedness. Intervention by first responders requires specialised inputs in knowledge, skills and aptitude. In India, CBRN defence training has traditionally been a military oriented domain, involving the quick reaction team, quick reaction medical team, rapid action medical team, etc. The training concept discussed in this study contemplates around standardised simulated CBRN casualty referred to as CBRN human patient simulator (HPS), which conceptualised in the division of CBRN Defence, Institute of Nuclear Medicine and Allied Sciences, Delhi. HPS provides an opportunity to learn about the health impact of CBRN contaminants and practise medical management. Simulation as training and planning tools, offers repeatability, controllability, possibility for evaluation and provides a platform to learn from costly mistakes. Group training and demonstrations conducted on the HPS offers an additive benefit to enhance performance as a team and also help to reduce errors. This paper provides the information on the potentials of simulation based training of emergency response teams in the management of CBRN victims.</p><p> </p>

2002 ◽  
Vol 52 (6) ◽  
pp. 1078-1086 ◽  
Author(s):  
John B. Holcomb ◽  
Russell D. Dumire ◽  
John W. Crommett ◽  
Connie E. Stamateris ◽  
Matthew A. Fagert ◽  
...  

2004 ◽  
Vol 24 (7) ◽  
pp. 346-352 ◽  
Author(s):  
Yoshiroh KAMINOH ◽  
Masaaki TANIMOTO ◽  
Fujio YANAMOTO ◽  
Saburo TSUJIMOTO ◽  
Chikara TASHIRO

2004 ◽  
Vol 24 (7) ◽  
pp. 313-321 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI

2006 ◽  
Vol 30 (4) ◽  
pp. 242-247 ◽  
Author(s):  
Whitney A. Cesari ◽  
Dominique M. Caruso ◽  
Enela L. Zyka ◽  
Stuart T. Schroff ◽  
Charles H. Evans ◽  
...  

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.


2002 ◽  
Vol 29 (2) ◽  
pp. 111-116 ◽  
Author(s):  
Jerome H. Modell ◽  
Shauna Cantwell ◽  
John Hardcastle ◽  
Sheilah Robertson ◽  
Luisito Pablo

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