JMERC
Owner
Janbazan Medical and Engineering Research Center (JMERC) is the owner of IJWPH.
0.4
Cite Score
SJR: 0.114 / SNIP: 0.090
Volume 15, Issue 4 (2023)
Iran J War Public Health 2023, 15(4): 375-380 |
Back to browse issues page
Article Type:
Subject:
History
Received: 2023/10/27 | Accepted: 2023/12/6 | Published: 2023/12/19
Received: 2023/10/27 | Accepted: 2023/12/6 | Published: 2023/12/19
How to cite this article
Vafadar Z, Javadzade H, Behzadnia M, Moayed M. Effects of Interdisciplinary Education about War Victim Triage on Knowledge and Practice of Healthcare Science Students. Iran J War Public Health 2023; 15 (4) :375-380
URL: http://ijwph.ir/article-1-1408-en.html
URL: http://ijwph.ir/article-1-1408-en.html
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rights and permissions
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
1- “Health Management Research Center” and “Department of Medical-Surgical, Faculty of Nursing”, Baqiyatallah University of Medical Sciences, Tehran, Iran
2- “Trauma Research Center” and “Department of Emergency Medicine, Faculty of Medicine”, Baqiyatallah University of Medical Sciences, Tehran, Iran
3- “Trauma Research Center, Clinical Sciences Institute” and “Faculty of Nursing”, Baqiyatallah University of Medical Sciences, Tehran, Iran
2- “Trauma Research Center” and “Department of Emergency Medicine, Faculty of Medicine”, Baqiyatallah University of Medical Sciences, Tehran, Iran
3- “Trauma Research Center, Clinical Sciences Institute” and “Faculty of Nursing”, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract (808 Views)
Aims: Teamwork is a necessity for triage in war by healthcare science students and providers. This study aimed to evaluate the effects of online micro-learning interdisciplinary education about war victim triage on the knowledge and practice of healthcare science students.
Materials & Methods: This quasi-experimental study was conducted in 2021 with a single-group pretest-posttest design. Participants were 80 male medical, nursing, and medical emergency students of Baqiyatallah University of Medical Sciences who were selected purposively and randomly allocated to 10 interdisciplinary WhatsApp groups. The study's intervention was online microlearning video-based education about war victim triage provided through the ten WhatsApp groups. Participants’ knowledge and practice respecting war victim triage were assessed before, immediately after, and one month after the intervention using a knowledge questionnaire and six scenarios about war victim triage practice, respectively. The SPSS 22 software was used to analyze the data through the repeated measures analysis of variance.
Findings: The repeated measures analysis of variance showed significant differences in the mean scores of knowledge and practice respecting war victim triage across the three measurement time points.
Conclusions: Web-based OMIDE improves healthcare science students’ knowledge and practice respecting war victim triage.
Materials & Methods: This quasi-experimental study was conducted in 2021 with a single-group pretest-posttest design. Participants were 80 male medical, nursing, and medical emergency students of Baqiyatallah University of Medical Sciences who were selected purposively and randomly allocated to 10 interdisciplinary WhatsApp groups. The study's intervention was online microlearning video-based education about war victim triage provided through the ten WhatsApp groups. Participants’ knowledge and practice respecting war victim triage were assessed before, immediately after, and one month after the intervention using a knowledge questionnaire and six scenarios about war victim triage practice, respectively. The SPSS 22 software was used to analyze the data through the repeated measures analysis of variance.
Findings: The repeated measures analysis of variance showed significant differences in the mean scores of knowledge and practice respecting war victim triage across the three measurement time points.
Conclusions: Web-based OMIDE improves healthcare science students’ knowledge and practice respecting war victim triage.
