Date of Award
Doctor of Education (EDD)
College of Education
Joe A. Nelson
The Florida EMS Program Office has implemented state-mandated changes to the EMT-B curriculum, which embed the development of critical thinking skills for students and the requirement of hiring faculty with degrees to teach courses. This is the first and only qualitative study to be conducted in Florida after the 2009 changes to the EMS rules, which mandated that instructors teaching EMT-B courses hold at least a 2-year degree from an institution whose accreditation is recognized by the United States Department of Education (S. Res. 645-1.012, 2008).
This study sought to verify how effective the curriculum is being delivered by credentialed and professionally experienced faculty in the field of EMS. The research question was replicated from a national study conducted in 2006, which yielded responses that specifically generated educational strategies for EMT-B programs. This study used Cheng's (1994) structure of curriculum effectiveness as its theoretical framework. This model incorporates the constraints of preexisting characteristics, such as national and state goals as well as educational technology and resources.
The use of the nominal group technique in this focus group facilitated the identification of five top strategies that yield highly successful EMT programs in Florida. Two of the five top strategies identified by the Florida participants were similar to strategies identified by program representatives of the 2006 research focus group. Both groups acknowledged the importance of a strong relationship between student and instructor and emphasized consistency in curriculum delivery through instructors with a combination of proper academic credentials and field experience.
Matos, I. Y. (2014). The Impact of the National EMS Curriculum in Florida's EMT-B Educational Programs [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/153