Detailed Lesson Plan on EMS Research: Chapter 5, Exams of Forensics

Download Detailed Lesson Plan on EMS Research: Chapter 5 and more Exams Forensics in PDF only on Docsity!

Chapter 5 : Detailed Lesson plan on

EMS Research.

Top Rated Exam Study Guide Latest

Updated 2024/

Certified Exam Study Guide Updated

The Best Study Notes

Detailed Lesson Plan

Chapter 5

EMS Research

130 – 140 Minutes

MASTER TEACHING NOTES

 Teaching Tips  Discussion Topics  Class Activities  Points to Emphasize  Knowledge Application

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

I. Case Study Teaching Tips

II. Introduction

(^10) A. Scientific research has played a major role in the evolution of modern EMS. B. When EMS was developed 30 years ago, EMS practice was based on opinions and rational conjecture. C. As we move into the twenty-first century, many EMS practices have been examined through research methods. D. A solid and objective research program is what should and will drive EMS practices in the coming years. E. Outcomes-based research can help to determine whether a procedure, drug, treatment, or similar strategy actually improves patient outcomes (morbidity, mortality, and quality of life). F. National EMS Research Agenda provided a guide to future research in the U.S.

1. Develop a cadre of EMS researchers and support them early in their careers. 2. Facilitate collaboration between EMS researchers and those from other disciplines. 3. Establish a reliable funding stream for EMS research within government. 4. Establish an alternative funding source for EMS research outside of government. 5. Recognize the need for EMS research. 6. View research as necessary for the improvement of patient care.

Have a student read the scenario. Tell students that the case will be reviewed after the lecture.

Teaching Tips

Discuss with students some patient care that is now outdated because of current research (MAST pants, etc.)

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

method E. Prospective versus Retrospective Studies

1. Prospective studies use a particular starting date and look at what happens from that date on. 2. Retrospective studies look at existing data. 3. Generally speaking, prospective studies have greater validity than retrospective studies. 4. There is more chance for the introduction of bias in the data gathering for retrospective studies.

V. Experimental Design A. Different types of experiments include:

1. Experimental study a. Has both a control group and a treatment group (also called an experimental group) b. Subjects randomly assigned to one of the groups c. Considered among the most valid studies 2. Quasiexperimental study a. Subjects not randomly assigned to groups b. Useful study when randomization is unethical or impossible 3. Observational study a. No control group b. A single group or multiple groups are studied without comparison to a control. c. Considered less valid than experimental or quasiexperimental studies d. Play an important role in medicine B. Specific Study Types 1. Meta-analysis of randomized controlled trials a. Uses all research from randomized controlled trials b. Data are entered into a database, allowing analysis and conclusions c. Most valid type of study d. Labor intensive and difficult to perform 2. Randomized controlled trials a. Closely adheres to the scientific method b. Extremely valid

Discussion Topics

Discuss with students the different types of studies. Use these to have students come to conclusions on which studies would be safest for the patient.

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

c. Subjects randomized into treatment group (or groups) and control group d. Single-blind and double-blind study and placebos e. Ability to avoid bias by subjects and/or researcher not knowing who is in each group

3. Nonrandomized controlled trials a. Also called quasiexperimental studies b. Have a control group and a treatment group, but assignment to these groups is not randomized c. Study has less validity than an RCT 4. Cohort study a. Observational study in which subjects who have a certain condition and/or who receive a particular treatment are followed over time and compared with another group who are not affected by the condition under investigation b. This study allows a better understanding of what factors cause differences (genetics, environment, etc.). 5. Cross-sectional study a. Also called a cross-sectional analysis b. Various groups compared without a control c. Looks at a single point in time 6. Case series a. A study that looks at a group of patients with a similar condition b. For example: “This research studies patients with similar disease findings and looks at the similarities and differences between patients in order to isolate a possible cause.” 7. Case report a. A structured study of a single patient who is unique or interesting to the medical community in general b. Usually short reports with limited scientific validity 8. Expert opinions, editorials, and rational conjecture a. Suitable for use before scientific research is available or while scientific research is occurring b. Can be problematic when research finally shows that the resulting practices are ineffective or harmful c. As additional information is revealed by the research process, these

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

a. Respect for the individual b. Ability of the subject to make an informed decision about participating in the research (initial and ongoing) c. Assurance by the researcher that the patient’s safety will be protected

4. The Belmont Report (formerly titled Ethical Principles and Guidelines forthe Protection of Human Subjects of Research) released in 1979 B. Institutional Review Boards

