First author, year | Study design | N1 | Professions | Training content | Training methods | Duration, timespan | Effectiveness indicators | Effectiveness confirmation |
---|---|---|---|---|---|---|---|---|
Aghababaeian, 2013 [58] | Non-RCT (pre-post) | 144 | Paramedics, EMTs | Triage | IG: Educational video CG: Real-life scenario | 0.5 h, 1 day | Basic knowledge test | No sign. difference between groups |
Applied knowledge test (triage accuracy) | IG partially better than CG | |||||||
Alenyo, 2018 [77] | Single group, pre-post | 129 | Emergency medical service providers | General disaster management | Not specified | NA, NA | Applied knowledge test (triage accuracy) | Yes |
Alim, 2015 [78] | Single group, pre-post | 309 | Nursing students | General disaster management | Not sufficiently clear (“in-class training”) | 8 h, 1 day | Basic knowledge test | Yes |
Aluisio, 2016 [79] | Single group, pre-post | 12 | Physicians, nurses | Lower extremity regional anesthesia for earthquake victims | Discussion-based training, practical skills | 5.25 h, 1 day | Basic knowledge test | Yes |
Andreatta, 2010 [25] | Stratified RCT (pre-post) | 15 | Physicians | Triage | IG: Lecture, VR with CAVE CG: Lecture, real-life scenario | NA, 1 day | Basic knowledge test | CG better than IG (effect sizes only) |
Observed performance with a self-developed instrument to compose an overall performance score during real-life / VR simulation (e.g., ensure safety on scene, call for additional help, accuracy) | IG better than CG (effect sizes only) | |||||||
Andreatta, 2015 [34] | Non-RCT (pre-post) | 204 | Nurses, paramedics, medical students | Cholinergic crisis management | IG (use of virtual animal model): Discussion-based training, real-life scenario, computer-based learning CG (use of virtual human model): Discussion-based training, real-life scenario, computer-based learning | 4 h, 1 day | Basic knowledge test | For all indicators: Yes, for both groups (no sign. difference between groups) |
Observed performance with a previously validated instrument [80] to compose an overall performance score during real-life simulation (multiple performance dimensions associated with managing a nerve agent casualty) | ||||||||
Self-reports of self-efficacy and state affect | ||||||||
Bajow, 2016 [63] | Single group, pre-post | 29 | Medical students | General disaster management | Lecture, discussion-based training, real-life scenario, VR on screen, educational video, debriefing, field visit | 53 h, 2 weeks | Basic knowledge test | Yes |
Betka, 2021 [49] | Single group, pre-post | 17 | Medical students, nursing students2 | General disaster management | Discussion-based training, computer-based learning | NA, NA | Self-rep. interprofessional collaborative competencies | Partially confirmed |
Self-rep. disaster management competence | Yes | |||||||
Self-rep. self-confidence in managing disasters | Partially confirmed | |||||||
Chan, 2010 [71] | Single group, pre-post | 138 | Nursing students | General disaster management | Lecture, discussion-based training, practical skills, field visit | NA, 2 weeks | Self-rep. competence in disaster nursing | Yes |
Chandra, 2014 [52] | Single group, pre-post | 76 | Professional volunteers | Psychological first aid | Lecture, discussion-based training, educational video | 2 h 1 day | Basic knowledge test | No |
Self-rep. capability in using psychological first aid | Yes | |||||||
Chou, 2021 [53] | Single group, pre-post | 48 | Medical students | General disaster management | Lecture, discussion-based training, real-life scenario | NA, 2 days | Basic knowledge test | Partially confirmed |
Self-rep. willingness to pursue further training | No | |||||||
Interest in disaster training | No | |||||||
Cicero, 2012 [26] | Single group, pre-post | 50 | Physicians | Triage | Lecture, real-life scenario, debriefing | 3.5 h, 5 months | Observed triage performance during real-life simulation (accuracy) | Yes |
Cicero, 2017 [27] | Single group, pre-post | 261 | Paramedics, EMTs, paramedic students | Triage | Real-life scenario, debriefing, computer-based learning | 5 h, 6.5 months | Observed triage performance during real-life simulation (accuracy) | Yes |
Cowling, 2021 [45] | Single group, pre-post | 26 | EMTs in training | General disaster management | Real-life scenario, debriefing | NA, 1 day | Basic knowledge test | No |
