Amanda R Jowell, Aisha K James, Rashmi Jasrasaria, Michael S Kelly, Madeleine I Matthiesen, Darshali A Vyas, Sherri-Ann M Burnett-Bowie, Jessica A Zeidman
DARE Training: Teaching Educators How to Revise Internal Medicine Residency Lectures by Using an Anti-racism Framework
MedEdPORTAL : the journal of teaching and learning resources
general medical students perceive inadequately prepared assist disasters study evaluated impact disaster preparedness curriculum medical students views toward required preparedness education health care professionals comprehensive disaster preparedness curriculum evaluated effect medical students views preparedness education requirements preparedness prior disaster training using selfreport survey methodology results provide evidence support curricular effectiveness significantly increasing initial participant views health professionals education requirements perceived preparedness integrating professional roles emergency response system confidence exposure risk assessment triage skills participants possessed limited recent prior disaster training drill experience interestingly majority consistently believed throughout study disaster preparedness training medical license mandate instructing current medical students disaster preparedness suggested curriculum chosen create participant initial anticipation awareness belief importance need disaster preparedness training investigation recommended relationship students perceived training importance future curriculum delivery efforts behalf required mandatory preparedness offerings continuing professional development