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Enhancing the relevance of the Incident Management System (IMS) in public health emergency preparedness Lessons l earned. Moira Grant, PhD, FCSMLS(D) Richard Bochenek, CEM. Presentation Objectives. Definition of IMS. *Source: - PowerPoint PPT Presentation
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Enhancing the relevance of the Incident Management System (IMS)
in public health emergency preparedness
Lessons learned
2014 May
Moira Grant, PhD, FCSMLS(D)Richard Bochenek, CEM
www.publichealthontario.ca
Outline
the challenges of using and promoting IMS in a public health environment
Describe
a responsive and iterative process for applying IMS to a public health-relevant workshop / exercise format
Reflect
on successful strategies and lessons learned for enhancing relevance of IMS to public health
Presentation Objectives
www.publichealthontario.ca
The Incident Management System (IMS) is a standardized approach to emergency management encompassing personnel, facilities, equipment, procedures, and communications operating within a common organizational structure.*
- creates order out of chaos- written for first responders to coordinate wildfires- mandated in public health in Ontario- voluntary in public safety in Ontario
Definition of IMS
*Source:Emergency Management Ontario. Incident Management System (IMS) for Ontario; 2008:106.
www.publichealthontario.ca
Adapting existing course materials
Creating a new workshop platform
Developing Train-the-Trainer & customized scenarios
Supporting delegated workshops
Overview of the project
Phase
1
Phase
2
Phase
4
Phase
3
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Responsive Curriculum
Design
Francis (2009): role of the learnerRottman et al (2006): PHEP curriculumSlavcev et al (2013): outcome-based design
Adult Learning
Vygotsky (1978): constructivismKnowles (2005): characteristics of adult learnersBrookfield (2006): teaching adultsSchön (1988): reflective practice
Communities of Practice
Lave & Wenger (1991): learning as a social process
Wenger (2007): communities of learning
Guiding Educational Theories
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There is a limited evidence base for IMS in PH
Traditional IMS concepts do not resonate in PH
PH professionals are sophisticated IMS users
PH professionals prefer practical learning activities
Limited relevant learning resources are available
IMS is often seen as compliance-based obligation
Challenges of using IMS in Public Health
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Retain IMS200 certification and format
Swap out first responder examples
Replace above with health and public health examples
Seek and incorporate open feedback from learners
Phase One – Adapting existing course materials
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Phase One – Outcomes
5 courses delivered to >100 learners(“IMS 200 for Public Health Units”)
March 2011 to January 2012
Lessons learned: • PH incidents are hyper-complex events• We need to focus on IMS concepts and targeted tools
proven in public health investigations• We need to apply adult learning principles• Non-structured evaluations provide helpful feedback• If at first you don’t succeed …
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Focus on role of public health in emergencies
Apply public health preparedness plans
Address key concepts in IMS in public health
Use an interactive case study approach
Phase Two – Creating a new workshop platform
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Emergency Management Cycle
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IncidentManagement
SystemFirst Responders
Public Health
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Emergency Plans Mapped to the Emergency Management Cycle
Communications
Training & Exercises
HIRA
ERPCOOP
Incident Management System (IMS)Coordinates these activities in a standardized, flexible manner. IMS
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Phase Two – Outcomes
3 courses delivered to ~60 learners(“A Supplementary Training Module”)
February – December 2012
Lessons learned: • New format resonates with PH professionals
- one-day interactive, IMS-based PHEP workshop- it is neither IMS-200, nor a replacement for it- it is IMS applied to PH environment
• PH professionals seek to understand IMS in PH context• PH professionals are eager to share their expertise• Cross-sectoral/cross-disciplinary discussion enriches
understanding of IMS
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Shared facilitation model
Train the trainer pilots
Customized-scenario workshops
Basic template for the IMS Structure
Continued workshop enhancement
Phase Three – TTT & Customized Scenarios
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Phase Three – Outcomes
4 TTT courses: qualified 42 Facilitators from 26 (of 36) PHUs2 custom and 5 base scenarios. 194 learners(“IMS for Public Health Training Module”)
December 2012 onward
Lessons learned• PHUs have widely varying needs and priorities for
training• PH emergency planners see themselves partly as
educators• IMS training can be a valuable networking and
relationship-building tool
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Community of Practice
Delegated facilitation in a hub-based model
PHO EPIR staff provide ongoing support to delegated facilitators
Use of health unit PHEP plans
Phase Four – Supporting Delegated Workshops
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Phase Four – Delegated workshops
10 base and 7 custom scenarios. 338 Learners3 meetings of delegated facilitators (web or face-to-face)October 2013 to present
Lessons learned• A hub-based delegated model leverages practitioner
expertise and ensures sustainability of delivery• This PHEP application has relevance/transferability
outside the PH sector• PHEP professionals seek networking opportunities• Ongoing support is a key success factor• Customized scenarios can serve as ‘booster packs’
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Workbooks & Guidebook
Base Slide Deck
PHO support/resources for IMS module
Collaborative website‘PHEMTRAC’
PHO workshop observersTemplates
& checklists
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Workshop Distribution
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Conclusion
For information related to this presentation, contact us at: epir@oahpp.ca
Thank you!
Brian Schwartz Moira GrantRichard BochenekKyle BouldenCalli CitronFayola CreftAnthea DarychukAvril DishawJudyth GuldenSanjay KhannaAmrita MaharajDawn Williams
And especially to all those who provided their candid feedback!
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