scholarly journals MP04: Analysis of a needs-based assessment of paramedic continuing education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S41-S41
Author(s):  
M. Davis ◽  
L. Leggatt ◽  
K. Van Aarsen ◽  
S. Romano
Keyword(s):  
Continuing Education ◽  
Neonatal Resuscitation ◽  
Median Number ◽  
Respiratory Disorder ◽  
Self Directed Learning ◽  
Urban Rural ◽  
Primary Location ◽  
Primary Practice ◽  
Knowledge Deficits ◽  
Training Modalities

Introduction: To determine trends in identified self-perceived knowledge deficits of paramedics, training barriers and desired methods of self-directed education. Methods: A written survey was delivered to all paramedics in an Ontario base-hospital. Respondents were asked to identify deficits from a 37-point, anatomic systems-based list. Preferred educational modalities to address knowledge deficits and factors taken into consideration when choosing self-directed education were captured. Top 5 perceived deficit topics, number of perceived deficits, top 5 factors associated with training modality chosen and factors taken into consideration for choosing training modalities, were compared against paramedic age, training (Advanced Care Paramedic; ACP, or Primary Care Paramedic; PCP) and primary location of practice (urban, rural, mixed setting). Results: Of 1262 paramedics, 746 (59.11%) completed the survey. PCPs had a higher report of deficit in both neonatal resuscitation and arrhythmia than ACPs (48.3% vs 58.8%, p=0.015; 40.3% vs 58.5%, p<0.001). Paramedics who listed rural as their primary practice location were more likely to report a deficit in pediatric respiratory disorder than those with a mixed urban/rural and primary urban practice (65.9% vs 46.3%, p=0.000; 65.9% vs 45.9%, p=0.001;) as well as a higher median number of listed deficits (9.00 vs 6.00 vs 6.00, p<0.001). ACPs were more likely to consider scheduling, location/ease of attending and cost as barriers than PCPs (85.4% vs 63.8%, p=0.000; 69.5% vs 51.4%, p=0.002; 69.5% vs 39.5%, p=0.000) while reporting an increased desire for webinar material than PCPs (56.1% vs 40.4%, p=0.007). There were no significant differences found by age. Conclusion: Targeted educational needs-based assessments can help ensure appropriate topics are delivered in a fashion that overcomes identified barriers to self-directed learning. From our analysis, increased awareness of ease of attending sessions and preferred modalities, such as webinars may be beneficial; especially for ACPs who require more annual continuing educational hours. Paramedics in rural locations may require increased continuing education, especially for rarely encountered, high risk situations, such as pediatric critical care. These findings can help direct future education in our system and others.

scholarly journals P027: A descriptive needs-based assessment of paramedic continuing education

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S66-S66
Author(s):  
M. Davis ◽  
L. Leggatt ◽  
K. Van Aarsen ◽  
S. Romano
Keyword(s):  
Continuing Education ◽  
Neonatal Resuscitation ◽  
Educational Opportunities ◽  
Rural Practice ◽  
Respiratory Disorder ◽  
Hospital System ◽  
Base Hospital ◽  
Number Percentage ◽  
Knowledge Deficits ◽  
Work Scheduling

Introduction: Objective: To identify self-perceived knowledge deficits of paramedics, barriers to training and desired methods of self-directed continuing education. Methods: A written 58 question survey was delivered to all 1262 paramedics under the jurisdiction of a single base-hospital in Ontario, Canada. Respondents were asked to select deficit, no deficit or not applicable from a 37-point, anatomic systems-based list. They were then asked to identify from a 15-point list which educational modalities they would choose to address any knowledge deficits. Finally, they were asked which factors they took into consideration when choosing their self-directed continuing education. Results: Seven hundred forty-six of 1262 paramedics (59.11%) completed the surveys. Of these respondents, 82 (10.99%) were advanced care paramedics, while 664 (89.01%) were primary care paramedics. Of the 645 who responded with their primary geographical setting: 136 (21.09%) listed a primary urban practice, 126 (19.53%) listed a primary rural practice and 287 (44.50%) reported a split urban and rural practice. The most common perceived deficits (respondent number, percentage); were electrolyte disturbance (418, 56.03%), neonatal resuscitation (386, 51.74%), pediatric respiratory disorder (381, 51.07%), arrhythmia (377, 50.53%), and pediatric cardiac arrest (317, 42.49%). The top 5 educational opportunities they were most likely to choose included online module (464, 62.20%), in-class lecture (423, 56.70%), web-based review (403, 54.02%), webinar (301, 40.35%) and peer consult (237, 31.77%). The top 3 barriers to choosing continuing education were work scheduling (479, 64.21%), location/ease of attending (382, 51.21%), and cost (305, 40.88%). Conclusion: Paramedics in this base hospital system identified pediatric critical care situations, electrolyte abnormalities and cardiac arrhythmia as self-perceived deficits. The most commonly selected educational opportunities included online learning, in-person training and peer consult. These preferred modalities are consistent with the identified barriers of work scheduling, ease of attending and cost. Targeted educational needs based assessments can help ensure that appropriate topics are delivered in a fashion that help overcome identified barriers to self-directed learning.

