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The use of classroom training and simulation in the training of medical responders for airport disaster
  1. A M Idrose1,
  2. W A W Adnan2,
  3. G F Villa3,
  4. A H A Abdullah1
  1. 1Emergency Department, Hospital Kuala Lumpur, Kuala Lumpur, Malaysia
  2. 2Emergency Department, Hospital USM, Kubang Kerian, Kelantan, Malaysia
  3. 3Manzoni Hospital, Lecco, Italy
  1. Correspondence to:
 A M Idrose
 Emergency Department, Hospital Kuala Lumpur, Kuala Lumpur 50586, Malaysia; alzamani{at}yahoo.com

Abstract

There is a dire need to have complementary form of disaster training which is cost effective, relatively easy to conduct, comprehensive, effective and acceptable. This will complement field drills training. A classroom-based training and simulation module was built by combining multiple tools: Powerpoint lectures, simulations utilising the Kuala Lumpur International Airport (KLIA) schematic module into ‘floortop’ model and video show of previous disaster drill. 76 participants made up of medical responders, categorised as Level 1 (specialists and doctors), Level 2 (paramedics), Level 3 (assistant paramedics) and Level 4 (health attendants and drivers) were trained using this module. A pre-test with validated questions on current airport disaster plans was carried out before the training. At the end of training, participants answered similar questions as post-test. Participants also answered questionnaire for assessment of training’s acceptance. There was a mean rise from 47.3 (18.8%) to 84.0 (18.7%) in post-test (p<0.05). For Levels 1, 2, 3 and 4 the scores were 94.8 (6.3)%, 90.1 (11)%, 80.3 (20.1)% and 65 (23.4)% respectively. Nevertheless Level 4 group gained most increase in knowledge rise from baseline pre-test score (51.4%). Feedback from the questionnaire showed that the training module was highly acceptable. A classroom-based training can be enhanced with favourable results. The use of classroom training and simulation effectively improves the knowledge of disaster plan significantly on the back of its low cost, relatively-easy to conduct, fun and holistic nature. All Levels of participants (from specialists to drivers) can be grouped together for training. Classroom training and simulation can overcome the problem of “dead-document” phenomenon or “paper-plan syndrome”.

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Footnotes

  • Competing interests: None declared.

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