bologna. may 25 th -26 th, 2006 government of sri lanka national institute of health italy italian...

Bologna. May 25th-26th, 2006

Government of Sri LankaGovernment of Sri Lanka National Institute of National Institute of Health ItalyHealth Italy

Italian Italian CooperationCooperation

Disaster preparedness: the Training of Trainers for Sri Lanka. An

international cooperation project of the National Institute of Health

PL INGRASSIA, MD, EMDMDpt of Anaesthesiology, Intensive & Critical Emergency Care “Maggiore della Carità” HospitalUniversity of Eastern Piedmont "A. Avogadro“ - Novara, Italy

speaker:




Capacity Building Project for the

Management of Disasters and Complex Emergencies

RANIERI GUERRAIstituto Superiore di Sanità

Capo-Ufficio Relazioni Esterne

ROMA

Project Director:


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

IIntroductionntroduction


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



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



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



Human Impact of the earthquake and Tsunami of

Dicembre 26th, 2004 (updated to 02/ 16/ 2005)

Victims Missings Refugees

Indonesia 116.396 127.774 417.000 Sri Lanka 30.974 4.698 553.287

India 10.749 5.640 647.999 Maldive 82 26 21.663 Thailand 5.395 2.995 N/ A Malesia 68 12 N/ A Birmania 90 N/ A N/ A

Total 163.754 141.145 >1.639.949

Sourse: UNOCHA-relief web, USAID, International Red

Cross



PPurposeurpose

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


SStrategic trategic AApproachpproach

NATIONANATIONALL

LEVELLEVEL

DISTRICT DISTRICT LEVELLEVEL

International International ExpertsExperts


DDidactic idactic AApproachpproach

• 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).

ANDRAGOGYANDRAGOGY

• 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)



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

PROBLEM-BASED PROBLEM-BASED LEARNINGLEARNING




“ 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




Features 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


TraditionTraditional al TutorialTutorial

““Teacher ” Teacher ”

““Students”Students”



““Facilitator Facilitator ” ”

““ParticipanParticipants / ts / learners”learners”

PBL PBL Tutorial Tutorial



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…

Read the

problem Brainstorm

- hypothesiz

eIdentify learning issues

Research-Learn

(2-7 days)

Return-Reread-Report-Review

Next page

EVALUATE

THE ITERATIVE PROCESS




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)



CCourseourse

WORKSHOP 1 Nov 2005

WORKSHOP 2 Dec 2005

WORKSHOP 3 Jan 2006

WORKSHOP 4 Feb 2006

WORKSHOP 5 Mar 2006

PERIOD


WORKSHOP 1 Nov 2005

PERIODCCourseourse

curriculum were developed in collaboration with the national and local managers


WORKSHOP 1 Nov 2005

PERIODCCourseourse

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.


WORKSHOP 1 Nov 2005

PERIODCCourseourse

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


WORKSHOP 1 Nov 2005

PERIODCCourseourse


WORKSHOP 1 Nov 2005

PERIODCCourseourse

strengths and weaknesses in the months following the tsunami

further profiles to be involved in the course

topics to be included in the course


WORKSHOP 1 Nov 2005

PERIODCCourseourse

STRENGTHS WEAKNESSES(difficulties encountered after the tsunami)

• Human Resources• Support from UN

Agencies, NGOs• Donations• Local and informal

communication• Formal and informal

leaders of communities on site

• Lack of human resources• Lack of knowledge of public health staff to

respond well to this disaster. • Lack of coordination with district provincial

office. • Poor sectoral coordination, lack of proper

coordination between sectors• Lack of transport - poorly organized.• Lack of stock to maintain good sanitation, safe

water, safe food. • Lack of monitoring procedures.• Mobilisation of financial provisions and

regulations• Lack of communication between health staff &

focal points.• Community did not know disaster

management technologies.


