Knowledge, Attitude, and Actual Preparedness among Students of College of

Medicine during Emergency and Disaster Crisis in the Selected Medical Schools

in Davao City

(cover page next page)

 Chapter I

INTRODUCTION

Background of the Study

In the month of October of 2019, Southern Mindanao, Philippines experienced a

series of devastating earthquakes. A 6.3 magnitude quake struck on October 16th,

followed by a 6.6 magnitude earthquake on the 29th and a 6.5 on the 31st. In between

those three dates, aftershocks above 5.0 on the magnitude scale occurred. According to

the National Disaster Risk Reduction and Management Council [NDRRMC] (2019c), the

6.3 magnitude earthquake on October 16 affected 3,068 people in Regions 11 and 12,

leaving 5 dead and 89 injured. October 29 and 31 experienced earthquakes with

magnitudes of 6.6 and 6.5, respectively that affected 326,816 people in Davao del Sur

alone (NDRRMC, 2019b). Three people were reported missing, and in Davao City, an

additional 27 were injured and another three fatalities were reported. On December 15

of the same year, the Philippine Institute of Volcanology and Seismology [PHILVOCS]

(2019) recorded a 6.9 magnitude earthquake and a series of large aftershocks, nine of

which had magnitudes equal or greater than 5.0 was recorded by the Advanced

National Seismic System (2019) which affected 242,840 people, injured 210, and killed

12 people in Davao del Sur (NDRRMC, 2019a).

The researchers experienced these earthquakes as they occurred. During one

of these events, the researchers were in school and were made to evacuate their school

building. It was through experiencing this phenomena that piqued the researchers’

interest for this study.

 Major disasters are not always reported in the media – disasters that result in

death and destruction usually are, but not those that frequently wipe out years of

development programming and sets the slow course of improvement in third world

countries further behind. Internationally, according to Disaster Prevention and Mitigation

(2016), disasters are defined as an occurrence arising with little or no warning, which

causes or threatens serious disruption of life, and perhaps death or injury to large

numbers of people and requires therefore, a mobilization of efforts in the current issue

that normally provided by the statutory emergency services. Disaster preparedness is

important during these circumstances because of its broad concept that describes a set

of measures that minimises the adverse effects of a hazard including loss of life and

property and disruption of livelihoods (Vatan, 2010). Emergency Medical Assistance is

the most important and immediate post-disaster need, second only to search and

rescue operations. Hence, knowledge about emergency and disaster preparedness are

essential for medical students (Sinha et al. 2015). The pursuit of this study has come

from the researchers’ experience of unawareness and hesitation on what to know and

do during that very moment of emergency and disaster situation. The circumstance of

doubt and hesitation has provided the researchers enough impetus to actually conduct

a study on knowledge, perceived behavioural control, and actual preparedness during

emergency and disaster crisis (WHO, 2011).

Disaster preparedness is achieved partially through readiness measures that

expedite emergency response, rehabilitation and recovery and result in rapid, timely

and targeted assistance. Assessing the emergency and disaster preparedness level is

very important for those involved in disaster management. During an actual emergency,
quick and effective action is required. This action often depends on having made and

implemented preparedness plans. If appropriate action is not taken or if the response is

delayed, lives may be needlessly lost. The aim of this preparedness is to identify

assignments and specific activities covering organisational and technical issues to

ensure that response systems function successfully in the event of a disaster

(International Federation of Red Cross and Red Crescent Societies [IFRC], 2000, as

cited by IFRC, 2020).

However, according to a study to assess the present level of knowledge about

disaster preparedness and mitigation among medical students, which was conducted by

Pal, Langan, and James (2014), a total of 375 Indian medical students who volunteered

for participation were included in the study. A pre-tested and pre-designed, structured

questionnaire was administered for assessing the current level of disaster preparedness

and mitigation. The percentage marks were analyzed and compared for statistically

significant differences. The result shows that medical students have little knowledge

about disasters, and emergency and disaster preparedness. This can be improved

through exposing the students in terms of orientation workshops and mock drills and

similar practical exercises, which could develop an interest in the topic.

Furthermore, in the Philippines, the study conducted was to determine the level

of risk reduction and disaster preparedness program among the students in the District

of Buenavista, Bohol, Philippines. The findings revealed that they had a good level of

disaster preparedness. However, some problems were encountered such as

inadequate training materials and lack of training among the disaster risk reduction

management teams. Despite these challenges, both teachers and students agreed that
the schools were generally compliant. A need was seen to continue the conduct of

disaster preparedness training and seminars as well as budget allocation to finance the

publication and dissemination of training materials of the program for distribution to

schools (Lopez et al., 2018).

Emergency and disaster preparedness must be supported by public and private

education campaigns, training of response teams and rehearsals of emergency

response scenarios. The aim of public awareness and education programmes is to

promote an informed, alert and self-reliant community, capable of playing its full part in

support of and in cooperation with government officials and others responsible for

disaster management activities. An essential part of a disaster preparedness plan is the

education of those who may be threatened by a disaster. Although television, radio and

printed media will never replace the impact of direct instruction, sensitively designed

and projected messages can provide a useful supplement to the overall process (IFRC,

2000, as cited by IFRC, 2020).