Keywords:
Triage [MeSH], Healthcare [MeSH], Student [MeSH], Battlefield , Interdisciplinary Education [MeSH], War [MeSH], Learning [MeSH]
References
1. Aljazairi AF. Triage. London: Emergency Medicine and Traum; 2019. [Link] [DOI:10.5772/intechopen.86227]
2. Rigal S, Pons F. Triage of mass casualties in war conditions: Realities and lessons learned. Int Orthop. 2013;37(8):1433-8. [Link] [DOI:10.1007/s00264-013-1961-y]
3. Pasquier P, Dubost C, Boutonnet M, Chrisment A, Villevieille T, Batjom E, et al. Predeployment training for forward medicalisation in a combat zone: The specific policy of the French Military Health Service. Injury. 2014;45(9):1307-11. [Link] [DOI:10.1016/j.injury.2014.05.037]
4. Falzone E, Pasquier P, Hoffmann C, Barbier O, Boutonnet M, Salvadori A, et al. Triage in military settings. Anaesth Crit Care Pain Med. 2017;36(1):43-51. [Link] [DOI:10.1016/j.accpm.2016.05.004]
5. Elbaih AH, Alnasser SR. Teaching approach for START triage in disaster management. Medicine. 2020;9(4):1109-12. [Link] [DOI:10.5455/medscience.2020.07.147]
6. Butler FK, Smith DJ, Carmona RH. Implementing and preserving the advances in combat casualty care from Iraq and Afghanistan throughout the US Military. J Trauma Acute Care Surg. 2015;79(2):321-6. [Link] [DOI:10.1097/TA.0000000000000745]
7. Araghizadeh H, Khoshmohabat H, Hossini SH, Moayed MS. Pattern of injury and outcome of victims in Ahvaz terrorist attack. Trauma Monthly. 2021;26(2):100-5. [Link]
8. Elder R, Neal C, Davis BA, Almes E, Whitledge L, Littlepage N. Patient satisfaction with triage nursing in a rural hospital emergency department. J Nurs Care Qual. 2004;19(3):263-8. [Link] [DOI:10.1097/00001786-200407000-00013]
9. Saghafinia M, Khatami SM, Nafisi N. Triage of war-injured troops in the Iran-Iraq war. J Res Med Sci. 2008;13(1):8-11. [Persian] [Link]
10. Aloyce R, Leshabari S, Brysiewicz P. Assessment of knowledge and skills of triage amongst nurses working in the emergency centres in Dar es Salaam, Tanzania. African J Emerg Med. 2014;4(1):14-8. [Link] [DOI:10.1016/j.afjem.2013.04.009]
11. Travers S, Carfantan C, Luft A, Aigle L, Pasquier P, Martinaud C, et al. Five years of prolonged field care: Prehospital challenges during recent French military operations. Transfusion. 2019;59(S2):1459-66. [Link] [DOI:10.1111/trf.15262]
12. Eastridge BJ, Mabry RL, Seguin P, Cantrell J, Tops T, Uribe P, et al. Death on the battlefield (2001-2011): Implications for the future of combat casualty care. J Trauma Acute Care Surg. 2012;73(6):S431-7. [Link] [DOI:10.1097/TA.0b013e3182755dcc]
13. Murray B, Judge D, Morris T, Opsahl A. Interprofessional education: A disaster response simulation activity for military medics, nursing, & paramedic science students. Nurse Educ Pract. 2019;39:67-72. [Link] [DOI:10.1016/j.nepr.2019.08.004]
14. Willems A, Waxman B, Bacon AK, Smith J, Peller J, Kitto S. Interprofessional non-technical skills for surgeons in disaster response: A qualitative study of the Australian perspective. J Interprof Care. 2013;27(2):177-83. [Link] [DOI:10.3109/13561820.2012.706337]
15. Green BN, Johnson CD. Interprofessional collaboration in research, education, and clinical practice: Working together for a better future. J Chiropr Educ. 2015;29(1):1-10. [Link] [DOI:10.7899/JCE-14-36]
16. World Health Organization. Framework for action on interprofessional education and collaborative practice. Geneva: WHO; 2010- [cited 2023, 24 July]. Available from: https://www.who.int/publications-detail-redirect/framework-for-action-on-interprofessional-education-collaborative-practice. [Link]
17. Vafadar Z, Aghaei MH, Ebadi A. Military nurses' experiences of interprofessional education in Crisis Management: A qualitative content analysis. J Adv Med Educ Professionalism. 2021;9(2):85-93. [Link]
18. Oyarzun B, Martin F. Systematic review of research on online learner collaboration from 2012-21: Collaboration technologies, design, facilitation, and outcomes. Online Learn. 2023;27(1):71-106. [Link] [DOI:10.24059/olj.v27i1.3407]
19. Singh J, Matthees B. Facilitating interprofessional education in an online environment during the COVID-19 pandemic: A mixed method study. Healthcare; 2021;9(5):567. [Link] [DOI:10.3390/healthcare9050567]
20. Doherty RB, Crowley RA. Principles supporting dynamic clinical care teams: an American College of Physicians position paper. Ann Intern Med. 2013;159(9):620-6. [Link] [DOI:10.7326/0003-4819-159-9-201311050-00710]
