Markenson David, DiMaggio Charles, Redlener Irwin
National Center for Disaster Preparedness, Columbia University Mailman School of Public Health, 722 West 168th Street, 10th Floor, New York, NY 10032, USA.
Acad Med. 2005 Jun;80(6):517-26. doi: 10.1097/00001888-200506000-00002.
The recent increased threat of terrorism, coupled with the ever-present dangers posed by natural disasters and public health emergencies, clearly support the need to incorporate bioterrorism preparedness and emergency response material into the curricula of every health professions school in the nation. A main barrier to health care preparedness in this country is a lack of coordination across the spectrum of public health and health care communities and disciplines. Ensuring a unified and coordinated approach to preparedness requires that benchmarks and standards be consistent across health care disciplines and public health, with the most basic level being education of health professions students. Educational competencies establish the foundation that enables graduates to meet occupational competencies. However, educational needs for students differ from the needs of practitioners. In addition, there must be a clear connection between departments of public health and all other health care entities to ensure proper preparedness. The authors describe both a process and a list of core competencies for teaching emergency preparedness to students in the health care professions, developed in 2003 and 2004 by a team of experts from the four health professions schools of Columbia University in New York City. These competencies are directly applicable to medical, dental, nursing, and public health students. They can also easily be adapted to other health care disciplines, so long as differences in levels of proficiency and the need for clinical competency are taken into consideration.
近期恐怖主义威胁加剧，再加上自然灾害和突发公共卫生事件带来的持续风险，这显然表明有必要将生物恐怖主义防范及应急响应内容纳入美国每所卫生专业院校的课程体系。该国医疗保健防范工作的一个主要障碍是公共卫生及医疗保健社区和学科领域缺乏协调。要确保采取统一协调的防范措施，就需要卫生保健各学科和公共卫生领域的基准和标准保持一致，其中最基本的层面是对卫生专业学生的教育。教育能力是毕业生具备职业能力的基础。然而，学生的教育需求与从业者的需求有所不同。此外，公共卫生部门与所有其他医疗保健机构之间必须建立明确的联系，以确保做好充分准备。作者介绍了一个教学过程以及一份核心能力清单，这些内容是纽约市哥伦比亚大学四所卫生专业院校的专家团队在2003年和2004年为向卫生保健专业学生传授应急准备知识而制定的。这些能力直接适用于医学、牙科、护理和公共卫生专业的学生。只要考虑到熟练程度的差异和临床能力的需求，它们也能很容易地适用于其他卫生保健学科。