In spite of these supporting claims, there has been no major research that came

across of a study that dealt with the matter in the local setting. It is in this context that

the researchers are interested to raise concern to the intended beneficiaries of this

study and possibly develop recommendations and action plans to respond to the needs

of the respondents that would greatly affect their awareness and preparedness.

Review of the Related Literature

 This section will discuss the knowledge, attitude, and actual preparedness

among students of college of medicine during emergency and disaster crisis in the

selected medical schools. Current research on such are reviewed to support and to

maximize the idea of matter.

Emergency and Disaster Crisis

Disaster preparedness which corresponds to all measures taken to prepare for

and to reduce direct and/or indirect effects of disasters, allows the community,

government and non-government institutions to predict and where possible to prevent

them. That is to respond to and effectively cope with the consequences of disasters. It

requires the contribution of many different areas ranging from training and logistics to

health care and institutional capacity building (World Health Organization [WHO], 2011).

According to the recent data on disasters worldwide, it has been indicated that in

2016, 342 registered disasters have been caused by natural hazards. Among these

natural disasters, the number of meteorological disasters was 96, hydrological disasters

were 177, geophysical disasters were 31 and climatological disasters were 38. The total

number of affected populations was estimated to be 569.4 million being the highest

number of affected people by natural disasters in 10 previous years. This increase of

natural disasters concurred with the occurrence of drought in India affecting most of the

population in 2016. It has been remarked that the majority of people affected were from

middle and low income countries representing more than a half of the total population

affected in 2016. Asia the continent most hit having 46.7%, followed by America with
24.3%, Africa having 16.9%, Europe having 8.2% and Oceania having 3.8% (CRED,

2016).

Furthermore, according to OCHA publications in 2017 two categories of disasters

increased – that is, earthquakes and floods. Floods have predominated in a number of

disasters related to climate change, Asia and America have been the most frequently hit

regions, Asia being twice hit compared to America. The top two countries by number of

affected populations worldwide were the USA with 85.1 million and China with 72.1

million (OCHA, 2017). Not only natural disasters are hitting the world population,

according to the World Health Organization, road traffic injuries are the ninth leading

cause of death globally, claiming the lives of more than a million people each year on

the roads (WHO, 2011).

Concerning man-made disasters, about 38 extremely violent political conflicts

occurred in 2016. The number of people who became refugees and internally displaced

during such violence and conflicts increased by 0.3 million to reach the unprecedented

65.6 million people globally. The majority of refugees found in 2016 were from Somalia,

South Sudan and Sudan. Of these 3 countries, the number of refugees from South

Sudan was the most to increase by 64% during the second half of 2016 (WHO, 2011).

Knowledge During Emergency And Disaster Crisis

Disasters are generally defined as ecological or man-made events that occur

beyond the control of people, cause loss of life and property, disturb daily life, and can

create the need for foreign assistance if they exceed the capacity of a society to

respond and adapt (Ozkazanca, 2015).

 Around the world, millions of people have been negatively affected by natural or

man-made disasters, either by death, disability, or disease that occurred as a result of

these disasters (Inal, 2012). Natural disasters include earthquakes and floods, but there

are also unnatural disasters, including nuclear accidents, dam collapse, etc. Natural

disasters occur frequently and vary a lot in Turkey, primarily earthquakes, causing

humanitarian and economic losses (Vatan, 2010). During disasters, it is expected that

healthcare services will be maintained in the best possible way. From the perspective of

healthcare services, the type and duration of disasters are important in terms of being

indicators of disease, and injuries and providing information about the quality and speed

of the needed service.

The disaster preparedness of nurses is important as they are members of a

healthcare team that should work systematically in all conditions (Jafar, 2012). In

disasters, many recurrent problems which impede medical response arise from the

inadequate education and training of health care professionals, from not understanding

disaster medicine plans and protocols well, and from skill inadequacy and lack of

experience (Pesiridis, 2015). In many countries, disaster nursing education is rarely

provided to students to the same degree as fundamental nursing education, there are

few models and drafts related to the process of understanding disaster nursing to guide

nurses (Ulas, 2015). Understanding the importance of disaster nursing enables nurses

to take part in all stages of a disaster, and to actively and effectively participate in

disaster management plans made in all fields, included in the health system (Jiang,

2015).

Attitude During Emergency and Disaster Crisis

 Disaster preparedness refers to the readiness of country organizations to

fruitfully respond to disastrous situations while reducing the negative consequences for

the health and safety of individuals, as well as the integrity and functioning of physical

structures and systems (Conlon & Wiechula, 2011). The Asian Disaster Reduction

Center (2010) defined disasters as a serious disruption of the functioning of society,

causing widespread human, material, or environmental losses which exceed the ability

of affected society to cope using only its own resources.

Although all health care professionals are involved whenever disaster occurs,

Emergency Medical Services (EMS) professionals have the key role in disaster

management providing emergency care during all phases of disaster (Catlett, 2011). To

perform their role adequately EMS professionals must have adequate knowledge,

organizational skills and leadership abilities. Since disaster strikes without warning, all

health care professionals need to be familiar with disaster procedures, and

management (National Association of EMS Physicians, 2010). However, disaster

preparedness is considered one of the key steps in emergency management.

Preparedness is simply preparing for an emergency before it occurs (Glow, 2013).

