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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)

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Presentation on theme: "Enhancing the relevance of the Incident Management System (IMS) in public health emergency preparedness Lessons learned 2014 May Moira Grant, PhD, FCSMLS(D)"— Presentation transcript:

1 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

2 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

3 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.

4 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

5 Responsive Curriculum Design Francis (2009): role of the learner Rottman et al (2006): PHEP curriculum Slavcev et al (2013): outcome- based design Adult Learning Vygotsky (1978): constructivism Knowles (2005): characteristics of adult learners Brookfield (2006): teaching adults Schön (1988): reflective practice Communities of Practice Lave & Wenger (1991): learning as a social process Wenger (2007): communities of learning Guiding Educational Theories

6 There is a limited evidence base for IMS in PHTraditional IMS concepts do not resonate in PHPH professionals are sophisticated IMS usersPH professionals prefer practical learning activitiesLimited relevant learning resources are availableIMS is often seen as compliance-based obligation Challenges of using IMS in Public Health

7 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

8 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 …

9 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

10 Emergency Management Cycle

11 Incident Management System First Responders Public Health

12 Emergency Plans Mapped to the Emergency Management Cycle Communications Training & Exercises HIRA ERP COOP Incident Management System (IMS) Coordinates these activities in a standardized, flexible manner. IMS

13 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

14 Shared facilitation model Train the trainer pilots Customized-scenario workshops Basic template for the IMS Structure Continued workshop enhancement Phase Three – TTT & Customized Scenarios

15 Phase Three – Outcomes 4 TTT courses: qualified 42 Facilitators from 26 (of 36) PHUs 2 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

16 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

17 Phase Four – Delegated workshops 10 base and 7 custom scenarios. 338 Learners 3 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’

18 Workbooks & Guidebook Base Slide Deck PHO support/resources for IMS module Collaborative website ‘PHEMTRAC’ PHO workshop observers Templates & checklists

19 Workshop Distribution

20 Conclusion For information related to this presentation, contact us at: Thank you! Brian Schwartz Moira Grant Richard Bochenek Kyle Boulden Calli Citron Fayola Creft Anthea Darychuk Avril Dishaw Judyth Gulden Sanjay Khanna Amrita Maharaj Dawn Williams And especially to all those who provided their candid feedback!


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