156: Improving Pediatric Health Care Response in a Disaster Through Inter Professional Training
Notice bibliographique
Résumé
Disasters can have a significant impact on the population. Children are particularly vulnerable due to their anatomical, physiological, developmental and psychological characteristics. Disaster preparedness must include consideration for the needs of pediatric populations. Training for the practical aspects of disaster medicine is a difficult task, simulation being the traditional method for these rare, high impact events. To assess the effect of an experiential learning experience, on inter professional pediatric health care providers' disaster preparedness skills and confidence. In 2012, the regional health agency launched a project in collaboration with public health, first responders, municipal police and public transit system, the Canadian Armed Forces and our level 1 pediatric trauma center as the first receiver site for pediatric victims. This large-scale unannounced in-situ, real-time, mixed-modality, pediatric disaster simulation included 43 simulated patients (high/medium/low fidelity simulators and standardized patients). The hospital care teams included a variety of inter professional participants. Since this group of learners had never been exposed to such an in- situ experiential learning experience, we assessed its educational value and effects. Ninety-three participants (from most medical and paramedical services) completed a self-assessment survey immediately following the simulation (with a retrospective pre-component to assess perceived change in skills and abilities) to determine perceived acquisition of knowledge and confidence. Participants' ratings of skills, abilities and confidence significantly increased following participation in this simulation for both medical items (n=53; F(1, 642)=44.1; P<0.0001), and non-medical items (n=83; F(1, 228)=29.7; P<0.0001), consistently across participant groups. Some target items were (standard deviations in parentheses): “Differentiate conventional triage from disaster triage” (pre = 3.91/6 (1.7), post = 4.8 (1.3), “Prioritize resources- maximize survival versus individual outcome” (pre = 3.64/6 (1.7), post = 4.40/6 (1.5), “Feel confident in own ability to respond to disaster” (pre = 3.58/6 (1.5) post = 4.94/6 (1.1), “Feel confident in hospital's ability to respond to disaster” (pre = 4.29/6 (1.3), post = 5.02 (0.9). Participants felt the pediatric disaster simulation day was valuable to their learning (5.68/6). The inter professional members of the pediatric disaster first receiver teams, believed that this simulation experience improved their ability to manage patients and increased their confidence in disaster situations, suggesting that inter professional training is beneficial in preparation for situations that require high level of inter professional communication and coordination, such as disasters.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».