A comparison of classroom and distance learning techniques for rural EMT-I instruction.

OBJECTIVES: To determine whether two different distance learning techniques are as effective as classroom teaching for training rural-based emergency medical technician-intermediate (EMT-I) students. METHODS: A prospective, nonrandomized comparison of three different instructional methods, with the outcome measurements being mean test scores and attrition rates, was devised. Fifty-seven EMT-I students from rural communities in central Texas were assigned to one of three groups. Each group received 50 hours of didactic instruction based on the U.S. Department of Transportation EMT-I curriculum. The same instructor taught all classes, and all groups used the same workbooks, syllabi, and computer-based tutorials. Group 1 (n = 25) received traditional classroom instruction. Group 2 (n = 18) received instruction using a two-way audio/graphic computer network. Group 3 (n = 14) received instruction using a satellite-based audio/video networks. All students then took a standardized multiple-choice examination. Attrition rates were based on the number of those who qualified for EMT-I certification. RESULTS: Mean test results for each group were as follows: group 1, 93 (95% CI = 91-95); group 2, 94 (95% CI = 93-96); group 3, 94 (95% CI = 92-96). No significant difference was noted in mean test scores between groups (p = 0.21). Attrition rates were as follows: group 1, 88% (95% CI = 69-97%); group 2, 100% (95% CI = 81-100%); group 3, 86% (95% CI = 57-98%). No significant difference was seen in attrition rates between groups (p = 0.24). CONCLUSIONS: No difference was found in mean test scores or attrition rates between traditional classroom and two distance learning methods for rural-based EMT-I students. Distance learning techniques may offer an effective alternative for providing educational opportunities to rural EMS providers.

Reader attitudes toward journal-based continuing education for EMS personnel.

Recertification requirements and new curricula place increased importance on continuing education (CE) for emergency medical services (EMS) personnel. To be effective, continuing education not only must be accessible to EMS personnel, but it must be also acceptable. Journal-based continuing education was selected to improve accessibility, but questions were raised about its acceptance. Although there were some significant differences found between the feelings of basic and advanced EMS personnel, a study conducted on six articles showed that participants overall liked this method. The study also found that some articles significantly generated more reader response than others.

Computers and medical information: an elective for fourth-year medical students.

The Computers and Medical Information elective is a collaborative effort to expose students to a variety of computer applications for medical information management. The course has a modular format so that students can work with a variety of people who are enthusiastic users of computer-based information systems. The elective emphasizes learning by doing. Faculty introduce concepts and systems and serve as guides in the use of systems. Students have rated the course positively and, after four years as an elective, some of the course's content has been integrated into the required curriculum.