Simulation Use in Paramedic Education Research (SUPER): A Descriptive Study

Abstract

Objectives. The purpose of this research was to characterize the use of simulation in initial paramedic education programs in order assist stakeholders’ efforts to target educational initiatives and resources. This group sought to provide a snapshot of what simulation resources programs have or have access to and how they are used; faculty perceptions about simulation; whether program characteristics, resources, or faculty training influence simulation use; and if simulation resources are uniform for patients of all ages. Methods. This was a cross-sectional census survey of paramedic programs that were accredited or had a Letter of Review from the Committee on Accreditation of Educational Programs for the EMS Professions at the time of the study. The data were analyzed using descriptive statistics and chi-square analyses. Results. Of the 638 surveys sent, 389 valid responses (61%) were analyzed. Paramedic programs reported they have or have access to a wide range of simulation resources (task trainers [100%], simple manikins [100%], intermediate manikins [99%], advanced/fully programmable manikins [91%], live simulated patients [83%], computer-based [71%], and virtual reality [19%]); however, they do not consistently use them, particularly advanced (71%), live simulated patients (66%), computer-based (games, scenarios) (31%), and virtual reality (4%). Simulation equipment (of any type) reportedly sits idle and unused in (31%) of programs. Lack of training was cited as the most common reason. Personnel support specific to simulation was available in 44% of programs. Programs reported using simulation to replace skills more frequently than to replace field or clinical hours. Simulation goals included assessment, critical thinking, and problem-solving most frequently, and patient and crew safety least often. Programs using advanced manikins report manufacturers as their primary means of training (87%) and that 19% of faculty had no training specific to those manikins. Many (78%) respondents felt they should use more simulation. Conclusions. Paramedic programs have and have access to diverse simulation resources; however, faculty training and other program resources appear to influence their use.

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

“…This is particularly salient if universal standards are proposed relating to the replacement of clinical practice with simulation, rather than standards which recognise contextual differences and are conditional based on resourcing and access. Recent surveys have shown that professions may have adequate access to equipment‐type simulation resources (task trainers, programmable manikins, simulated patients, equipment) but lack the faculty resources to use them in a standardised way—in nursing (in Australia, New Zealand; Bogossian et al, ), in paramedicine (USA; McKenna et al, ), in speech pathology (Australia; MacBean, Theodoros, Davidson, & Hill, ) and in radiology (Patel & Dennick, ). Barriers experienced included staff time and lack of training and resource development.…”

“…Recent surveys have shown that professions may have adequate access to equipment-type simulation resources (task trainers, programmable manikins, simulated patients, equipment) but lack the faculty resources to use them in a standardised way-in nursing (in Australia, New Zealand; Bogossian et al, 2017), in paramedicine (USA; McKenna et al, 2015), in speech pathology (Australia;…”

Paramedic Out-of-hospital Cardiac Arrest Case Volume Is a Predictor of Return of Spontaneous Circulation

“…This strategy has been used successfully to increase survival rates in the hospital setting. 18 , 19 However, its use in EMS training programs varies, 20 and there are no published reports correlating simulation training among paramedics with improved OHCA outcomes. Nonetheless, in low call-volume settings this may be the best option to maintain resuscitation skills.…”

Simulation training for foundation doctors on the management of the acutely ill patient

“… 5 It targets specific trainee needs by allowing repetition and providing consistency that would be difficult to achieve when dealing with real patients. 13 Simulation training also allows exposure to rare complex scenarios and gives multiple trainees the same learning opportunities. 12 Simulation training has even been shown to be more cost-effective than conventional learning techniques by leading to improved standards in patient care.…”