Design a new Paramedic Baccalaureate-Level Curriculum

[Melclin]

@Melclin

In the United States, individuals pursuing a bachelors of ANY subject are required to take specific general education courses, regardless of their major.

English composition 1 is one of those requirements, this class focuses on essay writing and communication in written form. This course allows the medics to not look dumb on reports by using, "Your" in place of "You're" or "Their" in place of "They're" or "There", and pretty much helps you get a little more respect from your peers, even if just a little bit. English Composition II focuses on argumentative essay writing as well as research writing all the while effectively using peer-reviewed sources and having to cite them in your work.


Of course Advanced Cardiac Life Support needs its own class because it is more than just a certification. A medic needs to understand the underlying pathophysiology associated with a patient's cardiac arrest or arrythmia instead of just playing cookbook medicine. I can think of no other topic that could use its own class.

Yep fair enough. I get so confused by what you guys mean when you say ACLS. My bad.

As for dosage calculation, I feel that it needs its own class because nursing has its own class. We learn everything from simple dose / on hand * vehicle to chemo drips, not just a dopamine clock method calculation.. If paramedics are serious about wanting to be accepted in the medical community and want to truly become ready to transition to RN, they need a FULL dosage
calculation class, among the others I included.



The Gerontology and Home care is to address the current issue of Community health paramedics, which emphasizes skills such as the administration of vaccinations, catheter insertion, IV Pump training, IO Sheets, care of a port, as well as drawing from a port and flushing it as well as educates them about skin tears in the elderly and focuses on things such as the nutritional needs of these individuals.

The curriculum I posted above is based on the associate curriculum I am helping design currently for a local college who wishes to move from a certificate to a degree program in Paramedicine, choosing not to go the general technology route.

Yeah I understand that you have gen ed requirements and I like that to an extent. Hence my not questioning the genuine subjects like American history, English lit and so forth.

Seriously? They're/There/Their? They don't cover that one in highschool a dozen times? If you have to teach your students that sort of thing, perhaps you should look at your entry requirements. Citing and source quality is something all university students are expected to figure out by themselves or attend a extracurricular workshop. Are we actually talking about university? I get confused by the "community college" thing sometimes (we don't really have a common equivalent)...are we talking more of a technical college, class room based thing? Or actual university with academics, research, grad schools, streams of publications etc?

Nurses have their own class? Okay I think there must be a difference in what we mean when we say classes, because I wasn't talking about the dopamine clock method either. Its still just year 7 algebra/basic operations/common sense. What does 'a class' actually constitute? I'm talking about 2-4hours of lectures, 2-3 hours tute/lab/prac + an expected ~6 hours of study a week, at least, several thousand words of research essays, for thirteen weeks. If a student requires that to conquer drug calcs then I don't want them looking after me. Here it is an important component to many classes, but I'm fairly certain nobody has a class on drug calcs alone.

I wish we emphasized gerontological issues more. I don't feel like I know enough about that sort of thing. Its great that you're covering that specifically. I wasn't being sarcastic with the PhD in oldness thing. I was making the point that I agree its really important.

 

[jrm818]

Yeah I understand that you have gen ed requirements and I like that to an extent. Hence my not questioning the genuine subjects like American history, English lit and so forth.

Seriously? They're/There/Their? They don't cover that one in highschool a dozen times? If you have to teach your students that sort of thing, perhaps you should look at your entry requirements. Citing and source quality is something all university students are expected to figure out by themselves or attend a extracurricular workshop. Are we actually talking about university? I get confused by the "community college" thing sometimes (we don't really have a common equivalent)...are we talking more of a technical college, class room based thing? Or actual university with academics, research, grad schools, streams of publications etc?
[...]

That sort of requirement will exist for nearly any 2 year (AS/AA) or 4 year (BS/BA) university over here: Cold creek community college to Harvard. Many students aren't actually going to take the basic classes because they either test out before they begin college or because they took college level English classes in high school and passed a test("advanced placement" classes). The same is true for many other general requirements. Rules differ between universities, but in general, even if you test out of "English comp I" you still have to take a replacement English/Lit class, just at a higher level.

In theory the basics of English Language usage are covered in high school, but unfortunately the quality of our high schools is extremely variable, and many do not do a good job of preparing their students for college-level academics.

Community colleges offer English classes even more basic than Eng. Comp. I, which serve as remedial classes for students who are extremely unprepared after high school (students have to take placement tests before enrolling in classes, and if they do poorly, remedial classes may be a requirement before taking higher level classes). I believe that in most cases those sorts of remedial classes do not count as college credit and will not transfer to 4 year universities.

