How Prepared Are European Emergency Physicians for the Occurrence of Disaster? A Knowledge-Attitude-Readiness-to-Practice Observational, International Survey-Based Analysis of Disaster Preparedness among European Emergency Physicians.

Introduction: Recent years have seen an increase in disaster situations worldwide. Emergency physicians (EPs) have a key role in all phases of disaster management. There is no current international description of Disaster Preparedness (DP) among European EPs. Methods: An international survey-based study of DP levels, using a modified KArP model, was conducted between April and June 2024 among post-residency EPs in 9 European countries. Their levels of education, training, and experience in Disaster Medicine were described. Correlations were sought between the participants’ general characteristics and DP-scores. Results: Results from 813 participants were collected. Mean rP-score was 66,54% (SD 14,99) and mean KArP-score was 71,83% (SD 12,45). Only half of the participants reported a dedicated practical training in Disaster Medicine during specialty training, whereas almost 25% of all participants reported no Disaster Medicine training. Only 57% reported full-scale disaster exercises in the previous 12 months. Significant differences were found from one country to another in levels of education and training in Disaster Medicine, as well as in DP-scores. Several factors were identified that were significantly associated with DP-scores. DP-scores were significantly lower among pediatric EPs. Conclusion: It is crucial to improve and harmonize individual and collective DP in European EPs. It is particularly critical to improve DP levels in pediatric EPs. Based on the results, simple checklists aimed at optimizing individual and collective DP levels were proposed. This is the first international description of DP among European EPs. Further studies are needed to validate this EP-specific KArP-tool, to continue identifying factors associated with improved DP-scores in EPs, and to study the impact of interventions aimed at optimizing DP, both individually and at department-level.

Introduction:Postgraduate education is important in preparing and enhancing health professionals for the practice of disaster and terror medicine. The World Association for Disaster and Emergency Medicine (WADEM) has formulated a standardized international perspective for education and training in disaster medicine and health. Notwithstanding, there continues to be a reported gap in competency-based training in disaster and terror medicine internationally, particularly across Asia Pacific, which is a known vulnerable region. We report on a new Graduate Diploma in Disaster and Terror Medicine, to be expanded to Master level in 2024. The course is delivered mainly online to a multidisciplinary international audience. This paper summarizes the development of the course and outlines the key influences that have contributed to the design of the course.Method:A survey of the critical care workforce conducted by the Department of Critical Care at the University of Melbourne in early 2020 identified the need to develop education in disaster and terror medicine. A market and competitor analysis identified there was a gap in clinician focused courses offered in Australia and internationally. Based upon these results, a new course was developed to meet these needs.Results:Based on the results of the survey and feedback from expert stakeholders, the new postgraduate courses in disaster and terror medicine were developed. They offer both core and elective subjects, utilizing a modular approach with supervised simulation and practical training. The courses incorporate problem-based learning, the principles and practices of online education and advances in simulation-based learning, providing both a public health and clinical lens.Conclusion:The nested suite of postgraduate disaster and terror medicine courses at the University of Melbourne is at the forefront of learning within this field and meets the contemporary needs of health professionals who practice disaster and terror medicine

129 Disaster Education: A Survey Study to Analyze Disaster Medicine Training in Emergency Medicine Residency Programs in the United States

Introduction:Disaster medicine education is a huge challenge, but essential to disaster preparedness. While natural disasters have always been a part of world events, recent large-scale natural and man-made disasters have drawn attention to disaster medicine. As a consequence, medical schools in many parts of the world have begun to incorporate disaster-related topics into their curricula. However, in the territory of the former USSR, disaster medicine has just begun its development, and at the moment it is represented only in a couple countries, including Kazakhstan.Method:Data collection was performed using a database search through the Ministry of Education and Ministry of Healthcare of the Republic of Kazakhstan, Uzbekistan, Kyrgyzstan, Russian Federation, Belarus, and Ukraine. Disaster Medicine curricula on different education levels, including bachelor, graduate, and postgraduate levels were reviewed and analyzed.Results:Even though Kazakhstan is the ninth largest country in the world, education in the field of disaster medicine is currently represented only in one medical university in the country: specialists in disaster and emergency medicine are trained in residency and master's programs. In the Republics of Uzbekistan and Kyrgyzstan, education in the disaster medicine field is not provided, but there are electives for bachelor students. The Federal Center for Disaster Medicine, located in Moscow, offers doctors advanced training in disaster medicine, also disaster medicine education is provided at the bachelor and residency levels all over the Russian Federation. In Ukraine, at the moment, there is no training of specialists in disaster medicine, while in Belarus there are curricula at all levels of education.Conclusion:Despite the fact that our life is impossible without catastrophes, most of the post-soviet countries are not having educational programs in disaster medicine. Using international experience could be beneficial so that every country will be prepared to face any disaster both locally and globally.

