EMS World

OCT 2018

EMS World Magazine is the most authoritative source in the world for clinical and educational material designed to improve the delivery of prehospital emergency medical care.

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EMSWORLD.com | OCTOBER 2018 79 OCTOBER 29 - NOVEMBER 2, 2018 NASHVILLE, TENNESSEE Student Measurement of Achievement on a Readiness Test (SMART): The Predictive Validity of an EMT Entrance Exam on Candidate Readiness Author: Edward Oliphant, BA, NRP Associate authors: Logan Smestad, BA, NRP, Jackson D. Déziel, PhD, MPA, NRP Objective—Continued growth in EMS has driven increasing demand for educational training. Thus, EMS programs must uti- lize effective precourse evaluative tools to identify candidates most likely to be successful and those who may require addi- tional support. This study evaluates the use of the Fisdap EMT Entrance Assessment (EMTEA) as a valid predictive tool on the summative EMT Readiness Exam 2.0 (ERE2). Method—A retrospective analysis of EMTEA and ERE2 exams was performed using data from Fisdap, an online database for EMS and healthcare education. EMTEA scores and exam subcat- egory scores (math, anatomy and physiology, medical terminol- ogy, and biology) were tested for predictive validity on the ERE2. Multivariate linear regression analyses were conducted using robust standard errors and controlling for potential confounders. Results—A sample of 134 EMT students was included for anal- ysis. Higher scores on the EMTEA positively correlated with high- er scores on the ERE2 (B=0.290, p<0.0001). Higher scores in the domains of math (B=0.092, p=0.006), anatomy and physiology (B=0.158, p<0.001), and medical terminology (B=0.133, p=0.001) on the EMTEA also positively correlated with performance on the ERE2. Scores in the biology domain within the EMTEA were not predictive for overall ERE2 score. Conclusion—As the demand for placement into EMS courses increases, educators must carefully assess the potential readi- ness of incoming students. The results of this study demon- strate a need for thorough consideration of a precourse entrance assessment. This will not only ensure student preparedness but will also help dictate EMT program resources necessary to pro- vide for ultimate student success. Reflections on Reflective Practice Among Prehospital Emergency Care Practitioners in Ireland Author: Chris O'Connor, EdD, MSc, Dip. EMT, NRP, HCPC, NQEMT-AP Associate authors: Joe O'Hara, PhD Background—This paper examines the level of engage- ment of Irish prehospital emergency care practitioners with reflection and reflective practice. It also explores the attitudes of practitioners to reflection and methodologies designed to support reflective practice, such as reflective discussion and video-assisted structured reflection. Finally it outlines the main barriers to reflection, both individually and collaboratively, and reflective practice gaining widespread acceptance as key learn- ing strategies among prehospital emergency care practitioners and educators in Ireland. Methods—This paper is part of a larger project which con- sisted of three cycles of action research. Data were collected via an online questionnaire and a series of semistructured interviews with stakeholders including practitioners from all three clinical levels and educators from emergency service providers, private ambulance services, and voluntary organizations. Results—Many practitioners consider themselves to be reflec- tive practitioners. However, very few of them use a structured model of reflection. Reflection and reflective practice are not part of the education standards for practitioners in Ireland and consequently receive very little attention in most education pro- grams. Practitioners within volunteer organizations perceived that reflective practice was encouraged by their organization in greater numbers than those from other professional organi- zations. Collaborative forums were perceived to be beneficial, although concerns were raised about their potential for abuse and misuse. These concerns appear to emanate from a lack of trust within certain organizations. Recommendations—The authors recommend the following goals: • Include reflective practice in the education standards for all levels of practitioners in Ireland. • Develop and roll out an education program for existing prac- titioners regarding reflection, reflective learning, reflective prac- tice, and structured models of reflection as part of their CPC requirements. • Provide education for all EMS course faculty regarding reflec- tion, reflective learning, reflective practice, and structured mod- els of reflection. • Develop a learning contract for all participants and faculty, including a confidentiality agreement, that must be in place before the establishment of any collaborative forums. • Conduct research to explore the reasons for lack of trust within organizations. • Conduct research to explore the reasons for the disparity of opinion between volunteer and professional organizations regarding the encouragement of reflective practice. The Eect of Aect on Paramedic Student Performance Author: Cameron Gosling, PhD Associate authors: G.A. Kokx, PhD, NRP, M. Corry, EdD, EMT-P, B. Svancarek, MD, FACEP, Y. Yismaw, BA Introduction—The affective domain of learning is recognized as a vital component of paramedic education as described in the National EMS Education Standards and national accredita- tion standards. This study explored the potential relationship

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