Journal articles: 'Paramedical education Curricula'

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Weber, Anthony, Celeste Lawson, and Brett Williams. "Frameworks that guide curriculum development in Australian higher education." Journal of Paramedic Practice 13, no. 3 (March 2, 2021): 105–12. http://dx.doi.org/10.12968/jpar.2021.13.3.105.

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Background: In Australia, accrediting body competencies reflect paramedic professional practice rather than informing curriculum development for higher education institutions. Purpose: This article will investigate frameworks that can be used to design curriculum development. Method: An initial focused discourse analysis of the grey literature was undertaken followed by a systematic review. Findings: Three of the 18 institutions in Australia and New Zealand that offer paramedic education identified some form of framework. Two theories were identified as applicable in supporting the development of curricula that are focused on the expanded scope of practice of paramedicine. Discussion: The current and future scope in paramedicine will define the development of curricula, especially in relation to a more primary-focused healthcare model. Conclusion: Further research is required to establish a consensus on what constitutes the essential core knowledge and skills required by graduate paramedics so that they are able to deliver patient care proficiently.

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Lewis, D., J. Gould, P. Atkinson, A. K. Sibley, and R. Henneberry. "P091: Emergency Critical Care Ultrasound (ECCU) paramedical course: a novel curriculum for training paramedics in ultrasound." CJEM 20, S1 (May 2018): S89. http://dx.doi.org/10.1017/cem.2018.289.

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Introduction: Ultrasonography (US), performed in the Emergency Department (ED) by Emergency Physicians, is well established. Educational studies have shown some promise in training paramedics in US use. We have developed and piloted a novel curriculum for paramedic US education. Methods: Based on an informal needs assessment, an US curriculum for paramedics was developed to include: Basic principles, Focused assessment with sonography for trauma (FAST), cardiac, and vascular access. Participants included ED-based and pre-hospital paramedics including all paramedics with critical care training who routinely perform vascular access and procedural sedation within our ED. Comparisons were made using paired non-parametric tests (GraphPad). Results: Participants (N=9) were provided pre- reading materials prior to completing a 6-hour course, consisting of a mix of didactic and practical sessions with live models and vascular access phantoms. Each module was introduced with a 30 minute didactic session, led by an Emergency Physician trained in US, followed immediately by a 1 hour hands-on session lead by either an Emergency Physician or an Emergency Medicine Resident at a learner to instructor ratio of 3:1. At the end of the course, participants were asked to complete a short 10 minute survey that included (1) an assessment of the course quality with regard to preparatory material and course content/delivery (4 point Likert scale; excellent, good, fair, poor); (2) self reported US knowledge pre and post course on a scale of 1-10 (10 high, 1 low); (3) general yes/no questions related to the future of ECCU paramedical and (4) a subjective written section for additional comments. All participants rated the content favourably: 97% scoring it as excellent, and 3% as good. The participants median self-reported US knowledge score increased from 2/10 (IQR 2-3) to 8/10 (IQR 7.25-8; p=0.009) post- course. All comments from the text field were positive in nature. Conclusion: We report a paramedic US course curriculum, which when piloted resulted in high learner satisfaction and a high rate of self reported improvement in US knowledge. Further study will include an assessment of knowledge acquisition and practical performance. Future modifications in our curriculum will be based on needs assessment and may include additional modules.

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Horrocks, Peter, Vivienne Tippett, and Peter Aitken. "An Evaluation of the Self-Reported Knowledge Base of Disaster Management Core Competencies of Australian Paramedics." Prehospital and Disaster Medicine 34, s1 (May 2019): s129—s130. http://dx.doi.org/10.1017/s1049023x19002814.

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Introduction:Evidence-based training and curriculum are seen as vital in order to be successful in preparing paramedics for an effective disaster response. The creation of broadly recognized standard core competencies to support the development of disaster response education and training courses for general health care providers and specific health care professionals will help to ensure that medical personnel are truly prepared to care for victims of mass casualty events.Aim:To identify current Australian operational paramedic’s specific disaster management education and knowledge as it relates to disaster management core competencies identified throughout the literature and the frequency of measures/techniques which these paramedics use to maintain competency and currency.Methods:Paramedics from all states of Australia were invited to complete an anonymous online survey. Two professional bodies distributed the survey via social media and a major ambulance service was surveyed via email.Results:The study population includes 130 respondents who self-identified as a currently practicing Australian paramedic. Paramedics from all states except South Australia responded, with the majority coming from Queensland Ambulance Service (N= 81%). In terms of experience, 81.54% of respondents report being qualified for greater than 5 years. Initial analysis shows that despite the extensive experience of the practitioners surveyed when asked to rate from high to low their level of knowledge of specific disaster management core competencies a number of gaps exist.Discussion:Core competencies are a defined level of expertise that is essential or fundamental to a particular job, and serve to form the foundation of education, training, and practice for operational service delivery. While more research is needed, these results may help inform industry, government, and education providers to better understand and to more efficiently provide education and ongoing training to paramedics who are responsible for the management of disaster within the Australian community.

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Hutchison, Trudy, Carolyn Lees, Robyn Lotto, Alison White, and Ron Harris. "Clinical decision making and the challenges of responding to mental health needs." Journal of Paramedic Practice 11, no. 10 (October 2, 2019): 434–39. http://dx.doi.org/10.12968/jpar.2019.11.10.434.

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The paramedic service responds to emergency calls for a variety of reasons, many relating to mental health concerns. This qualitative study aims to explore the views and experiences of student paramedics in relation to clinical decision making for mental health calls. Focus groups were used to investigate the participants' perspectives. Thematic analysis was used to organise data and identify key issues. Findings suggested some disparity between what paramedic students were prepared for and the reality of public need. Clinical decision making in relation to those with mental health problems was significantly influenced by the current provision of mental health services and the lack of mental health-specific education for student paramedics. Current changes to the paramedic programme make this an opportune time for a review of curriculum content.

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Janing, Judy. "Critical Thinking: Incorporation into the Paramedic Curriculum." Prehospital and Disaster Medicine 9, no. 4 (December 1994): 238–42. http://dx.doi.org/10.1017/s1049023x00041479.

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AbstractThe purpose of this paper is to present approaches to foster critical thinking skills within the context of the current paramedic curriculum. It reviews some of the definitions and concepts of critical thinking from selected adult education and nursing literature in an attempt to formulate a workable definition as it applies to paramedics. From that definition, elements are identified and incorporated to form a teaching model for use in presenting the curriculum content. Some sample teaching strategies based on revised objectives of the airway/ventilation section also are included.

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Lazarsfeld-Jensen, Ann. "Road resilience: adaptive education for emerging challenges." Journal of Paramedic Practice 11, no. 12 (December 2, 2019): 512–18. http://dx.doi.org/10.12968/jpar.2019.11.12.512.

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The reality of paramedicine can cause students emotional distress, especially if this tests their values or beliefs. Therefore, educating students to be resilient and prepared for unpredictable, distressing events should be considered. The need to increase professional longevity in paramedicine has shifted employers' focus from road readiness to road resilience, which presents a complex challenge for educators. This article is the first of a series to discuss the use of supporting sciences to build road resilience in undergraduate paramedicine programmes. A review of the literature on paramedic education demonstrates there is new knowledge, based on experience in clinical practice and research, that paramedic educators can draw on to develop their discipline. Paramedics with postgraduate qualifications can shape the future of their professional discipline when their research produces a new discourse that informs a curriculum which can meet contemporary challenges. Discussion of a fictional case study illustrates how an emotional crisis could provide a platform for reflective learning and make a student more effective as a paramedic, and the educational environment needed to facilitate this.

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Williams, Brett, Mal Boyle, and Tracy Earl. "Measurement of Empathy Levels in Undergraduate Paramedic Students." Prehospital and Disaster Medicine 28, no. 2 (January 29, 2013): 145–49. http://dx.doi.org/10.1017/s1049023x1300006x.

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AbstractIntroductionParamedics rely on establishing a health provider-patient relationship with patients that promotes two-way communication, patient satisfaction, and facilitates appropriate patient assessment and treatment. Paramedics also must have an ability to empathize with patients and their family members in order to develop a successful health provider-patient relationship. The objective of this study was to assess paramedics’ empathy and attitudes toward patients with specific conditions.MethodsThis was a cross-sectional study using a convenience sample of first-, second-, and third-year, Australian undergraduate paramedic students. Student empathy levels were assessed using two standardized self-reporting instruments: the Jefferson Scale of Physician Empathy (JSPE) Health Professional (HP) version and the Medical Condition Regard Scale (MCRS).ResultsA total of 94 paramedic students participated in the study. The JSPE demonstrated that male paramedic students had higher mean empathy scores than did female paramedic students (113.25 and 107.5, respectively; P = .042). The JSPE empathy level scores were lowest among first-year paramedic students (mean = 107.53); age was not found to be a significant variable on empathy scores. The Medical Condition Regard Scale revealed lowest scores in compassion towards substance abuse (mean = 46.42).ConclusionsThe results of this study provide the discipline of paramedic health care with useful data, and provide students, academics, and other educators with important information regarding the improvement of the health provider-patient relationship and paramedic education curriculum development.WilliamsB, BoyleM, EarlT. Measurement of empathy levels in undergraduate paramedic students. Prehosp Disaster Med. 2013;28(2):1-5.

