Abstract
A nationally established 81 hour curriculum is now the basic minimum requirement in many states and many thousands of Emergency Medical Technicians (EMTs) have completed this course since 1970. Measurement of the effectiveness of this training through improved survival rates is difficult to measure because of simultaneous changes in equipment and organization within the system, and hence training effectiveness measures are needed. Currently, methods have been devised for measuring knowledge using a 300 item multiple choice questionnaire and measuring skill using physician-observers in emergency departments to rate appropriateness of diagnosis and treatment by the EMT. This research represents the first simultaneous use of these two measures on the same sample. Measures of inter- and intra-rater reliability among the physician observers show that lack of perfect reliability is one major explanation of the lack of relationship between knowledge and skill. Recommendations for improvements in the training program content and organization are given as well as a critique of currently available evaluation tools.
| Original language | English |
|---|---|
| Title of host publication | Unknown Host Publication Title |
| Pages | 83-86 |
| Number of pages | 4 |
| State | Published - Dec 1 1976 |
| Externally published | Yes |
| Event | Congr of the Int Ergonomics Assoc, 6th, and Tech Program of the Annu Meet of the Hum Factors Soc, 20th, Proc - College Park, MD, USA Duration: Jul 11 1976 → Jul 16 1976 |
Other
| Other | Congr of the Int Ergonomics Assoc, 6th, and Tech Program of the Annu Meet of the Hum Factors Soc, 20th, Proc |
|---|---|
| City | College Park, MD, USA |
| Period | 7/11/76 → 7/16/76 |
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ASJC Scopus subject areas
- Engineering(all)
Cite this
KNOWLEDGE AND SKILL MEASURES OF EMERGENCY MEDICAL TECHNICIANS. / Czaja, Sara J; Zajkowski, M. M.; Drury, C. G.
Unknown Host Publication Title. 1976. p. 83-86.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - KNOWLEDGE AND SKILL MEASURES OF EMERGENCY MEDICAL TECHNICIANS.
AU - Czaja, Sara J
AU - Zajkowski, M. M.
AU - Drury, C. G.
PY - 1976/12/1
Y1 - 1976/12/1
N2 - A nationally established 81 hour curriculum is now the basic minimum requirement in many states and many thousands of Emergency Medical Technicians (EMTs) have completed this course since 1970. Measurement of the effectiveness of this training through improved survival rates is difficult to measure because of simultaneous changes in equipment and organization within the system, and hence training effectiveness measures are needed. Currently, methods have been devised for measuring knowledge using a 300 item multiple choice questionnaire and measuring skill using physician-observers in emergency departments to rate appropriateness of diagnosis and treatment by the EMT. This research represents the first simultaneous use of these two measures on the same sample. Measures of inter- and intra-rater reliability among the physician observers show that lack of perfect reliability is one major explanation of the lack of relationship between knowledge and skill. Recommendations for improvements in the training program content and organization are given as well as a critique of currently available evaluation tools.
AB - A nationally established 81 hour curriculum is now the basic minimum requirement in many states and many thousands of Emergency Medical Technicians (EMTs) have completed this course since 1970. Measurement of the effectiveness of this training through improved survival rates is difficult to measure because of simultaneous changes in equipment and organization within the system, and hence training effectiveness measures are needed. Currently, methods have been devised for measuring knowledge using a 300 item multiple choice questionnaire and measuring skill using physician-observers in emergency departments to rate appropriateness of diagnosis and treatment by the EMT. This research represents the first simultaneous use of these two measures on the same sample. Measures of inter- and intra-rater reliability among the physician observers show that lack of perfect reliability is one major explanation of the lack of relationship between knowledge and skill. Recommendations for improvements in the training program content and organization are given as well as a critique of currently available evaluation tools.
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UR - http://www.scopus.com/inward/citedby.url?scp=0017217645&partnerID=8YFLogxK
M3 - Chapter
AN - SCOPUS:0017217645
SP - 83
EP - 86
BT - Unknown Host Publication Title
ER -