scholarly journals P028: Self-directed learning in advanced care paramedics: perceived deficits and completed activities

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S66-S67
Author(s):  
M. Davis ◽  
L. Leggatt ◽  
S. Romano ◽  
K. Van Aarsen
Keyword(s):  
Current System ◽  
Median Number ◽  
Free Text ◽  
Global Knowledge ◽  
Self Directed Learning ◽  
Base Hospital ◽  
Organ Systems ◽  
Directed Learning ◽  
The Individual ◽  
Knowledge Deficits

Introduction: In Ontario, Advanced Care Paramedics (ACPs) are required to perform a minimum of 24 educational credits per year of Continuing Medical Education (CME). Of these 24 credits, 12 are chosen by the paramedic, while 12 credits are mandated by the Base Hospital. The combined mandatory and optional CME frame is used so paramedics can target their personal needs appropriately, while ensuring new medical directives and global knowledge deficits identified by Quality Assurance (QA) means can be addressed by the Base Hospital. Objective: To determine if there is a difference between what ACPs identify as their knowledge deficits and what CME they complete. Methods: Methods: Request for participation in a written survey was delivered to all ACPs in an Ontario Base Hospital, prior to the CME cycle for the year. Respondents were asked to identify deficits from a 37-point, organ systems-based list, with free-text option for any deficits not itemized. Following the annual cycle, CME credits were evaluated by the Regional Base Hospital education coordinator, and Base Hospital medical directors for content. The deficits identified prior to the CME cycle were then compared to the CME attended for each respondent. In order to best represent the individual ACP response to their perceived deficits, a percentage of deficits identified and addressed was chosen. Respondents were not aware that their responses would be compared to the credits obtained for the year, to minimize bias in CME selection. Results: Of the 140 ACPs in the region, 42 (30%) completed the survey. From the 37-point list, the median number of perceived deficits identified was 7.00 (IQR 3.00-10.00). The median number of CME events that addressed perceived deficits was 2.00 (IQR 1.00-3.00). The median number of perceived deficits addressed by either paramedic-chosen or mandatory CME were identical at 1.00 (IQR 0.00-2.00). The percentage of perceived deficits identified and addressed via CME was 35.07% (range 0-100%). Paramedic-chosen CME covered 22.48% (range 0-100%) of perceived deficits, while mandatory CME covered 20.14% (range 0-100%) of perceived deficits. Conclusion: In the current system, only 35.07% of perceived deficits were addressed through mandatory and paramedic-chosen CME. Further information regarding barriers to paramedics obtaining CME that meets their perceived deficits needs to be elucidated.

The Tolerability of Combination Therapy with Thalidomide and 5-Azacitidine in Patients with Advanced Myelodysplastic Syndromes (MDS).

Blood ◽  
2009 ◽  
Vol 114 (22) ◽  
pp. 1749-1749 ◽  
Author(s):  
Melita K Kenealy ◽  
John F Seymour ◽  
Cowan Linda ◽  
Alvin Milner ◽  
Pratyush Giri ◽  
...  
Keyword(s):  
Board Of Directors ◽  
Myelodysplastic Syndromes ◽  
Research Funding ◽  
Standard Dose ◽  
Performance Status ◽  
Single Agent ◽  
Median Number ◽  
Respiratory Disorder ◽  
Advisory Committees ◽  
Impaired Performance

