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Government of Sri Lanka

Government of Sri Lanka. National Institute of Health Italy. Italian Cooperation. Disaster preparedness: the Training of Trainers for Sri Lanka. An international cooperation project of the National Institute of Health. PL INGRASSIA, MD, EMDM

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Government of Sri Lanka

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  1. Government of Sri Lanka National Institute of Health Italy Italian Cooperation Disaster preparedness: the Training of Trainers for Sri Lanka. An international cooperation project of the National Institute of Health PL INGRASSIA, MD, EMDM Dpt of Anaesthesiology, Intensive & Critical Emergency Care “Maggiore della Carità” HospitalUniversity of Eastern Piedmont "A. Avogadro“ - Novara, Italy speaker:

  2. Government of Sri Lanka National Institute of Health Italy Italian Cooperation Capacity Building Project for the Management of Disasters and Complex Emergencies RANIERI GUERRA Istituto Superiore di Sanità Capo-Ufficio Relazioni Esterne ROMA Project Director:

  3. Introduction At 00:57 GMT an hearthquake of 9 Richter scale magnitudo causes a displacement along a 1000 mts fault The displacement causes a tsunami of enormous proportion The tidal wave is initially positive toward Sri Lanka and negative toward Thailand

  4. Introduction 01:06 later: the tidal wave goes toward Sri Lanka with a velocity of 720 km/h 01:32 later: the tidal wave reachs the East Cost of Sri Lanka. 5000 victims

  5. Introduction 01:50 later: the tidal wave reachs the cost of Thailand. 5300 victims.

  6. Introduction 9 hours later from the first quake the tidal wave reachs the cost of Kenya. Anywhere, from Mexico to Cile, “abnormal” waves well be seen

  7. Introduction

  8. Purpose • strengthening national skills on planning, managing and coordinating emergencies in Sri Lanka • support the Ministry of Health of Sri Lanka and the National Institute of Health Sciences (NIHS), on planning and carrying out of a training programme on management of emergencies

  9. Strategic Approach International Experts NATIONALLEVEL DISTRICT LEVEL

  10. Didactic Approach ANDRAGOGY • Adults need to be involved in the planning and evaluation of their instruction (Self-concept and Motivation to learn). • Experience (including mistakes) provides the basis for learning activities (Experience). • Adults are most interested in learning subjects that have immediate relevance to their job or personal life (Readiness to learn). • Adult learning is problem-centered rather than content-oriented (Orientation to learning)

  11. Didactic Approach PROBLEM-BASED LEARNING An instructional strategy (a curriculum framework) that, through student and community interests and motivation, provides an appropriate way to “teach” sophicated content and high-level process…all while building self-efficacy, confidence, and autonomous learner behaviors

  12. Didactic Approach PROBLEM-BASED LEARNING “ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982

  13. Didactic Approach PROBLEM-BASED LEARNINGFeatures • Usually based on real life cases, relevant • Cases are characterized by “progressive disclosure” • Participants determine the learning issues • Sessions are open-ended to allow learning in the interval • The tutor is a facilitator and not necessarily an “expert”, except in the process

  14. Didactic Approach “Teacher ” Traditional Tutorial “Students”

  15. Didactic Approach PBL Tutorial “Facilitator ” “Participants / learners”

  16. Read the problem • Brainstorm- hypothesize Next page EVALUATE Identify learning issues Return-Reread-Report-Review Research-Learn(2-7 days) Didactic Approach THE ITERATIVE PROCESS Mrs. P. E. is a 78 year old woman who has come to the emergency room complaining of shortness of breath and pain in her chest. She had been in relatively good health until three weeks previously, when she…

  17. Didactic Approach PROBLEM-BASED LEARNING Students show significant learning gains in experimental design through a PBL approach (VanTassel-Baska, et.al. 2000) Students show enhanced “real world” skills with no loss in content knolwdge as result of using PBL (Gallagher & Stepein, 1996) Students and teachers are motivated to learn using the PBL approach (Van Tassel-Baska, 2000) Students show enhanced higher order skill development using PBL over other approaches to teaching science (Dods, 1997)

  18. Course PERIOD WORKSHOP 1 Nov 2005 WORKSHOP 2 Dec 2005 WORKSHOP 3 Jan 2006 WORKSHOP 4 Feb 2006 WORKSHOP 5 Mar 2006

  19. Course PERIOD WORKSHOP 1 Nov 2005 curriculum were developed in collaboration with the national and local managers

  20. Course PERIOD WORKSHOP 1 Nov 2005 To highlight managerial problems encountered by the health sector officials after the Tsunami disaster and to obtain their views and contribution in regard to the specific managerial contents to be included into the training programme.

  21. Course PERIOD WORKSHOP 1 Nov 2005 Objectives: To describe managerial problems faced by Health Officials following 2004 Tsunami disaster To identify managerial inputs to be included in the training programme on management of emergencies

  22. Course PERIOD WORKSHOP 1 Nov 2005

  23. Course PERIOD WORKSHOP 1 Nov 2005 • strengths and weaknesses in the months following the tsunami • further profiles to be involved in the course • topics to be included in the course

  24. Course PERIOD WORKSHOP 1 Nov 2005

  25. Course PERIOD WORKSHOP 1 Nov 2005 Topics to be included in the course • Epidemiology • MCH • Nutrition • Environmental problems • Communication • Co-ordination • Rapid disaster assessment • Emergency management • Technical, managerial, administrative and supportive issues in emergencies

  26. Course PERIOD WORKSHOP 1 Nov 2005

  27. Course PERIOD WORKSHOP 2 Dec 2005 • Objectives: • To finalize the editing of the curriculum • To review the main features and steps of curriculum development with the NIHS core team

  28. Course PERIOD WORKSHOP 2 Dec 2005 STRUCTURE OF THE COURSE • FOUR MODULES • Disaster preparedness and early warning • Rapid disaster assessment • Disaster response • Managerial aspects in emergencies

  29. Course PERIOD WORKSHOP 2 Dec 2005 MODULE STRUCTURE • Introduction • General and specific objectives • Problem • Selected readings • List of resources: key informants, web references, contacts, organisations … • Facilitator guide • Student guide • Monitoring guide • Assessment tools (essay, questionnaire …) • Module evaluation questionnaire

  30. Course PERIOD WORKSHOP 3 Jan 2006 To introduce the participants to the Problem-Based Learning principles and to the techniques to be utilised in the Curriculum for the management of disasters and complex emergencies.

