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Title:
Public Health Emergency Tabletop Exercise
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MedEdPORTAL ID#:
395
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Version:
1
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Resource Type:
Exercise
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Description:
This package is an interactive tabletop exercise portraying the early response to a public health emergency (PHE). Participants confront the challenges of detecting and identifying a public health emergency, and initiation of the response to the outbreak. After a large-group situation briefing, participants break out into working groups and discuss probable actions and coordination efforts. Questions provided serve as a guide for group discussion. The group may choose to discuss additional topics. Facilitators guide and mediate the group discussions.
This exercise provides an opportunity to address operational and policy level responses to a PHE. Process and decision-making are more important than minute details. Emphasis is placed on developing the best possible response through problem identification, coordination, and integration of capabilities.
The exercise combines role-play with a group approach to an ill-defined problem, comparable in some regards to typical problem-based learning. Major goals are to expose learners to the complexities of responding to a PHE and to the concept that the medical aspects of response are not necessarily the primary components. Ethical principles and the importance of collaborative efforts are also emphasized. The case does not assume any prior knowledge of a specific disease. Clinical information is provided to learners as requested.
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Author Institution:
University of Pittsburgh School of Medicine
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Primary Author:
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John F. Mahoney, MD
University of Pittsburgh School of Medicine
M-211 Scaife Hall
3550 Terrace St
Pittsburgh,
PA
15261
USA
412.648.8714
mahoney@medschool.pitt.edu
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Resource File(s):
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Download File: MEP_395_1 / 122.0 KB
- This resource is comprised of multiple files that have been zipped into a single file for quick and easy download.
- Click on the above link to download the resource as a ".zip" file.
- To extract the ".zip" file you must have decompressing software installed on your computer which is available for free from any of the following sites:
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Additional Resource File Information:
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1 .zip file containing the following resources:
1. Public_Health_Emergency_Tabletop_Student_Version.doc
2. Faculty_Guide_to_Using_the_Public_Health_Tabletop_Exercise.doc
3. Public_Health_Tabletop_Student_Role_Sheets.doc
4. Public_Health_Emergency_Tabletop_Exercise_Facilitator_Guide.doc
5. Faculty_Guide_to_Using_the_Public_Health_Tabletop_exercise.doc
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AAMC Hot Topics:
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Medicine: Community Health
Medicine: Population-Based Med
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Content Last Updated:
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| 02/21/2007 |
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Specialty/Discipline:
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Medicine: Biostatistics and Epidemiology
Medicine: Emergency Medicine
Medicine: Medical Ethics
Medicine: Undergraduate Medical Education
Oral Health: Ethics
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Educational Objectives:
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Understand:
1. systematic response to a public health emergency, with attention to operational and policy-level responses, detection, mitigation, and recovery.
2. principles of how an outbreak is recognized and approached.
3. Identify and describe the varying perspectives of government, health care, and media on risk communication.
4. barriers that government leadership must overcome to maintain delivery of essential services under crisis conditions.
5. issues that influence public health decision-making and gain an appreciation of the complex factors that contribute to meeting a community's health needs.
6. the contribution of public health resources to the response to infectious disease outbreaks.
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Resource Keyword/Symptom:
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Avian Influenza
Risk Communication
Public Health (MeSH)
Outbreak/Disease Outbreak (MeSH)
Emergency Medicine (MeSH)
Influenza in Birds (MeSH)
Bioterrorism (MeSH)
Disaster (MeSH)
Severe Acute Respiratory Syndrome/SARS (MeSH)
Medical Ethics
Biostatistics
Epidemiology
Undergraduate Medical Education
Acute Medicine
Community Health
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Accreditation Council for Graduate Medical Education (ACGME) Competencies Addressed:
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Patient Care
Medical Knowledge
Interpersonal and Communication Skills
Professionalism
Systems-Based Practice
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Intended Learner Audience:
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1st Year Medical/Dental Students
2nd Year Medical/Dental Students
3rd Year Medical/Dental Students
4th Year Medical/Dental Students
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Intended Faculty Audience:
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Basic Science Faculty
Clinical Science Faculty
Basic Science Course Director
Clerkship Director / Clinical Science Course Director
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Effectiveness and Significance of Publication:
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77% of 285 students felt the overall quality of the exercise was good or outstanding. On the paired event-based evaluation questions, 87% identified particularly positive features of the exercise that promoted learning or stimulated thinking. Students highly valued the hands-on nature of the session, and remarked on the importance of the topic. One measure of the effectiveness of this package is that both students and faculty repeatedly indicated that this was useful and timely, and that it should continue to be part of the core curriculum.
Major Themes
Features of Tabletop Exercise that Were Useful / Promoted Learning -- based on 242 comments
18% - Stimulated Thinking
33% - Benefit From Different Perspectives, Awareness of Complexities
(Combined 51%, 125 students)
26% - Role Play Valuable
13% - Discussion and Questions
12% - Case Scenario and Handouts Useful
Submission Image: http://creativecommons.org/licenses/by-nc-sa/2.0/deed.en
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Special Implementation Requirements or Guidelines:
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Ideally, the groups of learners should be matched according to their level within an individual small group for the best role play experience. Roles should be assigned at random to reduce bias from prior experiences from interfering with the role play.
Handouts on isolation precautions, SARS and avian influenza were created and available to the small groups as the case progressed. These three topics are rapidly changing. Faculty who implement this case should use the latest information from the CDC, WHO or at www.pandemicflu.gov websites, to optimize the accuracy and timeliness of the presentation. The instructor notes accompanying the package contain suggestions about which items to include. Other than adding these "just-in-time" handouts, this package is ready to be printed and used.
The content of this package is current as of March 2006. The historical facts are static. The variable information that is likely to change are the items in the clinical handouts (see above) and the fine details about how the SARS diagnosis is made. This later point should be fact-checked by an end user, to verify that there have not been substantial changes in how the lab diagnosis of SARS would be confirmed. |
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Lessons Learned:
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| This package is can be easily generalized to medical and other health science schools, and can also be used in the GME, CME and staff development settings. Faculty from any discipline and even staff with related experiences (e.g. nursing staff in leadership or emergency planning roles) can serve as facilitators. The detailed faculty guide provides in-depth background in a concise format. |
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Publications, Presentations, and/or Citations For This Publication:
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| "Active Learning About Public Health in Undergraduate Medical Curricula: A SARS Tabletop Exercise", Mahoney JF, Kanter SL, at the 2005 Association for Medical Education in Europe Meeting, Amsterdam, Netherlands, August 31, 2005. |
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Sponsorship (Funding Source):
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| Not Applicable |
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Publication Contains Time-Sensitive Biomedical Content:
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| Yes |
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Citation Formats:
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NLM:
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Mahoney J ,
Public Health Emergency Tabletop Exercise. MedEdPORTAL;
2006.
Available from: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=395
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APA:
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Mahoney, J.,
(2006).
Public Health Emergency Tabletop Exercise. MedEdPORTAL:
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=395
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