高等医学院校医学生灾难医学教育课程的设计开发

目的 为本教研室的医学生提供结构化的教育指导和资源，开发和设计灾难医学课程。方法 采用医学教育课程开发六步法作为组织流程，急诊及灾难医学专家的专业知识、文献检索灾害医师培训计划、科学证据，作为内容开发的基础。结果 最后课程由14个模块组成，每个模块教学事件2 小时。介绍灾难医学概念，包括灾难的响应、医疗救助、法律条款、指挥、协调、沟通和大规模灾难的管理。综述全球灾难援助的医院预案和经验。讨论灾难发生条件下挽救生命的急诊治疗与有限的个人治疗。介绍爆炸、战争、辐射/核事件、化学和生物事件尤其是传染病和恐怖袭击初始处理的特殊性。灾难疏散的演习，大规模灾难分诊分流与当地救灾机构合作的模拟。当地消防部门合作演练个人去污与净化。人体模型复苏练习，个人防护设备应用练习。职业道德、应激疾病、社会心理干预措施和质量改进的培训。结论 该课程设计提供了合理的时间框架、多学科、多实践的灾难医学教育模式，可以作为医学生灾难医学教育的基本模板。因其具有全面灵活的组织结构，其进一步深化，也有利于急救或灾难专业医疗学生的灾难医学教育课程

Medical student disaster medicine education: design of curriculum

Objective Disaster medicine education is an enormous challenge, but indispensable for disaster preparedness. We aimed to develop and implement a disaster medicine curriculum for medical student education that can serve as a peer-reviewed, structured educational guide and resource. Methods The six-step approach to curriculum development for medical education was used as a formal process instrument. Recognized experts in disaster health care provided input using disaster-related physician training programs, scientific evidence if available, proposals for education by international disaster medicine organizations and their expertise as the basis for contentdevelopment.Results The final course consisted of 14 modules composed of 2-h units. The concepts of disaster medicine, including response, medical assistance, law, command, coordination, communication, and mass casualty management, are introduced. Hospital preparedness plans and experiences from worldwide disaster assistance are reviewed. Life-saving emergency and limited individual treatment under disaster conditions are discussed. Specifics of initial management of explosive, war-related, radiological/nuclear, chemical, and biological incidents emphasizing infectious diseases and terrorist attacks are presented. An evacuation exercise is completed, and a mass casualty triage is simulated in collaboration with local disaster response agencies. Decontamination procedures are demonstrated at the local fire department, and personal decontamination practices are exercised. Mannequin resuscitation is practiced while personal protective equipment is utilized. An interactive review of professional ethics, stress disorders, psychosocial interventions, and quality improvement efforts complete the training. Conclusions The curriculum offers medical disaster education in a reasonable time frame, interdisciplinary format, and multi-experiential course. It can serve as a template for basic medical student disaster education. Because of its comprehensive but flexible structure, it should also behelpful for other health-care professional student disaster education programs.