Abstract Abstract 1749 Poster Board I-775 Introduction Both thalidomide (Thal) and 5-azacitidine (Vidaza; AZA) have single-agent activity in patients (pts) with myelodysplastic syndromes (MDS), but there is limited experience with the combination. The addition of Thal to AZA may improve efficacy, but tolerability of the combination may be limited by side-effects. Patients and Methods This analysis included all evaluable pts on the Ph I/II Australasian Leukaemia and Lymphoma group (ALLG) MDS3 study of Thal and AZA. Pts were eligible if they had any FAB subtype of MDS; those with RA and RARS also required clinically significant cytopenias. Pts were excluded if they had previously received Thal or its derivatives or any demethylating agent. All pts were treated with Thal 50mg/d for the first 28d increasing to 100mg/d for a max of 12 Mo treatment and AZA 75mg/m2/d x7d every 28d until progression or prohibitive toxicity. The protocol specified dose delays or reductions for treatment-related toxicities. Results A total of 80 pts have been enrolled, with 41 treated between 7/08 – 7/09 currently evaluable. Median age is 68.5y (42-81) with 66% male. FAB MDS category was RA 15%, RARS 10%, RAEB 46%, RAEB-t 10% and CMML 17% with IPSS low 12%, intermed-1 37%, intermed-2 34% and high 12%. Median baseline Hb 88g/L (71-127), ANC 1.91×10 9/L (0.06-87.65) and platelets 75 ×10 9/L (10-399). Median time post diagnosis was 9 Mo. Seventeen pts (41%) remain on treatment with AZA alone (n=3) or both agents (n=14) with a median follow-up of 208d (60-297d). For those still on Thal and AZA median exposure to Thal is 209d (60-297d), with a median 7 cycles of AZA (2-9). For those 27 ceased Thal median exposure was 49d (17-220d) and of 24 ceasing AZA, median number cycles was 2 (1-8). Of 27 pts ceasing one (n=3) or both (n=24) agents; 7 withdrew consent, 3 at investigator decision, 4 for toxicity, 6 progressive disease, 1 lack of efficacy, 2 death (1 respiratory failure in setting of PD and WCC>300, 1 sepsis) and 4 unknown. There were 3 additional deaths within 28d of ceasing study therapy (all with PD); 2 due to sepsis and 1 intracranial haemorrhage. No pt experienced peripheral neuropathy Gr3 or worse. During cycle 1 of the first 40 consecutive patients on treatment, there were 18 episodes of Gr3+ non-haematologic toxicity in 13 patients; this was more likely in those with ECOG 2 (67% v 26%, p=0.053), age>65y (39% v 19%, p=0.175) and baseline ANC'0.5 (75% v 21%, p=0.008). Most of these events were infection related (a recognised risk of underlying MDS and of AZA alone); others occurred on only one occasion each (syncope, postop hemorrhage, respiratory disorder, renal failure, abdominal pain, pain, thrombosis and hypokalemia). Conclusions The combination of Thal 50-100mg/d and standard dose AZA is feasible without unexpected toxicity. Infections are common in the first cycle, particularly in pts with baseline neutropenia or impaired performance status. An updated toxicity analysis will be presented. Disclosures Kenealy: Celgene Pty Ltd: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding. Seymour:Celgene Pty Ltd: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding. Mills:Celgene Pty Ltd: Honoraria, Membership on an entity's Board of Directors or advisory committees. Szer:Celgene Pty Ltd: Honoraria, Speakers Bureau.

PCEP Maternal and Fetal Evaluation and Immediate Newborn Care (Book I)

2012 ◽  
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Low Cost ◽  
Neonatal Resuscitation ◽  
Newborn Care ◽  
Leading Edge ◽  
Skills Training ◽  
Time Saving ◽  
Immediate Newborn Care

New 2nd edition features step-by-step skill instruction, and practice-focused exercises. Developed by a distinguished editorial board, the Perinatal Continuing Education Program (PCEP) is a comprehensive, self-paced education program in four volumes. The PCEP workbooks have been significantly revised and brought up-to-date with leading-edge procedures and techniques. The revised volumes are filled with clear explanations, step-by-step skill instruction, and practice-focused exercises. They offer time- saving, low-cost solutions for self-paced learning or as adjuncts to instructor-led skills training. New 2nd edition features 8 units covering information and skills for obstetrical evaluation, neonatal resuscitation (consistent with new AAP guidelines), as well as units to provide the necessary information for initial stabilization of a newly born infant. New 2nd edition features step-by-step skill instruction, and practice-focused exercises. Developed by a distinguished editorial board, the Perinatal Continuing Education Program (PCEP) is a comprehensive, self-paced education program in four volumes. The PCEP workbooks have been significantly revised and brought up-to-date with leading-edge procedures and techniques. The revised volumes are filled with clear explanations, step-by-step skill instruction, and practice-focused exercises. They offer time- saving, low-cost solutions for self-paced learning or as adjuncts to instructor-led skills training. The PCEP workbooks have been significantly revised and brought up-to-date with leading-edge procedures and techniques. The revised volumes are filled with clear explanations, step-by-step skill instruction, and practice-focused exercises. They offer time- saving, low-cost solutions for self-paced learning or as adjuncts to instructor-led skills training. Developed by a distinguished editorial board, the Perinatal Continuing Education Program (PCEP) is a comprehensive, self-paced education program in four volumes. The PCEP workbooks have been significantly revised and brought up-to-date with leading-edge procedures and techniques. The revised volumes are filled with clear explanations, step-by-step skill instruction, and practice-focused exercises. They offer time- saving, low-cost solutions for self-paced learning or as adjuncts to instructor-led skills training.

scholarly journals Face-to-face Training is the Preferred Modality of Professional Continuing Education for Librarians of All Ages, but More Evidence is Needed

