Educational Interventions to Improve Preparedness for Mass Casualty Incidents and Armed Conflict: A Systematic Review

Clicks: 2
ID: 333576
2026
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #89 of 92 articles by views in Military Medicine

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Abstract Background Mass casualty incidents (MCIs), terrorist attacks, and armed conflicts place significant demands on healthcare systems and require rapid triage, effective teamwork, and life-saving interventions under resource-limited conditions. Training and educational programs are widely implemented to improve disaster preparedness among healthcare providers, but the measurable effectiveness of these interventions remains unclear. This systematic review aimed to evaluate the effectiveness of educational interventions on measurable preparedness outcomes among healthcare professionals. Materials and Methods A systematic review was conducted in accordance with PRISMA guidelines. Medline (Ovid), Embase, Web of Science Core Collection, Cochrane CENTRAL, and Google Scholar were used. Studies evaluating pre- and post-intervention outcomes following educational or training interventions for MCIs or war-related scenarios were included. Outcomes of interest included knowledge, clinical skills performance, and triage accuracy. Results A total of 1,836 records were identified, of which 42 studies met the inclusion criteria. Most studies used single-group pre-post designs (n = 32, 76%), while 6 were randomized controlled trials (14%) and 4 were controlled non-randomized studies (10%). Educational interventions included course-based training, simulation-based training, e-learning, and blended learning approaches. The majority of studies reported significant improvements in knowledge (14/15 studies), hands-on clinical skills (13/14 studies), and triage performance (6/7 studies) following training. Only 4 studies assessed long-term retention. Conclusion Educational interventions improve preparedness for mass casualty incidents and war-related scenarios. Simulation-based and multidisciplinary training appear most effective. However, the certainty of evidence quality remains limited. Preparedness should therefore be viewed as a continuous process requiring repeated training, objective evaluation, and stronger civil-military collaboration.
Reference Key
openalex_W7223307003 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Lars Ingmar Veldhuis, Joris Verbeek, MEHMET GÜNGÖR KAYA, Jessica Lantinga, Caspar Muller, Michiel Verhofstad
Journal Military Medicine
Year 2026
DOI
10.1093/milmed/usag492
URL
https://doi.org/10.1093/milmed/usag492
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.