Physicians' Response and Preparedness of Terrorism-Related Disaster Events in Quetta City, Pakistan: A Qualitative Inquiry

What is Disaster Readiness Among Health Care Professionals? A Systematic Integrative Review Study

OBJECTIVE

This study aimed to explore the meaning of disaster readiness among health care professionals.

METHODS

A systematic, integrative literature review was conducted on PubMed, Chinal plus with full text, Web of Science, PsychInfo, and Scopus. Quality appraisal was conducted using the CASP checklists.

RESULTS

A total of 22 scientific articles were included. Disaster readiness, from the perspectives of health care professionals, was defined as having sufficient skills and confidence to respond, having access to the necessary equipment, being able to adapt to the changing environment and organizational structure, and being willing to serve in a disaster.

CONCLUSIONS

Disaster readiness is more than being prepared. Disaster readiness means moving beyond technical skills and knowledges to include personal mental preparedness and a willingness to confront the risks and take necessary precautions to stay safe and resilient in the efforts to help others. To enhance disaster readiness, preparations should include introducing elements that touch the soul, providing moral and personal motivation to serve in a disaster, and initiating thoughts on what such deployments or situations could be like for those affected as well as for health care professionals. How to enhance such trainings and develop effective training methods must be a focus for future studies.

From Didactics to Disasters: Unveiling CBRNe and Counter-Terrorism Medicine Training in US Medical Schools

INTRODUCTION

The threat of chemical, biological, radiologic, nuclear, and explosive (CBRNe) terrorist attacks has increased over time. The need for rapid and effective responses to such attacks is paramount. Effective medical counter-measures to CBRNe events are critical and training for such may effectively occur early in physician training. While some medical specialties are more involved than others, counter-terrorism medicine (CTM) spans all medical specialties.

METHODS

All United States allopathic medical schools were examined via online curriculums and queries for academic content related to CBRNe and terrorist medical counter-measures.

RESULTS

Analysis of 153 United States allopathic medical schools demonstrated that 15 (9.8%) medical schools offered educational content related to CBRNe and terrorist counter-measures. This is in contrast to legislation following the September 11, 2001 attacks that called for high priority for such education.

CONCLUSION

Effective CBRNe medical counter-measures are currently in place; however, there is room for improvement in education that may begin during medical school. While certain medical specialties such as emergency medicine, primary care, and dermatology may have specific niches in such events, physicians of all medical specialties have something to offer, and even a basic education in medical school can help best prepare the nation for future attacks.