Disaster Victim Identification and Resilience (Year 3) (Lincoln)
| Code | School | Level | Credits | Semesters |
| MEDS3081 | Medical Education Centre | 3 | 10 | Autumn UK |
- Code
- MEDS3081
- School
- Medical Education Centre
- Level
- 3
- Credits
- 10
- Semesters
- Autumn UK
Summary
The module aims to develop the students understanding of the processes of Disaster Victim Identification (DVI) and the impact of major incidents on both individuals and communities. Students will be able to critically assess the key methods of DVI through an understanding of the international standards. Globalisation means that DVI requires a co-ordinated multi-agency approach and international strategies for responding to major incidents. An ability to appraise the societal challenges relating to DVI will form the grounding for the students’ understanding of disaster resilience. According to the United Nations International Strategy for Disaster Reduction (UNISDR) disaster resilience is the ability by which individuals, communities and organisations are capable of learning from past disasters and reducing the risk of future ones. This module will help students to understand the role of the healthcare professional in disaster resilience. Through examination of the long term impact of disasters on individuals and communities they will gain an appreciation of their role as doctors in the formation of resilient communities, through understanding:
• the key principles and techniques of Disaster Victim Identification (DVI) (in both the living and the dead).
• the co-ordinated approach by international agencies to the identification of multiple victims of disasters such
as transportation incidents and terrorist attacks, and natural disasters such as flooding and earthquakes.
• the roles of stakeholders in DVI including emergency services, healthcare professionals, and NGOs.
• the challenges faced by society relating to DVI and disaster resilience.
• how disasters impact on the health, mental health and social wellbeing of the affected communities.
• the short, medium and long term impacts of disasters on individuals and communities.
Target Students
Third year medical students on the A10L programme
Classes
- One 2-hour lecture each week for 8 weeks
2 of the 2-hour sessions will be presented by Guest Lecturers – one will be the mass fatality advisor to COBRA and one will be a local emergency planner.
Assessment
- 100% Coursework 1: 2,500-word essay critically evaluating the DVI or resilience response to a major incident
Assessed by end of autumn semester
Educational Aims
This module will have a focus on inter-professional working and the ability to work within multi-discipline teams. Through lectures and formative group working activities students will learn about multi-agency working and the challenges this can pose. Throughout the module students will have access to relevant material and as part of the teaching strategy students will be asked to evaluate and discuss a range of literature such as inquiry reports, local and national resilience plans, as well as academic literature relating to emergency planning and community resilience. Guest lecturers will talk to the students about the practical challenges of multi-disciplinary teams and in particular inter-agency working both nationally and internationally. The module will be delivered through a range of lectures and group discussions, in addition guest lecturers will be invited to give the students examples of ‘real world’ roles within the field. Students will be expected to undertake individual additional study both in preparation for lectures and as part of the assessment for the module. They may also be offered the opportunity to participate in a stimulated mass casualty event however, this would be additional to the module and on a voluntary basisLearning Outcomes
Professional and ethical responsibilities
2. Newly qualified doctors must behave according to ethical and professional principles. They must be able to:
b. demonstrate compassionate professional behaviour and their professional responsibilities in making sure the fundamental needs of patients are addressed.
j. Recognise the potential impact of their attitudes, values, beliefs, perceptions and personal biases (which may be unconscious) on individuals and groups and identify personal strategies to address this.
s. Access and analyse reliable sources of current clinical evidence and guidance and have established methods for making sure their practice is consistent with these.
Safeguarding vulnerable patients
7. Newly qualified doctors must be able to recognise and identify factors that suggest patient vulnerability and take action in response.
Leadership and team working
9. Newly qualified doctors must learn and work effectively within a multi-professional and multi-disciplinary team and across multiple care settings. This include working face to face and through written and electronic means, and in a range of settings where patients receive care, including community, primary, secondary, mental health, specialist tertiary and social care settings and in patients’ homes.
Communication and interpersonal skills
10. Newly qualified doctors must be able to communicate effectively, openly and honestly with patients, their relatives, carers or other advocates and with colleagues, applying patient confidentiality appropriately.
Applying social science principles
24. Newly qualified doctors must be able to apply science principles, methods and knowledge to medical practice and integrate these into patient care.