Emergency Medical Services Core Competencies: A Scoping Review

Alshammari, Talal; Jennings, Paul; Williams, Brett

doi:10.1016/j.hpe.2018.03.009

Cited by 20 publications

(24 citation statements)

References 20 publications

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“…While these papers are limited in their discussion of professionalisation theory, it is important to note that they are among the first articles in this vein and represent an important early exploration of the question of paramedic professionalisation and the frameworks which may help the profession determine its status. Likewise, several recent papers discuss competency structures for paramedics with a view to developing a framework of competencies or domains for paramedics which will help ground both clinical and professional practice (29,30).…”

Section: Articles By Year Of Publicationmentioning

confidence: 99%

Professionalism and Professionalisation in the Discipline of Paramedicine

Reed

Cowin

O’Meara

et al. 2019

Australasian Journal of Paramedicine

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BackgroundProfessionalisation was cited as one of the key drivers for the recent addition of paramedics to the National Accreditation and Regulation Scheme (NRAS) making paramedics the fifteenth health profession in the NRAS. Self-regulation inherently shifts the basis of establishing professional identity and the formal authority for determining professional standards. This has increased discussion of professionalism in paramedicine, however, professionalisation and professionalism are often poorly defined concepts with a myriad of interpretations. MethodA scoping review was conducted to determine the available literature about professionalism and professionalisation in paramedicine. The review utilised 10 academic databases augmented with Google and Google Scholar to capture grey literature; 2740 results were refined to 53 sources for review.ResultsSeveral works on paramedic professionalisation explore elements such as autonomy and occupational characteristics. Others consider the process of professionalisation for United Kingdom (UK) and Australian paramedics. Education is discussed as a key factor in professionalism, while the increasing scope and diversity of roles in paramedicine is explored as indicative of professionalisation. Several UK papers relate professionalisation and culture to change processes within paramedicine and paramedic organisations. DiscussionAcademic work on professionalisation and professionalism in paramedicine appears sporadic and may benefit from explorations of a wider range of theories. Paramedicine has been described as constantly and rapidly developing around its practitioners rather than being a stable profession where practitioners enter with clear expectations of their ongoing identity. Further work is needed to understand the process of professionalisation that paramedicine is undergoing within its cultural and professional context.

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Section: Articles By Year Of Publicationmentioning

confidence: 99%

Professionalism and Professionalisation in the Discipline of Paramedicine

Reed

Cowin

O’Meara

et al. 2019

Australasian Journal of Paramedicine

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“…Different types of literature reviews included (a) systematic reviews (Galbraith et al 2017; Klick et al 2014), (b) scoping reviews (AlShammari et al 2018; Redwood-Campbell et al 2011), (c) integrative reviews (Camelo 2012), (d) focused reviews (Tavares et al 2016; Yates et al 2007), and (e) environmental scans (McCallum et al 2018; National Physiotherapy Advisory Group 2017). Many authors did not explicitly outline the type of review they conducted, and instead described it using generic terms such as ‘broad’, ‘extensive’, and ‘comprehensive’.…”

Section: Resultsmentioning

confidence: 99%

The development of competency frameworks in healthcare professions: a scoping review

Batt

Tavares

Williams³

2019

Preprint

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BackgroundCompetency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks. MethodsWe applied the Arksey and O'Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative. ResultsAmong 5,710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development. ConclusionsWe observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.All rights reserved. No reuse allowed without permission. not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity.

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“…Competency-based teaching approach is essential for EMS education and thus efforts should be directed towards the development of this area for the better progress of the discipline in health care. 23 A scoping review by Alshammari et al 24 proposed five core competencies for EMS education. These are communication, clinical skills, teamwork, critical thinking and decision-making, and professional behavior.…”

Section: Discussionmentioning

confidence: 99%

Experiential Learning for Psychomotor Skills Development of Emergency Medical Services (EMS) Students: An Action Research

Alrazeeni

Younas

Rasheed

2021

JMDH

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Background Experiential learning is useful for fostering the development of a wide range of clinical and practical skills. This study aimed to determine the usefulness of experiential learning for psychomotor skills development of emergency medical services (EMS) students. Methods An action research approach was used because it is useful for linking theory with action and practice. The Field Internship Student Data Acquisition Project (FISDAP) tool was used to assess and monitor students’ performance and competencies achievement in psychomotor skills. The study was conducted at Prince Sultan College for Emergency Medical Services (PSCEMS), King Saud University (KSU). Skills performance of 71 EMS students were analysed in the experiential learning implemented throughout the curriculum over 3 years. Results The finding indicates that the students’ skills performance falls below the minimum requirement during the clinical practicum and significantly improves during the time of internship period. The overall success rate ranges between 26.58% and 35.74% across all the psychomotor skills, whereas during the internship year student’s success rate ranges between 85.49% and 99.4% across all the psychomotor skills. Conclusion The findings of this study are promising and show that experiential learning is a useful and effective way to develop psychomotor skills and competencies in EMS students. Educators and policymakers can use the findings for strategizing policies for curriculum planning and development.

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Emergency Medical Services Core Competencies: A Scoping Review

Cited by 20 publications

References 20 publications

Professionalism and Professionalisation in the Discipline of Paramedicine

Professionalism and Professionalisation in the Discipline of Paramedicine

The development of competency frameworks in healthcare professions: a scoping review

Experiential Learning for Psychomotor Skills Development of Emergency Medical Services (EMS) Students: An Action Research

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