Paramedic Science Research Articles

The introduction of an Inter‐professional learning unit: staff and student perspectives

Background The School of Clinical Sciences comprises a number of health disciplines including podiatry, paramedic science, pharmacy, medical imaging and radiation therapy. A new inter-professional unit was introduced in 2014, which covered key introductory learnings applicable for future health practitioners. This study examined teaching staff and student perspectives about their experience with the new unit for first year students. Methods Qualitative interviews with teaching staff (n=9) and focus group interviews with students (5 groups which ranged in size from 4-30) were conducted. Extensive notes were taken during the interviews Issues emerging from the interviews were identified and organised according to themes and subthemes. Results Four major themes were identified namely: Something new; To be or not to be that is the question; Advantages of the new unit; and Areas for improvement. Previous staff experience with inter-professional learning (IPL) had been ad-hoc, whereas the new unit brought together several disciplines in a planned and deliberate way. There was strong philosophical agreement about the value of IPL but some debate about the extent to which the unit provided IPL experience. The unit was seen as assisting students’ social and academic adjustment to university and provided opportunity for professional socialisation, exposure to macro and micro aspects of the Australian health care system and various types of communication. For podiatry students it was their first opportunity to formally meet and work with other podiatry students and moved their identity from ‘university student’ to ‘podiatry student’. Other positives included providing the opportunity for staff and students to interact at an early stage with the perceived benefit of reducing attrition. Areas for unit improvement included institutional arrangements, unit administration aspects and assessment. Conclusion The unit was seen as beneficial by staff and students however, students were more polarised in their views than staff. There was a tension between feeling apart of and learning about one's own profession and feeling apart of and learning about the roles of other health professionals in relation to patient care and the health care system.

Paramedic Capstone Education Model: Building Work Ready Graduates

Summary In Australia, the last decade has witnessed considerable changes to both the scope of paramedic practice and the education of these practitioners. Notably within education, there has been a national trend to move from on-the-job training, towards a pre-employment, undergraduate university qualification. Despite increases in depth, breath and consistency to the curriculum and delivery by subject experts with training in education, criticism remains targeted at the preparation of the graduate for readiness to undertake the paramedic role. Australian undergraduate courses are currently experiencing unprecedented enrolment numbers, with complex student learning expectations and requirements. Producing work ready graduates within traditional curriculum frameworks is a challenge. Capstone courses target the final preparation of the graduating student, with a strong emphasis on articulating them successfully with their chosen industrial settings. While widely accepted in other disciplines, such as engineering, capstone is a new concept to paramedicine. This paper discusses how a capstone topic was created and implemented at Flinders University within the Bachelor of Paramedic Science degree. It describes the differentiated student learning methodology employed and the strategies used to respond to specific student and industry concerns regarding university teaching.

Correlation between hypertension and hyperglycemia among young adults in India.

To assess the correlation between blood pressure levels and fasting plasma glucose levels among young adults attending Chatrapati Shahuji Maharaj University, Kanpur, India. The present study was cross-sectional in nature, conducted among students in the Institute of Paramedical Sciences, Chatrapati Shahuji Maharaj University, Kanpur. Study subjects included 185 young adults. Among them, 94 were males and 91 were females, in the age group 17 to 19 years. Mean age among males was 18.5 ± 1.5 years and among females was 17.9 ± 1.8 years. Of the total 185 study subjects, 61 (32.9%) were classified as pre-diabetic and 20 (10.8%) as pre-hypertensive. Mean waist circumference, systolic blood pressure and serum high density lipoprotein did not vary significantly between normoglycemic and pre-diabetic subjects. However, the mean diastolic blood pressure of pre-diabetics (82 ± 5 mmHg) was significantly higher than normoglycemics (79 ± 6 mmHg). Mean serum cholesterol, serum triglycerides, serum low density lipoprotein (LDL) and serum very low density lipoprotein was also higher among pre-diabetic subjects in comparison to normoglycemic subjects and the difference was statistically significant. Upon multiple linear regression analysis, it was observed that body mass index (BMI) (β = 0.149), diastolic blood pressure (β = 0.375) and serum LDL (β = 0.483) were significantly associated with fasting plasma glucose. Multiple linear regression with diastolic blood pressure as the outcome variable showed that BMI (β = 0.219), fasting blood glucose (β = 0.247) and systolic blood pressure (β = 0.510) were significantly associated. A significant prevalence of pre-diabetes and pre-hypertension in young adults is a matter of concern therefore all young adults need to be targeted for screening of diabetes and hypertension and lifestyle modification.

