Relevant bibliographies by topics / Paramedic learning

Academic literature on the topic 'Paramedic learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Paramedic learning"

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Holmes, Lisa. "Exploring the Preparedness of Student Paramedics for the Mental Health Challenges of the Paramedic Profession." Prehospital and Disaster Medicine 34, s1 (May 2019): s83. http://dx.doi.org/10.1017/s1049023x19001742.

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Introduction:The mental health challenges encountered by paramedics have received much attention in recent years. This attention has particularly focused on high rates of stress, depression, anxiety, and post-traumatic stress disorder. This heightened awareness of the high incidence of mental illness, which has at times tragically resulted in the suicide of serving and former paramedics, is stimulating the address of mental health within the paramedic profession. It is now time to call on paramedic educators to prepare student paramedics for the mental health challenges associated with a career in the emergency medical services.Aim:To explore the preparedness of student paramedics for the mental health challenges of the paramedic profession and identify the coping strategies used by veteran paramedics to successfully meet these challenges.Methods:Twenty semi-structured interviews with veteran paramedics from Australia and New Zealand were conducted.Results:Advice from veteran paramedics was comprised of three key themes: support, health, and the profession.Discussion:The findings of the study indicate that the preparation of student paramedics for the mental health challenges of the paramedic profession throughout the undergraduate curriculum could be advantageous. The advice offered by veteran paramedics can be included within undergraduate paramedic curricula and delivered by sharing the personal experiences of the veteran paramedics. These experiences are highly credible and sharing them offers an opportunity for veterans to contribute positively to the future of paramedicine. Guidelines for their inclusion in the undergraduate paramedic curriculum should be prepared to facilitate knowledge translation and to encourage the development of conscious coping strategies by student paramedics during their learning phase. Further research is needed to raise awareness in this area, with a specific focus on preparing paramedic students to cope with mental health challenges related to undergraduate degree programs, and how they feel about commencing their career as a paramedic.
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Daubney, Ellie. "Nearly qualified but learning is for life." Journal of Paramedic Practice 12, no. 4 (April 2, 2020): 150. http://dx.doi.org/10.12968/jpar.2020.12.4.150.

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In her final column as a student paramedic, third year Ellie Daubney shares how COVID-19 is affecting her final year of her paramedic science degree and her plans to fill in any gaps in experience before embarking on her official career as a newly qualified paramedic
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Proctor, Alyesha. "Student paramedics' views on placements in general practice as part of a degree." Journal of Paramedic Practice 11, no. 12 (December 2, 2019): 519–25. http://dx.doi.org/10.12968/jpar.2019.11.12.519.

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Background: Frontline paramedics are increasingly attending to non-emergency problems and calls that could be managed by a primary care provider. Alongside this, there is a growing pressure to manage patients at home or use an alternative care pathway and reduce hospital conveyance. Student paramedic training, including both placement and taught elements at university, should therefore reflect this. However, placement opportunities for student paramedics in primary care settings is variable across the UK. Aim: To explore student paramedics' views on incorporating a placement within general practice as part of their degree and its effects on their learning and development as an autonomous paramedic. Method: A small pedagogic study as part of a postgraduate certificate in academic practice for higher education, involving a case study, qualitative approach using face-to-face, semi-structured interviews and thematic analysis, was carried out. Findings: Student paramedics feel that incorporating a placement in general practice as part of their degree will significantly help in their learning and development as autonomous paramedics. Specifically, they feel it: will help them understand the role of the GP and what the GP expects of them; will help them to focus their assessments and improve confidence in decisions not to convey patients; may lead to better knowledge of alternative care pathways; and, finally, may provide an insight into the role of the paramedic in general practice as a future career opportunity. There are a few reservations about whether students would be able to use the skills and knowledge gained in this setting, as they feel they do not have access to the tools or the authority in a frontline ambulance service. Students would prefer to have a placement in a GP surgery in the final year of their university degree. Conclusion: Placement within a GP surgery for student paramedics should be included as part of a paramedic science degree as a priority. This is necessary, particularly given the changing role of the contemporary paramedic who attends to non-emergency problems.
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Howlett, Gemma. "Nearly qualified student paramedics' perceptions of reflection and use in practice." Journal of Paramedic Practice 11, no. 6 (June 2, 2019): 258–63. http://dx.doi.org/10.12968/jpar.2019.11.6.258.

