Disaster medical education for pharmacy students using video recordings of practical disaster drills.

This study created video-based educational materials for pharmacists' disaster response using video recordings of disaster drills to evaluate the feasibility of online education for teaching evacuation shelter management. Video materials were created from an actual disaster drill held at the Hirakata campus of Setsunan University and were provided to second-year pharmacy students as part of their classes. We conducted a questionnaire survey before and after the video intervention to evaluate participants' attitudes toward providing support during disasters, awareness of pharmacists' role in disaster relief, and willingness to participate in disaster drills. A comparison of the pre- and post-intervention questionnaire results showed that the intervention enhanced participants' understanding of pharmacists' role in disaster medicine. The factor analysis, cluster analysis, and the amount of change showed that the video materials vividly conveyed the confusion of a disaster to the participants and helped them imagine experiencing and responding to a disaster. The findings showed the feasibility of using video-based educational materials to vividly convey the chaos that challenges medical personnel during disaster-response efforts. This method provides a safe way to prepare students who might be called upon to work in emergency conditions and stimulate interest in disaster medicine. Ideally, this and similar interventions will become part of an extensive toolbox of empirically-based disaster preparedness educational materials. • Video materials positively influence students' impressions of disaster medicine. • Disaster medical education using video recordings of practical disaster drills builds an image of disaster medicine. • Disaster medical education, including evacuation shelter management, will spark interest in more advanced disaster medicine. • Even if it is not face-to-face and remote, it can introduce disaster medical education. • Our video material will be positioned between mere lectures and practical simulations. [ABSTRACT FROM AUTHOR]