A successful disaster response depends on the availability of disaster

preparedness at all levels, phases and resources in particular. Moreover, EMS

professionals as well as other healthcare professionals must take effective action in

emergency situations and disasters (Alkhalaileh, 2011). On the other hand, Langan and

James (2015) indicated that people of various disciplines, particularly in healthcare and

service organization must receive proper disaster preparedness education. For

instance, EMS professionals are directly involved in disaster management so they need

to be well prepared.

This preparation can be achieved through different methods, such as; availability

of plans to deal with various situations and disaster-related contingencies, continuing

education courses in disaster management, regular disaster management drills, and

integrating disaster management courses in curricula (Dasgupta, 2012). Furthermore,

Hooke and Rogers (2015) indicated that having well integrated systems of

preparedness is only one element in reducing the impact of disasters upon affected

individuals and communities. Disaster management is considered as a challenging

situation for health care providers in a variety of settings. In their study conducted in

Baltimore County, Maryland. Also, Austin et al. (2013) indicated that the curriculum is an

ideal place to provide undergraduate students with an introduction to disaster

management through simulation. They emphasized that integrating disaster content in

undergraduate curriculum encourages students to apply their knowledge, skills and

ideas in disaster situations such as; patient safety, patient assessment, nursing

intervention, leadership, teambuilding, and also gives students opportunities for critical

thinking to occur across the spectrum in response to disaster. In another study, Joes

and Dufrene (2014) stated that currently students are tomorrow's practitioners.

Actual Preparedness During Emergency and Disaster Crisis

According to the IFRC (2020), emergency and disaster preparedness refers to

measures taken to prepare for and reduce the effects of disasters. That is, to predict

and—where possible—prevent them, mitigate their impact on vulnerable populations,

and respond to and effectively cope with their consequences. This is best viewed from a

broad perspective and is more appropriately conceived of as a goal, rather than as a

specialised programme or stage that immediately precedes disaster response. This is a

continuous and integrated process resulting from a wide range of activities and

resources rather than from a distinct sectoral activity by itself. It requires the

contributions of many different areas—ranging from training and logistics, to health care

to institutional development.

Furthermore, viewed from this broad perspective, emergency and disaster

preparedness encompasses the following objectives: Increasing the efficiency,

effectiveness and impact of disaster emergency response mechanisms at the

community, national and Federation level. This includes the development and regular

testing of warning systems (linked to forecasting systems) and plans for evacuation or

other measures to be taken during a disaster alert period to minimise potential loss of

life and physical damage the education and training of officials and the population at risk

the training of first-aid and emergency response teams the establishment of emergency

response policies, standards, organisational arrangements and operational plans to be

followed after a disaster; Strengthening community-based disaster preparedness

through National Society programmes for the community or through direct support of the

community's own activity. This could include educating, preparing and supporting local

populations and communities in their everyday efforts to reduce risks and prepare their

own local response mechanisms to address disaster emergency situations; Developing

activities that are useful for both addressing everyday risks that communities face and

for responding to disaster situations—for example, health, first aid or social welfare
programmes that have components useful for disaster reduction and response (IFRC,

2000, as cited by IFRC, 2020).

Moreover, according to Pal et al. (2014), there is a general reluctance among the

people that any tragedy can appear any time in the form of a disaster. Unfortunately,

disasters are seen more in context of emergency responses than pre-planning or

preparedness measures. Preparedness consists of activities designed to minimize loss

of life and damage, organize the temporary removal of people of people and property

from a threatened location, and facilitate timely and effective rescue, relief and

rehabilitation. Continuous preparedness saves lives, lessons personal suffering and

loss and reduces the destruction of property and economic losses.

The concept of preparedness planning is very important for those involved in

disaster management. During an actual emergency, quick and effective action is

required. This action often depends on having made and implemented preparedness

plans. If appropriate action is not taken or if the response is delayed, lives may be

needlessly lost. In a preliminary plan, even though the details of a disaster remain

uncertain, you can identify emergency shelter sites, plan and publicise evacuation

routes, identify emergency water sources, determine chains of command and

communication procedures, train response personnel and educate people about what to

do in case of an emergency. All of these measures will go a long way to improving the

quality, timing and effectiveness of the response to a disaster (Lair, 2018).

 Disaster preparedness planning involves identifying organisational resources,

determining roles and responsibilities, developing policies and procedures and planning

preparedness activities aimed at ensuring timely disaster preparation and effective

emergency response. The actual planning process is preliminary in nature and is

performed in a state of uncertainty until an actual emergency or disaster occurs. The

aim of preparedness planning is to identify assignments and specific activities covering

organisational and technical issues to ensure that response systems function

successfully in the event of a disaster. The ultimate objective is not to write a plan but to

stimulate on-going interaction between parties, which may result in written, usable

agreements. The written plan is an instrument, but not the main goal of the planning

process (Zane, 2016).

