Formal Course Research Articles

The informal way to success or failure? Findings from a comparative case study on video consultation training and implementation in two Danish hospitals

BackgroundThis study evaluated an attempt to implement video consultations through a novel education intervention in telehealth training and implementation in two middle-sized hospitals in Denmark. Three units tested the education intervention along with a regional decision to strengthen multidisciplinary and cross-sectoral collaboration through technology to improve service delivery by making the process more coherent and saving time and resources. This study aims to identify what contextual factors enable workplace learning, skills acquisition, and utilization of new digital skills to use and routinize video consultations in workplace practice.MethodsThis qualitative case study draws on the principles of the realist evaluation framework using cross-case comparisons to test and refine program theories by exploring the complex and dynamic interaction among context, mechanism, and outcome. The methods in this study include participant observations, document analysis, semi-structured individual interviews, and focus groups. We performed an interpretive cross-case analysis, which explored the context-mechanism-outcome relationship using the guiding question, “What works, for whom, under what circumstances, and why?”.ResultsTwo broad mechanisms appeared to enable skills acquisition and routinization of video consultations: informal workplace learning and adjusting video consultations to professional judgment. The three units had different approaches to the implementation and training and, as such, had different outcomes. First, the skills acquired in the units differed; therefore, how and with whom they used video consultations varied. Second, video consultation use was more likely to be adjusted to workflows if unit managers were responsive to staff’s professional judgments regarding patients, as was evident in all three units.ConclusionOur study shows that a formal training course alone is insufficient to provide healthcare professionals with the skills needed to use video consultations in workplace practice. Informal workplace learning with support on the spot and continuous follow-up seems to equip healthcare professionals with the skills to use video consultations. Video consultations are more likely to be used confidently if novel workflows are adjusted to health care professionals' knowledge, skills, and judgment and their concerns regarding patient soundness.

Crucial but Neglected: Limited Availability of Animal Welfare Courses in Education of Wildlife Researchers.

Animal welfare is a subject of increasing scientific and ethical concern in today's society, crucial for the well-being of animals used in research and the integrity of scientific data. Equipping researchers in the life science disciplines with a science-based knowledge of animal welfare, behaviour, physiology, and health is, therefore, essential. Nevertheless, previous studies evaluating animal welfare education focused on veterinary, laboratory, or farm animal science. Consequently, the aim of this study was, for the very first time, to map the prevalence of animal welfare courses in the university education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand. A comprehensive assessment of 1548 universities was conducted, resulting in the identification of 596 relevant programs at the bachelor's and master's levels. Analysis of the curricula revealed that only 1% of the programs offered a formal course on animal welfare, while 65% provided courses on animal behaviour, 59% on animal physiology, and 34% on animal health. However, the majority of these courses were listed as electives rather than mandatory components of the programs. These results underscore the need for universities to incorporate more formal and obligatory education in animal welfare in order to better prepare future ecologists, wildlife biologists, and conservation managers for the challenges of working with wildlife.

Developing an equitable agenda for international capacity strengthening courses: environmental pedagogies and knowledge co-production in the Philippines

ABSTRACT Capacity strengthening activities – be that in the form of courses, workshops, seminars – have become embedded in research projects as a requirement for funding and as a means for researchers to demonstrate positive societal impacts. We apply qualitative research techniques including interviews, questionnaires and observations to scrutinise and document an international capacity strengthening course aimed at informing and supporting environmental management practice and policy in the Philippines. We appraise power gradients and dynamics between course instructors and participants from different cultures and geographical locations in the design and delivery of this course. We identify five key factors that course instructors should consider as part of their pedagogy: (i) active learning, (ii) knowledge scaffolding and consolidation, and (iii) situated learning, as well as being attuned to (iv) the language dynamics and (v) expertise and networking within the room when teaching the course. Practical efforts to address these issues require that instructors work with participants to co-produce knowledge, rather than assuming epistemic authority and imposing knowledge. This entails reflexive and adaptable practices before, during and after the course. It is recommended that such practices should be central to projects that include capacity strengthening activities, whether delivered locally or internationally.

