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Examining EMT education: a shift in emphasis.

A Weigel

    Emergency Health Services Review
    |March 6, 1984
    PubMed
    Summary

    This article suggests Emergency Medical Technician (EMT) educators focus more on teaching methods rather than just test scores. It advocates for improved instructional techniques through accreditation and specialized training.

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    Area of Science:

    • Medical Education
    • Emergency Medical Services (EMS) Training

    Background:

    • Current Emergency Medical Technician (EMT) education in the U.S. often overemphasizes objectives and examination outcomes.
    • A need exists to shift focus towards the pedagogical processes within EMT training programs.

    Purpose of the Study:

    • To advocate for a more holistic approach to EMT education, prioritizing the instructional process.
    • To encourage EMT educators to enhance their teaching methodologies and professional development.

    Main Methods:

    • Discusses the importance of accreditation for EMT-Paramedic programs by the Accreditation Association for Ambulatory Health Care (AAAHC).
    • Highlights the role of fostering collegiality and inquiry among educators.
    • Recommends formal primary and continuing education focused on instructional techniques.

    Main Results:

    • Programs achieving accreditation may indicate a higher quality of instructional process.
    • A collaborative environment can stimulate improvements in teaching practices.
    • Targeted training enhances educators' ability to refine their instruction.

    Conclusions:

    • Effective EMT education requires a balanced approach, integrating strong pedagogical practices with outcome assessment.
    • Continuous professional development in teaching is crucial for EMT educators.
    • Accreditation and a culture of inquiry support the evolution of high-quality EMT training.

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