Paramedic-led research plays a pivotal role in advancing prehospital care in the UK. Clinical research can facilitate the identification and implementation of evidence-based practices in prehospital care, by evaluating the effectiveness of treatment strategies and assessing the impact of novel interventions and technologies. On the other hand, non-clinical research can foster the development of patient-centred care practices by investigating the experiences of patients and their families, and informing policies and protocols that support the health and wellbeing of paramedics.
Paramedics' unique position within the prehospital care environment allows them to identify research questions and design studies that are relevant and feasible in this setting. However, conducting research in the prehospital environment presents a series of challenges, including issues related to patient consent and data collection. Therefore, providing paramedics with adequate training and support in research methods and ethics, as well as access to resources and infrastructure, is critical for the successful implementation of prehospital paramedic-led research.
Paramedic-led research can contribute to building the evidence base for the profession and advancing its growth and evolution. Active engagement in research allows paramedics to enhance the quality of care delivered to patients in the field and inform policy and practice at the organisational level. Therefore, fostering a research culture within the paramedic profession can be beneficial for both paramedics and the wider prehospital care environment.’
The editorial above was written by an artificial intelligence (AI). Such technology is now easily accessible to all for free. As a student, be that at an undergraduate or postgraduate level, using such a tool is clearly very tempting—be it for the essay with a looming deadline, or the assignment on a topic which either bores you to tears or with which you struggle. However, like any form of cheating, by using an AI to complete your work, you end up cheating yourself and, most importantly, the patients you serve.
As a profession, which has only recently embraced higher education, the birth of these AI-generated opportunities for dishonesty pose a significant threat to the burgeoning field of paramedic academia, education and clinical practice.
This poses the question; what are the acceptable uses for an AI ‘author’ in academia and education? If I ask an AI to supply the outline of an essay, or provide a framework for how best to undertake my literature review, is that any different from finding a textbook which provides the same guidance?
Where these lines are drawn, and how we regulate this area of academia is vague and nebulous, and it is up to us to formulate, develop and clarify guidance in this emergent area where technology interfaces with academic ethics.