Ⅰ. 서 론
1. 연구 배경 및 필요성
Ⅱ. 연구방법
1. 연구설계
2. 문헌 검색 및 선정
1) 문헌검색
2) 문헌선정
3. 논문의 비뚤림 위험 평가
Table 1
Table 2
Ⅲ. 연구결과
1. 연구 유형에 따른 응급구조사 보수교육 연구 동향
2. 발행 시기별 응급구조사 보수교육 연구 동향
3. 응급구조사 보수교육의 유형별 분석 결과
1) 보수교육 실태 조사
Table 3
Author (Year) | Data collection country (Area) | Analysis method | Year of data collection | Number of survey subjects | Number of response surveys | Domestic | Foreign | ||
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1'st emergency | 2'nd emergency medical technician medical technician | EMT | Paramedic | ||||||
Roberts et al. (1988) [15] | United states of america (California) | Survey analysis | - | 352 | 17 | - | - | - | 17 |
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Choi ct al. (2003) [8] | Republic of korea (Gyeonggi/ Gangwon/ Incheon) | Survey analysis | 2002 | 290 | 290 | 90 | 200 | ||
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Kim et al. (2010) [9] | Republic of korea (Seoul/ Gyeonggi) | Survey analysis | 2010 | 476 | 476 | ||||
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Shin et al. (2010) [6] | - | Comparative analysis | - | - | - | - | - | - | - |
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Bae et al. (2012) [7] | Republic of korea (Seoul/Gyeonggi/ Daejeon/Gwangju/ Busan/Masan/Jeju) | Survey analysis | 2010 | 389 | 389 | 295 | 94 | - | - |
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Rho et al. (2012) [18] | Republic of korea (Daegu/ Gyeongbuk) | Survey analysis | 2010 | 299 | 215 | 114 | 101 | - | - |
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Knox et al. (2013) [16] | Ireland | Survey analysis | 2012 | 399 | 399 | - | - | 399 | - |
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Knox et al. (2014) [17] | Ireland | Survey analysis | 2012 | 789 | 789 | - | - | - | 789 |
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Hong et al. (2014) [2] | Republic of korea (Masan) | Survey analysis | 2014 | 150 | 150 | 108 | 42 | - | - |
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Park et al. (2018) [4] | Republic of korea (Gyeonggi/ Chungcheong /Gangwon) | Survey analysis | 2018 | 222 | 222 | 146 | 76 | - | - |
Table 4
Author (Year) | Evaluation of continuing education | ||||
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Satisfaction with continuing education | Training hours/count | Number / time of desired remuneration training | The most wanted subject of continuing education. | Desired learning method | |
Roberts et al. (1988) [15] | - | - |
- Non clinical issues : job-stress/burn-out - clinical issues : Cardiovascular disease, handling and administration of hazardous substances |
- | |
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Choi et al. (2003) [8] | - The degree to which it is helpful in practice ’Complaints (very unsatisfactory + unsatisfactory) 30.4%’, ’Normal 38.3%’ | - | Once a year, 4 hours (48.0%) |
- Basic life support (93.7%) - Clinical emergency : Bleeding and shock (92.1%) |
Field-oriented curriculum contents (43.0%) |
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Kim et al. (2010) [9] |
- 119 Paramedic’s Continuing education does not reflect the needs of paramedics. - 55.1% Of ’respondents did not know’ and ’did not help improve their work’. |
- Participation at least once a year, not more than three times a year (54.0%) - More than 4 hours-less than 5 houre (45.1%) |
- Conducted once a year (41.6%) - Less than 4 hours (67.2%) |
BLS(Basic life support) | Lecture + Practice |
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Shin et al. (2010) [6] | - |
- Korean completion standard : more than 4 hours a year - American completion standards : it varies from state to state / 72 hours total based on DOT national standard - Japan completion standards : 1 hour for 2 years is converted to 1 hour, at least 128 hours (recommended) |
- | - | - |
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Bae et al. (2012) [7] | - 1st emergency medical technical are less satisfied with maintenance training than 2’nd emergency medical technical personnel. | Participate each year (62.0%) | More than 4 hours - less than 8 hours (63.2%) | ALS(Advanced Life Support) (40.0%) | - Quality improvement of education |
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Rho et al. (2012) [18] | - Participation once a year (44.1%) | Conducted once or twice a year (31.1%) - 4 times a year (31.1%) | Automatic external defib-rillator method (73.9%) | Theory + Skill | |
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Knox et al. (2013) [16] | - | - 20 hours or less per year (24.0%) | 21-40 hours a year (25.0%) | - Practical training scenarios (97.0%) | Paramedics and advanced paramedics and a blended learning approach with e-learning. |