Planning is the theme of the entire disaster preparedness process, the objective

here is to have agreed upon, implementable plans in place, for which commitment and

resources are relatively assured. During an actual disaster, quick and effective action is

required, if appropriate action is not taken or if the response is delayed, lives may be

lost. Planning for readiness includes working out agreements between people or

agencies as to who will provide services in times of disasters to ensure an effective

coordinated response. Emergency shelters, public evacuation routes, emergency water

sites, chain of command and communication procedures and educating people about

what to do in case of a disaster can all be determined in the preliminary plan, even

though details might remain uncertain. All of these measures will go a long way in

improving the quality, timing and effectiveness of the response plan (Badjow et. al,

2015).
Interventions During Emergency and Disaster Preparedness

Incidents are situations that may lead to disruptions, losses, emergencies, or

crises. Disasters are devastating incidents, especially when occurring suddenly and

causing damage, great loss of life, or suffering (Woolf, 2013). Disasters can affect the

development of the healthcare sector. Attaining high standards of health and wellbeing

is among one of the basic human rights documented in various regional, national, and

international documents.

To mitigate the effect of disasters, communities should be well aware on how to

respond to a disaster, and healthcare professionals must be well-trained in managing

disasters (Berhanu, 2016). Disaster preparedness is defined as the measures taken to

prepare for and reduce the effects of disasters that is, to predict and, where possible,

prevent disasters, mitigate their impact on vulnerable populations, and respond to and

effectively cope with their consequences (Eckstein, 2019).

For instance, students from the European countries of Germany, the

Netherlands, and Italy revealed low confidence and knowledge in disaster management

(Torani, 2019). Conversely, a study undertaken in the United States to assess the

knowledge, attitudes, and confidence in practice levels of nursing, medicine, and dental

students in the event of disasters demonstrated ample knowledge and understanding of

the existing set of courses and a need for only slight changes (Zhiheng, 2012).

Future healthcare experts, policymakers, educators, doctors, nurses, and

pharmacists should be taught. In addition, they should appropriately be trained in

disaster management and preparedness because previous results make it evident that
responses to disasters are inadequate (Su, 2013). Students in the health profession that

belong to low- and middle-income countries (LMICs) are considered to have inadequate

knowledge of this subject. Disaster management and preparedness courses would be

of great assistance in strengthening the healthcare system’s workforce so that it is

available to deal with calamities.

Theoretical Framework

This study is anchored on the Theory of Planned Behavior (TPB) which was

proposed by Icek Ajzen in 1985. This is an efficacious framework for investigating

antecedents of behaviour. A central factor in the TPB is the individual’s intention to

perform a given behavior. Intentions are assumed to capture the motivational factors

that influence a behavior. Intentions are determined by three preceding motivational

factors.

The first is the attitude toward the behavior and refers to the degree to which the

individual has a favorable or an unfavorable evaluation of the behavior in question. The

second predictor is a social factor termed subjective norm; it refers to the perceived

social pressure to do or not to do the behavior. The third predictor of intention is the

degree of perceived behavioral control which refers to the perceived ease or difficulty of

performing the behavior. As a general rule, the more favorable the attitude and

subjective norm toward a behavior, and the greater the perceived behavioral control, the

stronger should be a person’s intention to perform the behavior under consideration.

Intention, in turn, is viewed as one direct antecedent of actual behavior. However, the

level of success will depend not only on one’s intention, but also on such partly non-
motivational factors as availability of requisite opportunities and resources that

represent people’s actual control over the behaviour (Hun, 2013).

With this, the theory of planned behavior can be directly applied in the domain of

disaster risk reduction. The behavioral elements of the public readiness index (PRI)

were used for defining and assessing the DPB. It is hypothesized that intentions to do

Disaster Prevention Behavior (DBP) can be predicted from attitudes, subjective norms,

and perceived behavioral control with respect to the behavior; and that actually doing

DPB can be predicted from intentions and perceptions of behavioral control. The

prediction of DPB, however, depends on the chronological stability of intentions and

perceived behavioral control. If these variables change prior to observation of the

behavior, they can no longer permit accurate prediction. In addition, precise behavioral

prediction also depends on the actual perceived behavioral control. Only if perceptions

of control are reasonably accurate will a measure of this variable improve prediction of

behavioral success.

This is supported by Republic Act (RA) 10121 therein states “an act

strengthening the Philippine Disaster Risk Reduction and Management system,

providing for the national disaster risk reduction and management framework and

institutionalizing the national disaster risk reduction and management plan,

appropriating funds therefore and for other purposes.”

 Conceptual Framing

Independent Variable Dependent Variable

Knowledge and Attitude Actual Preparedness during

during Emergency and Emergency and Disaster
Disaster Crisis Crisis

(ADD ANOTHER BOX SA

SOCIODEMOGRAPHIC)

Sociodemographic
profile

Mitigating factor

A age
Figure 1. The Conceptual Framework of the study
Pre med

The framework is composed of independent and dependent variables. The

independent variable is the knowledge and attitude during emergency and disaster

crisis. On the other hand, the dependent variable refers to the actual preparedness

during emergency and disaster preparedness.

Objectives
 This study will examine the knowledge, attitude, and actual preparedness

among the enrolled medical students in medical schools in davao city during the

emergency and disaster crisis in Davao City.

