Biomedical Engineering Reference
In-Depth Information
21 Simulation II: Preparing for
Biodisasters
RICHARD R. KYLE, JR.
Disclaimer
All specific commercial product references and
contact information are offered for comparative use
only; no endorsement is implied by and no finan-
cial interests are associated with the author. All
statements and opinions are the author's, and are
not official positions or policies of the Uniformed
Services University, the Department of Defense,
or the US federal government.
differences in intent behind the two causes of
biodisaster, competency in responding to inten-
tional bioterror are equally valuable in responding
to most “natural” biological generators of mass
casualties.
21.2 Premise
The ideal way to become and remain proficient
in a task is to practice it. Individual knowledge
as well as teamwork skills required to success-
fully respond to biodisasters are learnable, but
both fade in the absence of use. Simulation is
an ideal way to learn and maintain the abilities
required to minimize the consequences of rare but
devastating events. Specific simulations can be
constructed and delivered to meet the unique needs
of the different kinds of biodisaster responders:
first responders saving lives en mass, clinicians in
the emergency department saving lives one at a
time, crises managers allocating resources to save
as many lives as possible. Simulation offers all
learners the advantages of applying themselves to
scheduled disasters at minimal added expense and
disruption to existing activities. In exchange, the
participants gain self-confidence in their own abil-
ities as well as in those of their colleagues.
Objectives for the Reader
•
Utilize criteria for evaluating biodisaster simu-
lations;
•
Apply principles of designing and producing
simulation scenarios;
•
Identify technical and personnel resources
required for a successful biodisaster preparation
program
Key Words
Patient simulation
Simulation personnel
Simulation scenarios
Team training
Weapons of mass destruction
21.3 Unique Contribution of
Simulation
The concept behind simulation is identical to the
very essence of formal education: “Instructors”
systematically abstract key concepts and actions
from the distractions of the real world and create
21.1 Audience
This chapter is for all who are now or may
become part of a clinical facility biodisaster plan
and wish to work toward making themselves and
their colleagues better prepared. Despite the vast
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