Sarin Ritu R, Cattamanchi Srihari, Alqahtani Abdulrahman, Aljohani Majed, Keim Mark, Ciottone Gregory R
1Department of Emergency Medicine,Harvard Medical School,Boston, MassachusettsUSA.
2Beth Israel Deaconess Fellowship in Disaster Medicine,Department of Emergency Medicine,Beth Israel Medical Center,Boston,MassachusettsUSA.
Prehosp Disaster Med. 2017 Aug;32(4):368-373. doi: 10.1017/S1049023X17000267. Epub 2017 Mar 20.
The increase in natural and man-made disasters occurring worldwide places Emergency Medicine (EM) physicians at the forefront of responding to these crises. Despite the growing interest in Disaster Medicine, it is unclear if resident training has been able to include these educational goals. Hypothesis This study surveys EM residencies in the United States to assess the level of education in Disaster Medicine, to identify competencies least and most addressed, and to highlight effective educational models already in place.
The authors distributed an online survey of multiple-choice and free-response questions to EM residency Program Directors in the United States between February 7 and September 24, 2014. Questions assessed residency background and details on specific Disaster Medicine competencies addressed during training.
Out of 183 programs, 75 (41%) responded to the survey and completed all required questions. Almost all programs reported having some level of Disaster Medicine training in their residency. The most common Disaster Medicine educational competencies taught were patient triage and decontamination. The least commonly taught competencies were volunteer management, working with response teams, and special needs populations. The most commonly identified methods to teach Disaster Medicine were drills and lectures/seminars.
There are a variety of educational tools used to teach Disaster Medicine in EM residencies today, with a larger focus on the use of lectures and hospital drills. There is no indication of a uniform educational approach across all residencies. The results of this survey demonstrate an opportunity for the creation of a standardized model for resident education in Disaster Medicine. Sarin RR , Cattamanchi S , Alqahtani A , Aljohani M , Keim M , Ciottone GR . Disaster education: a survey study to analyze disaster medicine training in emergency medicine residency programs in the United States. Prehosp Disaster Med. 2017;32(4):368-373.
全球范围内自然和人为灾害不断增加，这使得急诊医学（EM）医生处于应对这些危机的前沿。尽管人们对灾害医学的兴趣日益浓厚，但尚不清楚住院医师培训是否能够涵盖这些教育目标。
本研究对美国的急诊医学住院医师培训项目进行调查，以评估灾害医学教育水平，确定涉及最少和最多的能力，并突出现有的有效教育模式。
作者于2014年2月7日至9月24日向美国急诊医学住院医师培训项目主任分发了一份包含多项选择题和自由回答问题的在线调查问卷。问题评估了住院医师培训背景以及培训期间涉及的特定灾害医学能力的详细信息。
在183个项目中，75个（41%）回复了调查并完成了所有必填问题。几乎所有项目都报告在其住院医师培训中有一定程度的灾害医学培训。最常教授的灾害医学教育能力是患者分诊和去污。最不常教授的能力是志愿者管理、与应急团队合作以及特殊需求人群。教授灾害医学最常用的方法是演练和讲座/研讨会。
如今在急诊医学住院医师培训中使用了多种教育工具来教授灾害医学，更多地侧重于讲座和医院演练的使用。没有迹象表明所有住院医师培训项目都采用统一的教育方法。本次调查结果表明有机会创建一个灾害医学住院医师教育的标准化模式。萨林RR、卡塔曼奇S、阿尔卡塔尼A、阿尔乔哈尼M、凯姆M、乔托内GR。灾害教育：一项分析美国急诊医学住院医师培训项目中灾害医学培训的调查研究。院前灾难医学。2017；32(4)：368 - 373。