Just as explanation, since there seems to be some confusion: our community college system is intended to provide access to college/degrees (most often 2 year associate degrees) to students who are either unprepared or unable to afford to attend 4 year universities. Tuition at community colleges may be somewhere around $150/credit. By contrast tuition, board, and fees at a US university can range from $30k-$50k a year (2 semesters). In theory community colleges offer classes of comparable content and difficulty to the same classes offered at a university, although in practice I have my doubts. Credits earned at a CC will be mostly transferable to a university, functionally allowing a student to do the first year or two (mostly gen-ed classes) of university at a community college for much less money.

 

[MrBrown]

In our model of education sub-Bachelors programs (called TAFE in AU and the NZQA here) are the realm of para-professional more technical type occupations that lean more towards the realm of behaviourist education rather than the application of high level cognitive knowledge which will be further specalised at the graduate level.

For example we offer one year certificates and two year diplomas in all sorts of things like automotive technology, hairdressing, interior design, welding etc etc.

All health disclipines require a bachelors degree for entry including Paramedic. More specalised roles like NP or Intensive Care Paramedic (ALS) require Graudate qualifications.

Our degrees are only three years since we do 5 years of secondary education and we specalise early with no general ed requirements. First year exchange students Brown knows who went to the US had to take second and third year subjects to equate to the same level of acaedmic knowledge. We are expected to be independant very early in our university education and critically reflect; as such a large amount of work is spent on several thousand word essays, case studies, research presentations etc etc

At this stage Brown does not think the US is ready to move to a four year degree for Paramedics (ALS) however a two year EMS degree without half of it being filled up with general education 101 is required.

 

[medicRob]

Yeah I understand that you have gen ed requirements and I like that to an extent. Hence my not questioning the genuine subjects like American history, English lit and so forth.

Seriously? They're/There/Their? They don't cover that one in highschool a dozen times? If you have to teach your students that sort of thing, perhaps you should look at your entry requirements. Citing and source quality is something all university students are expected to figure out by themselves or attend a extracurricular workshop. Are we actually talking about university? I get confused by the "community college" thing sometimes (we don't really have a common equivalent)...are we talking more of a technical college, class room based thing? Or actual university with academics, research, grad schools, streams of publications etc?

Did you know that most paramedic textbooks are only written at a 10th grade reading level? Look at some of the patient narratives, and you will see that the majority of EMS Providers (Not all of them) have horrible grammar skills and suck at effective written communication.

 

[Veneficus]

In theory community colleges offer classes of comparable content and difficulty to the same classes offered at a university, although in practice I have my doubts. Credits earned at a CC will be mostly transferable to a university, functionally allowing a student to do the first year or two (mostly gen-ed classes) of university at a community college for much less money.

They are absolutely not equal even when taught by the exact same professor usually.

This may come as a bit of a surprise to some, but professors actually take into account how the class and information gained from it might be used at the end of the class.

At a community college, the primary goal is usually to enter the workforce. Students need to know the basic theorhetical concepts and how to apply them to various job markets. The classes and curriculums are usually based around industry (especially local industry) needs.

I try to explain it this way:

An associates is the minimum amount of education required to operate in a technical capacity in an industry that requires specialized education. If you notice, many Associate level degrees are topic intensive with just a minimum amount of general education.

A bachelor's, which doesn't automatically exclude you from an entry level or tech position, requires more general education in order to allow for more big picture thinking. In some industries this is enough to rise to the very top. In others areas which have a vast amount of specific knowledge, this is often the starting point.

The Master's assumes the bachelor's has given you enough insight to the big picture and while often requiring a bit more, becomes refocused on topic specifics in order to further condition your thought process and make second nature to the student the information learned prior.

The doctorate level (which does not always require a master's prior) serves the purpose of giving advanced, specialized knowledge in a particular topic which is very vast or extending the level of knowledge on a topic to the very reaches of what is known in order to prepare graduates to make decisions on topics that are not absolute.

The post Doc prepares students with the practical applications of being a decision maker and/or continues the exploration of unproven theorhetical concepts. (or both depending on the field)

These levels are presented here as a stepwise progression, but the curriculums are not always designed to be. So while a 4 year institution may give a student credit for previosly completed work, the more upper level coursework is still designed and assumes familiarity of the material that would be considered lower level for that degree, not lower level in terms of prior participation in the field.

Considering this perspective, arguing for a 2 year degree, as what is needed to provide a specific technical participant in a field is just as limiting to the EMS provider as demanding vocational clock hours.

