Examining the disaster medicine curriculum in Canadian Emergency Medicine enhanced skills programs.

OBJECTIVES: Disaster medicine teaching is an important, and understudied, component of EM residency training programs. Little is known about disaster medicine training in Canadian EM programs, particularly within the 1-year EM enhanced skills programs. The purpose of this study is to (1) understand which disaster medicine topics are currently taught in EM enhanced skills programs and (2) establish a list of the highest priority disaster medicine teaching topics for those programs. METHODS: We distributed an eight-question survey to all 31 EM enhanced skills site directors across Canada by email. Questions on the survey asked which of 39 disaster medicine subtopics were (1) currently taught and (2) should be taught to EM enhanced skills residents. RESULTS: Of 31 invited participants, 16 completed the study (52% response rate). The most taught topic was introduction to disaster medicine/nomenclature (13/16 programs), while 11/16 programs currently teach decontamination indications and issues, personal protective equipment, prehospital disaster management, and trauma mass casualty incidents. Topics reported high or essential priority for teaching included introduction to disaster medicine/nomenclature (12/16 programs), decontamination indications and issues, personal protective equipment, and prehospital disaster management (11/16 programs). CONCLUSIONS: This study identified disaster medicine topics currently taught at Canadian EM enhanced skills programs, along with recommending a list of priority teaching topics. These findings can inform future disaster medicine content in EM training program curricula.

RéSUMé: OBJECTIFS: L'enseignement de la médecine de catastrophe est une composante importante et peu étudiée des programmes de résidence en MU. On sait peu de choses sur la formation à la médecine de catastrophe dans les programmes canadiens de MU, en particulier dans les programmes d'un an visant à améliorer les compétences en MU. L'objectif de cette étude est de 1) comprendre quels sujets relatifs à la médecine de catastrophe sont actuellement enseignés dans les programmes d'amélioration des compétences en MU et 2) d'établir une liste des sujets d'enseignement de la médecine de catastrophe les plus prioritaires pour ces programmes. MéTHODES: Nous avons distribué par courriel un questionnaire de huit questions aux 31 directeurs de sites d'amélioration des compétences en MU au Canada. Les questions de l'enquête portaient sur les 39 sous-thèmes de la médecine de catastrophe qui 1) sont actuellement enseignés et 2) devraient être enseignés aux résidents ayant des compétences renforcées en MU. RéSULTATS: Sur les 31 participants invités, 16 ont terminé l'étude (taux de réponse de 52 %). Le sujet le plus enseigné était l'introduction à la médecine de catastrophe/la nomenclature (13/16 programmes), tandis que 11/16 programmes enseignent actuellement les indications et les problèmes de décontamination, l'équipement de protection individuelle, la gestion préhospitalière des catastrophes et les traumatismes liés aux incidents de masse. Les sujets considérés comme prioritaires ou essentiels pour l'enseignement comprenaient l'introduction à la médecine de catastrophe/la nomenclature (12/16 programmes), les indications et les problèmes de décontamination, l'équipement de protection individuelle et la gestion préhospitalière des catastrophes (11/16 programmes). CONCLUSIONS: Cette étude a permis d'identifier les sujets relatifs à la médecine de catastrophe actuellement enseignés dans les programmes canadiens d'amélioration des compétences en MU, et de recommander une liste de sujets d'enseignement prioritaires. Ces résultats peuvent éclairer le contenu futur de la médecine de catastrophe dans les programmes de formation en médecine d'urgence.

Wilderness Medicine Physician Education: How an Elective Can Spark a Fire.

Background Wilderness medicine (WM) electives offer an opportunity for medical trainees to learn an additional skillset outside of the traditional medical education curricula. Prior literature has yet to detail how participation in WM electives during medical training informs future training (i.e., master's degree, fellowship) or career involvement in the field. Methodology A 25-question survey was completed by former participants of 25 WM electives based in the United States. Survey questions focused on the demographics, motivations, current involvement, and additional WM training among those who participated in WM electives. The survey was completed by 102 eligible participants. Results Of the 102 participants, 53% had been engaged with WM since completing their elective; 18% of the participants had completed additional formal training in WM (i.e., master's degree, fellowship). Further, 95% of participants felt that the elective enhanced their resilience and critical thinking. Of those currently most involved in WM (n = 26), half (46%) were unsure about integrating WM into their careers prior to their elective. Among the uncertain yet highly engaged cohort, 98% cited the elective as the reason they stayed involved in WM. Conclusions These findings underscore the importance of WM electives in fostering interest among medical trainees in WM, and suggest that participation in WM electives may promote further involvement after medical school and residency.