Student paramedics' perceptions of action learning: a mixed-method study

Paramedic education programmes must draw upon a wide range of teaching, learning and assessment techniques in order to ensure that graduating students possess the necessary skills and qualities for their profession ( Quality Assurance Agency (QAA), 2013 ). Theory and practice must come together as part of a reflective learning process at a number of points within the education cycle, in order to identify crucial learning points, and areas for self-improvement from the practice setting. One way of achieving this is via action learning (AL). This small-scale study uses a mixed methods approach to investigate whether or not student paramedics from a UK university, as participants within action learning sets (ALS), felt that that they were a useful educational tool to use within a Foundation Degree in Paramedic Science. Students reported many benefits to their educational experience having participated in ALS, including developments in personal, academic and professional areas. The research also showed how the AL process could be improved in areas such as AL induction, providing AL members with team working skills as well as supporting students with communication and leadership challenges during ALS.

Motivation in Learning English among the Paramedical Sciences Students in Iran: Finding a Job or Grabbing a Culture?

Introduction: The present article determines whether or not the undergraduate paramedical students of Tabriz University of Medical Sciences of Iran are motivated to learn English; to which orientation of motivation, integrative or instrumental motivation, they incline; and how much their field of study affects increased motivation to learn English.Methods: This study was carried out with the participation of 141 undergraduate paramedical students including four fields of study: Laboratory Sciences, Technology of Radiology, Anesthesia, And Health Information Technology (HIT). The participants were asked to fill two questionnaires to determine their attitude toward learning English. Each questionnaire contained 15 items to estimate the degree of their integrative and instrumental motivation for learning English. The theoretical framework applied was based on Gardner’s socio-educational model of second language acquisition.Results: The undergraduate paramedical students of Tabriz University of Medical Sciences of Iran were motivated to learn English. The comparison between integrative and instrumental motivation showed a mean value for integrative motivation as 4.02, and for instrumental motivation as 4.32 with a meaningful difference. Students in the laboratory sciences field showed the highest degree of both types of motivation.Conclusion: Iranian paramedical students are highly motivated in learning English in general; however, there was a difference in the degree of motivation according to the student’s field of study. In general, instrumental motivation was higher than integrative motivation in this study.

Mental health interprofessional education for health professions students: bridging the gaps

Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.

Engaging Paramedic Students in Research: A Case Report

The use of volunteer undergraduate students to support simulated training for peers is common in paramedic science. However, there are limited examples of engaging paramedic student-volunteers in research as compared to that reported in cognate disciplines such as medicine and nursing. This case report shares our experience with engaging a penultimate year paramedic student in evaluation research. This information we hope will start the dialogue on the epistemology and pedagogies for effective engagement of undergraduate paramedic students as future researchers.

The endocrine quiz.

With the recent explosion in endocrine conferences, audience fatigue has set in and conference planners are now looking at newer pedagogic methods to revive the interest of audiences in these conferences. The endocrine quiz has finally come of vogue and is increasingly becoming one of the most popular attractions of any ranking endocrine conference. The endocrine quiz has a large and varied palette and draws questions from religious scriptures, history, literature, current affairs, sports, movies and basic and paramedical sciences. The more we delve into the quizzable aspects of endocrinology, the more we realize that endocrinology is ubiquitous and there is no sphere in human life untouched by endocrine disorders. Be it epic characters like Kumbhakarna and Bheema, fiction characters like Tintin or Orphan Annie, sportspersons like Gail Devers or heads of state like George Bush Sr and Boris Yeltsin, all have contributed to the melting pot of endocrine quizzing. Adding further grist to the endocrine mill are the Nobel prizes, with their attendant anecdotes and controversies. Step into this world of endocrine quizzing to have an up close and personal look at the diverse facets of this subject.