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Reflection is embedded in a variety of higher education healthcare programmes, and is a continuing professional development requirement for paramedics ( Health and Care Professions Council, 2012 ; 2014 ). The listed benefits of reflection include incorporation and exploration of an evidence base into a clinician's practice; avoidance of routine practice; identification of shortfalls in knowledge; and identification of learning needs by the reflector ( Jasper et al, 2013 ). Nine nearly qualified student paramedics took part in this qualitative study. The findings showed a positive attitude towards reflection among the students. Various barriers to reflection were identified. There appeared to be a lack of reflection and reflective practice in some sections of the paramedic workforce. Analysis of the findings have implications for both paramedic practice and paramedic education. This article is a summarised version of a research piece; therefore not all findings will be discussed.
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Freeman-May, Andrew, and Geoff Hayward. "Paramedic framework for learning and assessment." Journal of Paramedic Practice 14, no. 12 (December 2, 2022): 521–23. http://dx.doi.org/10.12968/jpar.2022.14.12.521.

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Angeli, Elizabeth L. "How report writing supports paramedic students' learning." International Paramedic Practice 10, no. 1 (March 2, 2020): 2–7. http://dx.doi.org/10.12968/ippr.2020.10.1.2.

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Writing skills are critical as emergency medical services (EMS) use them to support patient care, yet limited research supports EMS writing practice and pedagogy. The field of writing studies and its sub-field of technical communication offers theories and methods to understand these skills. Grounded in writing theory, this article reports on a longitudinal study about paramedic documentation training and uses the framework of ‘threshold concepts’: ideas, knowledge, and skills writers gain that transform learning. This study collected paramedic students' writing over 2 years, and participants also completed interviews and focus groups. Grounded theory and textual analysis guided data analysis. Findings suggest that paramedic students pass through significant learning thresholds when they write during field training, including developing expertise, audience awareness, and reflection. In turn, writing provides an opportunity for paramedic students to learn critical skills. This article provides assignment ideas that training programmes can use to harness writing's transformative power.
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Daubney, Ellie. "The end is near but the learning goes on." Journal of Paramedic Practice 11, no. 9 (September 2, 2019): 405. http://dx.doi.org/10.12968/jpar.2019.11.9.405.

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Davis, M., L. Leggatt, S. Romano, and K. Van Aarsen. "P028: Self-directed learning in advanced care paramedics: perceived deficits and completed activities." CJEM 20, S1 (May 2018): S66—S67. http://dx.doi.org/10.1017/cem.2018.226.

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Introduction: In Ontario, Advanced Care Paramedics (ACPs) are required to perform a minimum of 24 educational credits per year of Continuing Medical Education (CME). Of these 24 credits, 12 are chosen by the paramedic, while 12 credits are mandated by the Base Hospital. The combined mandatory and optional CME frame is used so paramedics can target their personal needs appropriately, while ensuring new medical directives and global knowledge deficits identified by Quality Assurance (QA) means can be addressed by the Base Hospital. Objective: To determine if there is a difference between what ACPs identify as their knowledge deficits and what CME they complete. Methods: Methods: Request for participation in a written survey was delivered to all ACPs in an Ontario Base Hospital, prior to the CME cycle for the year. Respondents were asked to identify deficits from a 37-point, organ systems-based list, with free-text option for any deficits not itemized. Following the annual cycle, CME credits were evaluated by the Regional Base Hospital education coordinator, and Base Hospital medical directors for content. The deficits identified prior to the CME cycle were then compared to the CME attended for each respondent. In order to best represent the individual ACP response to their perceived deficits, a percentage of deficits identified and addressed was chosen. Respondents were not aware that their responses would be compared to the credits obtained for the year, to minimize bias in CME selection. Results: Of the 140 ACPs in the region, 42 (30%) completed the survey. From the 37-point list, the median number of perceived deficits identified was 7.00 (IQR 3.00-10.00). The median number of CME events that addressed perceived deficits was 2.00 (IQR 1.00-3.00). The median number of perceived deficits addressed by either paramedic-chosen or mandatory CME were identical at 1.00 (IQR 0.00-2.00). The percentage of perceived deficits identified and addressed via CME was 35.07% (range 0-100%). Paramedic-chosen CME covered 22.48% (range 0-100%) of perceived deficits, while mandatory CME covered 20.14% (range 0-100%) of perceived deficits. Conclusion: In the current system, only 35.07% of perceived deficits were addressed through mandatory and paramedic-chosen CME. Further information regarding barriers to paramedics obtaining CME that meets their perceived deficits needs to be elucidated.
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Horrocks, Peter, Lisa Hobbs, Vivienne Tippett, and Peter Aitken. "Paramedic Disaster Health Management Competencies: A Scoping Review." Prehospital and Disaster Medicine 34, no. 03 (May 28, 2019): 322–29. http://dx.doi.org/10.1017/s1049023x19004357.

