Military Medical Education Research Articles

Rapid Application Temporary Tattoos for Medical Moulage: From Development to Testing and Commercialization.

Military medical education and training often utilize theatrical makeup, or moulage, to simulate injuries or pathologies. Traditional methods of moulage application are incredibly realistic when expertly applied. However, moulage can be expensive in terms of supplies, manpower, and time. We proposed that by creating a library of illustrations for use with temporary tattoos, the overall cost of moulage could decrease with little to no impact on training goals and objectives. The development, detailed testing and plans for commercialization are outlined herein.

Designing the Curriculum of General Medicine with Military Approach

Background: Military medicine is one of the important orders of military systems that takes responsibility for providing health services to the military forces. Military physicians need knowledge and skills required for their role. In today's world, different countries have designed and developed certain activities and curricula for military medical education at general and professional levels. The present research was carried out to design a curriculum for doctoral degree in General Medicine with military medicine approach. Methods: This study is a combinational research. In the qualitative section, the content analysis of global experience was used to develop a need-assessment questionnaire and in the quantitative section, survey method and Delphi need-assessment technique were used. The samples of the present research in the qualitative part were the countries of America and Russia and in the quantitative part consisted of 35 experienced professionals in 2 Military Medical University Results: According to the findings, 30 theoretical-practical courses have been added to the existing courses in General Medicine in doctoral degree and also the special curricula of military medicine were added to each of the available courses. Conclusion: Addition of 30 special courses of Military Medicine and changes in any of the courses available and also the addition of special military topics can play very important role in training the special physicians for military environments.

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

Институционализация военно-медицинского образования в России в период со второй половины XVII века по 1930-е годы

The birth of military medical education in the Moscow state

The beginning of the formation of military medical education which, first of all, concentrated in Moscow is considered. The role of the pharmacy order and the Russian school of medicine is shown. It is established that the practical traditions in the preparation of the doctor, laid down in the school of medicine were picked up and successfully developed in the hospital school of the Moscow military Imperial hospital. The hospital as the first state medical institution in Russia has actually become the cradle of the national hospital business, medical science and education. The curriculum of the hospital school included theoretical and practical medical disciplines in a larger volume than in the medical faculties of foreign universities. In the past high stands, the role of the famous doctor-Galarza put my whole life on the development of the higher military medical education in Russia - Nicholas bidloo Labertouche. In 1733 the new staff of Medical Office was approved. On the model of the Moscow hospital school (later called the medical-surgical school), established two surgical schools in St. Petersburg at The land and Admiralty hospitals, and one - in Kronstadt. The facts presented in the article convincingly confirm and show the significant role of hospital schools as a centre of formation and development of military medical and General medical education in the XVIII century in Russia. A special role is given to the positive role of «foreign» doctors (Bidloo, Kondoidi), persistently involved in the field of medical support and education of Russia at that time, emphasized the role of progressive public figures in the formation and development of the rudiments of military medical education of the time - B. Godunov, and especially Peter the Great. Attention is drawn to the organizational and methodological support of the educational process - admission to the training of interested representatives of theological seminaries; development of original textbooks based on the most modern theories and views of the medical direction necessarily processed through the prism of the Russian experience of medical care and treatment at the bedside.

Реформування військово-медичної освіти України: теоретико-методологічне обґрунтування і практичне впровадження системи підготовки медичних фахівців для сил оборони та медицини катастроф

Реформування військово-медичної освіти України: теоретико-методологічне обґрунтування і практичне впровадження системи підготовки медичних фахівців для сил оборони та медицини катастроф