Assessment of coronary artery disease risk factors among adolescents in Kanpur, India

Objective: To study the occurrence of coronary artery disease risk factors among adolescents attending Chatrapati Shahu Ji Maharaj University, Kanpur, India. Materials and Methods: The present study was cross-sectional in nature, conducted among students in the 1 st year of the Institute of Paramedical Sciences, Chatrapati Shahu Ji Maharaj University, Kanpur. Study participants included 185 adolescents. Among them, 94 were males, and 91 were females, between the age group of 17 and 19 years. Results: The mean systolic blood pressure (BP) of male adolescents was 123 mmHg ± 8 mmHg, which is in the prehypertensive range. Mean systolic BP and mean diastolic BP of males was significantly higher than that in females. The mean cholesterol level among males was 166.5 ± 39.0 mg/dl, which was very close to an acceptable limit for cholesterol among adolescents. There was no significant difference between the mean values of pulse rate, total cholesterol, high-density lipoprotein, and low-density lipoprotein cholesterol of males and females. Males had significantly higher mean levels of triglycerides, very-low-density lipoprotein and fasting blood sugar as compared to females. Conclusion: Mean levels of BP and serum cholesterol are on the higher side in the adolescents; therefore, they need to be targeted for lifestyle modification.

Board 259 Program Innovations Abstract A Novel Simulation Program to Train Paramedic Students in Safe EMS Patient Handoff (Submission #411)

Introduction/Background Emergency medical services (EMS) patient handoffs are a critical step in patient care and safety. Approximately 28 million such handoffs occur every year in the United States.1 Despite the importance of safe handoff to patient care, very little exists in formally accredited EMS or paramedic science education regarding the appropriate information to convey to hospital based patient care teams. While the effective use of simulation in paramedic education has been previously described,2,3 the essential step of patient handoff has been largely ignored. We developed and successfully implemented an interprofessional simulation program focused on safe patient handoff. Methods A focus group of emergency medicine faculty, nursing faculty and paramedic science educators came together to develop a program for teaching paramedic science students safe and effective handoffs. The selected educational tool for patient handoff was previously validated and contains the following information: Identification, Mechanism/medical complaint, Injuries/information relative to complaint, Signs/vitals including GCS, Treatment and trends, Allergies, Medications, Background history, and Other (IMIST-AMBO).4 Paramedic students received a didactic session on IMIST-AMBO and were then brought to the simulation center to practice communication and other patient management skills. The simulation began in the center’s Transport Room, featuring a decommissioned ambulance with a manikin representing a patient who had been in a high speed motor vehicle collision. After receiving initial “on scene” information from a confederate first-responder, teams of two paramedic students assumed care of the manikin for a 10 minute transport period. Upon arrival at the hospital, the students had to successfully unload the patient and transport him down the hall to a simulated emergency department room. Emergency medicine residents and nursing students, who until that point were blind to the use of paramedic students, were waiting in the room. The paramedic students transferred care to the team, communicating what they believed was pertinent information. The remainder of the case was completed with paramedic students providing additional assistance to the emergency department team. Following each case a structured debrief session was conducted featuring all members of the patient care team. The debriefing focused on communication issues as part of the patient handoff. All participants completed pre-session and post-session surveys regarding attitudes toward interprofessional communication and overall satisfaction with the simulation. Results: Conclusion A total of 12 paramedic students, 19 emergency medicine residents and 16 nursing students participated in the simulation. In the post-session survey, 44/47 participants (93.6%) agreed or strongly agreed that the in room experience was valuable for preparing them to work with other healthcare providers and 43/47 participants (91.5%) agreed or strongly agreed that the debriefing was valuable. Importantly, 44/47 participants (93.6%) agreed or strongly agreed that the experience enhanced their understanding of the importance of “clear, concise, and respectful” communication during paramedic-physician handoffs. Amongst the primary target audience of paramedic students, 100% agreed or strongly agreed with that statement. In open-ended feedback, paramedic students described the experience as “very beneficial” and noted that it seemed realistic. This model demonstrates an effective educational method for teaching safe patient handoff. Further studies more accurately quantifying the educational benefit will likely follow and have the potential to impact paramedic science education at other institutions. With the clear importance of safe and effective handoff in overall patient care, this could benefit our patients. Furthermore, safe patient transitions are not limited to paramedic-physician handoff in the emergency department and this simulation-based educational model could be easily adapted to provide training for multiple healthcare providers.