The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students

BackgroundDespite the fact that there are few formal trauma training courses for nurses, they play an important role in the care of trauma patients. This study aims to investigate the effect of micro-learning on the knowledge of managing trauma patients and learning satisfaction in nursing students.MethodsThe convenience sampling method was used to enroll 30 final-year nursing students from Alborz University of Medical Sciences in this quasi experimental One-group pretest -posttest design. The educational content was created and repeated 4 times over the course of 36 days using a micro-learning approach through whiteboard animations, video casts, and live videos. MCQ scenario-based exam was used to assess participants’ knowledge of trauma in three phases: pretest, immediately following the intervention, and one month after the end of the educational program. An e-learning satisfaction psychometric questionnaire was used to measure satisfaction.ResultsThe mean knowledge score 1 month after the intervention did not differ significantly from the score immediately after the intervention (p = 1), but there was a significant relationship between the mean knowledge score immediately after the intervention and before that (p = 0.047). Demographic variables and knowledge of trauma management did not differ statistically significant. The majority of students were pleased with how the course was implemented (5.64).ConclusionThe use of micro-learning has a positive effect on the promotion and retention of knowledge of trauma care, as well as increasing nursing students’ satisfaction. Micro-learning is proposed as a new educational approach that can be used as a complementary or as a stand-alone method to convey important educational concepts and increase learner satisfaction.

Experiences of nursing students during their mental health clinical training at a general hospital in Namibia.

Clinical training is important because it constitutes more than half of the formal courses in nursing education. Accordingly, it is important for institutions of higher learning to continually explore the experiences of nursing students during their clinical placement. These experiences can be used to promote a positive clinical learning environment for students. However, the experiences of nursing students during their mental health clinical training in Namibia have not been extensively researched. The aim of this study was to explore and describe the experiences of nursing students during their mental health clinical training at a general hospital in Namibia. A qualitative, exploratory, descriptive and contextual research design was followed as the basis for conducting the study. A sample of 15 nursing students was conveniently selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. The following three themes emerged: collating theory and mental health practice experiences, facing challenges in clinical placements, and recommendations to ensure effective learning about mental health. The use of a general hospital for clinical placements within an undergraduate nurse training course led to some concerns regarding the relevance and appropriateness of such experience within a nursing programme.Contribution:The findings have important implications for the training of undergraduate nursing students in general hospitals. It can be utilised to develop strategies to improve positive clinical practice placement and develop clinical skills for undergraduate nursing students in general hospitals.

Hearing Loss in Children: Critical Medical Education Delivered as Massive Open Online Course (MOOC).

Although early identification of pediatric hearing loss is crucial, a formal online training course has not been freely accessible to a global audience. In response, we created a novel course for health professionals worldwide. Course development occurred from February 2019 to May 2020. Seventeen multidisciplinary experts provided video lectures and demonstrations, including a tour of ear anatomy, operating footage of cochlear implant insertion, and demonstrations of children undergoing hearing testing. Content also included steps for interpreting audiograms, an overview of early screening programs, interviews with Deaf/Hard of Hearing children, and an introduction to public health/educational infrastructure. The course was hosted on Coursera and launched on May 4, 2020. The course was approved for 11.5 Continuing Medical Education (CME) and American Board of Pediatrics Maintenance of Certification (MOC)-Part 2 credits and spanned five modules comprised of 50 video learning segments: 1) Ear Anatomy, 2) Hearing Loss and Assessments, 3) Hearing Loss Diagnosis and Impact on Speech and Language Development, 4) Interventions for Hearing Loss, 5) Pediatric Vestibular System and Balance. Since its launch, 6,556 learners have enrolled and 1,540 have fully completed the course; Fifty percent were 25-34 years old, 62% were female, and 43% were from Asia. Average rating was 4.9/5 (n=180 reviews). We created a freely accessible course for a global audience that provides a broad overview of pediatric hearing loss. Our multidisciplinary approach addresses an educational gap and can serve as a model for developing other online courses.

WTP6.1 Enhancing surgical training in the East Midlands through cadaveric simulation

Abstract Aims Training during COVID presented new challenges for us all including reduced elective activity, less training opportunities, fewer formal courses and redistributing of funding. Building on a pre-existing laparoscopic cadaveric course for general surgery trainees run within our deanery, we have developed an 11-day cadaveric course to provide extra training opportunities. Methods Each day of the cadaveric course targets trainees from a different speciality: core surgical training (general, urology and paediatrics), colorectal, upper gastrointestinal, vascular, ENT, maxillofacial, neurosurgery, cardiothoracic, breast, orthopaedics core (orthopaedics and plastics), orthopaedics higher. Candidates perform simulated surgeries on fresh-frozen cadavers with supervision from Consultant faculty. The courses are run with support from University and industry partners to create an environment as close to the real-world as possible. Furthermore, there is time built into each course to complete simulated WBA on ISCP. Results The availability of fresh-frozen cadavers has decreased and the cost increased. By bringing on board multiple surgical specialities, this is a cost-effective way to deliver excellent training to the maximal number of trainees. Feedback obtained directly from the participants shows that this type of training is highly regarded and described as ‘the next best thing’ to real-life operating as well as directly contributing to successful CCT outcomes. The courses have allowed for collaboration between different surgical specialities across the region, University and industry partners. Conclusions We have created a reproducible programme now run on an annual basis to impact the maximal number of trainees across the region.

