Emergency medical services core competencies: a Delphi study

Abstract

<jats:p>IntroductionThe emergency medical services (EMS) education in Saudi Arabia has evolved considerably during the past decade and this rapid improvement has seen a disparity of educational approaches. Therefore, a core competency framework which aligns with the requirements of Saudi EMS education should be identified and accommodated. The aim of this study was to obtain professional group consensus on the desirable core competencies for EMS Bachelor degree graduates in Saudi Arabia in order to develop a core competency framework for Saudi Arabian EMS.MethodsA two-round Delphi method using a quantitative survey with a purposeful sampling technique of expert information-rich participants was used. The instrument comprised 40 core competency statements (rated on a 1-10 Likert scale, with 1 being ‘not important at all’ and 10 being ‘extremely important’) and an open-ended question. An international systematic scoping review and local national review informed the items in this study.ResultsAt the end of the second round, the response rate was 70%, and the sample demonstrated diversity in terms of qualifications, expertise and discipline. All core competencies achieved a majority and stability in the first and second rounds. Core competency items achieved the 75% consensus requirement.ConclusionThis study provided consensus on 41 core competencies specific to Saudi EMS industry requirements. However, the findings do not represent a definitive blueprint model for alignment into EMS curricula. Further research and statistical modelling for the core competencies are highly recommended.</jats:p>

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

“…In a Delphi study from Saudi Arabia, these competencies emerged for EMS education, such as legal and ethical practices, safety procedures, respect and non-discrimination, decision-making and critical thinking and clinical practice. 25 Therefore, the findings of this study will be useful for educational institutions in planning and developing strategies to facilitate psychomotor skills and competencies development in EMS education. It would also help educators and educational institution to plan pedagogies focusing on experiential learning.…”

National Study of Saudi Arabian Emergency Medical Services Professional Profiles: An Inferential Analysis

“…The SPECS model was established using a collection of national Saudi requirements and internationally recognised standards, and comprised seven core competency items from a AlShammari: EMS professional profiles -national study Australasian Journal of Paramedicine: 2019;16 review of Saudi Arabian universities and colleges (17) and 33 international core items generated from a systematic scoping review (18). After performing a face and content validity study of the extracted items and a Delphi method study involving key Saudi EMS experts and all Saudi universities offering an undergraduate EMS degree, an additional item was added (19). The model was first generated using Exploratory Factor Analysis for parsimony, resulting in 27 items and five factors entitled 'Professionalism', 'Preparedness', 'Communication', 'Clinical' and 'Personal'.…”

National Study of Emergency Medical Services Core Competencies: A Confirmatory Factor Analysis

“…The SPECS instrument was established using a combination of local Saudi-based requirements and international standards, and included seven core competency statements from a review of Saudi universities and colleges (1) and 33 international core competency statements acquired from a systematic scoping review of the literature (2). Following a face and content validity study of the 40 extracted items and a Delphi consensus study involving Saudi EMS experts and all Saudi universities offering AlShammari: EMS core competencies -national study Australasian Journal of Paramedicine: 2019;16 an EMS Bachelor degree, an additional item was added (7). The instrument was analysed using EFA for item reduction and model generation, resulting in 27 items and five factors: 'professionalism', 'preparedness', 'communication', 'clinical' and 'personal'.…”