662 - A Data-Driven Approach to Curriculum Modernization: Insights from a Comprehensive Needs Assessment for Military Medical Humanitarian Response Training

Publication Number: 3641.662

Alison M. Helfrich, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Bethesda, MD, United States; Alyssa MacMahon, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Bethesda, MD, United States; Lauren Wolf, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Annandale, VA, United States; Patrick Hickey, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Bethesda, MD, United States; Sebastian Lara, Uniformed Services University of the Health Sciences F. Edward Hebert School of Medicine, Sigonella, Armed Forces - AE, United States; Natalie Burman, Uniformed Services University, San Diego, CA, United States; Michelle Kiger, University of Colorado School of Medicine, Highlands Ranch, CO, United States

Background: The Military Medical Humanitarian Assistance Course (MMHAC) is a 2-day training that prepares medical providers to treat children and other vulnerable populations in humanitarian and disaster relief missions. The MMHAC is conducted in-person at 7 geographically dispersed sites, annually training over 200 healthcare providers. Challenges brought on by the COVID-19 pandemic and rapid expansion to a virtual option highlighted the need to conduct a comprehensive program evaluation.

Objective: To synthesize data from a past student survey and faculty focus groups to shape curricular improvements and optimize course delivery.

Design/Methods: Utilizing Step 2 of Kern’s approach to curriculum development, we conducted an extensive needs assessment using four data sources, two of which were previously described. This current study included a past student survey and faculty focus groups (Table 1). MMHAC attendees from the previous four years were surveyed regarding perceptions and subsequent application of knowledge and skills gained from the MMHAC. Semi-structured focus groups with past and current faculty were also conducted. We performed descriptive statistics of quantitative survey responses and qualitative content analysis of survey free responses and focus group transcripts, followed by triangulation of these data.

Results: Eighty-one prior students completed the survey (response rate 11%); respondent demographics mirrored those of past participants as a whole, and responses were similarly distributed by course delivery method (in person and virtual). Fifteen faculty participated across six focus groups. Aggregate data analysis revealed three major areas to focus course revisions: course administration, content, and participant engagement and outcomes (Table 2). The participants and faculty found course content applicable to real-world experiences and promoted critical thinking but highlighted the need to expand topics and standardize faculty preparation. Virtual and in-person course delivery methods should be maintained and refined to ensure optimal participation.

Conclusion(s): Qualitative and quantitative findings of this robust specific needs assessment reaffirm the effectiveness of the MMHAC, as shown by knowledge gain and real-world application. Curriculum revisions will focus on enhancing interactive methods, standardizing faculty preparation, and expanding core content.

Table 1: Data Collection Method and Analysis for Needs Assessment
PAS 2026 Abstract_Table 1.jpegQualitative and quantitative data collection methods to inform needs assessment

Table 2: Conclusions of Needs Assessment
PAS 2026 Abstract_Table 2.jpegTriangulated findings highlighting key feedback and areas for future improvement