References
First evaluation of CPD advanced paramedic teaching methods in Ireland
Abstract
Aim:
Continuing professional development (CPD) will soon be mandatory for advanced paramedics (APs) registered with Ireland’s pre-hospital regulatory body. Effective and efficient CPD methodologies are needed. We determined what type of training methods might be used to reduce associated costs while maintaining effectiveness and benefit.
Methods:
In 2010, an ‘up-skill’ programme for APs was introduced in Ireland comprising: a) self-directed learning using a purpose-designed manual; b) workbooks based on the manual and clinical practice guidelines; c) small group practical sessions with discussion-based skill stations; and c) practical scenario-based assessment. Participants were invited to complete a web-based survey assessing a) short-term effectiveness, b) medium-term effectiveness, and c) user friendliness of the educational modalities. The preferred learning styles and respondents’ perceptions of outcome were determined.
Results:
Overall 49 % of participants responded. Of those eligible, 73 % believed that practical learning encouraged knowledge retention and skills in the immediate and medium-term, 82 % believed practical learning influenced patient care immediately, while 75 % stated that it influenced patient care six months later. All respondents agreed that practical learning was important, with 90 % stating that it was enjoyable. Overall, 80 % found the provided manual accessible, while >40 % believed that the manual alone did not provide all necessary information, 77 % had referenced it since completing the programme.
Conclusion:
APs enjoyed, and benefited from, the educational programme and the knowledge gained benefited patients in the short and medium-term. This study suggests that educators and training sponsors should consider the benefits of small group-based practical learning for APs.
The Pre-Hospital Emergency Care Council (PHECC) is the regulatory body responsible for developing guidelines for care provided by ambulance services in Ireland. The PHECC, was established by Statutory Instrument (Establishment Order, 2000) which was amended in 2004 (Amendment Order, 2004).
There are various committees and working groups within PHECC. One such group is the Medical Advisory Group (MAG). This group issue guidelines for use by all approved organisations (statutory, private, voluntary and auxiliary). These guidelines are known as Clinical Practice Guidelines (CPGs). There are statutory requirements that training be provided and imperatives that CPGs be adapted to reflect advances in cclinical knowledge. Translating advances in CPGs into care delivered to patients poses challenges for the standards bodies and service providers as these advances involve new knowledge and skill acquisition by practitioners and the incremental development of existing expertise. The dissemination of such information to a large professional and voluntary workforce is challenging in terms of developing appropriate educational programmes, employing effective and cost-efficient training methods and ensuring competence. The ultimate goal of education is to enhance patient care through modified behaviour. Training that enhances participant activity and provides opportunity to practice skills has been shown to effect change in professional practice and improve patient outcomes (Davis et al, 1999).
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