Mortelmans Luc J M, Bouman Stef J M, Gaakeer Menno I, Dieltiens Greet, Anseeuw Kurt, Sabbe Marc B
Department of Emergency Medicine ZNA camp Stuivenberg, Lange Beeldekensstraat 267, B2060, Antwerp, Belgium,
Int J Emerg Med. 2015 Dec;8(1):77. doi: 10.1186/s12245-015-0077-0. Epub 2015 Sep 3.
Medical students have been deployed in victim care of several disasters throughout history. They are corner stones in first-line care in recent pandemic planning. Furthermore, every physician and senior medical student is expected to assist in case of disaster situations, but are they educated to do so? Being one of Europe's densest populated countries with multiple nuclear installations, a large petrochemical industry and also at risk for terrorist attacks, The Netherlands bear some risks for incidents. We evaluated the knowledge on Disaster Medicine in the Dutch medical curriculum. Our hypothesis is that Dutch senior medical students are not prepared at all.
Senior Dutch medical students were invited through their faculty to complete an online survey on Disaster Medicine, training and knowledge. This reported knowledge was tested by a mixed set of 10 theoretical and practical questions.
With a mean age of 25.5 years and 60 % females, 999 participants completed the survey. Of the participants, 51 % considered that Disaster Medicine should absolutely be taught in the regular medical curriculum and only 2 % felt it as useless; 13 % stated to have some knowledge on disaster medicine. Self-estimated capability to deal with various disaster situations varied from 1.47/10 in nuclear incidents to 3.92/10 in influenza pandemics. Self-estimated knowledge on these incidents is in the same line (1.71/10 for nuclear incidents and 4.27/10 in pandemics). Despite this limited knowledge and confidence, there is a high willingness to respond (ranging from 4.31/10 in Ebola outbreak over 5.21/10 in nuclear incidents to 7.54/10 in pandemics). The case/theoretical mix gave a mean score of 3.71/10 and raised some food for thought. Although a positive attitude, 48 % will place contaminated walking wounded in a waiting room and 53 % would use iodine tablets as first step in nuclear decontamination. Of the participants, 52 % even believes that these tablets protect against external radiation, 41 % thinks that these tablets limit radiation effects more than shielding and 57 % believes that decontamination of chemical victims consists of a specific antidote spray in military cabins.
Despite a high willingness to respond, our students are not educated for disaster situations.
纵观历史，医学生一直被部署参与多起灾难中的受害者护理工作。在近期的疫情防控规划中，他们是一线护理的中流砥柱。此外，每位医生和高年级医学生都有望在灾难情况下提供协助，但他们是否接受过相关培训呢？荷兰是欧洲人口最密集的国家之一，拥有多个核设施、庞大的石化产业，且面临恐怖袭击风险，存在一些事故隐患。我们评估了荷兰医学课程中灾难医学的知识情况。我们的假设是荷兰高年级医学生完全没有做好准备。
通过各医学院校邀请荷兰高年级医学生完成一项关于灾难医学、培训和知识的在线调查。通过一组包含10个理论和实践问题的混合题目来测试所报告的知识。
999名参与者完成了调查，他们的平均年龄为25.5岁，女性占60%。在参与者中，51%认为灾难医学绝对应该纳入常规医学课程，只有2%觉得它毫无用处；13%表示对灾难医学有一定了解。自我评估应对各种灾难情况的能力，在核事故中为1.47/10，在流感大流行中为3.92/10。对这些事件的自我评估知识水平处于同一水平（核事故为1.71/10，大流行中为4.27/10）。尽管知识和信心有限，但响应意愿很高（埃博拉疫情中为4.31/10，核事故中为5.21/10，大流行中为7.54/10）。案例/理论混合题目平均得分为3.71/10，引发了一些思考。尽管态度积极，但48%的人会将受污染的伤员安置在候诊室，53%的人会将碘片作为核去污的第一步。在参与者中，52%甚至认为这些药片能防外部辐射，41%认为这些药片比屏蔽更能限制辐射影响，57%认为化学中毒受害者的去污是在军事方舱中使用特定的解毒喷雾。
尽管响应意愿很高，但我们的学生并未接受过应对灾难情况的教育。
