Page 17 - NATO Supplement

INDEPENDENT ADvISOR’S REvIEw AND REPORT n 15

prevalence is training in the psychological ef- The curriculum uses numerous modalities in a
fects of combat, emotional loss of friends and hybrid curriculum, using cadavers, task trainers,
teammates. distance learning, practical application of con-
cepts, and numerous evaluation points.
Partner Nation Training Questions
(see Table 3.1) The formidable cost and time allotment for U.S.
1. Does your nation use TCCC curriculum SOF medic training, sometimes greater than 1
guidelines? year, is clearly a burden for many nations with
2. Is sustainment medical training required? numerically small Special Operations units. Col-
3. Is predeployment medical training required? laboration in achieving interoperability along
4. Are simulators being used in training? with cost efficiencies in training is, thus, not only
5. Would you use M-PHTLS/TCCC as an in- plausible but also rational and desirable.
ternational baseline curriculum for the SOF
medic? 3.2.6 Australian SOF Medical Training
and Combat Simulation
3.2.5 United States Special Operations Australian SOF delegates, LTC Allison Berliotz-
Combat Medic (SOCM) Training Notts and MAJ (Dr.) Daniel Pronk, provided a
Speaking for COL Robert Lutz (USA), who comprehensive briefing to enlighten the work-
was unable to attend, COL Hildabrand pro- shop on Australia’s method of training med-
vided an overview of SOF medic training at the ics and Operators for SOF medical support. In
Joint Special Operations Medical Training Cen- Australia, paramedic-trained personnel skilled
ter (JSOMTC), in Fort Bragg, NC, U.S. As the in TCCC guidelines are selected to become
global leader in Special Operations medic train- SOCM’s during a year-long training program
ing and sustainment, JSOMTC provides training that involves extensive use of simulators, live tis-
for all U.S. Special Operations personnel. This fa- sue training, and full mission tactical immersive
cility also trains international Special Operations training. There is an important emphasis on real-
medics in their 52-week program. istic tactical settings in an environment that has
moulaged injuries, physical exertion, frequent
Based on the Dreyfus model of skill acquisition cognitive interruption, increasing scenario com-
(novice, proficient, competent, expert, master), plexity, full scene care, and patient movement
the U.S. SOCM training goal is to train to pro- and evacuation. Team training involves small unit
ficiency or competency. The SOCM training commanders and requires proficiency in logistics
at Fort Bragg aims to provide the student with for a variety of mission profiles and evacuation
critical reasoning and reflexive decision-making scenarios. Technical and training tactics include
knowledge to ensure reliable performance in the adult learning, double loop learning, debriefing,
chaotic combat environment. Extensive use of accelerated learning techniques (e.g., using scent),
cognitive and skill task deconstruction allows for and prolonged tactical field time. Repetitive
individual learning styles and training tactics to drills reinforce medic and first responder tactical
optimize the process and create “resourcefulness” and medical proficiency and competency. Once
as the added value asset. these basics are established, scenarios increase in
complexity enhancing complex decision-making
The JSOMTC is in the process of streamlining skills. Frequent cognitive interruption is used to
their curriculum to add more trauma skill content. further hone reactions to adverse environments.