Specifically, the study attempts to:

1. determine the level of knowledge of medical students during emergency

and disaster crisis;

2. examine the attitude of the medical students during emergency and

disaster crisis ;

3. examine the level of actual preparedness of the medical students during

emergency and disaster crisis;

4. Is there a significant relationship between the A. knowledge and B. actual

preparedness of the medical students;

5. Is there a significant relationship between knowledge, attitude and actual

preparedness of the medical students when compared to

a. Age

b. Gender

c. Med school

d. Year level

e. Pre med

Statement of Null Hypothesis

The following null hypotheses are tested at 0.05 level of significance:

 H 0 :There is no significant relationship between knowledge and actual

preparedness among the medical students.

H 1:There is no significant relationship between attitude and actual preparedness

among medical students during emergency and disaster crisis.

H2: There is no sig rel between yung 3 when compared to socio

Significance of the Study

The study is significant to the following:

Medical students. The result of the study will provide an effective guide map

towards better acquisition of knowledge, attitude, and actual preparedness during

emergency and disaster crises. Through this, they will be capable of responding freely

and without hesitations and anxiety to the needs of the public and its constituents.

To the Community. It will provide them an effective plan and system to deal with

the occurrence of emergency and disaster cases. In such a way, it alleviates emotional

and physical disadvantages and anxiety that may arise during the crisis.

To the School Management. The result of the study will provide a stimulus to

strengthen existing programs and formulate new strategies to deal with the effects and

dangers brought by unpreparedness dealing with emergency and disaster crises.

To the Policy Makers. The study will provide additional evidence on the possible

relationship among knowledge, attitude, and actual preparedness during emergency

and disaster crisis which will provide an impetus towards the formulation of programs

that will address the problem.

To the Researchers. The information provided by this study will encourage them

to be more knowledgeable and aware of emergency and disaster crisis highlighting the

main keys on how to deal with it and adhere to plans and guides as provided by the

experts.

To the Future Researchers. They can provide and formulate new studies and

research protocols that scope and deal with emergency and disaster preparedness to

fully equip several generations to be more enlightened, keen, and active in catering the

issue.

Definition of Terms

The following terms are defined operationally:

Actual preparedness. This refers to measures taken to prepare for and reduce

the effects of disasters.

Emergency. This refers to a serious situation that requires immediate action.

Knowledge. This refers to the level of information and skills acquired by the

medical students in dealing with emergency and disaster crises.

Attitude. This refers to the medical students’ level of thinking or feeling during

emergency and disaster crises.

 Chapter II

Methodology

This chapter gives an overview of the research design, setting, population,

variables and measures, sampling, data collection procedure, and ethical consideration.

Research Design

This research study will use descriptive observational cross-sectional study. This

is a research technique that deals with numbers and anything that is measurable in a

systematic way of investigation of phenomena and their relationships. It is used to

examine the level of knowledge, attitude, and actual preparedness among medical

students during emergency and disaster crisis (Leedy, 2016).

A descriptive-correlation study is a research method that describes and predicts

how variables are naturally-related in the real world, without any attempt by the

researcher to alter them or assign causation between them (Frat, 2015). This design is

used to determine if there is a correlation between knowledge and actual preparedness

among medical students and attitude and actual preparedness among medical students

during emergency and disaster crisis.

Setting
 This study will be conducted in Davao City in selected medical schools and it will

be held through an online survey among the participants. (Map with description sa mga

different medical schools(2-3 statements per school and lagay ang total population ng

mga med school))

Participants

The participants are the selected ___ medical students that are currently

enrolled in 3 med schools. in Academic year 2020 - 2021.

Inclusion Criteria. The eligibility criteria for these medical students are as

follows: (1)The respondents should ; and, (2) He/she must be officially enrolled during

the academic year 2019-2022.

Exclusion Criteria. The following are the exclusion criteria for the medical

students. They are as follows: (1) Those who will not agree to participate in the study.

Sampling Design

In choosing the respondents, this study will employ a purposive sampling. This

technique refers to the selection of samples where not all the people in the population

have the same profitability of being included in the sample and each one of them, the

probability of being selected is unknown (Margaret, 2011).

This sampling method is utilized by the researcher to exhibit no bias and minimal

spread. This is a unique method since it uses a single random value to sample all of the

solutions by choosing the respondents at evenly spaced intervals.

Data Collection Method

In conducting research, certain procedures will be observed. After the

approval from the ethics committee The method of data collection will entail the

following process including interviews since COVID 19 situation has been arising and so

is the community quarantine. Distributing questionnaires

Hence, this study will undergo the following procedures upon gathering the data

to answer the objectives of this study. The researchers will secure approval from the

ethics committee of jose maria college. Corrections and changes will be made per the

recommendation of the advisor. After the tool has been validated, the capsule proposal

will be reviewed by the other panels before being approved by the Dean of the College

of Medicine. The researchers will be using the questionnaire done by.(Lista ang

process) Describe ang purpose ng study tas pag mag payag bigay ang questions. All

answers by respondent will be held in confidentiality and names kay naka code name.