Regular Expressions in a CS Formal Languages Course

Regular Expressions in a CS Formal Languages Course

Informal learning in architectural education through sociomaterial approaches: Towards a network-based pedagogy in design education

Most ethnographic research on architectural education focuses on formal teaching events. It mainly analyses meetings between students and teachers in tutorial sessions, design reviews, and formal presentations. Architectural knowledge, however, is also acquired informally between formal academic sessions. This study focuses on informal design-learning processes within formal architecture academic courses. Our data were collected during eight months of ethnographic study in an immersive masters-level architecture programme. We analysed our data using a macro-level inductive methodology and interpreted our findings using a sociomaterial theoretical approach. This paper offers two types of contributions. Theoretically, it contributes to our understating of informal learning processes in architectural education by demonstrating how different actor network compositions and dynamics affect informal learning. Pedagogically, it re-evaluates the role of the design instructor within a broader context of actors working together to produce knowledge and develops a network approach to design education.

Gender Roles in Formal Second Language Learning in a Migratory Context: L2 Teachers’ Perceptions of Moroccan Origin Women in Catalonia

In Catalonia, the largest group of immigrants is that of Moroccan origin. Some Moroccan women are conditioned by a traditional family model that is concretised by the spatial separation between men and women in all spheres of society, a fact that influences the socialisation of these women and that, in a migratory context, may have an impact on their early abandonment of formal second language courses. Accordingly, this study aims to analyse the importance of accounting for the culture and gender factors in language teaching in a migratory context. We conducted semi-structured interviews with eight teachers of Catalan and Spanish as a second language, as they are the link between the institution and the students. The results suggest that providing instruction to segregated groups might grant women who are unable to participate in mixed-gender language classes the opportunity to increase their second language proficiency and thus facilitate their integration into the corresponding host territory. Offering gender-specific courses is a particular challenge for public L2 schools, where groups are organised according to the learners’ levels and not according to characteristics linked to origin and gender, as the latter practice may be at odds with the criteria of equality that guide public education in the host territory.

Internet use 101 in college: Do undergraduates want to learn healthier internet use?

BackgroundInternet overuse is an emerging public health emergency, especially for college students in the United States. The purpose of this study was to assess college students’ internet usage and interest in learning healthy internet usage skills as part of a college curriculum. Study designParticipants completed an online anonymous questionnaire which included the short version of the Internet Addiction Test, a modified Youth Health Movement survey, and questions regarding their interest in healthy internet use coursework. MethodsA total of 402 participants were recruited via an email LISTSERV of current undergraduates and recent graduates who had taken at least one class within a child and adolescent mental health studies minor while enrolled in a large university. ResultsOverall, 70% of participants reported that they use the internet excessively, and a majority of participants reported that internet use has negatively affected their sleep and increased their anxiety. Seventy percent of participants reported that they would benefit from instruction on healthy internet usage via formal courses for credit or online modules. ConclusionsStudents are aware of the difficulty in managing their internet use in college and are motivated to engage in novel courses on healthy internet usage. Academic institutions should consider developing courses or modules on healthy internet use.

Coach experiences of formal coach education developed by national governing bodies: a systematic review

