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Mobile Devices and Augmented Reality : = Psychomotor Skills Instruction in Emergency Medical Services Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Mobile Devices and Augmented Reality :/
Reminder of title:	Psychomotor Skills Instruction in Emergency Medical Services Education.
Author:	Wilson, Evelyn Foster.
Description:	1 online resource (142 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355676334

Mobile Devices and Augmented Reality : = Psychomotor Skills Instruction in Emergency Medical Services Education.
Wilson, Evelyn Foster.

Mobile Devices and Augmented Reality :Psychomotor Skills Instruction in Emergency Medical Services Education. - 1 online resource (142 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The use of wireless mobile devices (WMDs) with augmented reality (AR) in emergency medical services (EMS) education was a viable method to supplement psychomotor skill instruction. Current methods were expensive, time consuming, and inefficient. The overall result was poor skill competence and compromises in patient safety. However, recent changes made by the National Registry of EMTs (NREMT) tried to address this issue through increased emphasis on documenting the development of skill competency. Unfortunately, there were no suggestions for instructional methodologies leaving instructors to struggle with developing skill competency. Literature review results indicated active learning methods were best but EMT programs were constrained in implementation by lack of resources. One possible solution was the use of WMDs with AR as a low-cost method of providing active learning activities. Accordingly, the purpose of this quasi-experimental, quantitative study was to examine the efficacy of WMDs with AR as an adjunct to psychomotor skill instruction for manual ventilation and trauma assessment. The study was guided by the constructivism learning theory. Participants were EMT students at a university and community college in Western North Carolina. These students were given access to MedrillsTM, an AR application for instruction of EMT skills, as part of traditional skill instruction. Following instruction, student performance on skill exams for manual ventilation and trauma assessment were evaluated with NREMT skill check sheets. The results for each skill were compared to previous students who did not have the application using the t-test for independent means. Surprisingly, there were no statistically significant differences in the skill competency of the two groups. However, the sample size was small and the number of skills limited so a larger research study is needed. The conclusion was instruction with WMDs with AR was just as effective as traditional methods of instruction for manual ventilation and trauma assessment. Unfortunately, the cost was prohibitive so it should only be used in very limited situations. The findings of this study will be used by EMT instructors to determine if the methodology was a good fit for their EMT courses.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355676334Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Mobile Devices and Augmented Reality : = Psychomotor Skills Instruction in Emergency Medical Services Education.
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504 $a Includes bibliographical references
520 $a The use of wireless mobile devices (WMDs) with augmented reality (AR) in emergency medical services (EMS) education was a viable method to supplement psychomotor skill instruction. Current methods were expensive, time consuming, and inefficient. The overall result was poor skill competence and compromises in patient safety. However, recent changes made by the National Registry of EMTs (NREMT) tried to address this issue through increased emphasis on documenting the development of skill competency. Unfortunately, there were no suggestions for instructional methodologies leaving instructors to struggle with developing skill competency. Literature review results indicated active learning methods were best but EMT programs were constrained in implementation by lack of resources. One possible solution was the use of WMDs with AR as a low-cost method of providing active learning activities. Accordingly, the purpose of this quasi-experimental, quantitative study was to examine the efficacy of WMDs with AR as an adjunct to psychomotor skill instruction for manual ventilation and trauma assessment. The study was guided by the constructivism learning theory. Participants were EMT students at a university and community college in Western North Carolina. These students were given access to MedrillsTM, an AR application for instruction of EMT skills, as part of traditional skill instruction. Following instruction, student performance on skill exams for manual ventilation and trauma assessment were evaluated with NREMT skill check sheets. The results for each skill were compared to previous students who did not have the application using the t-test for independent means. Surprisingly, there were no statistically significant differences in the skill competency of the two groups. However, the sample size was small and the number of skills limited so a larger research study is needed. The conclusion was instruction with WMDs with AR was just as effective as traditional methods of instruction for manual ventilation and trauma assessment. Unfortunately, the cost was prohibitive so it should only be used in very limited situations. The findings of this study will be used by EMT instructors to determine if the methodology was a good fit for their EMT courses.
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