Training in disaster medicine and preparedness is minimal or absent in the curricula of many medical schools in the United States. Despite a 2003 joint recommendation by the Association of American Medical Colleges and the Centers for Disease Control and Prevention, few medical schools require disaster training for medical students. The challenges of including disaster training in an already rigorous medical school curriculum are significant. We evaluated medical students' experiences with mandatory disaster training during a 2-year period in a medical university setting. Disaster training has been mandatory at Thomas Jefferson University since 2002 and requires all first-year medical students to attend lectures, undergo practical skills simulation training, and participate in the hospital's interdisciplinary disaster exercise. Medical students were encouraged to complete a survey after each component of the required training. Twenty-three survey questions focused on assessing students' experiences and opinions of the training, including evaluation of the disaster exercise. Students provided ratings on a 5-point Likert scale (5 = strongly agree, 1 = strongly disagree). A total of 503 medical students participated in the disaster preparedness curriculum during the course of 2 years. Survey response rates were high for each portion of the training: lectures (91%), skills sessions (84%), and disaster exercise (100%). Students believed that disaster preparedness should remain part of the medical school curriculum (rating 4.58/5). The disaster lectures were considered valuable (rating 4.26/5) and practical skills sessions should continue to be part of the first-year curriculum (4.97/5). Students also believed that participation in the disaster exercise allowed them to better understand the difficulties faced in a real disaster situation (4.2/5). Our mandatory disaster preparedness training course was successfully integrated into the first-year curriculum >10 years ago and has been well received by students without compromising the existing university curriculum. Integrating interdisciplinary teams and course components important to other education stakeholders may help other schools overcome obstacles to implementing disaster medicine training. Future education research should focus on developing interdisciplinary education to help disseminate disaster medicine topics across all 4 years of medical school.

Disaster Medicine And Disaster Planning: Swedish Perspective

Background and aim: The global increase in natural and human-made hazards—exacerbated by climate change—calls for strengthened national disaster mitigation and response capacities. Türkiye, located at the crossroads of Europe, Asia, and Africa, is highly vulnerable to earthquakes, wildfires, and floods. Disaster medicine addresses healthcare delivery under extraordinary conditions where health infrastructure is insufficient. However, in the country, disaster medicine is not formally integrated into medical curriculum and medical faculties do not offer structured disaster medicine education at the undergraduate level. This study explores medical students’ awareness and preparedness for disasters, identifies gaps in disaster medicine knowledge, and evaluates their willingness to engage in disaster response through education and volunteering. Materials and methods: A descriptive, cross-sectional study was conducted among first- and sixth-year medical students at Marmara University, Istanbul, during the 2024–2025 academic year. Data were collected between April and June 2025 using a 21-item online questionnaire covering socio-demographic characteristics, housing conditions, personal and familial disaster experiences, familiarity with disaster-related terminology, the Fear of Earthquake Scale and earthquake preparedness situation, interest in disaster medicine education, and willingness to volunteer. Results: In total, 193 students responded (41.4% response rate), with a majority being female (67.3%). Most had personal or familial experience with disasters, especially earthquakes. Among sixth-year students, 72.3% correctly identified the definition of triage. The Fear of Earthquake Scores were higher among women. Most students lacked an emergency kit (76.4%) or an action plan (72%). More first-year students had participated in drills. Overall, 84.4% expressed interest in disaster medicine training, favouring simulation and gamification methods. Willingness to join a disaster volunteer project was 54.4%, and was notably higher among those interested in training. Conclusion: Integrating disaster medicine into medical education is increasingly recognized as vital to prepare future healthcare professionals and engage medical students in disaster response, thereby enhancing disaster preparedness and resilience in high-risk regions like Türkiye.

Despite the increasing risk of disasters and health crises worldwide, we are failing to equip the new generation of health care workers with basic education and training in disaster medicine and global public health. Unfortunately, the teaching of disaster medicine is underrepresented in several countries worldwide. Learning Objectives Understand the role of education and training as integral components of disaster preparedness. Recognize the fundamentals of adult learning and competency-based education and training. Discover the general principles of education and training in disaster medicine. Explore the state of the art of simulation-based training in disaster medicine.

Disaster medicine education in medical curricula is scarce and frequently nonexistent. It is reasonable to initiate educational approaches for physicians in this field at the medical school level. An understanding of disaster medicine and the health care system during massive casualty incidents has been recommended as an integral part of the medical curriculum in the United States and Germany.The goal of the reformed curriculum was to develop a longitudinal integrated disaster and military medicine education program extending from the first year to the sixth year based on previously separated clinical and military medicine topics. Emergency medicine physicians, military emergency medical technicians, and Tactical Combat Casualty Care instructors formed an interprofessional faculty group and designed a learning curriculum.A total of 230 medical students participated in the revised disaster preparedness curriculum. Satisfaction survey response rates were high (201/230, 87.4%). Most of the free-text comments on the program were highly appreciative. The students considered the number of teaching hours for the whole program to be adequate. The students showed significant improvements in knowledge and judgment regarding disaster medicine after the program.We found that medical students were highly interested, were appreciative of, and actively participated in this longitudinal integrated disaster and military medicine education program, but gaps existed between the students' scores and the educators' expectations. The educators believed that the students needed more disaster preparedness knowledge and skills.