The researchers will then submit their study to the Research Ethics Committee (REC) to

see to it that all ethical considerations are properly observed during the conduct of the

study. Then, the researchers will present the questionnaire to three experts in the field

for validation. Upon the approval by REC, they then will secure permission from the

school to allow the conduct of the study. Google form ang survey

Once approved, the researchers will administer the questionnaire through online

or any phone call process. Furthermore, the researcher will retrieve all the

questionnaires on the same day they are administered to ensure the data gathering will

be obtained accordingly. After the collection, the interpretation of data will be done. The
length of the survey will be between 10 to 30 minutes. The online survey will start

immediately after the respondents are instructed. After answering, online data will be

gathered and collected by the researchers who will serve as the facilitators of the

process. Participants will be assured of the confidentiality of the survey and that it will

be protected and will stay anonymous, thus not to be disseminated for public or any

requestors used. All information gathered and collected by the researcher will be kept in

the highest level of protection and will remain confidential that only the researchers will

have access to. Information collected and stored in a controlled cell phone and be

protected and remain only at the researchers discretion. Following verification and the

transcribing of the collected data, all information and records will be terminated via

shredding of the hard copies and permanent deletion of the stored soft copies in the

possession of the researchers. Confidentiality of the participants included in the study

will be observed all throughout the course of the research.

Research Tool

This study will utilize an adapted-modified questionnaire. This is the main

tool that will be used in gathering the data needed for the study. It will be designed

according to the variables reflected in this study. The first part of the adapted modified

questionnaire which is based from Alrazeeni (2015) in his study entitled Students’

Perception of and Attitudes toward their Preparedness for Disaster Management

determines the knowledge of medical students during emergency and disaster crisis.

On the other hand, the second part of the questionnaire which is developed from Turner

(2020) from her study entitled Emergency Preparedness and Perceptions of Resident

University Students: Literature Review, Study Proposal & Impact of Pandemic Crisis on
Research, determines the attitude of medical students during emergency and disaster

crisis. Lastly, the third part of the questionnaire which is also developed from Turner

(2020) from her study entitled Emergency Preparedness and Perceptions of Resident

University Students: Literature Review, Study Proposal & Impact of Pandemic Crisis on

Research, determines the actual preparedness of medical students during emergency

and disaster crisis.

The intended questionnaire will be rated by the respondents from 5 as the

highest score and 1 as the lowest score. Such range had its respective descriptive

equivalent and interpretation. To interpret the data, the table below with a 5-point Likert

scale will be used to determine its level.

I TABLE ITO

Range Descriptive Equivalent Interpretation

4.20 – 5.00 Strongly Agree The level of knowledge of

medical students during

emergency and disaster crisis

is very high.
3.40 – 4.19 Agree The level of knowledge during

the emergency and disaster

crisis of medical students is

high.

2.60 – 3.39 Moderately Agree The level of knowledge during

the emergency and disaster

crisis of medical students is

fairly high.

1.80 – 2.59 Disagree The level of knowledge during

emergency and disaster crisis

of medical students is Low

1.00 – 1.79 Strongly Disagree The level of knowledge during

the emergency and disaster

crisis of medical students is

Very Low.
 Range Descriptive Equivalent Interpretation

4.20 – 5.00 Strongly Agree The level of attitude of

medical students during

emergency and disaster crisis

is very high.

3.40 – 4.19 Agree The level of attitude of

medical students during the

emergency and disaster crisis

of student nurses is high.

2.60 – 3.39 Moderately Agree The level of attitude during

the emergency and disaster

crisis of medical students is

 fairly high.

1.80 – 2.59 Disagree The level of attitude during

the emergency and disaster

crisis of medical students is

Low.

1.00 – 1.79 Strongly Disagree The level of attitude during

emergency and disaster crisis

of medical students is Very

Low.

Range Descriptive Equivalent Interpretation

4.20 – 5.00 Strongly Agree The level of actual

preparedness of medical
 students during emergency

and disaster crisis is very high.

3.40 – 4.19 Agree The level of actual

preparedness of medical

students during emergency

and disaster crisis is high.

2.60 – 3.39 Moderately Agree The level of actual

preparedness of medical

students during emergency

and disaster crisis is fairly high.

1.80 – 2.59 Disagree The level of actual

preparedness of medical

students during emergency

and disaster crisis is Low.

1.00 – 1.79 Strongly Disagree The level of actual

 preparedness of medical

students during emergency

and disaster crisis is Very Low.

Significant Variables and Measures (CONCEPTUAL FRAMEWORK ITO)

The independent variables of the study are the following.

Knowledge This refers to the level of information and skills

acquired by the medical students in dealing with

emergency and disaster crises. This will be measured

through mean and standard deviation.

Attitude This refers to the medical students ‘ level of thinking

or feeling during emergency and disaster crises. This

will be measured through mean and standard

deviation.

On the other hand, the dependent variable of the study refers to:

Actual preparedness This refers to measures taken to prepare for

 and reduce the effects of disasters. This will

be measured through mean and standard

deviation.

Data Analysis

The following statistical tools will be used in the interpretation of data. Data will

be tabulated using Microsoft Excel generated in SPSS.

Frequency and Percentage. This will be used to determine the demographic

profile of medical students.

Mean. This will be used to identify the level of knowledge, attitude, and actual

preparedness of medical students during emergency and disaster crises.

Standard Deviation. This will be used to determine the variation between each

data point relative to the mean.

Pearson r. This will be used to determine the significant relationship of

knowledge and actual preparedness and attitude and actual preparedness of medical

students during emergency and disaster crises.

