Teaching Combat Casualty Care at America’s Medical School - Craig Goolsby, Goolsby, MD, MEd, FACEP, Uniformed Services University, National Center for Disaster Medicine & Public Health
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Whether it’s a school shooting or marathon bombing, combat-type injuries happen at home with alarming frequency. Recently, the National Academies of Science, Engineering, and Medicine released a report calling for enhanced military-civilian collaboration to eliminate preventable trauma deaths. This session details the Uniformed Services University’s robust and innovative approach to teaching battlefield trauma, leadership and communications skills to interdisciplinary learners using an array of simulators and techniques, such as human-worn hybrid simulation and patient-perspective video feedback.
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Teaching Combat Casualty Care at America’s Medical School - Craig Goolsby, Goolsby, MD, MEd, FACEP, Uniformed Services University, National Center for Disaster Medicine & Public Health
- 1. Teaching Combat Casualty Care at America’s Medical School Craig Goolsby, MD, MEd, FACEP Associate Professor & Vice Chair, Education Dept. of Military & Emergency Medicine Science Director, National Center for Disaster Medicine & Public Health
- 2. Disclaimer • The opinions expressed in this presentation are solely those of the presenter, and do not necessarily reflect those of the Uniformed Services University, Department of Defense, or United States Government.
- 3. The Challenge •Teach medical students life-saving combat casualty care techniques •Civilian programs may benefit too
- 4. Tactical Combat Casualty Care (TCCC) Trauma stabilization in resource-constrained, hostile, non-medical environments with rapid evacuation to higher level care Vietnam Iraq (OIF) Afghanistan (OEF) 86.5% 90.2% 91.6%
- 5. Why does this matter?
- 6. Why does this matter?
- 8. Objectives •By the end of this presentation, learners should be able to: •Describe curriculum needed for casualty care education of medical professionals •List relevant adult learning theories to teaching combat casualty care education with simulation •Discuss hybrid simulation-based approaches to teach combat casualty care
- 10. Pillars •Military Medical Practice •Emergency Medicine •Leadership
- 12. What is Sim?
- 14. Knowles Andragogy Self- directed Must know why they are learning Internal > external motivatio n Immediac y of Applicatio n Learning Readiness = social tasks Use life experien ce
- 15. Hybrid? +
- 16. •Cut Suit •K9 •Cesar •Helo •SimMan •(Moulage & Low-Fi Sims) Sims in the Exercises
- 17. Cut Suit
- 18. K9
- 19. Cesar
- 20. SimMan
- 22. 101 •Intro to military, acculturation, patient experience •Personal leadership (MBTI, EI)
- 23. 102 (ACME) •TCCC •Interpersonal leadership (crisis comms)
- 24. ACME Sim
- 25. 201 (Gunpowder) •Prolonged field care, en route care, FSRC •Team leadership (7-8 people)
- 26. Gunpowder Sim
- 27. 202 (Bushmaster) •Capstone: EM, MMP, leadership (team-org)
- 28. Bushmaster • MS4 military medicine capstone • Largest mil med simulation • “Deploy” & establish forward aid stations • Patients = moulaged MS1s • Previous sim use • A better way?
- 29. Bushmaster Sim
- 30. Bushmaster Sim
- 31. Wrap-up • Describe curriculum needed for casualty care education of medical professionals •List relevant adult learning theories to teaching combat casualty care education with simulation • Discuss hybrid simulation-based approaches to teach combat casualty care
- 32. Questions?