한국응급구조학회지 (The Korean Journal of Emergency Medical Services)

  • 제28권1호
  • /
  • Pages.97-112
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  • 2024
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  • 1738-1606(pISSN)
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  • 2384-2091(eISSN)
한국응급구조학회 (The Korea Society of Emergency Medical Services)
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119구급대원 대상 환자평가 교육과정에서 교육내용, 교수법, 평가 방법의 상대적 중요도 비교

Comparison of the relative importance of educational content, teaching methods, and evaluation methods in the patient assessment curriculum for 119 EMTs

  • 서아람 (공주대학교 응급구조학과, 서울특별시소방학교) ;
  • 문준동 (공주대학교 응급구조학과)
  • Ah-Ram Seo (Department of Emergency Medical Service, Kongju National University, Seoul Metropolitan Fire Academy) ;
  • Jun-Dong Moon (Department of Emergency Medical Service, Kongju National University)
  • 투고 : 2024.03.10
  • 심사 : 2024.04.16
  • 발행 : 2024.04.30
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초록

Purpose: This study compared the relative importance of educational content, teaching methods, and evaluation methods in the patient assessment curricula of 119 emergency medical technicians (EMTs). Methods: First, we identified the educational content, training hours, and teaching and evaluation methods of the existing patient assessment curriculum based on the National Competency Standard learning module. Second, we surveyed 30 EMTs affiliated with 119 services using the Analytic Hierarchy Process (AHP) method. Subsequently, we compared the differences between the current curriculum and the AHP analysis results. Results: Currently in operation, the "Advanced EMT Course" comprises three learning modules: assessment of patient status, scene size-up and triage, and assessment using monitoring devices. Among these, content related to the assessment of patient status received the most allocated time and was deemed the most important according to the AHP survey results. Conversely, while less time was allocated to scene size and triage compared with assessment using monitoring devices, the former was assessed as more important than the latter in the AHP results. Furthermore, scenario-based team training and procedure-focused individual practice were evaluated as relatively important teaching methods, while practical examination using a checklist was deemed the most appropriate evaluation method for all learning content. Conclusion: To improve the patient assessment curriculum, we propose adjusting teaching hours and introducing new teaching and evaluation methods based on the results of relative importance. The proposed improvement plan will contribute to enhancing the competency of 119 EMTs.

키워드

참고문헌

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