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AbstractIntroduction:Paramedics are tasked with providing 24/7 prehospital emergency care to the community. As part of this role, they are also responsible for providing emergency care in the event of a major incident or disaster. They play a major role in the response stage of such events, both domestic and international. Despite this, specific standardized training in disaster management appears to be variable and inconsistent throughout the profession. A suggested method of building disaster response capacities is through competency-based education (CBE). Core competencies can provide the fundamental basis of collective learning and help ensure consistent application and translation of knowledge into practice. These competencies are often organized into domains, or categories of learning outcomes, as defined by Blooms taxonomy of learning domains. It is these domains of competency, as they relate to paramedic disaster response, that are the subject of this review.Methods:The methodology for this paper to identify existing paramedic disaster response competency domains was adapted from the guidance for the development of systematic scoping reviews, using a methodology developed by members of the Joanna Briggs Institute (JBI; Adelaide, South Australia) and members of five Joanna Briggs Collaborating Centres.Results:The literature search identified six articles for review that reported on paramedic disaster response competency domains. The results were divided into two groups: (1) General Core Competency Domains, which are suitable for all paramedics (both Advanced Life Support [ALS] and Basic Life Support [BLS]) who respond to any disaster or major incident; and (2) Specialist Core Competencies, which are deemed necessary competencies to enable a response to certain types of disaster. Further review then showed that three separate and discrete types of competency domains exits in the literature: (1) Core Competencies, (2) Technical/Clinical Competencies, and (3) Specialist Technical/Clinical Competencies.Conclusions:The most common domains of core competencies for paramedic first responders to manage major incidents and disasters described in the literature were identified. If it’s accepted that training paramedics in disaster response is an essential part of preparedness within the disaster management cycle, then by including these competency domains into the curriculum development of localized disaster training programs, it will better prepare the paramedic workforce’s competence and ability to effectively respond to disasters and major incidents.
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Waller, Jacob. "Identifying effective paramedic leadership skills." International Paramedic Practice 12, no. 3 (September 2, 2022): 55–64. http://dx.doi.org/10.12968/ippr.2022.12.3.55.

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Introduction: Paramedics who assume leadership positions rarely receive education and training to prepare them for the change in role. This study examines the experiences and beliefs of paramedic leaders and suggests ways that practitioners looking to move into leadership positions can develop their leadership skills before assuming such a role. Methods: Qualitative, semistructured interviews were conducted with paramedic leaders from the different emergency medical services (EMS) models, including fire department, ambulance district, hospital and private EMS systems from urban, suburban and rural response areas to determine leadership training best practices, based on the leaders' own experiences. Results: Despite employer and regional variations, all the participants had similar experiences during the transition from frontline clinician to leader. Common themes included a lack of preparatory training, a struggle with moving from peer to boss, issues with learning how to communicate effectively and an ongoing need to perform direct patient care while also fulfilling the tasks of a manager. These issues were a source of considerable stress and self-doubt for many participants. Conclusion: Leadership training is not typically given to EMS field clinicians looking to assume leadership positions. Paramedic leaders have developed the necessary skills to succeed on their own by learning on the job, developing mentor/mentee relationships, and undergoing training and education in the form of advanced degrees. EMS agencies need to prioritise proactive and meaningful leadership development not only to retain current staff but also to support organisational succession plans.
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Dissertations / Theses on the topic "Paramedic learning"

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Taylor, Natasha. "Fear, performance and power : a study of simulation learning in paramedic education." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/42405/.

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Simulation or scenario learning is an integral part of student paramedic development and, despite the increasing amount of paramedic research, very little is known about how students and tutors experience it. Current literature regards simulation as invaluable without exploring why this may be the case and this study aims to address this. This is a compressed time mode ethnographic approach study that incorporates data from student paramedics during and immediately after simulation learning events and tutor views of facilitating the simulation experience. This, along with a comprehensive literature review, provides an overview of simulation in the student paramedic development pathway. This thesis exposes how student paramedics find the simulation process anxiety provoking and explores the many reasons for this. The performance aspect of scenarios is echoed in the dramaturgical language used when talking about simulation learning events and the similarities between simulation learning events and simulation assessment events merely adds to this stress. Using the lens of critical pedagogy, issues of power (control and hierarchy) within the educational and organisational structures are examined and offered as another possible explanation for the high levels of anxiety in simulation learning. The thesis ends with the question of whether simulation learning can be changed for the better and if so, how.
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Hobbs, Lisa Rose. "Australasian paramedic attitudes and perceptions about continuing professional development." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134081/1/Lisa%20Rose%20Hobbs%20Thesis_Redacted.pdf.