SPECIFICITY OF TOXICOLOGY TEACHING AT THE EDUCATIONAL MILITARY CENTER OF THE N.M. SECHENOV UNIVERSITY

The every-day and combat activities of military personnel are associated with exposure to hazardous chemicals. In this regard, a qualitative training in toxicology of military physicians is needed to make them ready to carry out medical protection measures for the personnel of the troops and the civil population from damaging effects of numerous factors of chemical nature, both in peacetime and in wartime. The study of military toxicology is an important part of military medical education in the military training center at the First Moscow State Medical University named after I.M. Sechenov. It is shown that the training system in toxicology that existed before 2014 did not allow a full-fledged mastering of educational material. In connection with this, a new curriculum was developed, including up-to-date information on military toxicology and medical protection, for which 108 academic hours are allocated in the military training center. The distribution of the toxicology issues teaching time by topics and types of training sessions is presented, characteristics of the main control options for the knowledge gained are shown. Training in toxicology is carried out using new educational technologies, including the educational portal, as well as modern tutorials and textbooks, including the textbook «Toxicology and Medical Protection» (2016). Graduates from the military training center effectively use the knowledge and skills gained in toxicology during their further practical activities in the troops.

The implementation of PBL guided by MDT in clinical teaching of war wound and trauma caused by compound factors

Objective To explore the value of practicing PBL which was guided by MDT in teach-ing diagnoses and treatments of war wound and trauma caused by compound agents. Methods An emula-tional war wound case caused by compound factors was designed and a multi-disciplinary team been orga-nized, then totally 45 interns who would graduate in 2017 were divide into two groups randomly, experimental group which had 23 cases received PBL model combined with MDT followed six step procedure which in-cluded case preparation by teachers, independent analysis and group discussion by interns, problem extrac-tion by teachers and division of solution by interns before class, then answering and debating problems by in-terns in class, conclusion and reporting after class in the end, while the control group which had 22 cases re-ceived traditional teaching model in accordance with common case discussion in class including characteris-tics of patient, diagnosis and diagnostic basis, examinations needed to carry out, first aid measures and profes-sional treatments. The effect of new teaching model was evaluated by assessment in class and questionnaire after class. The data was analyzed through Chi-square test by SPSS 22.0. Results Class assessment showed 18 (78.3%) interns in experimental group displayed good abilities of proposing, analyzing and resolv-ing medical problem, as well as good presentation and speech skills. Questionnaire survey showed that not on-ly clinical teaching of war wound and trauma could meet the demands of talent training in battle-field rescue, but also displayed new model, which could help interns to enhance abilities of first-aid and treatment of war wound on future war field, reinforce the consciousness of military medical support and service. In addition, it could clear confusion more professionally and strengthen teamwork and overall importance. Conclu-sion Applying PBL combined with MDT in teaching diagnoses and treatments of war wound and trauma can not only help interns to review and retain important knowledge of related subjects, but also improve the abilities of interns in clinical diagnoses and treatments, and moreover, it merges the medical knowledge and war wound cure together organically. In short, the new model is well worth applying in clinical teaching and military medical education because of its excellent effects. Key words: Problem-based learning; Multi-disciplinary team; War wound and trauma; Com-pound injury; Clinical teaching

The challenges of military medical education and training for physicians and nurses in the Nordic countries - an interview study

BackgroundDevelopment and use of e-learning has not taken place to the same extent in military medicine in the Nordic countries. The aim was to explore the similarities and differences in education and training in military medicine for health professionals in the Nordic countries, and more specifically to identify the specific challenges regarding education and training of military medicine, and how e-learning is used at present and the opportunities for the future.MethodsKey educators within military medicine in the Nordic countries, as approved by the respective Surgeons General, were interviewed and the interviews were analyzed using content analysis.ResultsThe data showed that all Nordic countries cooperate in the field of military medical training to some extent. The models of recruitment and employment of health professionals differed as well as the degree of political support. These differences affected the ability for health professionals to gain actual experience from the military environment. To improve the quality of medical education and training, attempts were made to recruit physicians. The recruitment of physicians was considered a challenge which had resulted in disruptions of courses, training programs and maintenance of accreditation. The Nordic countries were described as having commonalities in the military medical systems and common needs for international collaboration within training, but differing in the range of education and training. Gaps were identified in methods for transferring outcomes from education into practice, as well as regarding evaluation and feedback of outcomes to military medicine. The educational tradition was described as oriented towards practical skills training without requirements on pedagogical education of educators. The results confirmed previous studies showing that e-learning was underutilized. Contextual understanding and experience of healthcare were seen as crucial factors for successful e-learning development.ConclusionsExtended Nordic cooperation on military medical education and training are needed because of the limited volumes of advanced trauma cases. A key issue to the success of e-learning and blended learning is combining educational competence with contextual understanding into a strategy, of how to use digital educational methods.