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Knox et al. (2014) [17] | - | - 20 hours or less per year (27.6%) | 21-40 hours a year (35.0%) | - Practical training scenarios (94.0%) | Mixed model approach of CPC (compulsory+spontaneously) |
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Hong et al. (2014) [2] | - Capability improvements help (’normal’ and ’no’ percent 52.0%) | - | Blow 4hour (65.3%) |
- Respiratory system emer-gency measures (12.0%) - Special emergency meas-ures (12.0%) |
- Lecture training 50.0% - Off-line training 42.7% |
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Park et al. (2018) [4] |
- Continuing education according: Time satisfaction : * Hospital EMT-I < 119 EMT-II - Continuing education according : Method satisfaction: * 119 EMT-I ,II> Hospital EMT. * Career ≥8 < ≤ 13 - Continuing education according- Topic satisfaction: * Hosipital EMT-1 < medical EMT I ,II * Career ≥8 < ≤ 13, * Age 20s < 40s |
- | - | - Assessment and management of multiple trauma patient |
- Continuing education Job characteristics: Separation 119 EMT-1, 119 EMT-n - Needs of continuing education topics: * Hospital EMT: Theory+practical training * 119 EMT: Off-line training |
2) 보수교육 방법 제안
Table 5
Author (Year) | Data collection country (Subject) | Analysis method | Year of data collection | Number of survey subjects | Number of response surveys | Training Proposal | The author’s proposed method of conservative education |
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Zautcke et al. (1987) [25] | United States of America (Chicago: paramedic) | Evaluate education and training | - | 40 | 40 | Program tools | - The continuing education and recertification process need to develop reliable methods to identify and then correct deficiencies in performance levels of system participants. |
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Porter. (1991) [22] | United States of America (Michigan: paramedic) | Survey analysis | - | 111 | 111 | Learning tools | - Computer-aided education has been shown to be effective during the period of acquiring and retaining knowledge about the remuneration education of emergency responders. |
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Pollock et al. (1997) [28] | United States of America (North Carolina : 41 EMS agencies paramedic) | Survey analysis | - | 600 | 600 | Program tools |
- The three skills that the first aid worker evaluated as the most important in early education, maintenance education, and pre-hospital treatment were intubation, defibrillation, and patient evaluation in the institution. - Should be considered in developing patient care protocols and EMS education programs, as well as in the revision process for the paramedic National Standard Curriculum.. |
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Ryu et al. (2000) [21] | Republic of Korea (Records of patients visiting the emergency room of hospital b through the fire service in northeastern seoul) | Collect first-aid journal | 1999 | 1,882 | - | Program tools |
- When quality control was implemented before the hospital, the suitability of first aid workers was increased and the nonconformity was reduced. - Feedback training on first aid should be provided. |
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Wilson. (2000) [19] | - | - | - | - | - | Program tools |
- Encourage active participation through patient case presentation. - Establish open forum time for post-training questions and discussions. |
Choi et al. (2003) [8] | Republic of Korean (Gyeonggi/ Gangwon/Inchean: paramedics) | Comparative analysis & Survey analysis | 2002 | 290 | 290 | Program tools |
- The number of courses should be increased and the content should be subdivided. - Reasonable class hours for each subject should be allocated. - A curriculum applicable to field work should be organized. - Education opportunities should be expanded by increasing the number of refresher training sessions. - The educational conditions should be improved, and educational outcomes should be evaluated and returned. - Based on the assessment data, it should be reflected in the following curriculum |
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Miler et al. (2004) [20] | United states of America (National council of state emergency medical, Emergency nurses association, National association of EMS physicians, National association of EMTs, The national registry of EMTs, National association of EMS educators, The national highway traffic safety administration- EMS division, and the maternal and Child health bureau) | Expert opinion + Literature Review | - | - | - | Program tools |