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This study utilised constructivist grounded theory to explore the attitudes, engagement and perception of current Australasian paramedics in relation to CPD. The study found paramedics have not significantly modified their engagement in CPD/LLL despite professional registration. There is, however some confusion surrounding what constitutes CPD. Furthermore, education appears to be a new form of hierarchical stigmatisation within the paramedic culture. The study facilitated the creation of a framework of paramedic CPD, which includes CPD models; PDP; reflective practices; and LLL. The framework acknowledges professional, industrial, social, personal, political, organisational and economic factors which influence or change paramedic engagement in CPD.
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Villers, Lance Carlton. "Influences of situated cognition on tracheal intubation skill acquisition in paramedic education." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2714.

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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.
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Liebenberg, Nuraan. "A critical analysis of pre-hospital clinical mentorship to enable learning in emergency medical care." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2737.

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Thesis (Master of Emergency Medical Care)--Cape Peninsula University of Technology, 2018.
For emergency medical care (EMC), clinical mentorship can be thought of as the relationship between the EMC students and qualified emergency care personnel. Through this relationship, students may be guided, supported and provided with information to develop knowledge, skills, and professional attributes needed for delivering quality clinical emergency care. However, this relationship is poorly understood and the focus of this research was to explore how this relationship enabled or constrained learning. Through having experienced mentorship, first as a student in EMC, then as an operational paramedic, mentoring students, I was privy to an insider perspective of clinical mentorship, and the experiences of fellow students‘. Through this experience the practices I observed may not have promoted learning. This is when my interest in pre-hospital clinical mentorship in relation to learning began. The aim of this research was to present a qualitative analysis of the clinical mentorship relationship in pre-hospital EMC involving the qualified pre-hospital emergency care practitioner (ECP) and the EMC student. The objectives included gaining an understanding of what enabled and/or constrained learning EMC, exploring clinical mentorship and learning in the pre-hospital EMC context, and gaining understanding of the role and scope of community members in the clinical mentorship activity system. The purpose of this study was to qualitatively document, by means of a thematic analysis, the pre-hospital clinical mentorship relationship, as well as document, by means of a Cultural Historical Activity Theory (CHAT) analysis, the clinical mentorship activity system. The focus of this qualitative documentation was the enablements and constraints to learning during clinical mentorship. This research also made possible recommendations for EMC clinical mentorship and education and may also inform (PBEC) policy, as well as work integrated learning (WIL) policy. Data collection included the use of diaries and focus group interviews. Analysis involved a two-part analysis, where data was reduced and understood with thematic analysis guided by Braun and Clarke (2006) six phase thematic analysis process (explained in Chapter three, Section 3.6). Thereafter, a CHAT analysis was conducted to uncover contradictions within the clinical mentorship activity system that made working on the object of activity difficult, thereby also uncovering constraints to learning. Inductive reasoning was applied to the thematic analysis to reduce data and identify themes and subthemes which provided insight into the enablements and constraints to learning in the pre-hospital EMC clinical mentorship relationship. The CHAT analysis of the data collected and analysed brought to surface the affordances, tensions as well as the primary-level and secondary-level contradictions of the clinical mentorship activity system. The thematic analysis of the clinical mentorship relationship provided limited understanding of the enablements and constraints to learning, and thus further motivated deeper analysis with CHAT. The results of this research included primary and secondary-level contradictions for almost all elements of the clinical mentorship activity system. Contradictions amongst the Division of Labour (DoL), the rules of the activity system, and the tools/resources of the activity system existed in that it constrained the interaction and activity of the subject and the community while working on the object of the activity system possibly achieving a lesser or undesired outcome of clinical mentorship.
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Lau, Man-kin, and 劉文建. "Learning by example for parametric font design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41897183.

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Zewdie, Dawit (Dawit Habtamu). "Representation discovery in non-parametric reinforcement learning." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91883.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-73).
Recent years have seen a surge of interest in non-parametric reinforcement learning. There are now practical non-parametric algorithms that use kernel regression to approximate value functions. The correctness guarantees of kernel regression require that the underlying value function be smooth. Most problems of interest do not satisfy this requirement in their native space, but can be represented in such a way that they do. In this thesis, we show that the ideal representation is one that maps points directly to their values. Existing representation discovery algorithms that have been used in parametric reinforcement learning settings do not, in general, produce such a representation. We go on to present Fit-Improving Iterative Representation Adjustment (FIIRA), a novel framework for function approximation and representation discovery, which interleaves steps of value estimation and representation adjustment to increase the expressive power of a given regression scheme. We then show that FIIRA creates representations that correlate highly with value, giving kernel regression the power to represent discontinuous functions. Finally, we extend kernel-based reinforcement learning to use FIIRA and show that this results in performance improvements on three benchmark problems: Mountain-Car, Acrobot, and PinBall.
by Dawit Zewdie.
M. Eng.
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Lau, Man-kin. "Learning by example for parametric font design." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41897183.

