Disaster Medicine Education for Medical Students: A Scoping Review
Notice bibliographique
Résumé
Education and training in disaster medicine for undergraduate medical students have been advocated for years in several countries. Despite the inclusion of disaster medicine into the medical curriculum being a reality in certain countries, such as the United States and Germany, it is still under scrutiny and yet to be embraced globally. The objective of the study was to examine and map the range of literature and evidence available to support the inclusion of disaster education in the undergraduate medical curriculum and the identification of the related research gaps. A scoping review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews methodology proposed by the Joanna Briggs Institute. A study protocol was designed and distributed to all the authors. English articles published in peer-reviewed journals were searched across various databases for the period between 2004 and 2021. Abstracts and available full texts referring to the incorporation of disaster health educational programs into the undergraduate medical curriculum in different forms and formats were included. Sixty-four articles were collected from 2004 to 2021. The bulk of the articles published was from the USA (n = 24), Germany (n = 6), Italy (n = 5), Saudi Arabia (n = 4), the UK (n = 3), India (n = 3), and Canada (n = 3). The types of articles included were mainly survey studies (n = 26) and pilot studies (n = 12). Forty-six (71.9%) articles included were based on courses taught on disaster medicine. The modes of teaching used were mainly face-to-face, simulation, and e-learning. The curriculum covered in the taught courses included general principles of disaster medicine (n = 34), chemical, biological, radiological, and nuclear/bioterrorism (n = 10), and pandemics (n = 2). Thirty-three articles were based on a single course while 13 articles studied more than one course. Further research in disaster health education, establishing a concise undergraduate medical curriculum globally, using technology and simulation, training the faculty, and developing interdisciplinary disaster education programs were the significant gaps identified in this study. Available literature supports the inclusion of disaster medicine into the undergraduate medical curriculum globally. However, the boundaries and the inclusion criteria of the basic disaster health educational program into the existing undergraduate medical curriculum must be defined and agreed upon.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 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 | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,002 |
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; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».