Purpose: Medical schools look for ways to provide clinical experiences and skill development in connection with knowledge. One method used is to provide emergency medical technician (EMT) training to medical students; however, limited data are available concerning EMT training in medical education. Therefore, the aim of this study was to review student feedback about the EMT curriculum through multiple iterations of the curriculum. Methods: Students completed a voluntary school administered survey upon completion of their first year of medical school. Student responses to statements related to the EMT course and program were analyzed for classes matriculating in academic years 2012-2017. A one-way ANOVAwith post hoc Tukey Honestly Significant Difference (HSD) was performed across all years for each survey statement. Results: Mean response scores to statements related to the EMT course were higher when the EMT course was a standalone course and lower when integrated with biomedical science coursework. Students "strongly agreed" or "agreed" with most statements related to experiences and clinical skill development provided by the EMT program. Response rates ranged between 46-52 (88-100%) for 2012, 40-46 (74-85%) for 2013, 72-79 (88-96%) for 2014, 73-86 (71-83%) for 2015, 47-65 (46-63%) for 2016, 62-82 (59-78%) for 2017. Conclusion: Our data show that first year medical students liked the course design best when the EMTcourse was a standalone course at the start of the M.D. program while students liked experiences and clinical skill development provided by the EMT program regardless of course design.
The goal of the stroke intervention programs was to increase knowledge in stroke awareness and healthy habits. Most of the existing school-based didactic stroke education intervention programs have not been very effective in improving learned information. We developed a student-centered or active learning educational pedagogy to improve the retention of learned knowledge on stroke issues and healthy habits. Middle school students, ages of 11 to 14 years attending a public school in the stroke belt were recruited to participate in an intervention program to raise stroke awareness and promote healthy habit. The impact of the intervention program on students' knowledge post-test and three weeks following the intervention was evaluated. Middle school students at all grade levels were aware of the cardinal symptoms of stroke, demonstrated basic knowledge of the salty foods in the post-test, and knowledge of learned information increased significantly after three weeks post intervention. The three weeks follow-up test revealed a significant increase in stroke knowledge among the 6th, 7th, and 8th grades [F (2,109) = 134.65, P = 0.001]. Post-hoc pair-wise comparisons analysis revealed a significant difference (P < 0.05) between the 6th, 7th, and 8th grades. In an active learning or a student-centered stroke and healthy life style educational program, middle school students perceived the intervention program as fun, instead of primarily educational and this allowed the learned information to be retained even three weeks after the intervention.
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