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Kirk, Andrew. "Neurological examination." Journal of Paramedic Practice 12, no. 10 (October 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.10.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the neurological examination, gives an overview of initial examination considerations, and assessment of the upper limbs.

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Dearnley-Lane, Jon. "Cardiovascular examination." Journal of Paramedic Practice 12, no. 4 (April 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.4.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the cardiovascular system, gives an overview of initial examination considerations, including first impressions.

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Walter, Deborah. "Peripheral vascular system." Journal of Paramedic Practice 12, no. 5 (May 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.5.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and demonstrate they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the peripheral vascular system, gives an overview of initial examination considerations, including first impressions.

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Deighton, Robert. "Musculoskeletal system part 1." Journal of Paramedic Practice 12, no. 6 (June 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.6.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the upper musculoskeletal system, gives an overview of initial examination considerations.

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Deighton, Robert. "Musculoskeletal system part 2." Journal of Paramedic Practice 12, no. 7 (July 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.7.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the musculoskeletal system, gives an overview of initial examination considerations.

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Matthews, Barry, and Kacper Sumera. "Respiratory system." Journal of Paramedic Practice 12, no. 8 (August 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.8.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the respiratory system, gives an overview of initial examination considerations.

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Pogson, Rachel. "Gastrointestinal system." Journal of Paramedic Practice 12, no. 9 (September 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.9.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. This article, which explores the the gastrointestinal system, gives an overview of initial examination considerations.

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Kirk, Andrew. "Neurological examination 2." Journal of Paramedic Practice 12, no. 11 (November 2, 2020): 1–4. http://dx.doi.org/10.12968/jpar.2020.12.11.1.

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The clinical examination is an important part of any patient consultation. After the primary survey and taking the patient history, a more in-depth examination is sometimes required to aid making a working diagnosis and help negate other differential diagnoses. The extent of this depends on the stability of the patient and may not be possible in time-critical circumstances. However, clinical examination is an increasing part of paramedic practice owing to the continued expansion of the scope of the paramedic role in both urgent and emergency care. Education on clinical examination concerning each of the main body systems is now an integral part of undergraduate paramedic curricula. This clinical examination series provides a step-by-step overview for each of the main body systems. Continuing professional development (CPD) is an essential requirement for all clinicians to maintain and to demonstrate that they are staying up to date and advancing in their roles. This series gives an overview of each type of examination to support students, newly qualified paramedics and paramedics wishing to use these articles as a CPD development activity and an aide-memoire for clinical practice. The last of the clinical examination series, this article continues exploration of the neurological examination, providing an overview of initial examination considerations, and assessment of the lower limbs.

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Rae, Alison, and Simon Robinson. "The current leadership development opportunities provided for student paramedics by Higher Education Institutions: a literature review." British Paramedic Journal 5, no. 2 (September 1, 2020): 26–33. http://dx.doi.org/10.29045/14784726.2020.09.5.2.26.

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Introduction: The development of safe, competent and capable paramedics is one of the key concerns of education providers or Higher Education Institutions (HEIs). To achieve this, paramedic programmes need to focus on teaching leadership to students. The aim of this literature review was to identify the current leadership development opportunities for paramedic students during their undergraduate training across the United Kingdom, in order to identify current gaps and make suggestions on how HEIs could increase leadership opportunities for student paramedics.Methods: During August 2018, the Scopus, Medline, CINAHL and Academic Search Premier databases were searched (the last three accessed via EBSCOhost). Grey literature was also manually reviewed. Both authors screened the title and abstract and agreed on final papers eligible for full-text review. CASP and COREQ checklists were used to assist in critically appraising the quality of the research and to help decide on the papers chosen for inclusion.Results: The search yielded 511 results (455 after duplicates were removed). The grey literature search also yielded one additional document that incorporated a framework based on primary research integrated within the paper itself. After title and abstract review, seven papers were included for full text critical review. Two papers were then excluded, resulting in a total of five papers being included in the review.Conclusion: Current evidence, although limited, demonstrates the benefit of educational programmes in developing educational and non-educational leadership opportunities for paramedic students. Moreover, there is value to individuals being provided or seeking extra-curricular activities, and students should be encouraged to engage in societies, the College of Paramedics, events and conferences, and to work or volunteer in healthcare or emergency service-related sectors to further enhance their leadership potential and skills.

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Thompson, James, and Donald Houston. "Programmatic assessment condensed: Introducing progress testing approaches to a single semester paramedic subject." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 195–211. http://dx.doi.org/10.53761/1.17.3.14.

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The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student’s individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don’t know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.

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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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Smith, Tracy L., and Bruce J. Walz. "The Cadre of Death Education Instructors in Paramedic Programs." Prehospital and Disaster Medicine 13, no. 1 (March 1998): 55–58. http://dx.doi.org/10.1017/s1049023x00033045.

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AbstractObjective:This study addresses the paucity of literature on death education offerings in emergency medical services schools. The study examines the cadre of death education instructors in paramedic training programs. Examining death education offerings in paramedic programs can provide insight into how well emergency medical services personnel are prepared when encountering bereaved persons on death related responses.Methods:In an exploratory study, information was gathered from paramedic programs on the instructors who teach death-related education. A self-administered survey was sent to each (n = 537) paramedic programs in the USA. The survey solicited the number of instructors teaching death education, their backgrounds, and their formal training in death-related instruction.Results:The response rate was 45.4%. The majority of programs (78%) reported using a paramedic as the primary instructor to teach death-related content. Nurses (66%) and physicians (32%) also were utilized frequently. More than two-thirds (68%) of the responding programs utilize faculty members who have had no formal training in death and dying. Only one-third of the programs utilizes a multidisciplinary staff Less than 40% of responding programs teach all of their death-related curricula with instructors who are trained in death education.Conclusion:This study indicates that the majority of paramedic programs are not utilizing an instructor cadre that is formally trained in death education, nor are they using a multidisciplinary staff. Reasons for using these instructors to teach death education in paramedic programs are discussed.

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Williams, Brett, Malcolm Boyle, and Peter O'Meara. "Can Undergraduate Paramedic and Nursing Students Accurately Estimate Patient Age and Weight?" Prehospital and Disaster Medicine 25, no. 2 (April 2010): 171–77. http://dx.doi.org/10.1017/s1049023x00007937.

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Introduction:Accurate estimation of a patient's age and weight are skills expected of all healthcare clinicians, including paramedics and nurses. It is necessary because patients may be unable to communicate such information due to unconsciousness or an altered state of conscious. Age and weight estimation influence calculation for medication dosages, defibrillation, equipment sizing, and other invasive procedures such as intubation. The objective of this study was to identify whether undergraduate paramedic and nursing students were able to accurately estimate a patient's age and weight based on digital patient photos.Methods:A prospective, observational study involving undergraduate paramedic and nursing students from two Australian universities was used to estimate the age and weight of seven patients (adult and pediatric). Each patient image appeared in a PowerPointTMpresentation for 15 seconds, followed by a short pause, with the next patient image commencing automatically.Results:The findings demonstrated variable accuracy in age and weight estimation of the patients. Age estimations of pediatric patients were more accurate than estimations for adult patients. The majority of patient weights were under-estimated, with university undergraduate students in one university displaying similar estimations to the other university counterparts.Conclusions:Results from this study identified variations in students' ability to accurately estimate a patient's age and weight. This study shows that consideration should be given to age and weight estimation education, which could be incorporated into undergraduate healthcare curriculum.

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Paris, Paul M., and Nicholas H. Benson. "Education about Prehospital Care during Emergency Education Residency Training: The Results of a Survey." Prehospital and Disaster Medicine 5, no. 3 (September 1990): 209–15. http://dx.doi.org/10.1017/s1049023x00026856.

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AbstractThe Society of Teachers of Emergency Medicine's, EMS Educators Committee performed a mail survey of emergency medicine residency training directors regarding their curricula for EMS. The Committee was interested in determining the quality and quantity of EMS training in emergency medicine residencies. Out of 66 programs, 48 responded (73%). The programs reported that they provide medical control for a mean of 4837 calls per year (range 0–20,000) and interact with a mean of eight EMS agencies. Ten programs (21%) do not offer any formal EMS administrative experience, while 42 (87%) programs require residents to participate in paramedic training, and 31 (65%) require participation in EMT training. Both the type and the amount of “in-field” experience reported by programs varied considerably, with some programs offering it only as an elective. Similarly, there was great diversity in the type and amount of experience with helicopter ambulances. In conclusion, there is wide disparity among the offerings from all residency programs. Each training program must evaluate its own EMS curricula and expand it to fill existing gaps. Specific topics to be covered are suggested.

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Smith, Tracy L., Bruce J. Walz, and Randy L. Smith. "A death education curriculum for emergency physicians, paramedics, and other emergency personnel." Prehospital Emergency Care 3, no. 1 (January 1999): 37–41. http://dx.doi.org/10.1080/10903129908958904.