Ethical Consideration

The manuscript will be presented to Jose Maria College (JMC) and researcher

will ask for an approval from the Research Ethics Committee (REC) to allow the conduct

of the study.
 As aligned to the ethical standards in every research, this study will specify and

cycle the fundamental moral standards relevant to the ethics of research involving

human subjects: Protection of Human Rights, Risk Benefit Assessment, Implied

consent, Authorization to Access Private Information, Privacy and Confidentiality,

Debriefing, Communication, and Referrals, Incentives and Compensation, and

Recruitment.

Protection of Human Rights. The researchers have always considered the

protection of every Human right. By doing this it surely avoids adverse justification that

would place the participant's inappropriate situations or condition. During the conduct of

the study, the respect for the privacy, decisions, beliefs, and opinions of the participants

will be given importance. Transparency between the researchers and the participants

will be established to be able to have a better understanding and clear guidelines for

conducting the research. The researchers will assure the participants in terms of their

rights. Justice and integrity will be prioritized. The researchers will assume that there is

no bias, no personal interest or personal agenda during the conduct of the study. And

whatever the outcome of the study, the rights of every human individual particularly the

participants will be protected and there will be no physical, mental, emotional or any

aspect that will be damaged. One of the main goals of this research is also the aspect of

beneficence wherein the study focuses more on the benefits of the participants and the

community.

Risk-Benefit Assessment. The researchers will determine every risk involved in

conducting the study. The researchers will require each participant to sign a detailed

and accurate description agreement (during consent) requiring them to abide by the
rules and regulations to avoid the risk that may come unexpectedly. This refrains

discomfort from the participant’s point of view. The researcher will be held accountable

in weighing as well as evaluating potential risk including the magnitude of harm that

may occur during the span of the study. The highest level of care will be used in the

collection of participants’ data to avert unnecessary risk.

Implied Consent. A written consent will be obtained from the participants

enrolled in JMC by the researchers.

Before consent signing by the participants, the researchers will ensure that

participants have a full understanding and knowledge of the purpose of the research.

The participants will also be informed that the research will be voluntary. Participants

may withdraw or discontinue at any time with getting involved with any sort of penalty or

loss of benefits. Researchers are restricted and not allowed to handle participants who

are terminally ill. The main goal of our study is to determine the assessment of

emergency and disaster preparedness. The study will be conducted through an actual

survey that will be held through online survey forms. The participants will give their full

views, beliefs, and opinions concerning questions asked by the researchers based on

the guided questionnaires. Participants truthfully will answer questions. The participants

will be informed and might be recalled back for further questions. Participants will be

assured of the confidentiality of the survey and that it will be protected and will stay

anonymous, thus not to be disseminated for public or any requestors used. All

information gathered and collected by the researchers will be kept in the highest level of

protection and will remain in a safe cabinet that only the researchers will have access

to. Information collected and stored in the cell phone will be protected so that
researchers will keep it safe in researchers’ possession that only researchers have the

password to access. The institution will aid in the researchers’ said project. The

participants will be notified in advance that some circumstances may trigger them to get

irritated due to some questions that the researchers may dig regarding their beliefs and

opinions. Participants will be given a complimentary gift rather than a monetary

compensation in recognition of their participation in the study. The research will be

conducted with correct and accurate criteria and will be handled confidentially at all

times.

Status of the respondents. The researchers will ascertain that participants have

clearly understood that the study will be more of research rather than treatment as well

as this undertaking will be done for research purposes only.(LAGAY SA CONSENT

PART SA GOOGLE FORM)

Study of goals. The researchers briefly and comprehensively will explain to the

participants personally the purpose and goal of the study. Their rights to abstain from

participation in the research; the confidential nature of undertaking; to terminate at any

time of their participation; and, the confidential nature of their responses will be taken

into consideration.

Type of data to be collected. The study only gathers quantitative data. These

data were numeric in nature. This type of data is collected through surveys.

Nature of the commitment. The participants will be surveyed through online or

phone calls. They will be surveyed about 30 minutes of their time.

 Sponsorship. The study will be part of an academic requirement and the

expenses incurred will be solely covered by the researcher.

Selection. The study will use a universal sampling technique in a specified period

of data gathering. The selection of participants will be based on the inclusion and

exclusion criteria.

Potential risks. The researchers will be held accountable in weighing as well as

evaluating potential risk including the magnitude of harm that may occur during the span

of the study. A standby psychologist will be coordinated by the researchers for

psychological support within the duration of each interview. The researchers will

coordinate the involved authorities and seek guidance and assistance.

Potential benefits. Benefits from the study will be discussed in the significance of

the study.

Alternatives. Not feasible due to sampling design to be used will be total

enumeration.

Compensation. The participants will not be compensated monetarily for their

participation in the study.

Pledge of confidentiality. The confidentiality of the information provided will be

maintained. Personal identity is not revealed to anyone. However, some of the

information will be shared with people who will be associated with the study and all the

copies of the answered questionnaires will be kept under the custody of the researchers

and encoders.
These answered questionnaires will be gathered and bound as one volume and

submitted to the office of the Ethics Committee.

Voluntary consent. The participation of the participants will be purely voluntary

making sure that there will be no unwarranted influence and coercion.

The right to withdraw and withhold information. Participants can freely withdraw

from the study at any time and they can withhold information at their will. The

researchers will assure for those participants who will not participate in the study have

no attached equivalent sanctions or deviations in their respective schools.

