Page 119 - Journal of Special Operations Medicine - Spring 2015

Table 3 Adjunct Training
Contact
Adjunct Training Objectives Resources Time
Communications Phase I Centralized awareness of communication 2 instructors per 8 hours
Community pathways for medical emergencies and 20 students
and unit level introduction of standardized communication
communications of patient information
Phase II Introduction of operational call center/EMS 2 instructors (one EMS/ 20 hours
Integration of higher­ system with coordinated regional responses disaster trained instructor)
echelon or regional Call center infrastructure
communication
Patient Movement Phase I Evacuation forward or remote from medical 2–4 instructors per 20–30 20 hours
Tactical evacuation/ facilities using available assets (introduction students
CASEVAC to patient­regulating activities and common
communications platforms) Tactical evacuation
platforms
Phase II Evacuation using designated medical 4 instructors per 80 hours
MEDEVAC platforms, integration of ground and air assets 20–30 students
(introduction of spoke and hub concepts of (minimum one provider)
patient movement with potential for cross­
border cooperation between partner nations) Ambulance­configured
vehicles and aircraft
capable of patient
transport with aviation­
worthy medical equipment
Disaster planning Principles of disaster planning and 4 instructors per 40 hours
management, with focus on command and 30 students
control and establishment of operations (minimum one provider)
centers (introduction to regional medical
operations, including communication and
logistics)
Medical logistics Phase I Critical individual level supply and unit level Medical logistics 10 hours
Unit level supply resources for Class VIII and food/water safety officer/NCO
Phase II Depot­based resupply, introduce push/pull Medical/logistics 20 hours
Regional supply concepts of logistical resupply, estimate Class officer/NCO
VIII consumption rates
Note: CASEVAC, casualty evacuation; EMS, emergency medical services; MEDEVAC, medical evacuation; NCO, noncommissioned officer.

the capacity­building model can be used when facing Figure 2 Mass casualty exercise with 1st BIR and local
different scenarios and regional needs. civilians.

Case 1:
1st Battalion d’Intervention Rapide of Cameroon
The first MEDCAN–GRO engagement involved the
1st Battalion d’Intervention Rapide (BIR) of Camer­
oon. SOCAFRICA had an existing relationship with
the BIR and had conducted basic first aid training and
training in public health measures, and introduced
TCCC principles. To provide progressive training and
enhance regional medical capability for both local and
US interests, SOCAFRICA conducted a training engage­
ment that built upon TCCC basic instruction. Due to
resource constraints, the curriculum and equipment list
developed by the Committee on Tactical Combat Ca­
sualty (CoTCCC), was modified to account for differ­
ences in equipment availability. However, instruction
remained true to the principles and processes as defined
by the committee to ensure those trained could work

A Case Study in Special Operations Forces Capacity Building 109