By contrast, demanding a 4 year degree assumes that the ability to see big picture and demands considerable topic specific knowledge, sets the EMS provider and "profession" for further advancement with knowledge mastery, and making decisions based on unproven theory.

Please do not fall into the trap of thinking that a 2 year degree is 1/2 of a 4 year degree. As I pointed out, the designed curriculums do not and were not meant to function that way.

 

[usafmedic45]

Did you know that most paramedic textbooks are only written at a 10th grade reading level? Look at some of the patient narratives, and you will see that the majority of EMS Providers (Not all of them) have horrible grammar skills and suck at effective written communication.

Actually most of the books are written at a sixth or an eighth grade reading level.

 

[jrm818]

They are absolutely not equal even when taught by the exact same professor usually.

I've become very aware of that, but I admit that I was surprised. When I was in high school, community college was presented to us as a equivalent education for less money, and even while in school (university) I heard from the occasional transfer student who suggested the same thing. Now, having the opportunity to experience both university and community college, I have to say there is quite a difference...much as you describe.

[...good explanation...]

Considering this perspective, arguing for a 2 year degree, as what is needed to provide a specific technical participant in a field is just as limiting to the EMS provider as demanding vocational clock hours.

Concur, I think the opportunity to learn the how to manipulate and interact with (often conflicting or imperfect information) is the primary benefit to that model.
[...]
Please do not fall into the trap of thinking that a 2 year degree is 1/2 of a 4 year degree. As I pointed out, the designed curriculums do not and were not meant to function that way.

I agree with your sentiment, and if I implied that there was an equality like that I miscommunicated.

10 characters.

 

[Seaglass]

I'm not sure that letting providers fail would change anything. In fact, I suspect it would backfire and lead to lower standards. My area operates under the principle that it's better to have all kinds of intermediate providers running around than nobody at all, and that nobody would be willing to drive to college and get an associate's. I'm not sure what could change things.

They are absolutely not equal even when taught by the exact same professor usually.

I really wish they wouldn't be billed as such. It leaves community college students unprepared for more advanced work, and they don't even know it. I tutored students at a 4-year university who had taken supposedly equivalent prep classes at a local junior college, with the same professors. Even the ones who had retained most of what they were taught usually required a lot of remediation, particularly in theoretical aspects of a subject. They were often pretty bitter about it. Given the advertising material that goes around, I can see why.

 

[Veneficus]

common sense is an uncommon virtue

It always surprises me why people fall for the community college pitch. It is not that coommunity college is bad, they have a valuable purpose. But they are also a business which means they need to make money. In order to do that they need students. But few are ever aware that like any other major purchase in life, you need to do you own homework on what you are paying for before you sign on the line.

Truths I have discovered:

A person usually gets what they pay for.

If salesman A offers you an "equal" product at less than 1/2 as salesman B, somebody is not telling the truth.

If something seems too good to true, then it is not true.

 

[MrBrown]

Brown thinks Oz will agree that the Degree equips a graduate with a great deal of knowledge that can be dexteriously applied in a range of settings rather than just "which protocol does this patient fit" and "lets ring up medical control".

Brown learnt on Friday that some whom Brown works with thinks Brown has "a dangerous amount of knowledge" .... Brown is unsure how to take that

The old vocational style Ambulance Aid courses and Diploma which was used to teach Ambulance Officers in this part of the world up until a decade ago (more recently here) focused a great deal on practical ability and was less intensive on the theory in much the same way that the American courses seem to be, and unfortunately, show no signs of giving up. That 5,000 word third year essay we all had to write on Paramedic research or alternate pathways or community health intergration or whatever it was may not come in handy right now but its a bloody useful bit of knowledge to have floating up around in the ole brainbox.

There has been a strong shift away from "emergency" to "health care" in Australian Paramedic education with the introduction and making mandatory (in several states) of the Bachelors Degree and Graduate Program for Paramedic and Intensive Care Paramedic. New Zealand is fast following suit and over the next few years will follow with a shift towards treatment and nontransport where ever possible or transport or disposition other than to the emergency department. Such modalities require a strong knowledge base and "big picture" thinking beyond what has typically been the realm of the Ambulance Officer. However such levels of cognitive knowledge are necessary even if you are transporting everybody.

No longer is it acceptable for people to go out onto the street and apply procedures they do not fully understand.

Brown recalls from 1993 it was said that (at that time, the Australians) Mobile Intensive Care Officer training would "leave the Yanks for dead" and nearly 20 years later it still seems to be the case.