Self-rep. knowledge | Yes | |||||||
Self-rep. confidence in managing a structural collapse scenario | Yes | |||||||
Cuttance, 2017 [57] | RCT (only post) | 292 | Paramedics | Triage | IG1: lecture, other (aid memoire) IG2: lecture IG3: other (aid memoire) CG: no intervention | NA, NA | Applied knowledge test (triage accuracy) | Yes, all IGs improved with the greatest improvements in IG1 and IG3 |
Dittmar, 2018 [28] | Single group, pre-post | 19 | Paramedics2 | Triage | Lecture | 0.75 h, 1 day | Observed triage performance during real-life simulation (time + accuracy + overall performance score assessed with a self-developed instrument that incorporated e.g., accuracy, time, airway handling and bleeding control measures) | Yes |
Edinger, 2019 [81] | Single group, pre-post | 19 | Emergency medical service providers | Interacting with individuals with developmental disabilities during disaster response | Computer-based learning | 1 h, 1 day | Basic knowledge test | Partially confirmed |
Self-rep. self-efficacy for caring for developmentally disabled individuals | Yes | |||||||
Farra, 2013 [61] | RCT (pre-post) | 47 | Nursing students | General disaster management | IG: computer-based learning, VR on screen CG: computer-based learning | NA, NA | Basic knowledge test | IG partially better but CG improved as well (within-group effect of CG not tested for significance) |
Fernandez-Pacheco, 2017 [60] | Single group, pre-post | 35 | Nursing students | Triage | Debriefing with video | NA, NA | Change in self-perception (number of behaviors, moments, thoughts, feelings, strengths + weaknesses being described) | Partially confirmed |
Foronda, 2016 [62] | Single group, pre-post | 6 | Nursing students | Triage | Lecture, VR on screen, debriefing | 1.25, 1 day | Applied knowledge test (triage accuracy) | No |
Furseth, 2016 [50] | Non-RCT (pre-post) | 189 | Nursing students, paramedic students | General disaster management | IG with a training focus on handoff communication: lecture, real-life scenario, debriefing CG: lecture, real-life scenario, debriefing | NA, 1 day | Self-rep. attitude towards Interprofessional education and interprofessional healthcare teams | For all indicators: IG partially better |
Self-rep. confidence | ||||||||
Satisfaction with the training | ||||||||
Greco, 2019 [47] | Single group, pre-post | 90 | Nursing students | Triage | Real-life scenario, debriefing | NA, NA | Self-rep. ethical reasoning confidence | Yes |
perceived importance of ethical reasoning | ||||||||
Huh, 2019 [41] | RCT (pre-post) | 60 | Nursing students | General disaster management | IG: Lecture, discussion-based training, practical skills, educational video CG: No intervention | 8 h, 4 weeks | Basic knowledge test | For both indicators: Yes |
Self-rep. disaster readiness | ||||||||
Hutchinson, 2011 [82] | Single group, pre-post | 81 | Nursing students | General disaster management | Lecture, discussion-based training, real-life scenario, educational video, computer-based learning | NA, NA | Basic knowledge test | Partially confirmed |
Ingrassia, 2015 [29] | RCT (pre-post) cross-over design | 56 | Medical students | Triage | IG: Lecture, VR on screen CG: Lecture, real-life scenario training | NA, 3 days | Triage performance observed during real-life/virtual simulation (accuracy of triage decisions and of decisions about the need for lifesaving treatments + time) | No sign. difference between groups but both groups improved significantly |
Ingrassia, 2014 [83] | Single group, pre-post | 524 | Medical students | General disaster management | Discussion-based training, computer-based learning, debriefing | 47 h, 1 month | Basic knowledge test | For both indicators: Yes |
Applied knowledge test (triage accuracy) | ||||||||
James, 2021 [84] | Single group, pre-post | 34 | Nursing students | General disaster management | Real-life scenario, debriefing | 4 h, 1 day | Self-rep. attitudes towards teamwork in training | Yes |
Jones, 2014 [43] | Single group, pre-post | 224 | Paramedics, EMTs | Active shooter incident response | Lecture, real-life scenario | 4 h, 1 day | Self-rep. preparedness and attitudes towards active shooter incident response | Yes (but only descriptive statistics) |
