All four participating organisations operated a formal performance appraisal system that led to the output of a training and development schedule for their employees.The findings suggest an organisational mind-set that pre-empted new learning by developing boundary objects that were too specific not suitable for complex issues.Close examination of the types of boundary objects in use revealed that the boundary repositories, forms, objects and models were similar across the four companies. Participants acknowledged the importance of keeping well informed in terms of the latest tools and techniques and the need to learn from project lessons but could not provide insight into the mechanisms for assessing learning and application in subsequent projects.There was no specified methodology to evaluate their impact on team cohesion, project delivery and outcomes. Instead, cost driver meant that ‘value-for-money’ related to how cheaply could the organisation procure and offer their employees project training.The levels of learning were analysed across all four companies and, despite the LOs' expressed focus on clear objectives and personal development pathways, the levels of learning being demonstrated were similar.Training interventions appear to be successful but references to gaining information via training and education did not include sharing or developing others either from a lack of means or motivation. Participants were aware of what went wrong in their projects and knew how to fix problems generally, but did not always consider the Know Why. Knowing what and how without addressing the underlying causes can lock project members into a crisis-management cycle.How knowledge can ‘transfer to the job’ remains unknown.

TBS provides a novel, effective simulation tool to significantly advance the delivery of burns education. Recreating clinical challenge is crucial to optimize simulation training. This low-cost approach also has major implications for surgical education, particularly during increasing financial austerity. Alternative scenarios and/or procedures can be recreated within TBS, providing a diverse educational immersive simulation experience

 The authors did not find any factors that caused psychological distress following disaster relief activities in the multivariate analyses, our findings are consistent with previous reports that younger personnel are more vulnerable to general psychological distress and that relief workers exposed to dead bodies are prone to posttraumatic responses.

31 studies provided evidence on how to enhance the usefulness of training. Results demonstrated the utility of drills and exercises to enhance decision-making capabilities and coordination across organizations, the benefit of cross-sector partnerships for successfully implementing training activities, and the value of integrating evaluation methods to support training improvement efforts. 36 studies provided evidence on how to improve timely communications. Results supported the use of communication strategies that address differences in access to information, knowledge, attitudes, and practices across segments of the population as well as evidence on specific communication barriers experienced by public health and health care personnel.48 studies provided evidence on how to create and sustain preparedness systems. Results included how to build social capital across organizations and citizens and how to develop sustainable and useful planning efforts that maintain flexibility and rely on available medical data.26 studies provided evidence on the usefulness of measurement efforts, such as community and organizational needs assessments, and new methods to learn from the response to critical incidents.This study demonstrates that, during the past 7 years, public health emergency preparedness system research has evolved from generic inquiry to the analysis of specific interventions with more empirical studies

 The core elements of emergency preparation with regard to inpatient services include identifying and staffing critical positions, motivating residents to consider the needs of the group over those of the individual, providing for basic needs, and planning activities in order to preserve team morale and facilitate recovery.The authors outline a four-step process in preparing a residency program for an anticipated short-term weather emergency. An example worksheet for emergency planning is included

A paraprofessional training program (e.g. REACT), is an effective approach forproviding the knowledge and skills needed to address the psychologicalimpact of potentially traumatic events.

 The combination of the R&E methodology and the F-REX Studio has an explicit focus on context, communication, and multiple perspectives that is in several aspects pioneering.Practical implications, in the long run, include improved, more effective and high-quality emergency management operations alleviating consequences in terms of material damage and human suffering.

In the severely damaged group, handling residents’ com-plaints increased the risk of mental health distress, althoughengagement in disaster-related work decreased the risk. In theless damaged group, working >100 h overtime per monthincreased the risk. In both groups, poor workplace communi-cation increased the risk.The effects ofproperty damage or loss of family members due to the earth-quake or a subsequent change in living environment or life-style seemed to detrimentally affect their health.To evaluate the participants’ mental health,

the factors influencing the efficiency of collaborative allocation aredivided into four categories

The results of the experiments revealed that the agent played at least as well as, and in the case of one of the two roles, significantly better than a human player. Pg 16