ABSTRACT Background The education and training of coaches is considered central to maintaining and improving the quality of coaching. Formal coach education is accessed by thousands of coaches each year. However, evidence would suggest this form of learning plays only a minor role in coaches’ development. One possible reason for this is the lack of consideration of the coaches’ perspective in the design of current programmes. Purpose The purpose of this study was to systematically review the existing empirical evidence about how coaches experience formal coach education programmes developed by NGBs. Methods A systematic review was conducted. Based on the ENTREQ guidelines, a comprehensive search was performed in six electronic databases (ERIC, PsycInfo, PsycARTICLES, Sport Discus, Scopus, Web of Science) using key words related to coach experience, coach education and national governing bodies. The inclusion criteria were: coach, coach trainee, coach learner; formal coach education courses developed by NGBs; peer-reviewed articles in English published between 2000 and 2021; qualitative methods studies. Thematic analysis was used to analyse data from the included articles. Results 15 studies met the study’s inclusion criteria. Analysis showed three main themes influenced coaches’ course experience: (1) coach educator pedagogy (2) learning design, and (3) course content. More specifically, coaches’ experience depended heavily on (a) whether the educator used pedagogical approaches which include interactive elements and (b) whether educators had good interpersonal skills. In addition, coaches experienced their NGB course positively when there were opportunities to apply their learning in practical-based workshops. Conclusion The review provides a detailed understanding of what coaches perceive they want and need from NGB coach education courses. While we cannot claim that the perceptions from the coaches in this systematic review can be generalised or represent the experiences of every coach, these findings provide insight to inform how future NGB’s designers and educators could think about what coaches want and need from their education and training experiences. What we found surprising was the limited number of published, peer-reviewed work, which has attempted to learn about how coaches’ experience NGB led coach education. This is especially so given this is often the only mandatory learning coaches are required to complete.

Professional Development Needs of English Teachers in Kazakhstan

The systematic work in the field of education in the Republic of Kazakhstan to increase the requirements for the quality of teacher training is directly related to advance training courses for teachers. Conducting research before the formation of courses for each group and taking into account individual requests allows us to build the learning process more effectively. The relevance of this study lies in the fact that special attention is paid to the potential benefits of professional needs analysis to obtain a more comprehensive understanding of the situation with the study and teaching of English in Kazakhstani schools. This study presents the results of the needs analysis of Kazakhstani English teachers before the beginning of advanced training courses for teachers of English within the framework of the pedagogical development program developed by the Akmola Region English Language Teachers Association (ARELTA) and the Regional English Language Office of the U.S. Embassy in Astana. The purpose of the study is to collect data for the development of a curriculum for an advanced training course for English teachers within the framework of the project. The survey involved 328 respondents, all of them teachers of English from different regions of Kazakhstan. The performed analysis represents the English language teacher's perception of professional development needs and is critical for analyzing the needs and professional development of other teachers.

Competencies of the UK nursing and midwifery workforce to mainstream genomics in the National Health Service: the ongoing gap between perceived importance and confidence in genomics.

The United Kingdom is recognised worldwide as a leader in genomics. The use of genomic technologies in the National Health Service (NHS) is expected to deliver faster and more accurate diagnoses, supporting personalized treatments to improve patient outcomes. The ambition of embedding genomic medicine in the diagnostic pathway requires involvement of the front-line clinical workforce, known as 'mainstreaming'. Nurses and midwives are the largest professionally qualified workforce in the National Health Service thus, it is anticipated that they will play key roles in mainstreaming. This study investigated the level of competence/confidence of practicing nurses and midwives to support mainstreaming and their perception of the importance of genomics in delivery of patient care. A literature review of genetics/genomics competency frameworks, semi structured interviews of lead nurses and stakeholders were conducted to identify relevant competencies needed for mainstreaming. These were then used to survey four cohorts of nurses (n = 153) across England in four consecutive years (2019-22). The confidence level of these professionals in all aspects of genomics was 2.07 ± 0.47 measured on a 5-point Likert scale (1"Low confidence"; 5 "High confidence"). Intriguingly, these professionals all appreciated the importance of genomics for their patient care (4.01 ± 0.06). Whilst the importance scores increased, the confidence scores declined at the time when major genomic transformation took place in the NHS (e.g.: launch of the Genomic Medicine Service, the National Genomic Test Directory). To bridge this gap, relevant genomic education can play key roles. However, nurses and midwives were found to be grossly underrepresented in formal genomic education courses offered by Health Education England Genomics Education Programme since 2014. This may result from the lack of direct applicability of the currently offered courses for their practice and role. Thematic analysis revealed that nurses and midwives wish to support their patients by providing more information on their condition, inheritance, and treatment options in combination with the use of relevant genetic counselling skills. This study identified easy to follow competencies for embedding genomics into routine clinical care. We propose a training programme that addresses the gap that nurses and midwives currently have, to enable them to harness genomic opportunities for patients and services.

Curriculum for training in endoscopic mucosal resection in the colon: European Society of Gastrointestinal Endoscopy (ESGE) Position Statement.