Kim, 2020 [55] | Single group, pre-post | 34 | Nursing students | General disaster management | Lecture, discussion-based training, real-life scenario, debriefing | 3 h, 1 day | Self-rep. attitudes towards responding to MCIs | Yes |
Knight, 2010 [30] | Non-RCT (only post) | 91 | Physicians, nurses, paramedics | Triage | IG: lecture, serious gaming with VR on screen CG: lecture, discussion-based training | NA, NA | Observed triage performance during real-life simulation (triage accuracy + compliance with the correct procedure + time) | Accuracy: IG better than CG, step accuracy: IG partially better, time: no sign. difference between groups |
Koca, 2020 [42] | RCT (pre-post) | 235 | Nursing students | General disaster management | IG: computer-based learning CG: no intervention | 11 h, 2 weeks | Self-reports of preparedness and self-efficacy | Yes |
Koutitas, 2021 [38] | RCT (only post) | 30 | EMTs | Familiarization with the ambulance bus (AMBUS) | IG1: lecture, VR with HMD IG2: lecture, AR with a head-mounted display CG: lecture, field visit | NA, 1 week | Observed performance in a real ambulance bus (orientation in ambulance bus; accuracy + time + overall performance score calculated from accuracy and time) | Yes, for both IGs with better results in IG1 (only descriptive statistics reported) |
Kuhls, 2017 [48] | Single group, pre-post | 78 | Physicians, nurses2 | General disaster management | Not specified | 8 h, 1 day | Self-rep. confidence to manage disaster scenarios | Yes |
Lampi, 2013 [85] | Single group, pre-post | 153 | Physicians | Trauma life support | Lecture, discussion-based training, practical skills | NA, NA | Applied knowledge test (triage accuracy) | No |
Lennquist Montán, 2015 [86] | Single group, pre-post | 83 | Emergency medical services providers2 | General disaster management | Discussion-based training | NA, 3 days | Self-rep. knowledge | For both indicators: Yes |
Self-rep. skills | ||||||||
Ma, 2021 [24] | RCT (pre-post) | 104 | Nursing students | General disaster management | IG: screen-based serious gaming CG: discussion-based training, real-life scenario, practical skills, debriefing | 2 h, NA | Self-rep. competence in disaster nursing | IG better than CG |
Merlin, 2010 [54] | Single group, pre-post | 46 | Medical students | General disaster management | Lecture, practical skills, field visit/clerkship | 34.5 h, 4 weeks | Self-rep. knowledge | For both indicators: Yes |
Self-rep. opinions about prehospital issues | ||||||||
Mills, 2020 [31] | RCT (only post) cross-over design | 29 | Paramedic students | Triage | IG: VR with HMD CG: real-life scenario | NA, 1 day | Triage performance (accuracy) during real-life/VR simulation | No sign. difference between groups |
Immersion (via heart-rate and self-rep.) | Greater immersion in real-life training | |||||||
Learning satisfaction | No sign. difference between groups | |||||||
Motola, 2015 [35] | RCT (pre-post) | 91 | Paramedics | Managing CBRNE incidents | IG: Educational video Waiting CG: no intervention | NA, NA | Basic knowledge test | Yes |
Observed performance in treating a CBRNE patient (overall performance score assessed with an instrument based on a previous study; [87]) | Partially confirmed | |||||||
Paddock, 2015 [37] | Stratified RCT (pre-post) | 36 | Physicians, nurses, paramedics, EMTs | Prehospital focused assessment with sonography in trauma | IG1: Educational video, computer-based learning CG: Educational video, practical skills IG2: Both of the trainings above | 4 h, 1 day | Basic knowledge test | No sign. difference between groups but all trainings led to significant improvement |
Observed sonography performance (overall performance scores for image acquisition and interpretation assessed with a self-developed instruments) | no sign. difference between groups | |||||||
Phattaharapornjaroen, 2020 [88] | Single group, pre-post | 52 | Physicians | General disaster management | Discussion-based training | NA, 2 days | Self-rep. knowledge | Yes |
Pollard, 2015 [89] | Single group, pre-post | 41 | Medical students | General disaster management | Lecture, real-life scenario, computer-based learning | NA, 8 months | Basic knowledge test | Yes |
