What are the educational and curriculum needs for emergency medical technicians in Taiwan? A scoping review

Chang, Ya‐Ling; Tsai, Kaung-Chau; Williams, Brett

doi:10.2147/amep.s140839

Cited by 12 publications

(21 citation statements)

References 37 publications

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“…After importing records into the reference manager Mendeley and removing duplicates by software and by hand, titles and abstracts were screened, and full texts of potentially relevant articles were retrieved. Additional full-text articles were identified through other sources, i.e., reference lists of relevant reviews [4,[24][25][26][27][28] and included articles, and personal collection of articles. Two reviewers independently reviewed 30% of records and full texts for eligibility; disagreements were resolved by discussion.…”

Section: Selection Processmentioning

confidence: 99%

Cognitive skills of emergency medical services crew members: a literature review

Sedlár

2020

BMC Emerg Med

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Background: Situation awareness and decision making, listed in non-technical skills taxonomies, are critical for effective and safe performance in high-risk professions. These cognitive skills and their behavioral markers have been studied less in emergency medical services (EMS) crew members. This paper aims to review the existing literature and identify important aspects and behavioral markers of situation awareness and decision making in EMS crew membersthose who work in the role of prehospital emergency care providersand to synthesize findings as a basis for developing a rating and training tool. Method: The search for relevant articles was conducted using electronic databases, reference lists of relevant reviews and included articles and personal collection of articles. The selection process based on the PRISMA statement yielded a total of 30 articles that met the eligibility criteria. Their findings were qualitatively synthesized using the structured approach, informed by the already known structure: situation awareness and its elements (gathering information, interpreting information, anticipating future states), decision making and its elements (generating and considering options, selecting and implementing an option, reviewing outcome/decision). Moreover, the element of maintaining standards also emerged as highly relevant for cognitive skills. Results: This review found an increased research interest in the non-technical cognitive skills of EMS crew members. The majority of included articles' research designs were qualitative, then mixed, Delphi, and quantitative. It revealed several specifics of cognitive skills, such as EMS crew members need to holistically assess a wide range of cues and information, to make various health-and safety-related decisions and take EMS standards into account. However, there was only a limited number of observable markers of cognitive skills, such as acts and verbalizations, that could be considered as examples of good behavior. In addition, findings indicate a lack of articles focused on mass-casualty incidents and the interconnection of cognitive skills with other non-technical and medical skills. Conclusion: Further research is needed to get a more comprehensive view of behavioral markers of cognitive skills and to develop a rating and training tool to improve EMS crew members' cognitive performance.

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Section: Selection Processmentioning

confidence: 99%

Cognitive skills of emergency medical services crew members: a literature review

Sedlár

2020

BMC Emerg Med

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“…We included 101 studies (See Appendix for a diagram of the inclusion process) 18‐118 . On average 10.1 scoping reviews (SD = 13.1, median = 4, range 0‐42) were published annually (See Appendix ) with the most published in 2019 (n = 42; 41.6%).…”

Section: Resultsmentioning

confidence: 99%

Scoping reviews in medical education: A scoping review

et al. 2020

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Objectives Over the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities. Method The authors searched PubMed for scoping reviews published between 1/1999 and 4/2020 in 14 medical education journals. The authors extracted and summarised key bibliometric data, the rationales given for conducting a scoping review, the research questions and key reporting elements as described in the PRISMA‐ScR. Rationales and research questions were mapped to Arksey and O'Malley's reasons for conducting a scoping review. Results One hundred and one scoping reviews were included. On average, 10.1 scoping reviews (SD = 13.1, median = 4) were published annually with the most reviews published in 2019 (n = 42). Authors described multiple reasons for undertaking scoping reviews; the most prevalent being to summarise and disseminate research findings (n = 77). In 11 reviews, the rationales for the scoping review and the research questions aligned. No review addressed all elements of the PRISMA‐ScR, with few authors publishing a protocol (n = 2) or including stakeholders (n = 20). Authors identified shortcomings of scoping reviews, including lack of critical appraisal. Conclusions Scoping reviews are increasingly conducted in medical education and published by most core journals. Scoping reviews aim to map the depth and breadth of emerging topics; as such, they have the potential to play a critical role in the practice, policy and research of medical education. However, these results suggest improvements are needed for this role to be fully realised.

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“…Content was based on previous research in the UK and Australia on core competencies of EMTs and paramedics for the purpose of establishing a blueprint for future EMT and paramedic education and curricula. 3 , 12 A consensus on the EMS educators opinions and scientific methodologies derived from these studies was used as the foundation for the questionnaire, and resources for formulating core competency items included competency documents and curricula standards from Australia, USA, UK, Ireland, Canada, South Africa, and Taiwan. 2 , 5 – 10 Pooling these resources together to extract and summarize core competencies from international documents and curricula standards yielded more than 100 items.…”

Section: Methodsmentioning

confidence: 99%

“… 3 Previous research has highlighted the importance of core competencies as the foundation for establishing EMT and paramedic curricula and delivering high-quality prehospital care. 3 , 4 A review of the literature and documents of official curriculum standards for EMT/paramedic education and training worldwide revealed that core competencies have been identified and are well-defined by the regulating authorities in most countries 2 , 3 , 5 – 12 (see Table S1 ). In Taiwan, however, no published literature or authorized curriculum documents have defined EMT core competencies.…”

Section: Introductionmentioning

confidence: 99%

Development of new core competencies for Taiwanese Emergency Medical Technicians

Chang

Tsai²,

Williams

2018

AMEP

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ObjectivesCore competencies are considered the foundation for establishing Emergency Medical Technician (EMT) and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan.MethodsA principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents’ perspectives of the Taiwanese EMT training and education system.ResultsThe results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS) education system are the attitude of authorities, the licensure system, and legislation.ConclusionThe findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of incorporating competency standards in the current skills-based curriculum. Moreover, the core-competencies gap that exists between Taiwanese EMT-1s, EMT-2s, and EMT-Paramedics and internationally recognized core competencies needs to be addressed. By identifying the key factors that potentially impact the development of the EMS education system, such as the attitude of authorities, the licensure system, and legislation, these findings will inform future curricula design in Taiwan.

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What are the educational and curriculum needs for emergency medical technicians in Taiwan? A scoping review

Cited by 12 publications

References 37 publications

Cognitive skills of emergency medical services crew members: a literature review

Cognitive skills of emergency medical services crew members: a literature review

Scoping reviews in medical education: A scoping review

Development of new core competencies for Taiwanese Emergency Medical Technicians

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