1. Sometimes called the ethical review board or independent ethics committee
2. Approve, monitor, and review human research
3. Goal is to protect human subjects
4. Have the power to approve or disapprove a study before it begins
5. Have the power to require researchers to modify or even terminate a study if they think that the subjects are at risk

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

VII. An Overview of Statistics

A. Statistics is the mathematics of collecting and analyzing data to draw conclusions and make predictions. B. Descriptive Statistics

1. Used to describe the basic features of the data obtained in a study 2. Provide a summary of the sample 3. With sample graphics, they form the basis of virtually every quantitative analysis of data 4. Most common descriptive statistic is the mean , or average 5. When data are not normally distributed, the median is a better way of finding a typical value 6. The mean and median are called measures of central tendency because they indicate the center of the group. 7. Two closely related measures of dispersion are the variance and standard deviation. 8. The mode is the most common value in a set of data. C. Inferential Statistics 1. Draw information from the sampled observations of a population, and make conclusions about the population 2. Sampling errors look at the difference between information gathered from values of samples and values from entire population 3. Variability can be added to and subtracted from the original proportion to give what is called a confidence interval. 4. Confidence intervals are very important because they allow for conclusions of statistically significant or insignificant results. D. Quantitative and Qualitative Statistics 1. Qualitative – nonnumeric data (nominal data/ordinal data) 2. Quantitative – numerical data (sometimes referred to as continuous data ) E. Other Types of Data 1. t test , analysis of variance (ANOVA), chi square test 2. Odds ratio a. Used in case-control studies b. Describes how strong the association is between a risk factor and the condition with which it is associated

Knowledge Application

Give students the key terms, and assign the definitions for homework. In addition, have them give an example for each term.

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

9. Were the control and study groups the proper size? 10. Were the effects of confounding variables (other things that may have affected the study outcome) taken into account? 11. What kind of data did the investigators collect, and did they analyze the data with proper statistical tests? 12. Were the results reported properly? 13. How likely is it that the study results would occur by chance alone? 14. Are the author’s conclusions logical and based on the data? 15. How “good” was the EMS system in which the study was done?

XII. Applying Study Results to Your Practice

A. You must look at other studies and your own experience to construct an informed opinion. B. Evaluate the field and its knowledge base before making an informed decision about how to interpret a piece of research. C. Before applying results of a piece of research to a particular patient, be sure the patient is similar enough to the study group to benefit from the intervention. D. Speak to the management of your organization and your medical director before implementing any significant changes in your practice.

XIII. Participating In Research

A. Ask a question involving something of practical importance. B. Generate a hypothesis (a statement of exactly what you are going to test).

1. Null hypothesis, research hypothesis/alternate hypothesis C. Decide what you want to measure and how you will do it. D. Define the population you will be studying. E. Determine the limitations of your study. F. Obtain approval from an institutional review board. 1. Allows for outside evaluation of study methodology 2. Considerably reduces the chance you will be accused of conducting an unethical study 3. A principal investigator will be familiar with consent requirements and should also gain approval of other appropriate agencies. G. Gain informed consent and gather data. H. Analyze your data. I. Consider submission of results to peer-review journal or present findings at

Class Activities

As a group, write out a mock consent form for research study participants.

Chapter 5 objectives can be found on text p. 84. These objectives, which form the basis of each chapter, were developed from the National Education Standards and the accompanying Paramedic Instructional Guidelines****.

Minutes Content Outline Master Teaching Notes

a conference

1. Negative studies show conclusions. 2. A well-conducted study will result in more questions.

XIV. Evidence-Based Decision Making

A. Involves first formulating a question about appropriate treatments B. Medical literature is searched and organized for evaluation. C. Scientific evidence is then stratified on the basis of validity and reliability. D. If the evidence supports a change in the practice, the change is made. E. Ongoing evaluation must be carried out to determine whether the practice is correctly applied to the proper group of patients. F. An ongoing outcomes study should occur to determine whether the change in practice is improving essential parameters such as mortality, morbidity, and costs.

XV. Summary

A. Solid, well-conducted scientific research is the key to improving prehospital care. B. It is essential that paramedics make a difference in terms of reducing mortality, morbidity, and pain and suffering. C. The future of EMS depends on an aggressive research program, and prehospital research depends on knowledgeable and engaged paramedics.

XVI. Case Study

XVII. You Make the Call Class Activities

Read and discuss the call and questions as a group.

XVIII. Review Questions Class Activities

Pass out review questions before the lesson starts. Have students answer them. Go over the questions again after the lecture to assess students’ understanding