ОРГАНІЗАЦІЯ ДЕРЖАВНОЇ (ЦИВІЛЬНОЇ) ОХОРОНИ ЗДОРОВ’Я ТА ОСВІТИ В КАНАДІ

Військово-медична освіта в Україні за період свого існування стала предметом дослідження багатьох науковців. В умовах дії Воєнної доктрини стара система медичного забезпечення Збройних Сил України стає неефективною і економічно недоцільною. Зважаючи на зацікавленість, що спостерігається сьогодні серед військовослужбовців та цивільного населення щодо підготовки нової генерації військових медиків, автори вивчили організацію системи державної охорони здоров’я та підготовки медичних кадрів у Канаді.Мета дослідження: вивчення організації системи державної медицини та підготовки медичних кадрів у Канаді, як дружньої до України держави.В дослідженні застосовано методи системного підходу та системного аналізу наукових джерел.В статті висвітлено ефективний шлях побудови державної системи охорони здоров’я та освіти дружньої до України держави та враховані кращі досягнення, що їх доцільно врахувати в Україні для формування ефективної системи підготовки військово-медичних кадрів.

Old Challenges and New Perspectives on Developing Military Physicians: The First 4 Years of the New Israeli Model.

Military medicine comprises a set of unique characteristics that differentiate it from other medical specialties. Faced with challenges in recruiting, educating, and training military physicians, the Israel Defense Forces Medical Corps redefined the paradigm for educating military physicians by establishing the Army Program for Excellence in medicine (APEX). This program created a military medical track at the Hebrew University-Hadassah School of Medicine in Jerusalem. All military track students attend a single medical school, which allows for a more focused and efficient program. The students study, dorm, and train together, forming a strong social network. They also receive significant financial, logistical, academic, and educational support. Finally, the program provides a full curriculum in military medical studies, composed of academic courses given for credits and an integrated training schedule designed to build and improve physical and mental fitness for the military environment. In this article, we provide an overview of APEX, including the admissions process and a descriptive analysis of the student body, and present our comprehensive approach to teaching academic military medicine. To the best of our knowledge, APEX represents one of the few fully integrated undergraduate longitudinal military medical education programs, allowing us to educate military physicians "from day one."

Cultivation and practice of post competency of health education for army medical candidates

Training for army medical candidates is an important method to improve their over-all competency and is also an crucial part of military medical education. Thus, this study initiated a teaching model to advance the necessary competency of army medical candidates conducting health education through optimizing the traditional content of training program and teaching strategies, changing evaluating system and highlighting ability of practice. Key words: Army medical candidates; Health education; Teaching model

40 Years of Military Medical Education: An Overview of the Long-Term Career Outcome Study (LTCOS)

In 2005, the Long-Term Career Outcome Study (LTCOS) was established by the Dean, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences (USU). The original charge to the LTCOS team was to establish an electronic database of current and past students at USU. Since its inception, however, the LTCOS team has broadened its mission and started collecting and analyzing data on a continuous basis for the purposes of program evaluation and, in some cases, research. The purpose of this commentary is to review the history of the LTCOS, including details about USU, a brief review of prior LTCOS work, and progress made since our last essay on LTCOS efforts. This commentary also provides an introduction to the special issue, which is arranged as a series of articles that span the medical education continuum (i.e., before, during, and after medical school). The relative balance of articles in each phase of training represents the LTCOS team's efforts to address the entire continuum of medical education.

The Long-Term Career Outcome Study (LTCOS): What Have We Learned From 40 Years of Military Medical Education and Where Should We Go?

