Core Curriculum for Event Medical Leaders

Introduction:The literature on mass gatherings has expanded over the last decade. However, no readily accessible curriculum exists to prepare and support event medical leaders. Such a curriculum has the potential to align event medical professionals on improving event safety, standardizing emergency response, and reducing community impacts.Methods:We organized collaborative expert focus groups on the proposed “core curriculum” and “electives.”Results:Key features of a mass gathering medical curriculum include operations-focused, evidence-informed, best-known practices offered via low barrier, modular, flexible formats with interactive options, and a multi-national focus.Core content proposed: Background (Definitions, Context, Risk, Legalities)Event Medical Planning - “The Seven Steps” - (1.) Assessment and Environmental Scan - Event Emergency Action Plan, (2.) Human Resources, (3.) Equipment/Supplies, (4.) Infrastructure/Logistics, (5.) Transportation (To, On, From), (6.)Communication (Pre, During, Post), and (7.) Administration/Medical DirectionEvent After-Action ReportingCase-based ActivitiesElectives mirror Core outline and serve as expanded case-studies of specific event categories. Initially proposed electives include: Concerts/Music FestivalsRunning EventsCycling EventsMulti-Sport EventsObstacle Adventure CoursesStaged Wilderness CoursesAmateur GamesPolitical Gatherings & OrationsReligious Gatherings & PilgrimagesCommunity Gatherings (e.g., Parades, Fireworks, etc.)Discussion:Complex team learning to standardize real-world approaches has been accomplished in other medical domains (e.g., ACLS, AHLS, ATLS, PALS, etc.). A course for event medicine should not re-teach medical content (i.e. first aid, paramedicine, nursing, medicine); it should make available a commonly understood, systematic approach to planning, execution, and post-event evaluation vis a vis health services at events. A ‘train the trainer’ model will be required, with business operations support for sustainable course delivery. The author team seeks community feedback at WCDEM 2019 in creating ‘the ACLS’ of Event Medicine.

The Case for Universal Design for Learning in Technology Enhanced Environments

This chapter examines the intersection of two drivers in the contemporary higher education environment. First, the increase in blended learning, propelled by advances in computing technology and the drive towards student-centred, active learning pedagogies influenced by social constructivism. Second, the need for university curriculum to become more inclusive as the sector continues to respond to the social justice and business aspects of the widening participation agenda. In response to this need for effectively designed blended pedagogies in technology-rich physical and online environments and the need to design for inclusion, this article argues for the adoption of the principles of Universal Design for Learning to be used in curriculum design and development. Not only is an implementation of Universal Design for Learning easier in a technology-rich learning environment, it is the ethical responsibility of universities to provide accessible curriculum as they seek to attract and retain more students through pathways and equity programs.

The Case for Universal Design for Learning in Technology Enhanced Environments

This article examines the intersection of two drivers in the contemporary higher education environment. First, the increase in blended learning, propelled by advances in computing technology and the drive towards student-centred, active learning pedagogies influenced by social constructivism. Second, the need for university curriculum to become more inclusive as the sector continues to respond to the social justice and business aspects of the widening participation agenda. In response to this need for effectively designed blended pedagogies in technology-rich physical and online environments and the need to design for inclusion, this article argues for the adoption of the principles of Universal Design for Learning to be used in curriculum design and development. Not only is an implementation of Universal Design for Learning easier in a technology-rich learning environment, it is the ethical responsibility of universities to provide accessible curriculum as they seek to attract and retain more students through pathways and equity programs.

Filling Structural Holes: Social Networks in the Introductory Course

Although the literature on social networks has made a considerable contribution to the sociological imagination in recent years, it has been largely ignored in conventional course materials. Such an omission is curious, considering social networks' intuitive imagery, broad theoretical relevance and extensive empirical application. This article offers a remedy to that oversight, describing a challenging yet accessible curriculum including readings, classroom exercises, and student-centered learning projects.