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Rafi, Mohammed. "Efficacy of the Structured Teaching Programme on COVID-19 among the Paramedical Students in Varanasi - A Quasi-experimental Study." Indian Journal of Holistic Nursing 13, no. 1 (March 30, 2022): 30–34. http://dx.doi.org/10.24321/2348.2133.202206.

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The researcher conducted a quasi-experimental study to evaluate the effectiveness of the structured teaching programme on COVID-19 among 110 randomly selected paramedical students of Popular Institute of Medical Foundation, Varanasi, India with the study objectives to assess the knowledge on COVID-19, associate the demographic variable with the knowledge on COVID-19, and compare the pre-test and post-test values. The level of knowledge about COVID-19 was gathered using a standardised Da-In Park tool. After arranging and analysing the data, the results of the pre-test showed that 43.63% of the samples did not have sufficient knowledge, 56.36% had moderate knowledge and no sample had good knowledge. The researchers examined the values after the COVID-19 structured curriculum test, which showed that the structured curriculum had a positive effect on improving participants’ knowledge of COVID-19 (t value was 14.07 with a p value of 0.001) and the result was significant at p < 0.5. The study deduces that though the country has been through a lot of changes and methods in imparting health educational knowledge on COVID-19 from the first hit of COVID infection in India, still there is a great amount of lag among the people, even healthcare professional students, on knowledge related to COVID-19. The study clearly shows us that improvement in education through all media and social media might have a great impact on improving knowledge.

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Ford-Jones, Polly Christine, and Tamara Daly. "Paramedicine and mental health: a qualitative analysis of limitations to education and practice in Ontario." Journal of Mental Health Training, Education and Practice 15, no. 6 (October 14, 2020): 331–45. http://dx.doi.org/10.1108/jmhtep-05-2020-0031.

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Purpose Paramedics increasingly attend to mental health-related emergencies; however, there has been little evaluation of the mental health training for paramedics. This study aims to analyze the fit between paramedicine pedagogy, patient needs and the conditions for paramedics’ skill development. Design/methodology/approach Data were collected in a single, qualitative, critical ethnographic case study of pre-hospital mental health and psychosocial care in paramedicine in Ontario, Canada. Transcripts from interviews (n = 46), observation (n ∼ 90h) and document analysis were thematically analyzed using a constant comparative method. The study is theoretically grounded in a feminist political economy framework. Findings Tensions are explored in relation to the pedagogy of paramedicine and the conditions of work faced by paramedics. The paper presents challenges and insufficiencies with existing training, the ways in which certain work and training are valued and prioritized, increased emergency care and training needs and the limitations of training to improving care. Research limitations/implications Recommendations include more comprehensive didactic training, including the social determinants of health; scenario training; practicum placements in mental health or social services; collaboration with mental health and social services to further develop relevant curriculum and potential inclusion of service users. Originality/value This paper addresses the lack of mental health pedagogy in Ontario and internationally and the need for further training pre-certification and while in the workforce. It presents promising practices to ameliorate mental health training and education for paramedics.

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Rattan, Ankit, Antaryami Sahoo, Z. U. Khan, Archana Patnaik, Priyatama Singh, and Mahesh Rath. "Knowledge and awareness regarding eye donation among medical and para medical students in a tertiary care hospital in Odisha: a comparative study." International Journal Of Community Medicine And Public Health 6, no. 3 (February 22, 2019): 1047. http://dx.doi.org/10.18203/2394-6040.ijcmph20190506.

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Background: India needs around 2,77,000 donations annually to perform 1,00,000 corneal transplants. To enhance the procurement of corneal donations further, raising the level of public education on eye donation was the most important first step. The Govt. of India under the 11th 5-year plan envisages eliminating avoidable blindness completely by 2020. The aim and objective of the study was to compare the awareness of eye donation and willingness to donate eyes among medical and paramedical students.Methods: A cross sectional study was carried out among 400 final year MBBS students and interns and also among the final year B.Sc. nursing students and at Hi-Tech Medical College and Hospital, Bhubaneswar from August 2018 to September 2018.Results: The study participants were in the age group of 18-25 years. While 100% medical students had heard about organ donation, 85.5% of paramedical students heard about organ donation. Positive opinion regarding donation of eye post death was got from all the medical students as against 85% of paramedical students. More than 1/3rd of the study participants in both the groups were willing to donate eyes and know more regarding the same and also had a fair idea regarding shortage of donors in India.Conclusions: Awareness of eye donation is better in medical students compared to paramedical students, preferably due to the exposure and study curriculum. Most of the students in both groups were inclined to pledge for eye donation. Awareness regarding eye donation will form the prime base for the elimination of avoidable blindness in India.

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Mukhtar, Javaria, Muhammad Hussain, Kousar Perveen, Muhammad Afzal, and Syed Amir Gilani. "Students’ Perception and Readiness towards Inter-Professional Learning." International Journal of Social Sciences and Management 5, no. 3 (July 27, 2018): 192–200. http://dx.doi.org/10.3126/ijssm.v5i3.20610.

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Inter-professional learning is helpful for students to identify other professionals for team work and collaboration which results in improved patient care out come and also improve Communication among health professionals and patients. The purpose of this study was to explore the relationship between readiness and perception of students towards inter-professional learning. A correlation, cross-sectional study was done with Two hundred and eighty five undergraduate Nursing and Paramedical students from Jan, 2018 to May, 2018. Convenient sampling was used to collect data. The Readiness for Inter-Professional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS) were used to measure the readiness and perception of students regarding inter-professional leaning. The data were analyzed using software Statistical Package for Social Science (SPSS) (Version 21). Spearman rho correlation test was used to explore the relationship of variables. The results showed statically significant positive correlation between the readiness and Perception of students regarding inter-professional learning (p=.000). This study indicated that there is strong positive correlation between readiness and perception of students towards inter-professional learning but students have least response towards team work and collaboration. Study suggests that inter-professional education should introduce in the curriculum of nursing and paramedical students to promote team work and share learning.Int. J. Soc. Sc. Manage. Vol. 5, Issue-3: 192-200

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Hong, Sun-Woo, Kyung-Sook Bang, Hwal Lan Bang, and Jihee Lim. "Attitude and knowledge on PTSD of nursing and paramedic students in Korea." Journal of Korean Academic Society of Nursing Education 26, no. 4 (November 30, 2020): 393–401. http://dx.doi.org/10.5977/jkasne.2020.26.4.393.

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Purpose: This study aimed to identify attitude and knowledge level on post-traumatic stress disorder (PTSD) among nursing and paramedic students.Methods: A questionnaire survey was conducted from December 1st to 20th in 2019. A total of 210 students participated from two universities in Korea. Data were analyzed using descriptive statistics, t-tests and one-way analysis of variance.Results: Students were positive about the government's spending on PTSD treatment (91.4%), and professional training (92.4%). PTSD patients were considered to be more dangerous (68.1%) and violent (42.4%) than the general population. There were no significant differences in attitude and general knowledge on PTSD between nursing and paramedic students. However, general knowledge on PTSD differed according to education experience on PTSD (t=2.04, p=.043). Knowledge scores for PTSD treatment differed significantly according to the academic major (t=2.02, p=.044), and education experience on PTSD (t=2.87, p=.005).Conclusions: The results of this study indicate nursing and paramedic students lack knowledge on PTSD. Therefore, developing curriculum regarding PTSD-related contents in undergraduate and continuing education in both departments is needed to provide better quality health care to people with PTSD.

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Brown, William E., Gregg Margolis, and Roger Levine. "Peer Evaluation of the Professional Behaviors of Emergency Medical Technicians." Prehospital and Disaster Medicine 20, no. 2 (April 2005): 107–14. http://dx.doi.org/10.1017/s1049023x00002284.

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AbstractIntroduction:Professional behavior is one of the cornerstones of effective emergency medical services (EMS) practice and is a required part of the National Standard Curricula for advanced levels of EMS education. However, peer rating of emergency medical technicians with respect to the 11 categories of professional behavior never has been quantified. This study uses a peer evaluation methodology to assess the affective competencies of practicing EMS providers.Methods:A professional behavior evaluation form was included as part of a survey that was sent to 2,443 randomly selected, nationally registered emergency medical technicians (EMTs). Participants were asked to rate the EMT partner with whom they worked most closely in the past year using 11 different categories of professional behavior using a Likert scale.Results:One thousand, five hundred, ten (61.8%) surveys were returned and analyzed. Both nationally registered EMTs at the Basic and Paramedic levels rated their partners with respect to 11 categories of professional behavior. The overall average score was 0.68 on a 0–1 scale, with one being the highest. The rating of each of the categories was: (1) integrity (0.77); (2) appearance/personal hygiene (0.74); (3) patient advocacy (0.73); (4) empathy (0.72); (5) self-confidence (0.70); (6) careful delivery of service (0.70); (7) respect (0.65); (8) communication skills (0.64); (9) time management skills (0.63); (10) teamwork/diplomacy skills (0.62); and (11) self-motivation (0.61). Overall, the NREMT-Paramedics rated their partners significantly lower than did the NREMT-Basics (p= 0.0156) and experienced EMT-Basics rated their partners significantly lower than did the newer EMT-Basics (p= 0.0002). Those EMTs who indicated high satisfaction with their current EMS assignment rated their partner more highly on professional behaviors than did those EMTs who were not as satisfied.Conclusion:Overall, EMTs peer evaluation of professional behavior was “good.” The behaviors most highly rated were integrity and appearance/personal hygiene. The behaviors rated lowest were self-motivation and team work/diplomacy. It appears that paramedics are more critical of their colleagues than are EMT-Basics, that experienced EMT-Basics are harsher critics than are newer EMT-Basics, and that there is a relationship between job satisfaction and peer evaluation.