21. Jose MM, Dufrene C. Educational competencies and technologies for disaster preparedness in undergraduate nursing education: An integrative review. Nurse Educ Today. 2014;34(4):543-51. [Link] [DOI:10.1016/j.nedt.2013.07.021]
22. Cherney MR, Fetherston M, Johnsen LJ. Online course student collaboration literature: A review and critique. Small Group Res. 2018;49(1):98-128. [Link] [DOI:10.1177/1046496417721627]
23. Leong K, Sung A, Au D, Blanchard CJJoW-AM. A review of the trend of microlearning. J Work Applied Manag. 2020;13(1). [Link] [DOI:10.1108/JWAM-10-2020-0044]
24. Major A, Calandrino TJFJ. Beyond chunking: Micro-learning secrets for effective online design. FDLA J. 2018;3(1):13. [Link]
25. Ball CA, Kurtz AM, Reed T. Evaluating violent person management training for medical students in an emergency medicine clerkship. South Med J. 2015;108(9):520-3. [Link] [DOI:10.14423/SMJ.0000000000000337]
26. Mousavi H, Ghanbari A, Karkhah S, Alizadeh J, Kazemnejad Leyli E, Jafaraghaee F. The effect of clinical guideline education on the knowledge and practice of nurses for peripheral intravenous catheter placement based on short message service: A quasi-experimental study. J Vasc Access. 2022:11297298221101804. [Link] [DOI:10.1177/11297298221101804]
27. De Gagne JC, Park HK, Hall K, Woodward A, Yamane S, Kim SS. Microlearning in health professions education: Scoping review. JMIR Med Educ. 2019;5(2):e13997. [Link] [DOI:10.2196/13997]
28. Aghaei MH, Ebadi A, Aliakbari F, Vafadar Z. The Effectiveness of Crisis Management Education Based on InterProfessional Approach on Military Nurses' Ability to Confront with Crisis. J Military Med. 2020;22(1):54-63. [Link]
29. Vincent DS, Burgess L, Berg BW, Connolly KK. Teaching mass casualty triage skills using iterative multimanikin simulations. Prehosp Emerg Care. 2009;13(2):241-6. [Link] [DOI:10.1080/10903120802706088]
30. Uslu Y, Unver V, Karabacak U. Hybrid simulation in triage training. Int J Caring Sci. 2019;12(3):1626. [Link]
31. Hu F, Yang J, Yang BX, Zhang FJ, Yu SH, Liu Q, et al. The impact of simulation-based triage education on nursing students' self-reported clinical reasoning ability: A quasi-experimental study. Nurse Educ Pract. 2021;50:102949. [Link] [DOI:10.1016/j.nepr.2020.102949]
32. Mills B, Dykstra P, Hansen S, Miles A, Rankin T, Hopper L, et al. Virtual reality triage training can provide comparable simulation efficacy for paramedicine students compared to live simulation-based scenarios. Prehosp Emerg Care. 2020;24(4):525-36. [Link] [DOI:10.1080/10903127.2019.1676345]
33. De Jong MJ, Dukes SF, Losekamp T. Gap analysis to identify clinical education needs of aeromedical evacuation clinicians. Dimens Crit Care Nurs. 2019;38(2):83-9. [Link] [DOI:10.1097/DCC.0000000000000349]
34. Bertrand C, Lecarpentier E, Herodin F, Dorandeu F. Triage issues in a CBRNE crisis: experiences from European projects. Ethics and Law Chem Biolo Radiol Nuclear Explosive Crises. 2019:173-83. [Link] [DOI:10.1007/978-3-030-11977-5_14]
35. Malizia A, Group CM. Disaster management in case of CBRNe events: An innovative methodology to improve the safety knowledge of advisors and first responders. Defense Sec Analysis. 2016;32(1):79-90. [Link] [DOI:10.1080/14751798.2015.1130319]
36. Livingston LL, West CA, Livingston JL, Landry KA, Watzak BC, Graham LL. Simulated disaster day: benefit from lessons learned through years of transformation from silos to interprofessional education. Simulation in healthcare: J Soc Simulation Healthcare. 2016;11(4):293-8. [Link] [DOI:10.1097/SIH.0000000000000173]
37. Kim TE, Shankel T, Reibling ET, Paik J, Wright D, Buckman M, et al. Healthcare students interprofessional critical event/disaster response course. Am J Disaster Med. 2017;12(1):11-26. [Link] [DOI:10.5055/ajdm.2017.0254]
38. Digregorio H, Graber JS, Saylor J, Ness M. Assessment of interprofessional collaboration before and after a simulated disaster drill experience. Nurse Educ Today. 2019;79:194-7. [Link] [DOI:10.1016/j.nedt.2019.05.023]
39. Gershon R, Canton AN, Magda LA, DiMaggio C, Gonzalez D, Dul MW. Web-based training on weapons of mass destruction response for emergency medical services personnel. Am J Disaster Med. 2009;4(3):153-61. [Link] [DOI:10.5055/ajdm.2009.0024]
40. Jung Y. Virtual reality simulation for disaster preparedness training in hospitals: Integrated review. J Med Internet Res. 2022;24(1):e30600. [Link] [DOI:10.2196/30600]
41. Haghighat H, Shiri M, Esmaeili Abdar M, Taher Harikandee SS, Tayebi Z. The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students. BMC Med Educ. 2023;23(1):622. [Link] [DOI:10.1186/s12909-023-04609-2]