Disaster Knowledge, Skills, and Preparedness Among Nurses in Bengkulu, Indonesia: A Descriptive Correlational Survey Study

(1) Background: Severe weather events have impacted over 100 million Americans in the past two years, highlighting the importance of individual disaster preparedness in building community resilience. This study aims to investigate the factors influencing individuals’ perceived disaster resiliency and preparedness in the Rio Grande Valley, Texas. (2) Methods: Data were collected from 846 respondents using the Communities Advancing Resilience Toolkit (CART) Assessment Survey instrument. The study employed structural equation modeling (SEM) to explore the association between disaster preparedness and community resilience. (3) Results: The findings of the study revealed a significant association between disaster preparedness and perceived community resilience. (4) Conclusions: The study’s findings provide an assessment of the community strengths (assets) in the Rio Grande Valley, which can be utilized to develop initiatives and programs aimed at enhancing community resilience and individual disaster preparedness. These findings contribute significantly to the theoretical understanding of the interplay between community resilience and individual preparedness for disasters.

Although the training of future physicians in disaster preparedness and public health issues has been recognized as an important component of graduate medical education, medical students receive relatively limited exposure to these topics. Recommendations have been made to incorporate disaster medicine and public health preparedness into medical school curricula. To date, the perspectives of future physicians on disaster medicine and public health preparedness issues have not been described. A Web-based survey was disseminated to US medical students. Frequencies, proportions, and odds ratios were calculated to assess perceptions and self-described likelihood to respond to disaster and public health scenarios. Of the 523 medical students who completed the survey, 17.2% believed that they were receiving adequate education and training for natural disasters, 26.2% for pandemic influenza, and 13.4% for radiological events, respectively; 51.6% felt they were sufficiently skilled to respond to a natural disaster, 53.2% for pandemic influenza, and 30.8% for radiological events. Although 96.0% reported willingness to respond to a natural disaster, 93.7% for pandemic influenza, and 83.8% for a radiological event, the majority of respondents did not know to whom they would report in such an event. Despite future physicians' willingness to respond, education and training in disaster medicine and public health preparedness offered in US medical schools is inadequate. Equipping medical students with knowledge, skills, direction, and linkages with volunteer organizations may help build a capable and sustainable auxiliary workforce.

Rural communities are generally more vulnerable to natural hazards when compared to urban communities. Moreover, rural communities are diverse and unique in their place, population, agricultural production and culture, which make it challenging for different rural settings to prepare for disasters. There is a little comparison made about the individual disaster preparedness among rural communities with different geographic landforms. In this study, we examined the individual disaster preparedness of rural residents in three drought-and-flood-prone villages with different landforms (plains, loess plateau and mountains) via a cross-sectional self-report structured questionnaire survey conducted in Northwest China. We also adopted an ecological framework to examine the determinants of villagers’ individual disaster preparedness across different dimensions: place, individual sociodemographic factors, family socioeconomic status, hazard adaptations, community and neighbourhood influences. We found that place was a significant factor for disaster preparedness when controlling individual sociodemographic and family socioeconomic factors. The level of preparedness in the plains was higher than both mountains and plateau. Moreover, the villagers who had out-migrated to work reported a higher level of disaster preparedness than did local villagers. In addition, the community and neighbourhood played an important role in determining individual disaster preparedness. This research highlights the needs for tailored community-based disaster risk reduction programs to improve villagers’ knowledge and skills of disaster preparedness.

Promoting individual disaster preparedness is one of the most effective ways to reduce disaster risk. Effective disaster risk communication is widely known to motivate individuals to take protective measures. However, the mechanisms underlying the communication of risk, particularly between local officials and individuals, and its effects on individuals’ disaster preparedness are still unclear. This study established a moderated mediation model to investigate the mediating and moderating roles of individuals’ level of disaster preparedness knowledge and self-efficacy, respectively, with a focus on local officials as the disaster information source. To test this conceptual model, 1080 villagers from Weinan city, Shaanxi province, China were randomly selected and interviewed. The results showed that frequent interpersonal communication with local officials enhanced villagers’ disaster preparedness. However, this relationship was mediated by the extent of villagers’ disaster preparedness knowledge. Moderated mediation analysis further indicated that those with a higher level of self-efficacy were more likely to prepare for disasters after receiving disaster risk-reduction information with village officials, but this effect was not significant for villagers with low self-efficacy. These findings indicated that individuals’ preparedness level can be increased if local officials regularly communicate disaster risk reduction knowledge to villagers, and that this effect is stronger for individuals with a higher level of self-efficacy.

What are the “Disaster medicine” curriculum topics for public health medicine specialty training in Türkiye? A Delphi Study