Training on EMT, CLS, CMAST and DMALS for the Lebanese Armed Forces
Nagi Souaiby
2017
Prehospital and Disaster Medicine
Study/Objective: These exclusive training workshops allows trainees to deal with disaster in conformity with the national and international standards, optimizing emergency management in an unpredictable framework, putting in place an Emergency Contingency Plan and efficiently implementing it and assessing, triaging and responding efficiently to various context of emergencies. Background: The presence of landmines from years of conflict continues to cause threat and dictates the need for
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... e actions. Post-war countries face particular challenges, especially in the Middle East, where the political situation remains dynamic. With the Syrian crisis, the need for training armed forces on disaster preparedness, combat/demining medics to ensure quick reaction time along with proper and efficient skills became crucial. Methods: The training provided exclusive courses in Emergency Medicine Techniques (EMT), Combat Lifesaver (CLS), Combat Medic Advanced Skills Training (CMAST), Demining Medic Advanced Life Support (DMALS). It followed international standards and included theoretical parts where basic material was delivered mainly in phase I, complimented by hands-on and cases studies, scenarios and simulation workshops. In phase II, theoretical part consisted of only 30% of the training. Practical field drills with live scenarios including terrorist attack and bombing resulting in casualties took place. Hence, student evaluation was performed during practical field performance. Results: Phase I: 13 trainees completed the EMT; 16 the CLS; 11 the CMAST and 12 the DMALS. They improved by 55% in average Phase II: 12 trainees completed the EMT; 15 the CLS; 9 the CMAST and 12 the DMALS. They succeed an oral exam based on a check list. Conclusion: After completion of phases I and II, Phase III will follow to adjust and improve organizational limitations/obstacles and refine the system. The first 2 phases allowed team fields to acquire necessary theoretical (I) and practical skills (II). These phases should be complemented by elaborating policies and procedures to be validated by the regulatory authorities.
doi:10.1017/s1049023x17002497
fatcat:zpndg3y7lncndof4kz43oymprq