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The basic tenet of effective emergency risk communication is to share the right message with the right people at the right time. The foundation that supports this basic tenet rests upon the channels that are used to disseminate such information. This chapter looks at the variety of channels that are available to public health, medical, and emergency managers during a health emergency and when to use different channels during different phases of an emergency response. Emergency risk communicators can use media richness theory to guide communication channel selection. The chapter identifies internal and external communication channels and how best to use them during an emergency. Internal channels include business collaboration tools like Microsoft Teams and Zoom and secure messaging systems like the Health Alert Network and Epi-X. External communication channels include media briefings, news releases, wireless emergency alerts, GovDelivery, town halls, call centers, websites, and social media. The chapter outlines how to effectively coordinate media briefings and town halls. The chapter highlights best practice on optimizing websites so the public can quickly find the information they need. The chapter offers key tips when working with social media. A student case study analyzes the California Camp Fire wildfire using the Crisis and Emergency Risk Communication framework. Reflection questions are included at the end of the chapter.
Abstract: Medicine improved since the beginning of Anne’s career. Therapies improved for neurological illnesses such as Parkinson’s disease, epilepsy, multiple sclerosis, myasthenia gravis and others. Improvements can be made in the time doctors have to spend on paperwork and extensive documentation required by insurance companies that leave less time for actual patient interactions. There are still challenges for women, such as their promotion to the highest academic and leadership levels. Anne describes the advances since her early studies in Sol’s lab. By 2015, it was becoming impossible for Anne to deny Nancy’s signs of HD. Anne wanted so much to help her. Nancy’s sister, Alice, became a close friend and they both hoped Nancy would join a clinical trial. Several promising therapies were being tested and Nancy agreed to join one. Before she was able to actually join the trial, however, it was suddenly stopped as it was making people worse. Over weekly Zoom calls with Anne and Alice, Nancy was excited that her Hereditary Disease Foundation (HDF) was going to fund three large and extremely innovative research grants that promise the application of novel approaches to find HD therapies.
The delivery of medical education has changed alongside the effects of COVID-19. As a result, the undergraduate psychiatry training for medical students at Guy’s King’s and St Thomas’ School of Medicine had to adapt rapidly. This poster portrays the journey in which the teaching sessions were developed and delivered throughout the first academic term of 2020-2021.
Objectives
To deliver an interactive online teaching day that can provide students with the knowledge and understanding of common psychiatric disorders in the interface of other medical conditions.
Methods
A clinical skills teaching day was developed to deliver the sessions via the online video calling platform Zoom. Published articles regarding online medical education as well as guidelines from the Royal College of Psychiatry were used as a resource to develop the structure. Feedback of the teaching day was collected via an anonymous survey.
Results
78 responses were collected in total from 4 teaching days. Overall satisfaction was high with a score of 86.5/100 in overall satisfaction. Themes for positive feedback included utilising actors in simulation (38% 30/78) and high interactivity within the teaching (31% 24/78). There were a number of students who found the whole day session online tiring (13% 10/78) and others felt the variation of scenarios were too limited (12% 9/78).
Conclusions
As lockdown has forced students to have less patient contact, they have suffered from the lack of learning opportunities. This teaching day showed the importance of organising high fidelity scenarios in order to try and fill the void that has been created due to COVID-19.
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