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Shah, Ram Chandra, Nabita Pradhan, and Rakesh Kumar Yadav. "Knowledge, Awareness and Perception of Antibiotics Resistance among under graduates Paramedical students of Bangladesh." Janaki Medical College Journal of Medical Science 10, no. 1 (April 26, 2022): 33–38. http://dx.doi.org/10.3126/jmcjms.v10i1.44631.

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Background and Objectives: Antibiotic resistance has become a global public health concern. Thus, the objectives of this study was to determine the overall knowledge of drugs and explore the level of awareness of antibiotic resistance among students studying at Jahangir-Nagar University, Bangladesh. Material and Methods: The total period of sample collection was from June 2018 to October 2018 and the participants (was N=100). This descriptive cross-sectional study used a questionnaire that consisted of fifteen close ended questions and specific questions were on background (gender, age, education) characteristics. Descriptive statistics (frequency, distribution, mean and standard deviation was used to describe the data. The data collected from the 100 students nd analyzed by statistical tools (SPSS V.22) by drawing tables and graphs. Results: Overall, 100 female students (age from 19 to 24 years) were interviewed and the response rate was 100%. Out of total respondents, around 86% of the sample stated that antibiotics are appropriate for bacterial infections and 34% of the students had agreed antibiotic can cure viral infections. 74% of the respondents hadn’t expected antibiotics when they had enough with cold, fever, cough and sore throat. Some had taken without prescription. Almost above 90% of the students stop taking those drugs when symptoms decrease and do not take full dose. About 91% respondent agreed to the need of more education about antibiotic resistance. Conclusion: It is important to generate more awareness around this issue among all. It would be advisable to introduce a specific course and training on antibiotics in core curriculum of students.

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Shah, Ram Chandra, Nabita Pradhan, and Rakesh Kumar Yadav. "Knowledge, Awareness and Perception of Antibiotics Resistance among under graduates Paramedical students of Bangladesh." Janaki Medical College Journal of Medical Science 10, no. 1 (April 26, 2022): 33–38. http://dx.doi.org/10.3126/jmcjms.v10i1.44631.

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Background and Objectives: Antibiotic resistance has become a global public health concern. Thus, the objectives of this study was to determine the overall knowledge of drugs and explore the level of awareness of antibiotic resistance among students studying at Jahangir-Nagar University, Bangladesh. Material and Methods: The total period of sample collection was from June 2018 to October 2018 and the participants (was N=100). This descriptive cross-sectional study used a questionnaire that consisted of fifteen close ended questions and specific questions were on background (gender, age, education) characteristics. Descriptive statistics (frequency, distribution, mean and standard deviation was used to describe the data. The data collected from the 100 students nd analyzed by statistical tools (SPSS V.22) by drawing tables and graphs. Results: Overall, 100 female students (age from 19 to 24 years) were interviewed and the response rate was 100%. Out of total respondents, around 86% of the sample stated that antibiotics are appropriate for bacterial infections and 34% of the students had agreed antibiotic can cure viral infections. 74% of the respondents hadn’t expected antibiotics when they had enough with cold, fever, cough and sore throat. Some had taken without prescription. Almost above 90% of the students stop taking those drugs when symptoms decrease and do not take full dose. About 91% respondent agreed to the need of more education about antibiotic resistance. Conclusion: It is important to generate more awareness around this issue among all. It would be advisable to introduce a specific course and training on antibiotics in core curriculum of students.

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Wallner, C., P. Sneath, K. Morgan, and T. Chan. "P135: TriagED: A serious game for mass casualty triage and field disaster management." CJEM 21, S1 (May 2019): S113. http://dx.doi.org/10.1017/cem.2019.326.

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Innovation Concept: Mass Casualty Incidents (MCI) are complex events that most paramedics encounter only a few times in their careers. Triaging and managing multiple patients during an incident requires different skills than typically practiced by prehospital providers. Simulation and drills can provide an opportunity to practice those skills, but are costly and resource intensive while only allowing a few providers to be in a triage or leadership role. It is important to find engaging and less expensive methods for teaching MCI triage and initial scene management. Methods: The authors have developed and are testing a card game based on the previously published GridlockED board game. The game was developed utilizing an iterative process previously described. This game was tested with paramedics as well as other emergency medicine learners to determine usability, engagement, fidelity, as well as usefulness in teaching MCI triage and patient-flow concepts. Curriculum, Tool or Material: The card game provides a focused learning experience to allow providers to practice initial triage of multiple injured patients as well as manage patient flow from the scene to area hospitals when faced with limited prehospital resources and capabilities. Players work together in various simulated scenarios to correctly triage injured patients and send them to the correct healthcare facility. Conclusion: Serious gaming has gained momentum in medical education. Developing novel curriculae around low frequency, high stakes situations using a game like TriagED may hold the key to ensure prehospital care providers are trained for these incidents. In the future, games which integrate an element of Incident Command or receiving hosptials (e.g. full integration with GridlockED game) may help to further explore the relationship between scene management and patient flow within receiving hospitals.

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Wessels, Michael, and Manuel Geuen. "TEACHING THE TEACHERS—WHAT EDUCATION AND TRAINING NEEDS ARISE AMONG TEACHERS THROUGH THE USE OF SIMULATION IN THE EDUCATION OF EMS PERSONNEL IN THE GERMAN HEALTH CARE SYSTEM." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (May 13, 2015): 41.3–41. http://dx.doi.org/10.1136/bmjstel-2015-000044.3.

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Background & PurposeThe professional qualifications of paramedics in the emergency services are not uniform at the federal level across Germany. Federalism leads to a considerable heterogeneity of regional regulations and curricula for training at the state-approved emergency services School. This results in an uneven transfer of knowledge of action skills, scientific findings as well as inconsistent application of appropriate teaching methods. Finally, this culminates in an inconsistent qualification of EMS personnel.To illustrate the needs of teachers in simulation in training and continuing education of EMS personnel.MethodsBased on a systematic literature review and expert interviews on training and further education of non-medical personnel in emergency care simulation was analysed as a teaching method from an educational perspective. For a standardized carrying out of the interviews a unified interview guide was used. The statements of the experts were analysed with the software MAXQDA.ResultsThrough simulation, in conjunction with debriefings an outstanding benefit for the direct learning from mistakes is made possible, both in the whole group as well as in the setting of reality (train where you work). This supports a long-needed culture of errors in emergency service as well as improving patient safety in emergency response. This requires intensive training of the teaching staff in pedagogy and technology. Further research needs were identified for potential fields of application of simulation in the training of EMS personnel.ConclusionsSimulation provides for the training of emergency services personnel, particularly in view of the new profession of emergency paramedics (Notfallsanitäter) and their advanced performance skills extensive opportunities. With the help of simulation abilities and skills as well as inter-professional teamwork can be taught and improved individualized. In fact, simulation contributes to improving patient safety and guideline- based care of emergency patients.

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Diño, Michael Joseph S., Raymond C. Caagbay, Joyosthie B. Orbe, and Maria Julita S. J. Sibayan. "Predilections of Allied Healthcare Professionals toward an Ideal Interprofessional Education Program via Conjoint Analysis." Abstract Proceedings International Scholars Conference 6, no. 1 (October 29, 2018): 116. http://dx.doi.org/10.35974/isc.v6i1.1422.

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To shape competent healthcare professionals, a working educational system that facilitates multiprofessional and interprofessional partnership should be in place to foster and deliver better outcomes efficiently, enhancing the quality of healthcare education. Interprofessional Education (IPE) is learning and teaching approach where two or more healthcare professions learn with, from, and about each other. To meet the objective, academic reform that encompasses silos and profession centrism has to be instituted. This study delved into the proclivity of medical and paramedical professionals towards a curricular program that concretizes and strengthens interprofessional collaboration in practice via Conjoint Analysis. Orthogonal Array was employed to elucidate validity and applicability of the five attributes namely Content, Participants, Setting, Teaching Methods, and Format. One hundred allied healthcare professionals representing 25 countries from three international universities participated in the study. Results revealed that setting was the major factor considered when choosing an IPE program with a relative importance of 43.7%. It was followed by content with a relative importance of 15.8%. Trailing behind were teaching methods (14.5%) and participants (13.1%), respectively. The stakeholders’ perspectives will serve as a benchmark for a program to be implemented on the Philippine context in line with the ASEAN integration which is currently being embraced.