Endoscopic mucosal resection (EMR) is the standard of care for the complete removal of large (≥ 10 mm) nonpedunculated colorectal polyps (LNPCPs). Increased detection of LNPCPs owing to screening colonoscopy, plus high observed rates of incomplete resection and need for surgery call for a standardized approach to training in EMR. 1 : Trainees in EMR should have achieved basic competence in diagnostic colonoscopy, < 10-mm polypectomy, pedunculated polypectomy, and common methods of gastrointestinal endoscopic hemostasis. The role of formal training courses is emphasized. Training may then commence in vivo under the direct supervision of a trainer. 2 : Endoscopy units training endoscopists in EMR should have specific processes in place to support and facilitate training. 3: A trained EMR practitioner should have mastered theoretical knowledge including how to assess an LNPCP for risk of submucosal invasion, how to interpret the potential difficulty of a particular EMR procedure, how to decide whether to remove a particular LNPCP en bloc or piecemeal, whether the risks of electrosurgical energy can be avoided for a particular LNPCP, the different devices required for EMR, management of adverse events, and interpretation of reports provided by histopathologists. 4: Trained EMR practitioners should be familiar with the patient consent process for EMR. 5: The development of endoscopic non-technical skills (ENTS) and team interaction are important for trainees in EMR. 6: Differences in recommended technique exist between EMR performed with and without electrosurgical energy. Common to both is a standardized technique based upon dynamic injection, controlled and precise snare placement, safety checks prior to the application of tissue transection (cold snare) or electrosurgical energy (hot snare), and interpretation of the post-EMR resection defect. 7: A trained EMR practitioner must be able to manage adverse events associated with EMR including intraprocedural bleeding and perforation, and post-procedural bleeding. Delayed perforation should be avoided by correct interpretation of the post-EMR defect and treatment of deep mural injury. 8: A trained EMR practitioner must be able to communicate EMR procedural findings to patients and provide them with a plan in case of adverse events after discharge and a follow-up plan. 9: A trained EMR practitioner must be able to detect and interrogate a post-endoscopic resection scar for residual or recurrent adenoma and apply treatment if necessary. 10: Prior to independent practice, a minimum of 30 EMR procedures should be performed, culminating in a trainer-guided assessment of competency using a validated assessment tool, taking account of procedural difficulty (e. g. using the SMSA polyp score). 11: Trained practitioners should log their key performance indicators (KPIs) of polypectomy during independent practice. A guide for target KPIs is provided in this document.

Developing a novel laparoscopic training model during the Covid-19 pandemic in a resource-limited setting

This paper describes the development and implementation of a unique laparoscopic suturing course in a resource-constrained setting and reviews the initial experience with the program. This study describes the development of Grey's laparoscopic suturing course (GLSC) and reviews the questionnaires and feedback over the past year. The GLSC has been run for over a year and has enrolled 47 participants. Most participants were registrars, followed by consultants and medical officers, and most participants had limited minimal access surgery (MAS) experience. Only three had previously undertaken a formal course or observership. The mean result for the pre-course test was 50%, and for the post-course test, 88%. During the skills laboratory session, every participant competently performed intra-corporeal suturing. The entire group unanimously agreed that the GLSC should be recommended for all surgical trainees in the evaluation form. All participants expressed interest in an advanced MAS course. We have demonstrated that developing a local MAS suturing course with limited resources and industry support during the Covid 19 pandemic is possible. It has benefited a large group of trainees thus far and hopefully will become part of the curriculum of surgical trainees in South Africa.

Exploring residents and supervisors' workplace learning needs during postgraduate medical education.

To identify the main enablers and challenges for workplace learning during postgraduate medical education among residents and their supervisors involved in training hospital specialists across different medical specialties and clinical teaching departments. A qualitative explorative study using semi-structured focus group interviews was employed. A purposeful sampling method was utilized to invite participants who were involved in postgraduate medical education for hospital specialist medicine at two universities. Hospital physicians in training, also called residents (n=876) and supervisors (n=66), were invited by email to participate. Three focus groups were organized: two with residents and one with supervisors. Due to the COVID-19 pandemic rules prohibiting real group meetings, these focus groups were online and asynchronous. The data was analyzed following an inductive thematic analysis. The following overarching themes were identified: 1) the dual learning path, which balances working in the hospital and formal courses, 2) feedback, where quality, quantity, and frequency are discussed, and 3) learning support, including residents' self-directed learning, supervisors' guidance, and ePortfolio support. Different enablers and challenges for postgraduate medical education were identified. These results can guide all stakeholders involved with workplace learning to develop a better understanding of how workplace learning can be optimized to improve the postgraduate medical education experience. Future studies could focus on confirming the results of this study in a broader, perhaps international setting and exploring strategies for aligning residencies to improve quality.