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Nikbakht, Silab Rasoul. "Unsupervised learning for parametric optimization in wireless networks." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/671246.

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This thesis studies parametric optimization in cellular and cell-free networks, exploring data-based and expert-based paradigms. Power allocation and power control, which adjust the transmit power to meet different fairness criteria such as max-min or max-product, are crucial tasks in wireless communications that fall into the parametric optimization category. The state-of-the-art approaches for power control and power allocation often demand huge computational costs and are not suitable for real-time applications. To address this issue, we develop a general-purpose unsupervised-learning approach for solving parametric optimizations; and extend the well-known fractional power control algorithm. In the data-based paradigm, we create an unsupervised learning framework that defines a custom neural network (NN), incorporating expert knowledge to the NN loss function to solve the power control and power allocation problems. In this approach, a feedforward NN is trained by repeatedly sampling the parameter space, but, rather than solving the associated optimization problem completely, a single step is taken along the gradient of the objective function. The resulting method is applicable for both convex and non-convex optimization problems. It offers two-to-three orders of magnitude speedup in the power control and power allocation problems compared to a convex solver—whenever appliable. In the expert-driven paradigm, we investigate the extension of fractional power control to cell-free networks. The resulting closed-form solution can be evaluated for uplink and downlink effortlessly and reaches an (almost) optimum solution in the uplink case. In both paradigms, we place a particular focus on large scale gains—the amount of attenuation experienced by the local-average received power. The slow-varying nature of the large-scale gains relaxes the need for a frequent update of the solutions in both the data-driven and expert-driven paradigms, enabling real-time application for both methods.
Aqueta tesis estudia l’optimització paramètrica a les xarxes cel.lulars i xarxes cell-free, explotant els paradigmes basats en dades i basats en experts. L’assignació i control de la potencia, que ajusten la potencia de transmissió per complir amb diferents criteris d’equitat com max-min o max-product, son tasques crucials en les telecomunicacions inalàmbriques pertanyents a la categoria d’optimització paramètrica. Les tècniques d’última generació per al control i assignació de la potència solen exigir enormes costos computacionals i no son adequats per aplicacions en temps real. Per abordar aquesta qüestió, desenvolupem una tècnica de propòsit general utilitzant aprenentatge no supervisat per resoldre optimitzacions paramètriques; i al mateix temps ampliem el reconegut algoritme de control de potencia fraccionada. En el paradigma basat en dades, creem un marc d’aprenentatge no supervisat que defineix una xarxa neuronal (NN, sigles de Neural Network en Anglès) especifica, incorporant coneixements experts a la funció de cost de la NN per resoldre els problemes de control i assignació de potència. Dins d’aquest enfocament, s’entrena una NN de tipus feedforward mitjançant el mostreig repetit en l’espai de paràmetres, però, en lloc de resoldre completament el problema d’optimització associat, es pren un sol pas en la direcció del gradient de la funció objectiu. El mètode resultant ´es aplicable tant als problemes d’optimització convexos com no convexos. Això ofereix una acceleració de dos a tres ordres de magnitud en els problemes de control i assignació de potencia en comparació amb un algoritme de resolució convexa—sempre que sigui aplicable. En el paradigma dirigit per experts, investiguem l’extensió del control de potencia fraccionada a les xarxes sense cèl·lules. La solució tancada resultant pot ser avaluada per a l’enllaç de pujada i el de baixada sense esforç i assoleix una solució (gaire) òptima en el cas de l’enllaç de pujada. En ambdós paradigmes, ens centrem especialment en els guanys a gran escala—la quantitat d’atenuació que experimenta la potencia mitja local rebuda. La naturalesa de variació lenta dels guanys a gran escala relaxa la necessitat d’una actualització freqüent de les solucions tant en el paradigma basat en dades com en el basat en experts, permetent d’aquesta manera l’ús dels dos mètodes en aplicacions en temps real.
Esta tesis estudia la optimización paramétrica en las redes celulares y redes cell-free, explorando los paradigmas basados en datos y en expertos. La asignación y el control de la potencia, que ajustan la potencia de transmisión para cumplir con diferentes criterios de equidad como max-min o max-product, son tareas cruciales en las comunicaciones inalámbricas pertenecientes a la categoría de optimización paramétrica. Los enfoques más modernos de control y asignación de la potencia suelen exigir enormes costes computacionales y no son adecuados para aplicaciones en tiempo real. Para abordar esta cuestión, desarrollamos un enfoque de aprendizaje no supervisado de propósito general que resuelve las optimizaciones paramétricas y a su vez ampliamos el reconocido algoritmo de control de potencia fraccionada. En el paradigma basado en datos, creamos un marco de aprendizaje no supervisado que define una red neuronal (NN, por sus siglas en inglés) específica, incorporando conocimiento de expertos a la función de coste de la NN para resolver los problemas de control y asignación de potencia. Dentro de este enfoque, se entrena una NN de tipo feedforward mediante el muestreo repetido del espacio de parámetros, pero, en lugar de resolver completamente el problema de optimización asociado, se toma un solo paso en la dirección del gradiente de la función objetivo. El método resultante es aplicable tanto a los problemas de optimización convexos como no convexos. Ofrece una aceleración de dos a tres órdenes de magnitud en los problemas de control y asignación de potencia, en comparación con un algoritmo de resolución convexo—siempre que sea aplicable. Dentro del paradigma dirigido por expertos, investigamos la extensión del control de potencia fraccionada a las redes cell-free. La solución de forma cerrada resultante puede ser evaluada para el enlace uplink y el downlink sin esfuerzo y alcanza una solución (casi) óptima en el caso del enlace uplink. En ambos paradigmas, nos centramos especialmente en las large-scale gains— la cantidad de atenuación que experimenta la potencia media local recibida. La naturaleza lenta y variable de las ganancias a gran escala relaja la necesidad de una actualización frecuente de las soluciones tanto en el paradigma basado en datos como en el basado en expertos, permitiendo el uso de ambos métodos en aplicaciones en tiempo real.
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Nasios, Nikolaos. "Bayesian learning for parametric and kernel density estimation." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428460.