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Ebbs, Phillip, Prue Gonzalez, and Tony Miller. "Interdisciplinary work integrated learning: a pilot evaluation instrument." Journal of Paramedic Practice 11, no. 8 (August 2, 2019): 348–58. http://dx.doi.org/10.12968/jpar.2019.11.8.348.

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Background: Work integrated learning (WIL) activities—sometimes termed student placements, practice-based learning, cooperative education or workplace learning activities—are embedded into university course curricula to prepare students for future professional environments. Aims: This study evaluates an interdisciplinary and multiagency WIL activity undertaken by university students (n=14). Methods: Pre- and post-activity survey instruments were used to gain perspectives on student expectations and experiences relating to the WIL activity. The survey instruments were based on five common themes of quality within WIL activities. Findings: The WIL activity facilitated professionally relevant learning, delivered diverse experiences, and enabled the development of professionally meaningful relationships. Discussion: A pilot evaluation instrument for similar undergraduate paramedic WIL programmes is presented for further consideration. Limitations of the study are also discussed.

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Aiello, Stephen, Claudio Aguayo, Norm Wilkinson, and Kevin Govender. "Developing culturally responsive practice using mixed reality (XR) simulation in Paramedicine Education." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 15–16. http://dx.doi.org/10.24135/pjtel.v3i1.89.

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The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk. Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community. This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR. The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987). Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to: Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own. Inform culturally-responsive teaching and learning in paramedicine education research and practice. Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.

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Jo, D., K. de Wit, V. Bhagirath, L. Castellucci, C. Yeh, B. Thoma, and T. M. Chan. "LO30: Using a Massive Online Needs Assessment (MONA) to develop a Free Open Access Medical education (FOAM) curriculum." CJEM 19, S1 (May 2017): S37—S38. http://dx.doi.org/10.1017/cem.2017.92.

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Introduction/Innovation Concept: The boom in online educational resources for medical education over the past decade has changed how physicians learn and keep up to date with new literature. While nearly all emergency medicine residents use online resources, few of these resources were designed to target knowledge gaps. Novel methods are required to identify learning needs to allow the targeted development of learner-centered curricula. Methods: A multidisciplinary team attempted to determine the feasibility of conducting a Massive Online Needs Assessment (MONA) to assess the perceived and unperceived educational needs in thrombosis and bleeding. An open, online survey was launched via Google Forms and disseminated using the online educational resource CanadiEM.org and social media platforms Twitter and Facebook with the goal of reaching participants of the Free Open Access Medical education (FOAM) community. Curriculum, Tool, or Material: The survey was designed to identify knowledge gaps and contained demographic, free text, and multiple choice questions. It took individuals approximately 30 minutes to complete and was incentivized with entry into a draw for one of four $250 Amazon Gift cards. Feasibility was defined a priori as 150 responses from at least 4 specialties in 4 or more countries. This sample was deemed the minimum number required to identify knowledge gaps (defined as <50% correct answers). The survey was open from September 20 to December 10, 2016. We received 198 complete responses from 20 countries. Respondents included staff physicians (n=109), residents (n=46), medical students (n=29), nurses (n=8), paramedics (n=4), a pharmacist (n=1) and a physician assistant (n=1). The survey entry page hosted on CanadiEM.org received page views from 866 unique IP addresses. As such, a conservative approximation of the completion rate per unique viewer was 22% (198/866). Conclusion: It is feasible to use a MONA to collect data on the perceived and unperceived needs of an online community. Such needs assessments could be used to make online resources more learner-centered.

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Gül, Hatice, and Suat Erel. "The determination of the pain beliefs of the students at Akdeniz University Vocational School of Health Services." SHS Web of Conferences 48 (2018): 01066. http://dx.doi.org/10.1051/shsconf/20184801066.

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The purpose of this study is to determine the pain beliefs of Akdeniz University Vocational School of Health Services (AUVSHS) students. Fifty Physiotherapy Assistants students, 54 Paramedic students and 37 Elderly Care students who take pain education in their curriculum and 50 Child Development and Care students who do not take pain education were included in this study. The pain beliefs of the students were evaluated with Pain Beliefs Questionnaire. There was no statistically significant difference between organic (OBS) and psychological pain belief scores (PBS) of programs with and without pain education (p>0,05). There was statistically significant difference between OBS and PBS in favor of PBS in all programs (p<0,05). In conclusion, it was determined that pain beliefs in AUVSHS were similar in all programs. It is important to balance between organic and psychological pain beliefs. So we plan to develop new training strategies to balance student’s pain beliefs.

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Lund, Adam, Kenneth Lam, and Paul Parks. "Disaster Medicine Online: evaluation of an online, modular, interactive, asynchronous curriculum." CJEM 4, no. 06 (November 2002): 408–13. http://dx.doi.org/10.1017/s1481803500007910.

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ABSTRACT Canada has no formal training program in disaster medicine for health care professionals. The University of Alberta’s Division of Emergency Medicine has developed a means to fill the gap. Disaster Medicine Online (DMO) is an Internet-based, interactive, facilitator-guided distance-learning course on the fundamentals of disaster medicine. The 3-week pilot of DMO was offered in March 2002 and taken by a multidisciplinary group of 22 health care professionals, including resident and attending physicians, paramedics and nurses. Evaluation of the learning materials and educational methodology by experts and learners demonstrated a high degree of satisfaction with the Web interface, site usability, lesson content and format, and the interactive components of the online course. Learners reported spending a mean of 11.2 hours (range = 5–20) over the 3-week course period. Twenty of 22 learners completed the final assignment, and all 20 were successful in passing the course. Overall, 95% of learners said they would pursue another module if offered, and 100% would recommend DMO to their colleagues. DMO is a viable option for health care professionals who would like to pursue continuing medical education in this area without having to take time out of their personal and professional lives to travel to a face-to-face, traditional educational program.

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Shrestha, Anmol Purna, Roshana Shrestha, Sanu Krishna Shrestha, Samjhana Basnet, and Alok Pradhan. "Emergency Medicine Education and Research in Nepal: Challenges and Opportunities." Journal of Nepal Medical Association 56, no. 211 (June 30, 2018): 716–18. http://dx.doi.org/10.31729/jnma.3573.

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Emergency medicine (EM) is a young but prestigious medical discipline worldwide.1 However, in Nepal, it is in preliminary phase.2 EM is not only restricted to urban emergency departments but also a multifaceted discipline.3 Several EM training modules are currently practiced fragmented with different curriculum and duration.4,5 Pre-hospital emergency medical services (EMS), hospitals, trauma centres, and public health are working in silos and most of them devoid of proper emergency facility.2 This brought us to the realization of an urgent need of bringing all the stakeholders together in a symposium like this. The symposium was arranged into four different sessions as listed below: To familiarize with the history and current state of EM from Global Emergency Medicine perspective. To highlight the different clinical experiences and advancements in EM in Nepal. To emphasize the importance and possibilities in EM education and research in Nepal. To discuss the roadmap to develop and establish EM as a recognized medical speciality in Nepal. The overall objectives of the symposium were to discuss the challenges faced by current Emergency Medicine providers and identify the opportunities for the future development and recognition in Nepal. The most important current task for Nepal’s emergency physicians of advocating for policies, programs, and funding to support further development of the specialty was realized. Rural and urban emergency service providers from academic and non-academic institutions, governmental/non-governmental organizations and international medical institutions attended the symposium. General Practice (GP) residents, medical officers, medical students, interns and paramedics were among active participants.

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Smith-Cumberland, Tracy L., and Robert H. Feldman. "Survey of EMTs' Attitudes towards Death." Prehospital and Disaster Medicine 20, no. 3 (June 2005): 184–88. http://dx.doi.org/10.1017/s1049023x00002429.

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AbstractIntroduction:The purpose of this study was to ascertain information about emergency medical technicians' (EMTs') attitudes towards their training, comfort, and roles when a patient dies on-scene.Methods:A sample of 136 EMTs (all levels) from 14 different states participated in a survey prior to completing a continuing education program. About 40% (n = 54) of the EMTs were attending a training program related to death based on the Emergency Death Education and Crisis Training Curriculum,1 while 60% (n = 82) were attending an EMT training program not related to death. Each participant answered questions about their attitudestowards a death on-scene using a five-point Likert scale. The EMTs were compared by level of training (EMT-B/EMT-I and EMT-P), and by type of educational program attended (death-related education and nondeath-related education).Results:Most (82%) participants reported that an EMT's actions impact the grief process of a bereaved family. About half (54%) reported that an EMT's role should include notifying the family of the death. However, three-quarters (76%) reported that they had not been trained adequately to make a death notification or help the family with their grief. Many (40%) felt uncomfortable making a death notification. Differences were present in EMTs enrolled in the death education courses as compared to those attending an educational program not related to death. Differences also were found in the levels of EMTs (EMT-B/EMT-I versus EMT-Paramedics).Conclusion:This study provides new insights about EMTs' attitudes towards death and the death-related training they receive.

