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The state of emergency medical technician education in Ghana
OBJECTIVE: The National Ambulance Service (NAS) provides emergency medical services throughout Ghana and trains emergency medical technicians (EMTs) at the NAS Prehospital Emergency Care Training School (PECTS). Currently the majority of EMT training occurs primarily in a traditional didactic format...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
African Federation for Emergency Medicine
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7474231/ https://www.ncbi.nlm.nih.gov/pubmed/32923318 http://dx.doi.org/10.1016/j.afjem.2020.01.009 |
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author | Flaherty, Katelyn E. Zakariah, Ahmed N. Vescio, Vicki A. Osei-Ampofo, Maxwell Mahama, Mohammed-Najeeb Agongo, Vitus Becker, Torben K. |
author_facet | Flaherty, Katelyn E. Zakariah, Ahmed N. Vescio, Vicki A. Osei-Ampofo, Maxwell Mahama, Mohammed-Najeeb Agongo, Vitus Becker, Torben K. |
author_sort | Flaherty, Katelyn E. |
collection | PubMed |
description | OBJECTIVE: The National Ambulance Service (NAS) provides emergency medical services throughout Ghana and trains emergency medical technicians (EMTs) at the NAS Prehospital Emergency Care Training School (PECTS). Currently the majority of EMT training occurs primarily in a traditional didactic format. Students and faculty were interviewed to better understand their views of the current curriculum. Additionally, any barriers to integration of simulation-based learning were assessed. Following the interviews, the faculty was trained to conduct obstetric and neonatal simulations. The faculty was then observed introducing the simulations to the EMT students. METHODS: A standardized list of questions developed in consultation with an education expert was used to elicit student and faculty expression of opinion. Interviews were conducted in-person in small group settings. Training sessions were conducted in-person in large group settings. RESULTS: Students and faculty alike expressed pride in their work and 14/25 groups felt that teaching efforts were high. However, students verbalized concern involving their lack of rest (12/18) and the high volume of lectures per day (11/18). Both students and faculty felt limited by the lack of simulation tools (17/25), library resources (14/25), internet access (17/25), and infrastructure (20/25). All groups felt favorably towards the integration of simulation-based learning (25/25). CONCLUSION: The faculty and students of PECTS support the transition from a curriculum based on traditional didactic learning to one based on simulation learning. |
format | Online Article Text |
id | pubmed-7474231 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | African Federation for Emergency Medicine |
record_format | MEDLINE/PubMed |
spelling | pubmed-74742312020-09-11 The state of emergency medical technician education in Ghana Flaherty, Katelyn E. Zakariah, Ahmed N. Vescio, Vicki A. Osei-Ampofo, Maxwell Mahama, Mohammed-Najeeb Agongo, Vitus Becker, Torben K. Afr J Emerg Med Original article OBJECTIVE: The National Ambulance Service (NAS) provides emergency medical services throughout Ghana and trains emergency medical technicians (EMTs) at the NAS Prehospital Emergency Care Training School (PECTS). Currently the majority of EMT training occurs primarily in a traditional didactic format. Students and faculty were interviewed to better understand their views of the current curriculum. Additionally, any barriers to integration of simulation-based learning were assessed. Following the interviews, the faculty was trained to conduct obstetric and neonatal simulations. The faculty was then observed introducing the simulations to the EMT students. METHODS: A standardized list of questions developed in consultation with an education expert was used to elicit student and faculty expression of opinion. Interviews were conducted in-person in small group settings. Training sessions were conducted in-person in large group settings. RESULTS: Students and faculty alike expressed pride in their work and 14/25 groups felt that teaching efforts were high. However, students verbalized concern involving their lack of rest (12/18) and the high volume of lectures per day (11/18). Both students and faculty felt limited by the lack of simulation tools (17/25), library resources (14/25), internet access (17/25), and infrastructure (20/25). All groups felt favorably towards the integration of simulation-based learning (25/25). CONCLUSION: The faculty and students of PECTS support the transition from a curriculum based on traditional didactic learning to one based on simulation learning. African Federation for Emergency Medicine 2020-09 2020-03-07 /pmc/articles/PMC7474231/ /pubmed/32923318 http://dx.doi.org/10.1016/j.afjem.2020.01.009 Text en © 2020 African Federation for Emergency Medicine. Publishing services provided by Elsevier. http://creativecommons.org/licenses/by-nc-nd/4.0/ This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
spellingShingle | Original article Flaherty, Katelyn E. Zakariah, Ahmed N. Vescio, Vicki A. Osei-Ampofo, Maxwell Mahama, Mohammed-Najeeb Agongo, Vitus Becker, Torben K. The state of emergency medical technician education in Ghana |
title | The state of emergency medical technician education in Ghana |
title_full | The state of emergency medical technician education in Ghana |
title_fullStr | The state of emergency medical technician education in Ghana |
title_full_unstemmed | The state of emergency medical technician education in Ghana |
title_short | The state of emergency medical technician education in Ghana |
title_sort | state of emergency medical technician education in ghana |
topic | Original article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7474231/ https://www.ncbi.nlm.nih.gov/pubmed/32923318 http://dx.doi.org/10.1016/j.afjem.2020.01.009 |
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