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Books on the topic "Paramedic learning"

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Gosavi, Abhijit. Simulation-Based Optimization: Parametric Optimization Techniques and Reinforcement Learning. Boston, MA: Springer US, 2003.

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Simulation-based optimization: Parametric optimization techniques and reinforcement learning. Boston: Kluwer Academic Publishers, 2003.

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Palau, Susan Marcus. Learning strategies for allied healthstudents. Philadelphia: W B Saunders, 1996.

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1947-, Meltzer Marilyn, ed. Learning strategies for allied health students. Philadelphia: W.B. Saunders, 1996.

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Motta, E. Reusable components for knowledge modelling: Case studies in parametric design problem solving. Amsterdam: IOS Press, 2000.

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1948-, Shakespeare Pam, ed. Open learning in nursing, health and welfare education. Buckingham: Open University Press, 1995.

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Loke, Jennifer C. F. Critical discourse analysis of interprofessional online learning in health care education. Hauppauge, N.Y: Nova Science Publishers, 2011.

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B, Proctor Deborah, ed. Study guide for Kinn's the medical assistant: An applied learning approach. Edinburgh: Elsevier Saunders, 2007.

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Alsop, Auldeen. Continuing Professional Development in Health and Social Care: Strategies for Lifelong Learning. Wiley & Sons, Incorporated, John, 2013.

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Alsop, Auldeen. Continuing Professional Development in Health and Social Care: Strategies for Lifelong Learning. Wiley & Sons, Incorporated, John, 2013.

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Book chapters on the topic "Paramedic learning"

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Webb, Geoffrey I., Eamonn Keogh, Risto Miikkulainen, Risto Miikkulainen, and Michele Sebag. "Non-Parametric Methods." In Encyclopedia of Machine Learning, 722. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_598.

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Braga-Neto, Ulisses. "Parametric Classification." In Fundamentals of Pattern Recognition and Machine Learning, 67–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-27656-0_4.

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Popkov, Yuri S., Alexey Yu Popkov, Yuri A. Dubnov, and Alexander Yu Mazurov. "Randomized Parametric Models." In Entropy Randomization in Machine Learning, 113–56. Boca Raton: Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003306566-4.

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Bengio, Samy, Yoshua Bengio, Jocelyn Cloutier, and Jan Gecsei. "Generalization of a Parametric Learning Rule." In ICANN ’93, 502. London: Springer London, 1993. http://dx.doi.org/10.1007/978-1-4471-2063-6_131.

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Szörényi, Balázs, Snir Cohen, and Shie Mannor. "Non-parametric Online AUC Maximization." In Machine Learning and Knowledge Discovery in Databases, 575–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71246-8_35.

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Nguyen, Hoang-Vu, and Jilles Vreeken. "Non-parametric Jensen-Shannon Divergence." In Machine Learning and Knowledge Discovery in Databases, 173–89. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23525-7_11.

