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Commonalities of the EMS Education Workforce (2004) in the United States.

机译：美国EMS教育劳动力的共同点（2004年）。

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Objectives. The purpose of the State of EMS Education Research Project was to quantify the characteristics of those recognized as EMS instructors, what infrastructure supports exist to facilitate the learning process, and what are the attributes and common practices embraced by the profession. The collection of EMS education system data will assist in the continued development and implementation of the EMS Education Agenda for the Future: A Systems Approach. The first phase of the study identified characteristics of the individual educators and their workplace. Based on data collected from a national survey of individuals identified as EMS educators.[1] Phase II of the project utilized a panel of experts to identify common practices in EMS education derived from the data analysis in Phase I. Based on the consensus and description of the common practices, a set of recommendations were developed which would facilitate the transition to future curricula designs and educational delivery methods. Methods. The methods used in this study replicated those used by Witkin and Trochim (1997 as a formalized group-oriented concept mapping process. The concept statements were derived from data generated by Ruple et al.,[1] which attempted to identify and describe the various aspects of the EMS educational process. After a comprehensive listing of the aspects, a reduction and grouping exercise resulted in the identification of 43 concepts. The unstructured sorting task replicated procedures described by Rosenburg and Kim,[2] Trochim,[3] and Weller and Romney.[4] The 13 participants of the technical team (a subset of the task force) were then tasked with individually rating each of the 43 concepts. Cronbach's alpha, as well as, principal component analysis was used to analyze the data and then concept mapping theory was employed to convert the data into concept statements. After the ratings were generated, the concepts were consolidated and reduced to 21 concept statements. A Spearman Rank Order Correlation Coefficient was computed comparing the rank of the top 10 most important concepts with the frequency of citation by the subgroup members and was found to be +0.92 [t(18) = 10.08, p < 0.0005]. The technical team's concept ratings were then validated by the full SEERP Task Force consisting of a national panel of experts in EMS education, administration, state regulation and certification. Conclusions. There is a need to increase the theory and knowledge base of EMS educators, to prepare the infrastructure for change, and to improve evaluation procedures for student performance and outcomes and the integration of educational technologies. Integration of resources, development of support systems, coordination of initial and continuing education requirements, alliances with professional accreditation services, and partnership building with other allied health and medical academic education systems are priorities for improving the working conditions for EMS educators nationally. Recommendations by the panel are the appropriate response to the current condition of the EMS education setting and a basis on which to begin a seamless transition to the vision of the EMS Education Agenda for the Future: A Systems Approach.[5].
机译：目标。 EMS教育研究项目状态的目的是量化那些被认可为EMS教练的人的特征，存在哪些基础设施支持以促进学习过程以及该专业所接受的属性和通用做法是什么。 EMS教育系统数据的收集将有助于继续制定和实施EMS教育议程：未来的系统方法。研究的第一阶段确定了个别教育者及其工作场所的特征。基于从对被确定为EMS教育者的个人进行的全国调查中收集的数据。[1]该项目的第二阶段聘用了一个专家小组，以从第一阶段的数据分析中识别出EMS教育的通用做法。基于对通用做法的共识和描述，提出了一系列建议，这些建议将有助于向未来的过渡。课程设计和教学方法。方法。本研究中使用的方法复制了Witkin和Trochim（1997年，作为正式的面向群体的概念映射过程所使用的方法）。概念声明源自Ruple等人[1]生成的数据，这些数据试图识别和描述各种EMS教育过程的各个方面。在全面列出各个方面之后，通过归约和分组练习确定了43个概念。Rosenburg和Kim [2] Trochim [3]和Weller描述了非结构化排序任务重复程序。 [4]然后，技术团队的13名参与者（工作队的一个子集）受命对43个概念中的每个概念分别进行评级，使用Cronbach的alpha以及主要成分分析来分析数据和然后使用概念映射理论将数据转换为概念陈述，生成评级后，将概念合并并简化为21个概念陈述。计算了相关系数，将前10个最重要概念的排名与小组成员的被引频率进行了比较，得出系数为+0.92 [t（18）= 10.08，p <0.0005]。随后，整个SEERP工作组对技术团队的概念等级进行了验证，该工作组由EMS教育，行政管理，国家法规和认证的国家专家小组组成。结论。有必要增加EMS教育者的理论和知识基础，为变革做好准备，并改善学生表现和成果以及教育技术整合的评估程序。整合资源，开发支持系统，协调初始和继续教育要求，与专业认证服务结成联盟以及与其他相关的健康和医学学术教育系统建立伙伴关系是改善全国EMS教育者工作条件的重点。专家组的建议是对EMS教育背景的当前状况的适当回应，是开始无缝过渡到EMS教育议程的愿景：系统方法的基础。[5]

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