Wolf-Fordham Susan B, Twyman Janet S, Hamad Charles D
University of Massachusetts Medical School,E.K. Shriver Center,Charlestown,Massachusetts.
Disaster Med Public Health Prep. 2014 Dec;8(6):533-40. doi: 10.1017/dmp.2014.129.
Individuals with disabilities experience more negative outcomes due to natural and manmade disasters and emergencies than do people without disabilities. This vulnerability appears to be due in part to knowledge gaps among public health and safety emergency planning and response personnel (responders). We assessed the effectiveness of an online program to increase emergency responder knowledge about emergency planning and response for individuals with disabilities.
Researchers developed an online course designed to teach public health, emergency planning and management, and other first response personnel about appropriate, efficient, and equitable emergency planning, response, interaction, and communication with children and adults with disabilities before, during, and after disasters or emergencies. Course features included an ongoing storyline, exercises embedded in the form of real-life scenarios, and game-like features such as points and timed segments.
Evaluation measures indicated significant pre- to post-test gains in learner knowledge and simulated applied skills.
An online program using scenarios and simulations is an effective way to make disability-related training available to a wide variety of emergency responders across geographically disparate areas.
与无残疾人士相比，残疾人士在自然和人为灾害及紧急情况中会经历更多负面后果。这种脆弱性似乎部分归因于公共卫生与安全应急规划及响应人员（应急人员）之间的知识差距。我们评估了一个在线项目的有效性，该项目旨在增加应急人员关于针对残疾人士的应急规划及响应的知识。
研究人员开发了一门在线课程，旨在向公共卫生、应急规划与管理以及其他应急响应人员传授在灾害或紧急情况发生前、期间和之后，与残疾儿童和成人进行适当、高效且公平的应急规划、响应、互动及沟通的方法。课程特色包括一个连贯的故事情节、以现实生活场景形式嵌入的练习，以及诸如积分和限时环节等类似游戏的特色。
评估指标显示，学习者的知识和模拟应用技能在测试前到测试后有显著提高。
一个使用场景和模拟的在线项目是一种有效的方式，能让地理上分散的各类应急人员获得与残疾相关的培训。