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Pszczolkowski, Stefan, Luis Pizarro, Declan P. O’Regan, and Daniel Rueckert. "Gradient Projection Learning for Parametric Nonrigid Registration." In Machine Learning in Medical Imaging, 226–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35428-1_28.

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Rainey, Christopher, Cristina Tortora, and Francesco Palumbo. "A Parametric Version of Probabilistic Distance Clustering." In Statistical Learning of Complex Data, 33–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21140-0_4.

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Song, Dan, Yao Jin, Tongtong Wang, Chengyang Li, Ruofeng Tong, and Jian Chang. "A Semantic Parametric Model for 3D Human Body Reshaping." In E-Learning and Games, 169–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23712-7_24.

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Sinke, Yuliya, Sebastian Gatz, Martin Tamke, and Mette Ramsgaard Thomsen. "Machine Learning for Fabrication of Graded Knitted Membranes." In Proceedings of the 2020 DigitalFUTURES, 309–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4400-6_29.

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AbstractThis paper examines the use of machine learning in creating digitally integrated design-to-fabrication workflows. As computational design allows for new methods of material specification and fabrication, it enables direct functional grading of material at high detail thereby tuning the design performance in response to performance criteria. However, the generation of fabrication data is often cumbersome and relies on in-depth knowledge of the fabrication processes. Parametric models that set up for automatic detailing of incremental changes, unfortunately, do not accommodate the larger topological changes to the material set up. The paper presents the speculative case study KnitVault. Based on earlier research projects Isoropia and Ombre, the study examines the use of machine learning to train models for fabrication data generation in response to desired performance criteria. KnitVault demonstrates and validates methods for shortcutting parametric interfacing and explores how the trained model can be employed in design cases that exceed the topology of the training examples.
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Conference papers on the topic "Paramedic learning"

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Cochrane, Thomas, Stuart Cook, Stephen Aiello, Claudio Aguayo, Cristobal Danobeitia, and Gonzalo Boncompte. "Designing Immersive Mobile Mixed Reality for Paramedic Education." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615124.

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Valdez, Dennis, Sheldon Thunstrom, and Diane Dleikan. "CHANGES IN ATHLETIC THERAPY AND PARAMEDIC STUDENT PERCEPTIONS FOLLOWING AN INTERPROFESSIONAL EDUCATION WORKSHOP USING SIMULATED PRE-HOSPITAL EMERGENCIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0151.

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Cui, Jiequan, Zhisheng Zhong, Shu Liu, Bei Yu, and Jiaya Jia. "Parametric Contrastive Learning." In 2021 IEEE/CVF International Conference on Computer Vision (ICCV). IEEE, 2021. http://dx.doi.org/10.1109/iccv48922.2021.00075.

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Chen, Yonghua. "Parametric design by learning." In Wuhan - DL tentative, edited by Shuzi Yang, Ji Zhou, and Cheng-Gang Li. SPIE, 1996. http://dx.doi.org/10.1117/12.235581.

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Silva-Lugo, Jose, Laura Warner, and Sebastian Galindo. "FROM PARAMETRIC TO NON-PARAMETRIC STATISTICS IN EDUCATION AND AGRICULTURAL EDUCATION RESEARCH." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0841.

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Hawton, Dominic, Ben Cooper-Wooley, Jorke Odolphi, Ben Doherty, Alessandra Fabbri, Nicole Gardner, and Hank Haeusler. "Shared Immersive Environments for Parametric Model Manipulation - Evaluating a Workflow for Parametric Model Manipulation from Within Immersive Virtual Environments." In CAADRIA 2018: Learning, Prototyping and Adapting. CAADRIA, 2018. http://dx.doi.org/10.52842/conf.caadria.2018.1.483.

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ZACHARIAS, GREG, and HEIDI BRUN. "OCM-based parametric learning model." In Guidance, Navigation and Control Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1988. http://dx.doi.org/10.2514/6.1988-4184.

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Herr, Christiane M., Davide Lombardi, and Isaac Galobardes. "Parametric Design of Sculptural Fibre Reinforced Concrete Facade Components." In CAADRIA 2018: Learning, Prototyping and Adapting. CAADRIA, 2018. http://dx.doi.org/10.52842/conf.caadria.2018.2.319.

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Herr, Christiane M., Davide Lombardi, and Isaac Galobardes. "Parametric Design of Sculptural Fibre Reinforced Concrete Facade Components." In CAADRIA 2018: Learning, Prototyping and Adapting. CAADRIA, 2018. http://dx.doi.org/10.52842/conf.caadria.2018.2.319.

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Chen, Guang-feng, Yi-ze Sun, and Wen-jian Liu. "Feature and Parametric-Based Fixture Case Modification." In 2006 International Conference on Machine Learning and Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icmlc.2006.258760.