The work of the Long-Term Career Outcome Study (LTCOS), F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences (USU) has been a multidisciplinary effort spanning more than 5 years. Borrowing from the established program evaluation and quality assurance literature, the LTCOS team has organized its evaluation and research efforts into three phases: before medical school, during medical school, and after medical school. The purpose of this commentary is to summarize the research articles presented in this special issue and to answer two fundamental questions: (1) what has been learned from LTCOS research conducted to date, and (2) where should the LTCOS team take its evaluation and research efforts in the future? Answers to these questions are relevant to USU, and they also can inform other medical education institutions and policy makers. What is more, answers to these questions will help to ensure USU meets its societal obligation to provide the highest quality health care to military members, their families, and society at large.

Reform of clinical practice teaching in military medical colleges

As a key of military medical stodents education,clinical practice teaching continues to progress with the changing needs of society and the army advances.Transforming teaching philosophy,reforming curriculum,strengthening the hardware construction,improving the faculty building,exploring new models of teaching,practicing learner-centered teaching are important teaching experiences,according to the actual situation in our hospital for many years.In this paper,we illustrate the main contradiction,the current response measures taken and achievement achieved Key words: Teaching reform; Practice; Medical education

Problems and countermeasures existing in the teaching of military medical college education by medical licensing examination

The result of medical licensing examination is an objective reflection of the quality of medical education. The average scores and pass rates of medical licensing examination of the military medical university including The Third Military Medical University, were under the national average levels, which made us find the problems, therefore, reflection on curriculum structure, teaching method, administration mode and continuing education should be integrated to the requirement of the medical licensing examination, so as to let the students meet the complex demand of the society, as well as the special requirement of military service. Key words: Examination of licensed doctor; Military medicine; Problems; Counter

Pulse!!: A Model for Research and Development of Virtual-Reality Learning in Military Medical Education and Training

Pulse!! The Virtual Clinical Learning Lab at Texas A&M University-Corpus Christi, in collaboration with the United States Navy, has developed a model for research and technological development that they believe is an essential element in the future of military and civilian medical education. The Pulse!! project models a strategy for providing cross-disciplinary expertise and resources to educational, governmental, and business entities challenged with meeting looming health care crises. It includes a three-dimensional virtual learning platform that provides unlimited, repeatable, immersive clinical experiences without risk to patients, and is available anywhere there is a computer. Pulse!! utilizes expertise in the fields of medicine, medical education, computer science, software engineering, physics, computer animation, art, and architecture. Lab scientists collaborate with the commercial virtual-reality simulation industry to produce research-based learning platforms based on cutting-edge computer technology.

The construction and significance of the Chinese Museum of War Injuries

The Chinese Museum of War Injuries is the only military medical museum in China which collects special weapons, conventional weapons, high-tech weapons and pathological specimens, materials and documents of human and animal injuries caused by military environments and military operations, amounting to 4,350 objects. The construction of the Chinese Museum of War Injuries played an important role in the aspects of military medical education and training, popularization of public health knowledge, preservation of military medical historical materials and opening up to the outside world etc, to which should priority attention should be paid to by the Chinese government and relevant military departments.

To Heal and to Serve: Military Medical Education Throughout the Centuries

To Heal and to Serve: Military Medical Education Throughout the Centuries

The military medical school of Mexico: a tradition of excellence.

It is a historical fact that warfare and surgery have been linked together as far back as military history has been recorded. In the 18th century, the tendency of most armies to dismiss their medical services at the end of every major conflict resulted in higher mortality at the beginning of the next war. This became evident in the French and British Armies during the Battle of Waterloo. These countries went to great efforts to mobilize their civilian reserve physicians, only to discover that more than half of the medical personnel declined to serve. The scarcity of physicians and the inexperience of those caring for the wounded resulted in a high casualty rate. The current armed conflicts throughout the world with their high number of victims are living evidence of the need for preparedness of the military medical personnel. In this article, we review the systems of military medical education in several countries, and offer the example of the Escuela Medico Militar (Military Medical School) of Mexico, a prestigious source of military medical physicians for the Mexican armed forces.