Teaching Disaster Response Principles to Undergradute Medical Students through Blended Learning with Immersive Hybrid Simulation
Ismail Mohd Saiboon1
1Emergency Medicine, National University of Malaysia, Malaysia
Disaster or major incidents is increasing in its frequencies worldwide (Kim SJ et al 2013), and involvement of healthcare personal in most disaster response is unavoidable. It is important to increase their preparedness early right from the undergraduate level.
Even though disaster response medicine is not part of the standard medical curricullum in all medical school in Malaysia, studies have shown that core principles of disaster medicine can be taught to undergarduate medical students (Franc-Law et al 2010, Scott L et al 2010). Many knew the importance of it, however, there were still many obstacles in integrating disaster medicine in the undergraduates’ curricula such as resources and time (Martin S et al 2006).
Several methods have been advocated in teaching disaster medicine such as table-top exercise, task-drill, physical exercise without casualty (functional exercise), field simulation etc. Simulated-disaster training (field exercise) had shown to be beneficial among medical students in providing the appropriate knowledge and skills (Franc-Law et al 2010) minus the hazard. However it is very extensive, labour-intensive (requires many facilitators/instructors), costly as well as the need of a large suitable area to carry out the exercise. All of these factors can be a hindrance in achieving the intended learning objectives.
Another factors that concern us with the field simulation methods in teaching disaster response medicine was not all students able to achieve all the intended learning outcomes. This was due to size of medical students group which usually very large. In field simulation students were usually being divided into several working groups. For example, field triaging team, stretcher-bearers, on-site treatment team, field hospital commanders, set-up team, treatment team, transport team, communication team etc. They all will work following the disaster response medicine principles which include Command and Control, Safety, Communication, Assessment, Decontamination, Triage, Treatment, Transport (CoSCADTTT principles). During the field simulation each group will have a specific task that are supposed to perform. These leads to patchiness in their learning opportunities (learning pockets). As a result, this can be counter-productive to the rest of the students in achieving the overall learning outcomes.
We introduced an innovative approached of teaching principles of disaster response management through a blended approach which combined a flipped classroom, immersive hybrid simulation, embedded in an audiovisual environment plus real-time assessment with after-action reviews (AAR). In this approached we found it to be more focused, less labour-intensive, economical and all students were able get involved in all the aspects of disaster response medicine principles. We will discuss this approached during the presentation.