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Amirrafiei, Arash, Seyyed Mahdi Zia Ziabari, Fatemeh Haghshenas-Bakerdar, Ehsan Kazemnejad-Leili, and Payman Asadi. "Clinical competencies of emergency medical services paramedics in responding to emergency conditions using Objective Structured Clinical Examination (OSCE) in Guilan." Journal of Emergency Practice and Trauma 7, no. 2 (May 16, 2021): 101–5. http://dx.doi.org/10.34172/jept.2021.03.

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Objective: Evaluating the abilities of emergency medical services (EMS) staff who are in the frontline of the diseases could be an excellent reflection of the accuracy of curriculum both before and after graduation. This study was done to determine the clinical competencies of Guilan EMS staff in responding to emergency conditions using Objective Structured Clinical Examination (OSCE). Methods: In this descriptive study, 70 EMS staff from selected Emergency Centres in Guilan were recruited. Data were collected using a questionnaire and a checklist which included 9 different skills. Validity of the checklist was assessed by obtaining the opinions of 10 experts. The content validity index (CVI) and content validity ratio (CVR) of the checklist were 0.7 and 0.8, respectively. The reliability of the checklist was obtained using the test-retest method (r=0.89). In order to collect data, observations were done using the designated checklist. Data were analysed using SPSS software version 22 and descriptive statistical tests. Results: Findings showed that 56.3% of the paramedics got good scores for trauma competency but the mean scores for two competencies of spinal cord immobilization and vehicle extrication were low, indicating major skills problem. There was a statistically significant relationship between education (P=0.02) and work experience (P=0.03) as well as clinical skills in confronting trauma. Conclusion: Although the EMS staff had an acceptable range of performance in most of the skills, it seems that there is a need for training of performance-based competencies in which paramedics had a poor performance.

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Wiertlewska, Janina. "THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 223–30. http://dx.doi.org/10.14746/snp.2019.19.15.

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Currently practised methods of medical English instruction at tertiary education level often focus on medical terminology embedded in the English language classes. These strategies which comprise medical terminology and simple dialogues do not meet the needs of highly qualified medical health care workers (doctors, nurses, paramedics and many others). The new paradigm claims that medical English should be taught from the perspective of medicine and health care first and reinforced by the vocabulary acquisition; first – teach the students standards of medical practice (anatomy, pharmacology, physiology, medical sciences. and behavioural/ethical procedures), later on – concentrate on medical communication (see: M. Hull, 2004). The following paper concentrates on both formerly mentioned parameters; and also includes student and teacher motivation. Further, language acquisition as well as language learning are discussed. The new paradigm is defined as a combination of academic preparation which comprises cognitive and behavioural approaches that appear to be secondary to the context of the given class. Students are encouraged to search for synonyms, abbreviations and alternative ways of expressing meaning to communicate with each other. They also prepare their own multimedia presentations in the group and deliver speeches on subjects contained in curriculum. Concluding, the author of this paper expresses the opinion that foundational underpinnings of the curriculum of the Medical English course should be linked to the parameters for the health care professions. Context of the classes needs to be relevant to the work of the health professionals (according to Pratt and others, 2002). Over the last 10 years the paradigm for medical English teaching in North America and West European countries has changed enormously and has started to pave its new way at tertiary education level in Poland as well, which is presented briefly in this paper and – hopefully will continue to develop according to the newly occurring phenomena.

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Senanayake, N., and H. Peiris. "Mortality due to poisoning in a developing agricultural country: trends over 20 years." Human & Experimental Toxicology 14, no. 10 (October 1995): 808–11. http://dx.doi.org/10.1177/096032719501401005.

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The cause of death as recorded in 37 125 death certificates (DCs) issued in the Kandy District over 20 years at 5-year intervals beginning in 1967 were analysed to determine the trends in mortality caused by poisoning in the commu nity. Poisoning accounted for 718 (19.3 per 1000) deaths, the highest number being in the third decade of life (41.9%). Male:female ratio was 3:1. The agent responsible for 77% of the deaths was pesticides. Acids and chemicals accounted for 6.9% of the deaths. Other poisons each con tributing to less than 1% of the deaths were: plant poi sons, food items, drugs, kerosine oil and alcohol. Nearly half the deaths had occurred outside the town area, at home or in small hospitals in the periphery. Mortality due to poisoning showed an increasing trend during the 20 years, from 11.8 to 43/1000 deaths, and this increase was most marked in the periphery, from 8/1000 to 70/1000. This increase paralleled the increase in suicide figures in the country. Our findings call for a shift in emphasis in public education towards first-aid management of intoxi cation. Health services of developing countries should pro vide appropriate resuscitative equipment, and ensure a regular supply of antidotes and other medication to all rural hospitals. Management of pesticide poisoning should be emphasised in the curricula for medical graduates, nurses, and paramedics.

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Pokhrel, Rishi. "Medical Education in Nepal and Brain Drain." Medical Journal of Shree Birendra Hospital 16, no. 1 (August 21, 2017): 1–2. http://dx.doi.org/10.3126/mjsbh.v16i1.18076.

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It has been four decades since the beginning of undergraduate medical education in Nepal and more than three decades of postgraduate medical education.1 Currently, Institute of Medicine of Tribhuwan University and Kathmandu University are major institutions providing medical education in Nepal with the help of their affiliated medical colleges. Two other deemed universities, B P Koirala Institute of Health Sciences and Patan Academy of Health Sciences also have major contributions in producing medical doctors in Nepal. National Academy of Medical Sciences (NAMS) provides postgraduate and super specialty training for doctors. Nepal Medical Council is the regulatory body that lays down the guidelines, provides accreditation and supervises to ensure that the regulations are being followed.2 It also conducts licensing examination for medical doctors.Educationalists worldwide vary in their opinions on the aim of education3-8 but Salomon precisely includes almost all of them as “The aim (of education) is to equip the learner with portable chunks of knowledge, skill, and understandings that can serve in other contexts.”9 Adkoli has analyzed migration of health workers in south Asia 10 and found that there was no systematically collected data regarding the extent of migration of healthcare workers and its possible impact on health care in Nepal. Nepal government spends a significant chunk of its financial resources to train doctors but many students who avail this benefit of ‘scholarship’ take part in the migration described in the article. Ironically, many doctors who are currently serving their motherland were either trained overseas or the ones who did study within Nepal but without availing any support from the government. When the first medical school was established in Nepal, the idea was to develop doctors who can prevent, diagnose and treat medical ailments prevalent in Nepal (Community based curriculum) and the career planning was designed in such a way that doctors were inevitably retained in Nepal. The philosophy of this system was contrary to the definition laid down by Salomon9 but it did benefit the society and the country in the long run11. Things changed gradually over time and currently the doctors produced by oldest and state funded medical colleges of Nepal are ideal for health job markets of first world countries. This suitability coupled with adverse socieo-economic and political factors of our country has led most students who become doctors by state funding opting to serve in first world countries like United States, United Kingdom, Australia and Canada.Brain drain in Health sector is a global phenomenon12, 13, but developing countries like Nepal receive maximum brunt. Lately, Nepalese medical education sector has been receiving a fair share of attention from all including media. However, it is saddening that this issue of ‘brain drain’ is something that had not gained any attention. Coming back to Adkoli’s work, we don't even have a data on how many doctors we are losing every year?10 There have been certain restrictions and bondages but these sorts of legislations have been seen to work contrarily. What is found to be lacking is the sense of belonging and development of the feeling that ‘I am important to this society and I must work for its betterment’. Most young doctors have a feeling that ‘there is no one taking me seriously anyway and it doesn't really matter weather I stay or Leave’.It is high time policy makers ensure that the medical doctors that we produce from the common men’s hard earned money serve the country. In addition to the legislations in the form of bondage, we should be able to install the feeling of belonging and sense of importance in the hearts and minds of these young doctors. To begin with, it would be a good idea if we start maintaining the database of the medical graduates that were and will be produced from Nepalese medical colleges; taking examples from many colleges from other countries that are doing it currently.14-16 Zimmerman’s study cited earlier provides an interesting insight that medical students with pre-medical education as paramedics were twice as likely to be working in Nepal and 3.5 times as likely to be in rural Nepal, compared with students with a college science background.11 We can also include into the undergraduate medical curriculum the concepts of social ethics, moral values, social justice and the long-term benefits of serving the society and the country that has invested so much for their education.

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Brown, Lawrence H., Terry W. Copeland, John E. Gough, Herbert G. Garrison, and Kathleen A. Dunn. "EMS Knowledge and Skills in Rural North Carolina: A Comparison with the National EMS Education and Practice Blueprint." Prehospital and Disaster Medicine 11, no. 4 (December 1996): 254–60. http://dx.doi.org/10.1017/s1049023x00043089.

