Page 83 - JSOM Summer 2023
P. 83
they learn medicine, this provides budding civilian doctors References
with a tap on the community they will be working with and 1. Derrick H. Interdisciplinary healthcare teams. SPNHA Review.
builds relationships that may last well beyond training. 2018;14(1).
2. Hamman WR. The complexity of team training: what we have
learned from aviation and its applications to medicine. Qual Saf
This model likewise plays a particularly significant role in the Health Care. 2004;13 Suppl 1(Suppl 1):i72–i79.
military, in which new officers will be required to train medical 3. Larson EL. New rules for the game: interdisciplinary education
units and advise commanders on decisions surrounding med- for health professionals. Nurs Outlook. 1995;43(4):180–185.
ical asset utilization and logistical considerations. Basic offi- 4. Uniformed Services University. Gunpowder: Preparing for crisis sit-
cer training in all branches of service is led by senior enlisted uations. https://www.usuhs.edu/military-readiness/military-specific
leaders. These enlisted personnel set high standards for officers -curriculum/gunpowder. Accessed 30 November 2022.
in training to emulate and play a crucial role in the medical 5. Oyler DR, Romanelli F. The fact of ignorance: revisiting the Soc-
ratic method as a tool for teaching critical thinking. Am J Pharm
education of medics and corpsmen. As one corpsman on our Educ. 2014;78(7):144.
research team concluded, “Building that relationship between 6. Patton M. Qualitative research and evaluation methods. 3rd ed.
the medical officer and the enlisted servicemember, that corps- Thousand Oaks, CA: Sage; 2002.
man or medic that they’re going to be supervising and working 7. Creswell JW, Creswell JD. Research design qualitative, quantita-
with later on in their career once they graduate from here and tive and mixed methods. 5th ed. New York, NY: Sage; 2018.
move on, is invaluable.” 8. Candela AG. Exploring the function of member checking. TQR.
2019;24(3):619–628.
9. Merriam SB, Tisdell EJ. Qualitative research: A guide to design
Limitations and implementation. 4th ed. San Francisco, CA: Jossey Bass;
2017.
While a sample size of 35 participants is acceptable for qual- 10. Pizzolitto E, Verna L, Venditti M. Authoritarian leadership styles
itative research, we plan to gather additional quantitative and performance: A systematic literature review and research
data from future larger scale military medical field exercises agenda. Management Review Quarterly. 2022.
on medic and corpsman roles and interactions. Our future re- 11. Sanchez-Manzanares R, Antino M, Uitdewilligen S. The joint ef-
fects of leadership style and magnitude of the disruption on team
search will also focus on collecting quantitative data regarding adaptation: A longitudinal experiment. Group & Organization
the impact of the pedagogy and curriculum at Operation Gun- Management. 2020;45(6):836–864.
powder on student learning. 12. Langan L, Halligan P, Frazer K, et al. Inclusive pedagogy in online
simulation-based learning in undergraduate nursing education: A
scoping review protocol. HRB Open Research. 2022;5:39.
Conclusion 13. Coombs CM, Shields RY, Hunt EA, et al. Design, implementation,
and evaluation of a simulation-based clinical correlation curricu-
Based on our results regarding the students’ learning expe- lum as an adjunctive pedagogy in an anatomy course. Acad Med.
riences at Operation Gunpowder, the integration of Special 2017;92(4):494–500.
Operations Medics and Corpsmen into the teaching faculty 14. Wampler DA, Molina DK, McManus J, et al. No deaths asso-
appears to be an effective tool for teaching medical students ciated with patient refusal of transport after naloxone-reversed
about the role medics fill, and about their own roles as medical opioid overdose. Prehosp Emerg Care. 2011;15(3):320–324.
professionals.
PMID: 36951634; DOI: 10.55460/RSA6-6FA7
Military Medical Student Training | 81

