EMS World

OCT 2017

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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78 OCTOBER 2017 | EMSWORLD.com S P O T L I G H T: Methods—A cross-sectional methodology incorporating a paper-based survey was used. Paramedic students wore point- of-view video glasses during clinical simulations. Following the simulations students were asked to view the video and provide a self-critique of their performance to supplement facilitator feed- back. Students were later asked to complete a questionnaire on their perceptions of using video glasses for feedback and reflection. The survey consisted of demographic and Likert scale questions. Results—Data analysis of participant responses (n=69) found that students agreed/strongly agreed that video footage of their simulation helped them identify issues or events they were oth- erwise unaware of (68.1%); weaknesses (66.7%); and strengths in their performance (66.7%). Students also agreed/strongly agreed that the footage helped them reflect on communication skills (73.5%) and overall performance (77.9%). Conclusion—The results suggest students positively perceive the use of point-of-view video glasses for post-clinical simulation feedback and reflection. It has yet to be determined if the glasses have a positive influence on learning and future performance. Bodybuilding: An Anatomical Model Project in Paramedic Education Author: Alan Batt, MSc, GradCertICP Associate Author: William Johnston, BA (Hons.) Introduction—Anatomy is not sufficiently taught through books or handouts alone. The best method to teach anatomy continues to be widely debated. Previous research conducted mainly with medical students supports a model building exercise to improve anatomy knowledge retention. This research study investigated students' perceptions on using model construction as a means to learn anatomical structures. Methods—Paramedic students were assigned to groups, and each group was given an anatomical model to construct. These models were required to be 1) anatomically correct, and 2) useful as a teaching aid. Their perceptions of 3D modeling software and self-directed learning materials were also investigated. Results—The survey had a 48% (n=22) response rate com- pleting it in full. The majority of respondents (73%, n=16) enjoyed the model building and found it interesting. Half (n=11) of respon- dents indicated it affected their normal studying habits. Its util- ity in teaching and reinforcing anatomical knowledge appears questionable, with only 9 (41%) respondents indicating they found it useful for that. However, more than 90% (n=20) agreed it was useful in aiding them to visualize anatomy in 3D. A majority (73%, n=16) indicated it was easy to work within a group to build the model. The use of additional learning resources such as 3D anatomy software and podcasts varied among the respondents. Conclusion—The results indicate that this is a potentially use- ful exercise in helping students to learn anatomy. The utility of this exercise in promoting teamwork and student collaboration appears to be encouraging. Suggestions to improve the assign- ment included a demonstration session of all models to aid understanding and the ability to pick groups rather than being assigned. Time for a Paradigm Shift in Paramedic Education? Author: Frank Keane, BA Dip, EMT Associate Author: Mark Dixon, BSc, MSc Introduction—For paramedics there is an ever-increasing extension of skills associated with their work. However, con- ventional didactic, protocol-driven theories dominate para- medic training. Transitioning to modern educational method- ologies such as problem-based learning (PBL) has begun being accepted in similar healthcare professions. This study looked at such a process with an undergraduate paramedic cohort in Ireland's University of Limerick (UL) and prescribes alternatives for paramedic education. Methods—Willis, et al. (2003) document a system using PBL methodology, which remains static in its delivery over the edu- cational timeframe. UL paramedic studies have developed this further in an escalating format in which students assimilated three stages of PBL development. Electronic cases were offered describing patient signs and symptoms; students then worked via differential diagnosis, evidence-based medicine and pro- posed treatment regimens to identify the morbidity and manage- ment plan. With familiarity, the complexity escalates as below: 1. Conventional case-based format with drip-fed information and development. 2. Video-driven scene development and research. 3. Student-driven cases without reference to external media. Cases cover the range of the educational syllabus with required learning objectives achieved through critical thinking, assimilation of resource knowledge and sound group synergy. Results—Post-program evaluation in the form of interviews, a group discussion and satisfaction survey demonstrates the overwhelming preference for PBL over conventional didactic lecture-based formats. This is matched by improved grade point average scores. Conclusion—It is the opinion of the authors that a dynamic PBL model for paramedic education facilitates paramedic stu- dents in taking true ownership of their education.

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