Enhancing the relevance of
the Incident Management System (IMS)
in public health emergency preparedness
Lessons learned
Moira Grant, PhD, FCSMLS(D)
Richard Bochenek, CEM
2014 May
Presentation Objectives
Outline
Describe
Reflect
the challenges of
using and
promoting IMS in
a public health
environment
a responsive and
iterative process
for applying IMS
to a public
health-relevant
workshop /
exercise format
on successful
strategies and
lessons learned
for enhancing
relevance of
IMS to public
health
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Definition of IMS
The Incident Management System (IMS) is a
standardized approach to emergency management
encompassing personnel, facilities, equipment,
procedures, and communications operating within
a common organizational structure.*
- creates order out of chaos
- written for first responders to coordinate wildfires
- mandated in public health in Ontario
- voluntary in public safety in Ontario
*Source:
Emergency Management Ontario. Incident Management System (IMS) for Ontario; 2008:106.
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Overview of the project
Phase
Adapting existing course materials
1
Phase
2
Phase
3
Phase
4
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Creating a new workshop platform
Developing Train-the-Trainer &
customized scenarios
Supporting delegated workshops
Guiding Educational Theories
Responsive
Curriculum
Design
Francis (2009):
role of the learner
Rottman et al
(2006): PHEP
curriculum
Slavcev et al
(2013): outcomebased design
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Adult Learning
Vygotsky (1978):
constructivism
Knowles (2005):
characteristics of
adult learners
Brookfield (2006):
teaching adults
Schön (1988):
reflective practice
Communities of
Practice
Lave & Wenger
(1991): learning as
a social process
Wenger (2007):
communities of
learning
Challenges of using IMS in Public Health
There is a limited evidence base for IMS in PH
Traditional IMS concepts do not resonate in PH
PH professionals are sophisticated IMS users
PH professionals prefer practical learning activities
Limited relevant learning resources are available
IMS is often seen as compliance-based obligation
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Phase One – Adapting existing course materials
Retain IMS200 certification and format
Swap out first responder examples
Replace above with health and public
health examples
Seek and incorporate open feedback from
learners
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Phase One – Outcomes
5 courses delivered to >100 learners
(“IMS 200 for Public Health Units”)
March 2011 to January 2012
Lessons learned:
• PH incidents are hyper-complex events
• We need to focus on IMS concepts and targeted tools
proven in public health investigations
• We need to apply adult learning principles
• Non-structured evaluations provide helpful feedback
• If at first you don’t succeed …
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Phase Two – Creating a new workshop platform
Focus on role of public health in
emergencies
Apply public health preparedness
plans
Address key concepts in IMS in
public health
Use an interactive case study
approach
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Emergency Management Cycle
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Public Health
Incident
Management
System
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First Responders
Emergency Plans Mapped to
the Emergency Management Cycle
HIRA
Incident Management System (IMS)
Coordinates these activities in a
standardized, flexible manner.
IMS
COOP
ERP
Communications
Training & Exercises
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Phase Two – Outcomes
3 courses delivered to ~60 learners
(“A Supplementary Training Module”)
February – December 2012
Lessons learned:
• New format resonates with PH professionals
- one-day interactive, IMS-based PHEP workshop
- it is neither IMS-200, nor a replacement for it
- it is IMS applied to PH environment
• PH professionals seek to understand IMS in PH context
• PH professionals are eager to share their expertise
• Cross-sectoral/cross-disciplinary discussion enriches
understanding of IMS
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Phase Three – TTT & Customized Scenarios
Shared facilitation model
Train the trainer pilots
Customized-scenario workshops
Basic template for the IMS Structure
Continued workshop enhancement
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Phase Three – Outcomes
4 TTT courses: qualified 42 Facilitators from 26 (of 36) PHUs
2 custom and 5 base scenarios.
194 learners
(“IMS for Public Health Training Module”)
December 2012 onward
Lessons learned
• PHUs have widely varying needs and priorities for
training
• PH emergency planners see themselves partly as
educators
• IMS training can be a valuable networking and
relationship-building tool
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Phase Four – Supporting Delegated Workshops
Community of Practice
Delegated facilitation in a hub-based
model
PHO EPIR staff provide ongoing
support to delegated facilitators
Use of health unit PHEP plans
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Phase Four – Delegated workshops
10 base and 7 custom scenarios.
338 Learners
3 meetings of delegated facilitators (web or face-to-face)
October 2013 to present
Lessons learned
• A hub-based delegated model leverages practitioner
expertise and ensures sustainability of delivery
• This PHEP application has relevance/transferability
outside the PH sector
• PHEP professionals seek networking opportunities
• Ongoing support is a key success factor
• Customized scenarios can serve as ‘booster packs’
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PHO support/resources for IMS module
Workbooks & Guidebook
Base Slide Deck
Collaborative website
‘PHEMTRAC’
Templates
& checklists
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PHO workshop observers
Workshop Distribution
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Conclusion
Brian Schwartz
Moira Grant
Richard Bochenek
Kyle Boulden
Calli Citron
Fayola Creft
Anthea Darychuk
Avril Dishaw
Judyth Gulden
Sanjay Khanna
Amrita Maharaj
Dawn Williams
Thank you!
And especially to all those who provided their candid feedback!
For information related to this presentation, contact us at: epir@oahpp.ca
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