WORKSHOP 1 Nov 2005

PERIODCCourseourse

• Epidemiology• MCH• Nutrition• Environmental problems• Communication• Co-ordination• Rapid disaster assessment• Emergency management• Technical, managerial, administrative and

supportive issues in emergencies

Topics to be included in the courseTopics to be included in the course


WORKSHOP 1 Nov 2005

PERIODCCourseourse

Health professional profiles Non-health profiles

DMO – District Medical Officers

MOH – Medical Officers of Health

SPHM – Supervising Public Health Midwives

PHNS - Public Health Nursing Sister

Community leaders

Grama Sevaka

Samurdhi officers

Local authorities

School teachers

Personnel from public utility services

NGO personnel

Police


WORKSHOP 2 Dec 2005

PERIODCCourseourse

Objectives:►To finalize the editing of the To finalize the editing of the curriculumcurriculum►To review the main features and To review the main features and steps of curriculum development with steps of curriculum development with the NIHS core team the NIHS core team


WORKSHOP 2 Dec 2005

PERIODCCourseourse

FOUR MODULES• Disaster preparedness and early

warning • Rapid disaster assessment • Disaster response • Managerial aspects in

emergencies

STRUCTURE OF THE COURSESTRUCTURE OF THE COURSE


WORKSHOP 2 Dec 2005

PERIODCCourseourse

MODULE STRUCTUREMODULE 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


WORKSHOP 3 Jan 2006

PERIODCCourseourse

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.


WORKSHOP 3 Jan 2006

PERIODCCourseourse


WORKSHOP 4 Feb 2006

PERIODCCourseourse

reading materials were selected, reviewed and identified in a single document


WORKSHOP 4 Feb 2006

PERIODCCourseourse

MODULE 1 Disaster preparedness and early warning

MODULE 2Rapid disaster assessment and

surveillance MODULE 3

Disaster response MODULE 4

Managerial aspects in emergencies


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

MODULE 1

WORKSHOP 4 Feb 2006

PERIODCCourseourse


WORKSHOP 4 Feb 2006

PERIODCCourseourse


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


WORKSHOP 4 Feb 2006

PERIODCCourseourse

MODULE 3


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


WORKSHOP 4 Feb 2006

PERIODCCourseourse

MODULE 4


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


GROUPSub-group

1Sub-group

2Sub-group

3Sub-group

4Facilitator

A A1 A2 A3 A4 Dr. G Diegoli

B B1 B2 B3 B4 Dr. PL Ingrassia

C C1 C2 C3 C4 Dr. L. Copertino

D D1 D2 D3 D4 Dr. R. Colonna

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


GROUPSub-

group 1Sub-

group 2Sub-

group 3Sub-

group 4Facilitator OBJECTIVE

A A1 A2 A3 A4 Dr. G Diegoli

Temporary document

B B1 B2 B3 B4 Dr. PL Ingrassia

Temporary document

C C1 C2 C3 C4Dr. L.

Copertino Temporary document

D D1 D2 D3 D4 Dr. R. Colonna

Temporary document

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


GROUP Sub-group 1 Sub-group 2 Sub-group 3 Sub-group 4

A A1 A2 A3 A4

B B1 B2 B3 B4

C C1 C2 C3 C4

D D1 D2 D3 D4

Facilitator Dr. G Diegoli Dr. PL

IngrassiaDr. L.

CopertinoDr. R.

Colonna

OBJECTIVE Final document Final document Final document Final document

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


FINAL REPORTFINAL REPORT

DAY 1stDAY 1st

REVIEWREVIEW

DAY 2ndDAY 2nd

DAY 3rdDAY 3rd DAY 4thDAY 4th

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


OBJECTIVESOBJECTIVES

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

SELECTED READING SELECTED READING

MATERIALSMATERIALS

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


MODULE’S MODULE’S

LECTURESLECTURES

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


AT THE END…AT THE END…

… … THE TEACHING TOOLSTHE TEACHING TOOLS

SHARED CORE CONTENTSHARED CORE CONTENT

SELECTION OF READINGSSELECTION OF READINGS

.ppt PRESENTATIONS.ppt PRESENTATIONS

CCourseourse

WORKSHOP 4 Feb 2006

PERIOD


CCourseourse


CCourseourse

WORKSHOP 5 Mar 2006

PERIOD

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.




Project Coordinator: Dr Rainiei GuerraISS – Ufficio Relazioni

Esterne

Technical Responsable: Dr Rita FerrelliISS – Ufficio Relazioni

Esterne

Local Project Coordinator: Dr Franco Macera

Training Officer: S.ra Laura Masiello ISS Project assistantes: Dr. Alice Fauci

Dr. Manila BoncianiDr. Luca RosiDr. Alfonso Mazzaccara

Administrative Coordinator: Mrs Antonella Marzolini

External Expert Advisors: Dr Giuseppe DiegoliMiss Roberta ColonnaDr Liliana CopertinoDr Pier Luigi Ingrassia


thank you

bologna. may 25 th -26 th, 2006 government of sri lanka national institute of health italy italian...

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