The piloting of an Academic Literary Education Course (ALEC) to improve academic literacy of first semester undergraduate students in a Western Australian university

Widening participation has enabled access to higher education for an increasing number of students via a range of non-traditional pathways. Consequently, whilst having a large repertoire of skills and experience, these students may not have developed sufficient competence in academic literacy. The School of Nursing and Midwifery has a large proportion of such students who have difficulty making the academic transition to university study. It is believed that a ‘built in’ approach to supporting these students to develop academic literacy will result in an improvement in their abilities to meet the requirements of the University and to better prepare them to graduate. This paper discusses the piloting of an Academic Literary Education Course (ALEC) for undergraduate students enrolled in the first semester unit of a three year health degree, within the disciplines of nursing and paramedical science. The students completed tests on academic literacy before and after completion of the ALEC. Particular areas of difficulty for students were found to be in referencing and unpacking the assessment question. When mean scores were compared between pre and post-tests in the same group, it was found there was a significant difference between scores at t value = -7,721, degrees of freedom = 181 with a p value of 0.000 or p value < .001. Recommendations include incorporating the ALEC approach in further stages of the undergraduate degree program to support developing levels of academic literacy.

Evaluation of Fixation Disparity Curve Parameters With the Modified Near Mallett Unit in Symptomatic and Asymptomatic University Students

BackgroundResearch suggests that fixation disparity data are extremely useful in the assessment of the binocular and accommodative systems.ObjectivesThe purpose of this study was to evaluate fixation disparity curve (FDC) parameters with a modified near Mallett unit in symptomatic and asymptomatic students of Paramedical Sciences School of Mashhad University of Medical Sciences in 2007.Patients and MethodsIn this analytical-descriptive study, 100 students were selected randomly and divided into symptomatic and asymptomatic groups. Fixation disparity curve parameters were determined for each subject and compared in symptomatic and asymptomatic groups.ResultsThere were more subjects with exo fixation disparity than eso fixation disparity in the study sample. The means for fixation disparity, fixation disparity curve x-intercept, and slope with the modified Mallett unit were each significantly different by Mann-Whitney U test in the symptomatic and asymptomatic groups. Also there was a significant difference in the distributions of fixation disparity curve types in the two symptom groups by Chi-square test.ConclusionsThe X-intercepts (point at which the FDC crosses the X-axis) were on average more in the base-in direction, Y-intercepts (point at which the FDC crosses the Y-axis) were shifted in the exo direction, and slopes were steeper in the symptomatic group.