  31. Course PERIOD WORKSHOP 3 Jan 2006

  32. Course PERIOD WORKSHOP 4 Feb 2006 reading materials were selected, reviewed and identified in a single document

  33. Course PERIOD WORKSHOP 4 Feb 2006 MODULE 1Disaster preparedness and early warningMODULE 2Rapid disaster assessment and surveillanceMODULE 3Disaster responseMODULE 4Managerial aspects in emergencies

  34. Course PERIOD WORKSHOP 4 Feb 2006 MODULE 1 At the end of the module the participant will be able to: 1. Describe nature, types and characteristics of disasters and emergencies 2. Analyse risks and vulnerability. 3. Identify stakeholders (health, non-health, community ) and their roles and responsibilities 4. Plan for community risk management and disaster mitigation 5. Identify aims, objectives, mechanisms and strategies for planning community disaster preparedness and awareness 6. Identify the appropriate strategies, tools and materials for planning community-based disaster preparedness

  35. Course PERIOD WORKSHOP 4 Feb 2006 At the end of the module the participant will be able to: 1.Describe concepts, terminology and indicators used in disaster epidemiology and in rapid health assessment 2.Choose and use the appropriate epidemiological method 3.Set up reporting and surveillance system under emergency condition 4.Monitor nutritional status and apply nutritional programmes and guidelines MODULE 2

  36. Course PERIOD WORKSHOP 4 Feb 2006 At the end of the module the participant will be able to: 1.Describe management concepts in health emergencies 2.Develop a disaster response plan including coordination and networking (acute, medium and long term) 3. Describe health aspects that can be affected by disasters and emergencies: psychological, nutritional, environmental, preventive (personal hygiene, food, water, shelter, clothing…) 5.Describe and apply basic principles of environmental health (garbage disposal, sanitation, vector control …) 6. Apply basic concepts of management of common communicable diseases associated with emergencies 7. Identify and apply appropriate initiatives/measures for protecting vulnerable groups or people with special needs 8. Manage the acute stage of a disaster (rescue, first aid, evacuation …) 9. To ensure psyco-social support during acute, medium and long term phases of emergencies and disasters MODULE 3

  37. Course PERIOD WORKSHOP 4 Feb 2006 At the end of the module the participant will be able to: 1.Describe and apply basic concepts of health emergency management 2.Develop and implement a plan for emergency response and disaster preparedness at community level with community involvement 3.Describe and apply basic principles and tools for public information and media management 4. Manage logistics issues such as material (emergency health kit) and financial resources (including auditing) 5. Ensure continuation of routine health services 6. Manage and co-ordinate external support 7. Monitor and review disaster management plans 8. Perform properly record keeping and report writing MODULE 4

  38. Course PERIOD WORKSHOP 4 Feb 2006

  39. Course PERIOD WORKSHOP 4 Feb 2006

  40. Course PERIOD WORKSHOP 4 Feb 2006

  41. DAY 2nd Course PERIOD WORKSHOP 4 Feb 2006 REVIEW FINAL REPORT DAY 1st DAY 3rd DAY 4th

  42. Course PERIOD WORKSHOP 4 Feb 2006 SELECTED READING MATERIALS OBJECTIVES 1. Describe nature, types and characteristics of disasters and emergencies 2. Analyse risks and vulnerability. 3. Identify stakeholders (health, non-health, community ) and their roles and responsibilities 4. Plan for community risk management and disaster mitigation 5. Identify aims, objectives, mechanisms and strategies for planning community disaster preparedness and awareness 6. Identify the appropriate strategies, tools and materials for planning community-based disaster preparedness

  43. Course PERIOD WORKSHOP 4 Feb 2006 • MODULE’S LECTURES

  44. Course PERIOD WORKSHOP 4 Feb 2006 AT THE END… … THE TEACHING TOOLS • SHARED CORE CONTENT • SELECTION OF READINGS • .ppt PRESENTATIONS

  45. Course

  46. Course PERIOD WORKSHOP 5 Mar 2006 To complete the process of curriculum definition of the course for the management of disasters and complex emergencies, according to the Problem-based learning method, by developing the modules outlines, problems, guides and assessment tools.

  47. Government of Sri Lanka National Institute of Health Italy Italian Cooperation Project Coordinator: Dr Rainiei Guerra ISS – Ufficio Relazioni Esterne Technical Responsable: Dr Rita Ferrelli ISS – Ufficio Relazioni Esterne Local Project Coordinator: Dr Franco Macera Training Officer: S.ra Laura MasielloISS Project assistantes: Dr. Alice Fauci Dr. Manila Bonciani Dr. Luca Rosi Dr. Alfonso Mazzaccara Administrative Coordinator: Mrs Antonella Marzolini External Expert Advisors: Dr Giuseppe Diegoli Miss Roberta Colonna Dr Liliana Copertino Dr Pier Luigi Ingrassia

  48. thank you

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