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AbstractIntroduction:Many state and local emergency medical services (EMS) systems may wish to modify provider levels and their scope of practice to align their systems with the recommendations of the National Emergency Medical Services Education and Practice Blueprint. To determine any changes that may be needed in a typical EMS system, the knowledge and skills of EMS providers in one rural area of North Carolina were compared with the knowledge and skills recommended in the National Emergency Medical Services Education and Practice Blueprint.Methods:A survey listing 175 items of patient care-oriented knowledge and skills described in the National Emergency Medical Services Education and Practice Blueprint was developed. EMS providers from five rural eastern North Carolina counties were asked to identify on the survey those items of knowledge and skills they believed they possessed. The skills and knowledge selected by the respondents at the five different North Carolina levels of certification were compared with the knowledge and skills listed for comparable provider levels delineated by the National Emergency Medical Services Education and Practice Blueprint. The proportions of the recommended skills reported to be possessed by the respondents were compared to determine which North Carolina certification levels best correlate with the Blueprint.Results:One hundred forty-five EMS providers completed the survey. The proportion of recommended skills and knowledge reported to be possessed by Emergency Medical Technicians (EMTs) ranked significantly lower than did the skills and knowledge reported to be possessed by respondents at other levels in five of the 10 Blueprint elements. The proportion of recommended skills and knowledge reported to be possessed by EMT-Defibrillator-level personnel ranked lower than did those reported to be possessed by respondents at other levels in seven of the 10 Blueprint elements. The proportion of recommended skills and knowledge reported to be possessed by EMT-Intermediates ranked lower than did those reported to be possessed by respondents at other levels in nine of the 10 Blueprint elements. The proportion of recommended skills and knowledge reported to be possessed by EMT-Advanced Intermediates ranked lower than were the skills and knowledge reported to be possessed by respondents at other levels in two of the 10 Blueprint elements. Finally, the proportion of recommended skills and knowledge reported to be possessed by EMT-Paramedics ranked lower than were those reported to be possessed by respondents at other levels in one of the 10 Blueprint elements.Conclusion:In North Carolina, combining the EMT and EMT-Defibrillator levels and eliminating the EMT-Intermediate level would create three levels of certification, which would be more consistent with levels recommended by the Blueprint. The results of this study should be considered in any effort to revise the levels of EMS certification in North Carolina and in planning the training curricula for bridging those levels. Other states may require similar action to align with the National Emergency Medical Services Education and Practice Blueprint.

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Cochrane, Thomas, and Vickel Narayan. "A Model for Developing a SOTEL Research Cluster." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 11–12. http://dx.doi.org/10.24135/pjtel.v2i1.31.

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This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities. The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations. The SOTEL model includes the following main elements: An online hub - The SOTEL Research Cluster https://sotel.nz/ An annual Symposium showcasing SOTEL in practice https://sotel.nz The Pacific Journal of Educational Technology (PJTEL) The CMALT cMOOC and the MOSOMELT cMOOC A weekly webinar series Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group A series of TEL workshops and showcases The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains. References Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia. Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands. Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130

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Hoit, G., C. Hinkewich, J. Tiao, V. Porgo, L. Moore, L. Moore, J. Tiao, et al. "Trauma Association of Canada (TAC) Annual Scientific Meeting. The Westin Whistler Resort & Spa, Whistler, BC, Thursday, Apr. 11 to Saturday, Apr. 13, 2013Testing the reliability of tools for pediatric trauma teamwork evaluation in a North American high-resource simulation settingThe association of etomidate with mortality in trauma patientsDefinition of isolated hip fractures as an exclusion criterion in trauma centre performance evaluations: a systematic reviewEstimation of acute care hospitalization costs for trauma hospital performance evaluation: a systematic reviewHospital length of stay following admission for traumatic injury in Canada: a multicentre cohort studyPredictors of hospital length of stay following traumatic injury: a multicentre cohort studyInfluence of the heterogeneity in definitions of an isolated hip fracture used as an exclusion criterion in trauma centre performance evaluations: a multicentre cohort studyPediatric trauma, advocacy skills and medical studentsCompliance with the prescribed packed red blood cell, fresh frozen plasma and platelet ratio for the trauma transfusion pathway at a level 1 trauma centreEarly fixed-wing aircraft activation for major trauma in remote areasDevelopment of a national, multi-disciplinary trauma crisis resource management curriculum: results from the pilot courseThe management of blunt hepatic trauma in the age of angioembolization: a single centre experienceEarly predictors of in-hospital mortality in adult trauma patientsThe impact of open tibial fracture on health service utilization in the year preceding and following injuryA systematic review and meta-analysis of the efficacy of red blood cell transfusion in the trauma populationSources of support for paramedics managing work-related stress in a Canadian EMS service responding to multisystem trauma patientsAnalysis of prehospital treatment of pain in the multisystem trauma patient at a community level 2 trauma centreIncreased mortality associated with placement of central lines during trauma resuscitationChronic pain after serious injury — identifying high risk patientsEpidemiology of in-hospital trauma deaths in a Brazilian university teaching hospitalIncreased suicidality following major trauma: a population-based studyDevelopment of a population-wide record linkage system to support trauma researchInduction of hmgb1 by increased gut permeability mediates acute lung injury in a hemorrhagic shock and resuscitation mouse modelPatients who sustain gunshot pelvic fractures are at increased risk for deep abscess formation: aggravated by rectal injuryAre we transfusing more with conservative management of isolated blunt splenic injury? A retrospective studyMotorcycle clothesline injury prevention: Experimental test of a protective deviceA prospective analysis of compliance with a massive transfusion protocol - activation alone is not enoughAn evaluation of diagnostic modalities in penetrating injuries to the cardiac box: Is there a role for routine echocardiography in the setting of negative pericardial FAST?Achievement of pediatric national quality indicators — an institutional report cardProcess mapping trauma care in 2 regional health authorities in British Columbia: a tool to assist trauma sys tem design and evaluationPatient safety checklist for emergency intubation: a systematic reviewA standardized flow sheet improves pediatric trauma documentationMassive transfusion in pediatric trauma: a 5-year retrospective reviewIs more better: Does a more intensive physiotherapy program result in accelerated recovery for trauma patients?Trauma care: not just for surgeons. Initial impact of implementing a dedicated multidisciplinary trauma team on severely injured patientsThe role of postmortem autopsy in modern trauma care: Do we still need them?Prototype cervical spine traction device for reduction stabilization and transport of nondistraction type cervical spine injuriesGoing beyond organ preservation: a 12-year review of the beneficial effects of a nonoperative management algorithm for splenic traumaAssessing the construct validity of a global disability measure in adult trauma registry patientsThe mactrauma TTL assessment tool: developing a novel tool for assessing performance of trauma traineesA quality improvement approach to developing a standardized reporting format of ct findings in blunt splenic injuriesOutcomes in geriatric trauma: what really mattersFresh whole blood is not better than component therapy (FFP:RBC) in hemorrhagic shock: a thromboelastometric study in a small animal modelFactors affecting mortality of chest trauma patients: a prospective studyLong-term pain prevalence and health related quality of life outcomes for patients enrolled in a ketamine versus morphine for prehospital traumatic pain randomized controlled trialDescribing pain following trauma: predictors of persistent pain and pain prevalenceManagement strategies for hemorrhage due to pelvic trauma: a survey of Canadian general surgeonsMajor trauma follow-up clinic: Patient perception of recovery following severe traumaLost opportunities to enhance trauma practice: culture of interprofessional education and sharing among emergency staffPrehospital airway management in major trauma and traumatic brain injury by critical care paramedicsImproving patient selection for angiography and identifying risk of rebleeding after angioembolization in the nonoperative management of high grade splenic injuriesFactors predicting the need for angioembolization in solid organ injuryProthrombin complex concentrates use in traumatic brain injury patients on oral anticoagulants is effective despite underutilizationThe right treatment at the right time in the right place: early results and associations from the introduction of an all-inclusive provincial trauma care systemA multicentre study of patient experiences with acute and postacute injury carePopulation burden of major trauma: Has introduction of an organized trauma system made a difference?Long-term functional and return to work outcomes following blunt major trauma in Victoria, AustraliaSurgical dilemma in major burns victim: heterotopic ossification of the tempromandibular jointWhich radiological modality to choose in a unique penetrating neck injury: a differing opinionThe Advanced Trauma Life Support (ATLS) program in CanadaThe Rural Trauma Team Development Course (RTTDC) in Pakistan: Is there a role?Novel deployment of BC mobile medical unit for coverage of BMX world cup sporting eventIncidence and prevalence of intra-abdominal hypertension and abdominal compartment syndrome in critically ill adults: a systematic review and meta-analysisRisk factors for intra-abdominal hypertension and abdominal compartment syndrome in critically ill or injured adults: a systematic review and meta-analysisA comparison of quality improvement practices at adult and pediatric trauma centresInternational trauma centre survey to evaluate content validity, usability and feasibility of quality indicatorsLong-term functional recovery following decompressive craniectomy for severe traumatic brain injuryMorbidity and mortality associated with free falls from a height among teenage patients: a 5-year review from a level 1 trauma centreA comparison of adverse events between trauma patients and general surgery patients in a level 1 trauma centreProcoagulation, anticoagulation and fibrinolysis in severely bleeding trauma patients: a laboratorial characterization of the early trauma coagulopathyThe use of mobile technology to facilitate surveillance and improve injury outcome in sport and physical activityIntegrated knowledge translation for injury quality improvement: a partnership between researchers and knowledge usersThe impact of a prevention project in trauma with young and their learningIntraosseus vascular access in adult trauma patients: a systematic reviewThematic analysis of patient reported experiences with acute and post-acute injury careAn evaluation of a world health organization trauma care checklist quality improvement pilot programProspective validation of the modified pediatric trauma triage toolThe 16-year evolution of a Canadian level 1 trauma centre: growing up, growing out, and the impact of a booming economyA 20-year review of trauma related literature: What have we done and where are we going?Management of traumatic flail chest: a systematic review of the literatureOperative versus nonoperative management of flail chestEmergency department performance of a clinically indicated and technically successful emergency department thoracotomy and pericardiotomy with minimal equipment in a New Zealand institution without specialized surgical backupBritish Columbia’s mobile medical unit — an emergency health care support resourceRoutine versus ad hoc screening for acute stress: Who would benefit and what are the opportunities for trauma care?A geographical analysis of the Early Development Instrument (EDI) and childhood injuryDevelopment of a pediatric spinal cord injury nursing course“Kids die in driveways” — an injury prevention campaignEpidemiology of traumatic spine injuries in childrenA collaborative approach to reducing injuries in New Brunswick: acute care and injury preventionImpact of changes to a provincial field trauma triage tool in New BrunswickEnsuring quality of field trauma triage in New BrunswickBenefits of a provincial trauma transfer referral system: beyond the numbersThe field trauma triage landscape in New BrunswickImpact of the Rural Trauma Team Development Course (RTTDC) on trauma transfer intervals in a provincial, inclusive trauma systemTrauma and stress: a critical dynamics study of burnout in trauma centre healthcare professionalsUltrasound-guided pediatric forearm fracture reduction with sedation in the emergency departmentBlock first, opiates later? The use of the fascia iliaca block for patients with hip fractures in the emergency department: a systematic reviewRural trauma systems — demographic and survival analysis of remote traumas transferred from northern QuebecSimulation in trauma ultrasound trainingIncidence of clinically significant intra-abdominal injuries in stable blunt trauma patientsWake up: head injury management around the clockDamage control laparotomy for combat casualties in forward surgical facilitiesDetection of soft tissue foreign bodies by nurse practitioner performed ultrasoundAntihypertensive medications and walking devices are associated with falls from standingThe transfer process: perspectives of transferring physiciansDevelopment of a rodent model for the study of abdominal compartment syndromeClinical efficacy of routine repeat head computed tomography in pediatric traumatic brain injuryEarly warning scores (EWS) in trauma: assessing the “effectiveness” of interventions by a rural ground transport service in the interior of British ColumbiaAccuracy of trauma patient transfer documentation in BCPostoperative echocardiogram after penetrating cardiac injuries: a retrospective studyLoss to follow-up in trauma studies comparing operative methods: a systematic reviewWhat matters where and to whom: a survey of experts on the Canadian pediatric trauma systemA quality initiative to enhance pain management for trauma patients: baseline attitudes of practitionersComparison of rotational thromboelastometry (ROTEM) values in massive and nonmassive transfusion patientsMild traumatic brain injury defined by GCS: Is it really mild?The CMAC videolaryngosocpe is superior to the glidescope for the intubation of trauma patients: a prospective analysisInjury patterns and outcome of urban versus suburban major traumaA cost-effective, readily accessible technique for progressive abdominal closureEvolution and impact of the use of pan-CT scan in a tertiary urban trauma centre: a 4-year auditAdditional and repeated CT scan in interfacilities trauma transfers: room for standardizationPediatric trauma in situ simulation facilitates identification and resolution of system issuesHospital code orange plan: there’s an app for thatDiaphragmatic rupture from blunt trauma: an NTDB studyEarly closure of open abdomen using component separation techniqueSurgical fixation versus nonoperative management of flail chest: a meta-analysisIntegration of intraoperative angiography as part of damage control surgery in major traumaMass casualty preparedness of regional trauma systems: recommendations for an evaluative frameworkDiagnostic peritoneal aspirate: An obsolete diagnostic modality?Blunt hollow viscus injury: the frequency and consequences of delayed diagnosis in the era of selective nonoperative managementEnding “double jeopardy:” the diagnostic impact of cardiac ultrasound and chest radiography on operative sequencing in penetrating thoracoabdominal traumaAre trauma patients with hyperfibrinolysis diagnosed by rotem salvageable?The risk of cardiac injury after penetrating thoracic trauma: Which is the better predictor, hemodynamic status or pericardial window?The online Concussion Awareness Training Toolkit for health practitioners (CATT): a new resource for recognizing, treating, and managing concussionThe prevention of concussion and brain injury in child and youth team sportsRandomized controlled trial of an early rehabilitation intervention to improve return to work Rates following road traumaPhone call follow-upPericardiocentesis in trauma: a systematic review." Canadian Journal of Surgery 56, no. 2 Suppl (April 2013): S1—S42. http://dx.doi.org/10.1503/cjs.005813.