Contact information. The researcher will provide the participants with the group

leader’s working contact number so that if there will be questions or concerns can be

answered or addressed at the most appropriate manner.

Authorization to access private information. The study will involve the gathering

of data through survey tools. There will be no accessing of participants’ records or any

other private information during the conduct of the study.

Authorization to Access Private Information. A release of information will be

signed by both parties which will be the researcher and participants agreeing to acquire

necessary information used to proceed to the proposed study. At any time that a

refusal by the participant to sign a release of information, the agreement will be null and

void. The refusal by the participant will not be used against them but will be respected.

Privacy and Confidentiality. Any information provided by the applicant will be

kept, protected and secured in a piled document from the computer that only the
researchers have access to. This participant information will remain confidential and

anonymous. The privacy act will be strictly enforced to protect the participant’s privacy

and confidentiality.

Debriefing, Communication, and Referrals. Completion of the study, a

debriefing will be conducted by the researchers informing participants regarding the

highlights, findings, and results of the study. Should there be any question by the

participant it will be solely answered appropriately without hesitation.

Incentives and Compensation. Beforehand, participants will be informed that

there will be no sort of money involved in the study.

Recruitment. The researches will choose eligible participants based on the

inclusion and exclusion criteria.

Research data flow (naka flowchart)

Start from approval to ethics committee

Inclusion and exclusion criteria

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 RESEARCH INSTRUMENT

Letter and consent

Part 1 Sociodemographic profile

Name (code name or initials):________________________________________

Age:____________________

Sex (Male/Female):_______________________

Year Level:______________________________

School (code name – Medical school A, B C) :_____________

Pre-med course: Nursing, Radtech, Medtech, Bio

General Direction: In responding to the following statements, think of the reasons

you have for the emergency and disaster preparedness you do most. Try not to spend
time pondering over your responses. There are no right or wrong answers. Indicate how
much your reasons correspond with each of the statements by checking one of the
boxes under numbers 1 to 5 on the scale. In each case 1 indicates strongly disagree
and 5 indicates strongly agree.
 Inclusion criteria: officially enrolled medical students first year to fourth year in davao
city

Exclusion criteria: those who will not agree to participate to the study

KNOWLEDGE DURING Strongly Agree Moderately Disagree Strongly

Agree Disagree
EMERGENCY AND Agree
4
DISASTER CRISIS 3 1
5 2

1. I participate in disaster

drills or exercises at

my workplace (clinic,

hospital, etc.) on a

regular basis.

2. I have participated in

emergency plan

drafting and

emergency planning

for disaster situations

in my community.

3. I know who to contact

(chain of command)
 in disaster situations

in my community.

4. I participate in one of

the following

educational activities

on a regular basis:

continuing education

classes, seminars, or

conferences dealing

with disaster

preparedness.

5. I am aware of classes

about disaster

preparedness and

management that are

offered for example

at either my

workplace, the

university, or

community.

6. I would be

interested in
 educational

classes on

disaster

preparedness

that relate

specifically to

my community

situation.

7. I know where to

find relevant

research or

information

related to

disaster

preparedness

and

management to

fill in gaps in my

knowledge.

8. In case of a

disaster

situation I think
 that there is

sufficient

support from

local officials on

the county,

region or

governance

level.

9. I have a list of

contacts in the

medical or health

community in which I

practice. I know

referral contacts in

case of a disaster

situation (health

department, e.g.).

10. Finding relevant

information about

disaster

preparedness related

to my community
 needs is an obstacle

to my level of

preparedness.

ATTITUDE DURING

EMERGENCY AND

DISASTER CRISIS

1. I need to know about

disaster plans

2. Management should

be adequately

prepared when a

disaster occurs.

3. I have willingness to

provide first aid for

disaster victims.

4. I believe that it is

necessary to provide

first aid immediately

when disaster

strikes.
5. Disasters are unlikely

to happen in our

school.

6. Drills should be

conducted in our

school.

7. Disaster Management

(DM) Training is

necessary only for

DM volunteers

8. DM Training is

necessary for all

employees and first

responders in our

school.

9. Potential hazards

likely to cause

disaster should be

identified and dealt

with.
 10. Disaster plans need

to be regularly

updated

ACTUAL PREPAREDNESS

(BEHAVIOR) DURING

EMERGENCY AND

DISASTER PREPAREDNESS

CRISIS

1. I have a dedicated

emergency kit in my

locker or car, with

items specifically

collected and

maintained for

emergency

purposes.

2. I have a written

emergency plan.

3. I have joined and

completed activities

such as CPR
 training, first aid

training, and

emergency response

training.

4. I have enough

experience with

disasters.

5. I have sufficient

knowledge about

how to be prepared.

6. I have enough

awareness about the

need to be prepared.

7. I have medical

conditions that make

it more difficult to

prepare adequately

for an emergency.

8. During emergency

and disaster crisis, I

 tend to evacuate to

my parents’ home.

9. During emergency

and disaster crisis, I

tend to evacuate to

an emergency

shelter.

10. During an

emergency and

disaster crisis, I tend

to evacuate to the

home of another

family member or

friend within 2 hours

of driving.