Beyond STEMI: paramedics' views on how to improve their ability to interpret ECGs

Background: Internationally, the paramedic scope of practice is developing. Bypassing emergency departments in favour of direct access to primary percutaneous coronary intervention laboratories has been limited largely to cases of ST-elevation myocardial infarction and new-onset left bundle branch block, but updates to international guidelines suggest that enhancing paramedics' skills in interpreting electrocardiograms (ECGs) and widening the bypass criteria could be beneficial. Aim: The aim of the study is to explore paramedics' views on ways to improve their ECG interpretation abilities. Method: A two-arm design was used with an online questionnaire (quantitative) and one-to-one interviews (qualitative). The questionnaire results were used to inform the interview guide. Findings: One hundred and eighteen paramedics completed the survey, and 11 took part in interviews. The major themes identified from the template analysis of the interviews were ‘a profession in transition’, ‘lagging professional development’ and ‘supporting the frontline’. Self-directed learning resources before, during and after action were proposed. Conclusion: Paramedicine is evolving in Ireland and practitioners have reported undertaking self-directed learning activities. The resulting heterogeneity in skills such as ECG interpretation, and perceived barriers to education, can cause feelings of vulnerability within the profession. Supporting the frontline by introducing some Group-Orchestrated Self-Directed Learning resources could empower practitioners and contribute to the evolution of prehospital care in Ireland.

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Graduate Students Academic Persistence: Academic and Social Integration Intertwined with Self-Directed Learning

International Education Studies ◽

10.5539/ies.v13n7p1 ◽

2020 ◽

Vol 13 (7) ◽

pp. 1

Author(s):

Moi Mooi Lew ◽

Regena F. Nelson ◽

Yuqian Shen ◽

Yung Kiet Ong

Keyword(s):

Graduate Students ◽

Social Integration ◽

Social Interactions ◽

Academic Persistence ◽

Academic Programs ◽

Personal Factors ◽

Self Directed Learning ◽

Online Questionnaire ◽

Program Coordinators ◽

Directed Learning

This study aimed to explore influential personal factors that could affect graduate students’ academic persistence. Data were collected with an online questionnaire and one-on-one interviews. The findings indicated that graduate students had integrated into the academic environment and established a positive relationship with advisors and program coordinators. Participants have limited social interactions with classmates. This factor decreased the importance of social integration on persistence. Data indicated that participants’ self-directed learning readiness was moderately high. This study suggests that these three personal factors are intertwined in influencing graduate students’ decision to persist in the academic programs.

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Self-directed learning: assessment of students’ abilities and their perspective

AJP Advances in Physiology Education ◽

10.1152/advan.00010.2020 ◽

2020 ◽

Vol 44 (3) ◽

pp. 383-386

Author(s):

Bharti Bhandari ◽

Deepti Chopra ◽

Kavita Singh

Keyword(s):

Interpersonal Communication ◽

Time Management ◽

Medical Graduate ◽

Successful Implementation ◽

Learning Resources ◽

Learning Approaches ◽

Self Directed Learning ◽

Clinical Exposure ◽

Directed Learning ◽

Teaching Learning

The introduction of Competency-Based Medical Education Curriculum in India has endorsed many new concepts, like foundation course, self-directed learning (SDL), early clinical exposure, etc. Emphasis is being given to active teaching-learning approaches. One such approach is SDL. SDL is an active learning approach in which the students are responsible for their own learning outcome, with teacher acting as a facilitator of learning. A medical graduate, being a lifelong learner, should inculcate the habit of SDL. In the present study, the SDL abilities of first year Bachelor of Medicine, Bachelor of Surgery students were assessed using a questionnaire. Based on their experience, students were also asked about the prerequisites of SDL, how it can be promoted, and their expectations from the teachers. Students scored high in most of the SDL skills. However, they felt they need improvement in time management. Furthermore, the students are required to develop their interpersonal communication skills, and they also find it difficult to express messages effectively in oral presentations. Most of the students felt they need help in finding the correct learning resources. According to them, the students should be focused, motivated and stress-free, have time management skills, and be able to search learning resources for successful implementation of SDL. They felt that events that encourage active participation by students, if organized at regular intervals, could promote SDL. Some felt that evaluation of SDL would motivate them to take it seriously. According to the students, teacher should act as a facilitator, a mentor, as well as an evaluator.

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L2 learning online: Self-directed learning and gender influence in Indonesian university students

JEES (Journal of English Educators Society) ◽

10.21070/jees.v7i1.1427 ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

Adaninggar Septi Subekti

Keyword(s):

Online Learning ◽

Undergraduate Students ◽

English For Academic Purposes ◽

Future Research ◽

Self Directed Learning ◽

Online Questionnaire ◽

Significant Difference ◽

L2 Learning ◽

Directed Learning ◽

High Level

The present study was conducted to investigate Indonesian second language (L2) learners’ Self-Directed Learning (SDL) in English during the online classes due to the Covid-19 pandemic and to investigate whether there was a significant difference in SDL between female and male learners. As online learning is implemented nationwide in Indonesia due to the pandemic, it becomes paramount to investigate learners’ SDL, considered very critical in online learning settings where teachers' ability to check learners' progress is not as extensive as it is in the face-to-face mode of instruction. The participants of the study were 187 undergraduate students taking English for Academic Purposes (EAP) classes. Through the data obtained from the online questionnaire, the study found that learners, in general, reported a high level of SDL even though many of them still embraced procrastination behaviours and considered the pragmatic need to pass the EAP class more important than the actual L2 learning. It also found that there was no significant difference between female learners’ SDL and that of male learners. Based on the findings and analysis of the possible factors, possible contributions of the study are presented along with the possible limitations and suggested directions for future research in the field. HIGHLIGHTS: Learners, in general, reported a high level of SDL. Despite that, many of them still embraced procrastination behaviours and considered the pragmatic need to pass the English for Academic Purposes class more important than the actual L2 learning.

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