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Spencer, Caroline, Rhona Macdonald, and Frank Archer. "Surveys of Cultural Competency in Health Professional Education: A literature review." Australasian Journal of Paramedicine 6, no. 2 (July 16, 2015). http://dx.doi.org/10.33151/ajp.6.2.453.

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A literature review, in advance of designing a survey of cultural competency in Australian and New Zealand paramedic education courses, provides the focus of this paper. The review sought to explore the extent to which other health professions include cultural competency in their undergraduate curriculum. The literature review identified specific research papers that used survey methods to determine the status of cultural competency training in other health professions. With no paramedic specific information available to inform paramedic education, these research papers formed a basis for designing a survey that would examine the extent to which paramedic education includes cultural competency in its curricula. This paper is timely for informing paramedic education about surveys on cultural competency in health professional education. It is particularly timely for the paramedic profession, which is currently in transition from a vocationally based occupation to a professionally based discipline within a university setting; and, at a time when a small number of student paramedics are opting to take advantage of an Honours degree. Similarly, experienced paramedics are undertaking Masters and Doctoral research programs in prehospital and paramedic related issues. Such opportunities enable paramedics to extend their career prospects into academic research, an opportunity that was previously untenable. The process of reviewing the literature to develop a paramedic specific survey provides useful information for paramedics who may want to undertake similar research projects to examine other aspects of the curriculum. This paper, therefore, contributes to both developing an appreciation of the complex issues which arise from this process, and establishes an evidence base foundation for the paramedic discipline as it emerges within an academic and research orientated environment. The lessons learned in reviewing surveys might be useful for other health professions and emergency service researchers.

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Parent, Alex, Ryan Smith, Ruth Townsend, and Tania Johnston. "Mental health education in Australian paramedic curriculum – A scoping review." Australasian Journal of Paramedicine 17 (August 21, 2020). http://dx.doi.org/10.33151/ajp.17.791.

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IntroductionMental health represents a growing concern for health services in Australia. Paramedics are increasingly becoming the first point-of-contact for patients experiencing an acute mental health episode. Despite this increasing prevalence of cases there is an established body of literature outlining that paramedics feel inadequately trained to manage these patients. AimThis research aimed to identify how the management of acutely unwell mental health patients is included in paramedic curricula in Australia. MethodsA scoping review methodology was used in association with a thematic analysis of university learning outcomes related to mental health education for Bachelor of Paramedic programs in Australia. It was identified that there are considerable discrepancies between university learning outcomes for mental health education of paramedics. DiscussionMental health management of patients is not integrated throughout curricula, with most students only being exposed to mental health education once in their degree usually as a theoretical subject with no specific mental health practice placement. Further, the existence of discrepancies regarding mental health management education between paramedic courses creates an unequal minimum standard of education among graduating paramedic students. ConclusionGiven the prevalence of mental health cases and the special powers that paramedics have to manage these cases, as well as the fact that mental health does not discriminate between jurisdictions (ie. patients present and should be managed similarly in all states and territories), the authors argue that special consideration by the profession should be given to mandating a consistency in mental health management education across all paramedic Bachelor degree programs.

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Dúason, Sveinbjörn, Christoffer Ericsson, Hrafnhildur Lilja Jónsdóttir, Jeanette Viggen Andersen, and Thomas Lynge Andersen. "European paramedic curriculum—a call for unity in paramedic education on a European level." Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine 29, no. 1 (May 31, 2021). http://dx.doi.org/10.1186/s13049-021-00889-z.

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Abstract Background There have been major developments in healthcare services as well as changes in demographics in recent years, and this has, among other things, led to increased demand for ambulance services. In general, this has also led to calls for more highly educated paramedics. Main body Erasmus + provided a grant for three universities and one public service provider in four Nordic countries to work on a harmonised model curriculum for a bachelor’s degree in paramedic education. The project group has now completed the first phase of the project, which was to examine what paramedic education is available in the participating countries and what laws and regulations affect both the operation of ambulance services and the education of paramedics. At the end of the project, a harmonised exemplary curriculum will be available to anyone interested in educating paramedics at the university level. Conclusions The growing need for highly educated paramedics should be addressed by offering a bachelor’s degree university education with an exemplary curriculum and coordinating it within Europe. The added value of a harmonised education programme within Europe would thus enable further and deeper collaboration.

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Journal articles on the topic 'Paramedical education Curricula'

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