The effects of normal vaginal birth simulation training on the clinical skills of midwifery students: a quasi-experiment study

BackgroundVaginal birth management is vital to midwifery education and practice in which midwives are most likely to be directly involved. This situation requires strong cognitive, technical, communicational, and teamwork skills. Therefore, the present study was conducted to evaluate the effect of normal vaginal birth simulation training before formal clinical education on the clinical skills of midwifery students compared with routine clinical education.MethodsThis quasi-experimental study was conducted at the Shoushtar Faculty of Medical Sciences from September 2018 to August 2021. Sixty-one midwifery students participated in the intervention group (n = 31) and in the control group (n = 30). The intervention group participated in the simulation-based training before entering the formal clinical education courses. The control group received no simulation-based training before their formal clinical education. The clinical skills of these students for performing normal vaginal birth in the real field were evaluated by observational examination in the three years (fourth, fifth, and sixth semesters). Data were analyzed by descriptive (mean, SD, and percentage) and inferential statistics (independent t-test and chi-square). A P-value less than 0.05 was considered significant.ResultsThe mean score of midwives’ skills in the control group was (28.10 ± 3.42) and in the intervention group, it was (31.15 ± 4.30). The difference in the skill score between the groups was statistically significant (3.40 ± 0.68). The results showed that in the intervention group, 29 students (93.93%) were evaluated from a good to an excellent level, while only ten students (32.71%) in the control group achieved a good level, and others (n = 30) were evaluated at a low level (p < .001).ConclusionThe results of the present study indicated that the simulation situation for critical skills, such as vaginal birth skills, was significantly more effective than workplace-based learning situations.

Welcome, How Can I Help You? Design Considerations for a Virtual Reality Environment to Support the Orientation of Online Initial Teacher Education Students

Alongside the rapid and broad uptake of online learning in higher education, fully online students report feeling isolated and disconnected from their institutions. Although formal course content may be expertly designed to engage online learners, much of the information provided to support higher education students’ orientation to the institution and to study is presented online in a written static form. Such presentations may not be accessible and engaging and may contribute to feelings of disconnection. Technologies such as virtual reality (VR) are being used in higher education to engage, motivate and connect students in their learning. This paper reports on the early design stages for a VR that aims to support initial teacher education students to connect and engage with key orienting information. The design of the VR was achieved by following a user-centred, iterative engineering design process and design principles of spatiality, interaction and narrative. The VR environment emulates the School of Education’s physical, on-campus reception area to provide an immersive experience where students have a choice in the types and format of key study information they receive. This experience was designed to be utilised in online orientation but also throughout students’ first year of study. Future research directions include collecting student responses to the VR to inform how students can be involved in enhancing the VR so that it supports their learning and sense of connection. Furthermore, future research can aim for the expansion of the VR inclusive of additional information, rooms and buildings and increased capabilities such as gamification and mobile access. This will enable the creation of a valuable teaching resource for online programs.

Assessment of Disaster Preparedness Levels of Emergency Department Physicians in Kuwait

Introduction:Global disasters have increased over the last century, with growing numbers of people affected. In the Middle East and North Africa, natural disasters have tripled since the 1980s. Education and training for disaster preparedness for healthcare providers can help reduce vulnerability to disasters by improving their knowledge and response effectiveness. Physicians working in the emergency department are integral members of the response to those incidents. Currently, no studies describe how much training or experience in disaster preparedness exists for physicians working in the emergency departments in Kuwait. However, comparable studies in different regions have illustrated the importance of researching this field. This paper aims to assess the disaster preparedness levels of emergency department physicians in Kuwait.Method:An online survey will be sent to the physicians working in the emergency departments of the seven general hospitals in Kuwait. This survey consists of four domains:1)Demographics: personal and professional characteristics of participants.2)Education and training: exploring the involvement of participants in prior formal training courses or exercises in disaster preparedness.3)Experience: assessing the involvement of participants in the mitigation or response to previous disasters.4)Knowledge and perception: participant awareness of local hospital plans and systems as well as their attitudes and opinions about disaster preparedness.Results:Data collection and analysis are planned for completion by March 31, 2023.Conclusion:The needs assessment is essential to developing educational curriculums for any discipline. In disaster medicine, tailoring the training curriculum is especially important because learners might not have experience in the field due to the high acuity and low frequency of disasters. The results can be used to develop a roadmap for Emergency Physician training in disaster preparedness in Kuwait. In addition, the approach adopted in this paper can be used to assess further disciplines for disaster preparedness.