2011 ◽  
Vol 6 (1) ◽  
pp. 56
Author(s):  
Kathryn Oxborrow
Keyword(s):  
Continuing Education ◽  
Real Time ◽  
The United States ◽  
Web Based ◽  
Face To Face ◽  
Blended Training ◽  
Medical Library ◽  
Instructor Interaction ◽  
Library Associations ◽  
Training Modalities

A Review of: Lynn, V. A., Bose, A., & Boehmer, S. J. (2010). Librarian instruction-delivery modality preferences for professional continuing education. Journal of the Medical Library Association, 98(1), 57-64. Objective — To establish the preferred modality for professional continuing education (CE) among members of three library associations. The primary hypothesis was that face-to-face training is the preferred modality, and the secondary hypothesis was that younger librarians are more likely to favour online or blended training modalities. In addition, the authors sought to investigate which factors influence participants' decisions to take up training. Design — Online questionnaire. Setting — Three library associations based in the United States of America. These were the American Library Association (ALA), the Special Libraries Association (SLA), and the Medical Library Association (MLA). Subjects — A random sample of 328 members of the ALA (86 participants), SLA (63 participants), and MLA (291 participants). Some participants were members of more than one association. Methods — Participants were recruited to complete an online survey via direct e-mail contact (MLA), messages on email discussion lists (SLA) and social networks (ALA). The survey asked about participants' experience of, and preference for, five different training modalities for CE. These were: face-to-face (classroom instruction), web-based synchronous (with real-time participant-instructor interaction), web-based asynchronous (with instructor involvement, but not in real time), blended (a combination of different modalities), and webcasts (live online presentations with limited participant-instructor interaction). Participants were then asked to rank factors which would influence their decision to undertake CE courses. The factors were cost, opportunity to socialize/network, time away from work, learning at their own pace, and having immediate access to either the class instructor or other participants. Participants were also given space to comment on both CE modalities and influencing factors. Main Results — There was a statistically significant preference for face-to-face instruction in this sample, being preferred by at least 73.1% of participants in all age ranges. Younger librarians did not display a preference for online or blended training modalities. There was a significant difference in second preference between ALA and MLA members, who both preferred Web based asynchronous training, and SLA members, who preferred the web-based synchronous format. Participants' preferences for all modalities apart from face to face were significantly different depending on whether or not they had experienced the particular modality. Cost was ranked as the most influential factor in the decision to undertake CE by members of all three library associations (significant at P

Professionals as Lifelong Learners

2020 ◽  
Author(s):  
Edward R. Del Gaizo ◽  
Ariel Laudermith
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Learning Experiences ◽  
Lifelong Learners ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Ongoing Process ◽  
Education Requirements ◽  
Training Modalities ◽  
Learning Options

Learning for professionals is an ongoing process. They work in an era of changing laws and procedures that drive their need and desire to keep their knowledge and skills up to date. Lifelong learning can benefit professionals, the organizations in which they work, and the clients they serve. This chapter explores continuing education requirements to maintain licenses of certification, as well as the desire for lifelong learning among professionals from a variety of industries. Suggestions for developing and providing learning experiences are presented. While it is evident that professionals need to continue their learning, the content areas as well as learning options are continuously being reviewed by accrediting organizations. Various ways of obtaining continuing education credits are presented as well as trends in training modalities.

scholarly journals Models of nutrition-focused continuing education programs for nurses: a systematic review of the evidence

2018 ◽  
Vol 24 (2) ◽  
pp. 101 ◽  
Author(s):  
Holly Mitchell ◽  
Catherine Lucas ◽  
Karen Charlton ◽  
Anne McMahon
Keyword(s):  
Continuing Education ◽  
Nutrition Education ◽  
Learning Strategies ◽  
Mode Of Delivery ◽  
Case Series ◽  
Nutrition Knowledge ◽  
Self Directed Learning ◽  
Eligibility Criteria ◽  
Directed Learning ◽  
Nutrition Messages

Nurses are well-positioned to provide basic nutrition education and reinforce nutrition messages to patients in hospital and primary care settings. Despite this, nurses may not receive adequate training to provide this service, and there is limited opportunity for nurses to engage in nutrition-focused continuing education (CE). The aim of this review was to determine whether nurse nutrition education results in improved knowledge and practices; and explore which models of CE for nutrition may be most acceptable and effective in practice. Web of Science and Scopus were searched for case-series studies published between 2000 and 2016 that investigated changes in nutrition knowledge of nurses and midwives. Only studies that could transcend to nurses providing patient nutrition education were included. Twelve articles met the eligibility criteria. Articles are explored in terms of mode of delivery, duration of intervention and educational strategies employed. Nutrition CE programs that are delivered face-to-face or by self-directed learning manuals, which utilise active learning strategies, are positively associated with improvements in nutrition knowledge. Web-based CE and self-directed learning may be favourable modes of delivery as they may assist in addressing resource and time contraints.

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