Active Shooter Preparation and Prevention
Continuing Education Credits
This course provides an overview of the appropriate preparations and responses to active shooter incidents in a workplace setting.
Objectives
- Define an active shooter incident.
- Describe actions to take to prevent and prepare for potential active shooter events.
- Identify potential workplace violence indicators.
- Describe the appropriate responses to an active shooter event.
- Describe how to manage the consequences of an active shooter event.
Course Outline
- Introduction
- Disclaimer
- Prevalence of Active Shooter Incidents
- Defining an Active Shooter Incident
- Who is an Active Shooter
- True or False: Active shooter incidents follow a predictable pattern. You can avoid active shooter events by avoiding specific locations.
- True or False: There will be sufficient time for law enforcement to take control of an active shooter incident before you need to respond.
- Preparing for an Active Shooter Incident
- Preparing for an Active Shooter Incident
- Emergency Plans and Exercises
- Discussion-Based and Simulated Exercises
- Building Accessibility
- Identifying Violence Indicators
- True or False: If you notice a coworker displaying violence indicators, you should contact your supervisor or your HR department.
- Responding to an Active Shooter Incident
- Responding to an Active Shooter Incident
- Run
- Hide
- Fight
- Calling 9-1-1
- When Law Enforcement and Medical Services Arrive
- Visitors and Uninformed Personnel
- Reponse Summary
- True or False: If there is an accessible exit, you should attempt to evacuate the premises, even if others refuse to follow.
- Recovering from an Active Shooter Incident
- Follow-Up Actions
- Reference Materials for Your Facility
- Please Receive Appropriate Training
- References
- References
Additional Information
Level of Instruction: Basic
Intended Audience: Medical laboratory scientists, medical laboratory
technicians, laboratory supervisors, and laboratory managers. This course is
also appropriate for MLS and MLT students and pathology residents.
Author Information: Julia Clendenin is a content writer and graphics developer for MediaLab. She graduated from Georgia Institute of Technology with a B.S. in Biochemistry and a B.S. in Literature, Media, and Communication.
The author has no conflict of interest to disclose.
Reviewer Information:
Adam Dodson, NRP, CCEMTP, NCEE, has been working in education, leadership, and emergency medicine for over 25 years. From a paramedic to the U.S. Army's Medical Department Center and School, Adam has learned and taught around the world. After 10 years with Johns Hopkins Hospital and the Division of Transport Medicine, he went to Johns Hopkins University, where he helped expand the education mission and simulation center. Adam has worked with dozens of international and government agencies to improve their healthcare education. He is also very well published with several keynote speeches in medicine, healthcare education, and simulation.
Joshua J. Cannon, MS, MLS(ASCP)CMSHCM received his Bachelor
of Science and Master of Science in Medical Laboratory Science from Thomas
Jefferson University in Philadelphia, PA. He holds Medical Laboratory Scientist
and Specialist in Hematology certifications through the ASCP Board of
Certification. He was a professor at Thomas Jefferson University for seven
years before transitioning into his current role as Education Developer at
MediaLab by Vastian. His areas of expertise and professional passions include
clinical hematology and interprofessional education.