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Reports on the topic "Paramedic learning"

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Chernozhukov, Victor, Greg Lewis, Vasilis Syrgkanis, and Mert Demirer. Semi-Parametric Efficient Policy Learning with Continuous Actions. The IFS, June 2019. http://dx.doi.org/10.1920/wp.cem.2019.3419.

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Rodriguez, Fernando, and Guillermo Sapiro. Sparse Representations for Image Classification: Learning Discriminative and Reconstructive Non-Parametric Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, June 2008. http://dx.doi.org/10.21236/ada513220.

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Engel, Bernard, Yael Edan, James Simon, Hanoch Pasternak, and Shimon Edelman. Neural Networks for Quality Sorting of Agricultural Produce. United States Department of Agriculture, July 1996. http://dx.doi.org/10.32747/1996.7613033.bard.

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The objectives of this project were to develop procedures and models, based on neural networks, for quality sorting of agricultural produce. Two research teams, one in Purdue University and the other in Israel, coordinated their research efforts on different aspects of each objective utilizing both melons and tomatoes as case studies. At Purdue: An expert system was developed to measure variances in human grading. Data were acquired from eight sensors: vision, two firmness sensors (destructive and nondestructive), chlorophyll from fluorescence, color sensor, electronic sniffer for odor detection, refractometer and a scale (mass). Data were analyzed and provided input for five classification models. Chlorophyll from fluorescence was found to give the best estimation for ripeness stage while the combination of machine vision and firmness from impact performed best for quality sorting. A new algorithm was developed to estimate and minimize training size for supervised classification. A new criteria was established to choose a training set such that a recurrent auto-associative memory neural network is stabilized. Moreover, this method provides for rapid and accurate updating of the classifier over growing seasons, production environments and cultivars. Different classification approaches (parametric and non-parametric) for grading were examined. Statistical methods were found to be as accurate as neural networks in grading. Classification models by voting did not enhance the classification significantly. A hybrid model that incorporated heuristic rules and either a numerical classifier or neural network was found to be superior in classification accuracy with half the required processing of solely the numerical classifier or neural network. In Israel: A multi-sensing approach utilizing non-destructive sensors was developed. Shape, color, stem identification, surface defects and bruises were measured using a color image processing system. Flavor parameters (sugar, acidity, volatiles) and ripeness were measured using a near-infrared system and an electronic sniffer. Mechanical properties were measured using three sensors: drop impact, resonance frequency and cyclic deformation. Classification algorithms for quality sorting of fruit based on multi-sensory data were developed and implemented. The algorithms included a dynamic artificial neural network, a back propagation neural network and multiple linear regression. Results indicated that classification based on multiple sensors may be applied in real-time sorting and can improve overall classification. Advanced image processing algorithms were developed for shape determination, bruise and stem identification and general color and color homogeneity. An unsupervised method was developed to extract necessary vision features. The primary advantage of the algorithms developed is their ability to learn to determine the visual quality of almost any fruit or vegetable with no need for specific modification and no a-priori knowledge. Moreover, since there is no assumption as to the type of blemish to be characterized, the algorithm is capable of distinguishing between stems and bruises. This enables sorting of fruit without knowing the fruits' orientation. A new algorithm for on-line clustering of data was developed. The algorithm's adaptability is designed to overcome some of the difficulties encountered when incrementally clustering sparse data and preserves information even with memory constraints. Large quantities of data (many images) of high dimensionality (due to multiple sensors) and new information arriving incrementally (a function of the temporal dynamics of any natural process) can now be processed. Furhermore, since the learning is done on-line, it can be implemented in real-time. The methodology developed was tested to determine external quality of tomatoes based on visual information. An improved model for color sorting which is stable and does not require recalibration for each season was developed for color determination. Excellent classification results were obtained for both color and firmness classification. Results indicted that maturity classification can be obtained using a drop-impact and a vision sensor in order to predict the storability and marketing of harvested fruits. In conclusion: We have been able to define quantitatively the critical parameters in the quality sorting and grading of both fresh market cantaloupes and tomatoes. We have been able to accomplish this using nondestructive measurements and in a manner consistent with expert human grading and in accordance with market acceptance. This research constructed and used large databases of both commodities, for comparative evaluation and optimization of expert system, statistical and/or neural network models. The models developed in this research were successfully tested, and should be applicable to a wide range of other fruits and vegetables. These findings are valuable for the development of on-line grading and sorting of agricultural produce through the incorporation of multiple measurement inputs that rapidly define quality in an automated manner, and in a manner consistent with the human graders and inspectors.
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