Pouraghaei, 2017 [36] | Single group, pre-post | 205 | EMTs | Triage | Lecture, discussion-based training | 2 h, 1 day | Basic knowledge test | For all indicators: Yes |
Applied knowledge test (triage accuracy) | ||||||||
Observed performance of managing the jaw trust airway maneuver (overall performance score via expert evaluations of success vs. failure) | ||||||||
Ripoll-Gallardo, 2020 [40] | Single group, pre-post | 8 | Physicians | General disaster management | Discussion-based training, real-life scenario, educational videos, computer-based learning, field visits | NA, 6 months | Basic knowledge test | Yes |
Observed performance in real-life simulation in a low-resource emergency room (overall performance score assessed with the TIGR [90]) | Yes | |||||||
Self-rep. attitude towards disaster management domains | No | |||||||
Rivkind, 2015 [91] | Single group, pre-post | 3093 | Medical students | Trauma management | Lecture, discussion-based training, real-life scenario, practical skills, educational video, computer-based learning, debriefing | 77 h, 2 weeks | Basic knowledge test | Yes |
Saiboon, 2021 [92] | Single group, pre-post | 168 | Medical students | General disaster management | Educational video | 0.5 h, 7 days | Basic knowledge test | Yes |
Scott, 2010 [51] | Single group, pre-post | 61 | Medical students | General disaster management | Lecture, real-life scenario | 3 h, 1 day | Basic knowledge test | Yes (but only descriptive statistics) |
Self-rep. knowledge | ||||||||
Sena, 2021 [46] | Single group, pre-post | 22 | Physicians | General disaster management | Lecture, discussion-based training, debriefing | 2 h, 1 day | Basic knowledge test | No |
Self-rep. confidence | Yes | |||||||
Perceived importance of disaster medicine training | No | |||||||
Smith, 2015 [64] | Single group, pre-post | 65 | Nursing students | Nursing leadership skills in disaster response | Lecture, discussion-based training, real-life scenario, VR on screen with movement tracking via webcam | 8 h, 1 day | Self-rep. self-efficacy | Yes |
Unver, 2018 [44] | Single group, pre-post | 87 | Nursing students | General disaster management | Lecture, real-life scenario, debriefing | NA, 8 weeks | Self-rep. disaster preparedness | Yes |
Wiese, 2021 [59] | Non-RCT (pre-post), cross-over design | 80 | Nursing students | General disaster management | IG: computer-based learning CG: practical skills, debriefing | NA, NA | Basic knowledge test | IG better than CG |
Perceptions about learning | No sign. difference between groups | |||||||
Xia, 2020 [56] | RCT (pre-post) | 63 | Nursing students | General disaster management | IG: lecture, discussion-based training, real-life scenario, educational video, debriefing CG: No intervention | 7 h, NA | Basic knowledge test | Partially confirmed |
Self-rep. attitude (one score combining attitudes towards the training, towards disaster preparedness and family disaster preparation) | No sign. difference between groups | |||||||
Yanagawa, 2018 [32] | Non-RCT (only post) | 63 | EMTs | General disaster management | IG: Lecture, real-life scenario, practical skills CG: No intervention | NA, 1 day | Observed performance of whole team during real-life simulation (accuracy + overall performance score assessed with a self-developed instrument) | No |
Zhang, 2021 [39] | RCT (pre-post) | 120 | Nurses | General disaster management | IG: VR on screen, discussion-based training, real-life scenario CG: Lecture, discussion-based training, real-life scenario, practical skills | 48 h, 3 months | Basic knowledge test | For all indicators: IG better than CG; CG improved as well but within-group effects not tested for significance |
Observed performance during real-life simulation (overall performance score assessed with the self-developed emergency care capability rating scale) | ||||||||
Observed performance in technical skills (overall performance score assessed with a self-developed instrument) | ||||||||
Self-rep. disaster preparedness | ||||||||
Zheng, 2020 [33] | RCT (pre-post) | 103 | Medical students | Triage | IG: Lecture, discussion-based training CG: Lecture | NA, 3 weeks | Basic knowledge test | IG better than CG |
Observed triage performance (accuracy + time) during real-life simulation | No sign. difference between groups | |||||||
Satisfaction with training | IG partially better than CG |