- A pediatric competency-based continuing education program is implemented to sustain proficiency in knowledge and skills for out-of-hospital providers. - Providers should receive frequent and accurate feedback on performance during pediatric skills practice to establish psychomotor skills competency. - Pediatric continuing education methodology is based on individual learning styles. - Continuing education can be classified dynamically and statically, dynamic classification is a methodology in which interaction is made and static classification is a methodology that lacks interaction opportunities, both of these categories have proven valuable in establishing learner competencies and should be considered when creating continuing programs. |
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Jerin et al. (2005) [24] | United states of America (King county, Washington: EMT) | Survey analysis | 2002 | 391 | 391 | Learning tools |
- Three-quarters of emergency respondents who responded to the survey preferred Web-based education (WBT) over traditional teaching methods. - The advantages to the user and the fire agency over traditional training include EMT convenience, ease of scheduling training, flexibility in learner requirements consistent delivery of content, multiple opportunities for review, ease of evaluation and easier record keeping and administration. |
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Lellis et al. (2007) [23] | United states of america (North Carolina: 8 County-based emergency management system) | Survey analysis | 2003 | 358 | 208 (EMS) | Learning tools |
- Online education about Stroke worked. - We suggest that online education is a wise investment. |
Jensen et al. (2016) [27] | Canada (Nova scotia, New brunswick, Ontario: paramedic) | Survey analysis | 2012 | 1,172 | 904 | Program tools | - Care paramedic students at entry to practice level, we found paramedics and paramedic students prefer and perceive that they have the ability to use rational over experiential thinking. This information adds to our current knowledge on paramedic decision-making and is potentially important for developing continuing education and clinical support tools. |
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Mason et al. (2018) [26] | - | Contents analysis | 2014-2017 | - | - | Learning tools | - Use among paramedics and other prehospital care clinicians is on the rise and is increasingly being used as a platform for continuing education and international collaboration. It is used for the sharing of emergency medical services, paramedicine, and prehospital care- related content. |
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Lindquist et al. (2020) [14] | India (Telangana, Gujarat, Karnataka, Himachal Pradesh: EMT) | Survey analysis | 2014-2017 | 504 | 504 | Learning tools & Program tools |
- Use minimal text and animation when using presentation media. - Combining workbooks during lectures and video lectures improves participation. - Programs focusing on active learning exercises, including simulation and case discussion, should be built. - Observation, evaluation, feedback, and course of instructor training It is important. - On several occasions, EMT instructors or course participants suggested changes to educational content during piloting of each program, (such flexibility allowed all partners to tailor the course to the exact needs of the learners, and in particular, the clinical context in which they work) |
3) 보수교육 과목 제안
Table 6
Author (Year) | Data collection country (Subject) | Analysis method | Year of data collection | Number of survey subjects | Suggested subject for mntinuing education |
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Glaeser et al. (2000) [31] | United states of America (EMS provider registered with NREMT) | Survey analysis | 1997 | 18,218 | - Pediatric first aid education |
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Spaite et al. (2000) [32] | United states of America (National registered of EMTs paramedics employed by a municipal fire department) | Survey analysis | - | (Pre-training) 41 (Post-training) 49 | - Pediatric advanced life support (PALS) or other specialized pediatric training. |
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Kim et al. (2007) [29] | Republic of Korea (Seoul, Busan, Daegu, Ulsan, Gyeonggi-do, Gyeongsang-do: EMT) | Survey analysis | 2007 | 307 | - Forensic education |
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Shah et al. (2012) [30] | United states of America (a two-county region around Rochester, New York, that includes urban, suburban, and rural areas were targeted: EMS providers) | Survey analysis | 2008-2009 | 6,066 | - Geriatric education program |
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Campos et al. (2020) [33] | United states of America (EMS Professional registered with NREMT) | Survey analysis | 2017 | 1,514 | - Standardized training related to death notification |