Unfit for Duty? Evaluation of 4 Years of Paramedic Preemployment Fitness Screening Test Results

Background. Preemployment testing is utilized by many ambulance services. Surprisingly, there is limited published research on the efficacy of this testing in determining an employee's ability to complete the requirements of this physically demanding occupation. Objectives. The purpose of this study was to analyze the preemployment fitness test results from a 4-year cohort of paramedic students from an Australian university. To date, no published studies have reported on the fitness test scores for paramedic students or on whether overall test score is biased toward any particular test components. Similarly, no data have been presented on whether there are gender differences in scores for individual test components or overall test score. Methods. Retrospective cohort study of de-identified data from 4 years of data from Paramedic Science students (n = 251) (mean age = 24.9 years). Data were recorded from the Queensland Ambulance Service (QAS) Health Related Fitness Test (HRFT), a preemployment fitness test used by an Australian state ambulance service. HRFT score is calculated out of a possible 100 points and is based on performance scores in nine component fitness tests. Raw test scores for each of these component tests are ranked on a 0–4 scale prior to these data being scaled and summed to generate the overall HRFT score. An overall score >24.99 is awarded a “Pass.” Results. Five individuals failed to “Pass” the HRFT. Overall HRFT scores were influenced significantly by performance in the strength tests, with males also recording significantly (p < 0.005) higher scores in all of the strength tests than females. Similarly, approximately 40% of the female participants, compared to 6% of males, achieved an overall test “Pass” and yet gained a ranked score of 0 in at least three of the component tests. Conclusions. It was concluded that the scoring system did not exclude participants with poor fitness levels, as many participants recorded low scores in several test components yet still passed the test. We recommend that before redesigning the HRFT, studies should be first conducted on the occupational demands and physical standards required for this important profession.

Effects of Mobile Learning on Paramedical Students’ Academic Achievement and Self-regulation

Background Mobile learning affects learners through motivation, cooperation, information sharing, and availability. It provides opportunities for learners, learning providers and universities. This study aimed to examine the role of mobile learning on the academic achievement and self-regulation of paramedical sciences in Birjand University of Medical Sciences. Methods This survey is a quasi-experimental study. The research population included operating room technology students in Ghaen and Ferdows faculties as satellite faculties. Samples included 43 persons. Initially a relevant microbiology mobile book was installed on students’ mobile phones in test group (22 students). In this group, during the semester, the microbiology contents delivered through the mobile books and SMS, in addition to face-to-face teaching. The control group received only conventional face-to-face training. The data collection tool included Pintrich’s self-regulation questionnaire and a teacher-made microbiology quiz. Findings The results showed that using this method has quite significant impact on both students' academic achievement and their self-regulation learning (p<0.05). Conclusion With regards to positive effect of mobile learning on academic achievement and self-regulation, it is necessary for curriculum planners to design and implement appropriate mobile learning methods to enhance learning, self-learning and self-regulation.

Evaluating STAR – a transformative learning framework: interdisciplinary action research in health training

Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals’ capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice.

The relationship between emotional intelligence and academic stress in students of medical sciences

Background and Aim:Emotional intelligence (EI) theory provides a view about predicting effective factors in people's lives whether in education or profession. According to earlier studies, people who have higher emotional skills are more successful in many of life aspects :e.g., reaction to stress and controlling stress situations. Since students are the future of society, this study was carried out to evaluate the relationship between EI and education stress in the students of Birjand University of Medical Sciences (BUMS).Materials and Methods:In this cross-sectional study, 260 students were selected by proportional sampling in four faculties: Medicine, Nursing and Midwifery, Paramedical Sciences, and Health. Data were collected using two questionnaires: The standardized EI Shering's (33 questions, five domains) and the Student-Life Stress Inventory (57 questions, nine domains). The obtained data were analyzed by independent t-test, Pearson's correlation coefficient, and linear regression at the significant level of α = 0.05.Results:Totally, 65.8% of participants were females and 31.1% were males. The educational level of the participants included Associate's degree (44.6%) Bachelor's degree in science (31.2%), and medical science (23.1%). There was no significant correlation between EI scores and educational stress in students. But there was a significant relationship between EI with sex (P = 0.02) and mean of EI scores with three domains of academic stress: Personal favorites (P = 0.004), reaction to stressors (P = 0.002), and performance in stressful situations (P = 0.001).Conclusion:Although EI growth in different individuals can promote their success, it cannot decrease academic stress by itself which was particularly significant in females. Therefore, other causes of stress such as individual differences must be taken into consideration.

Survey of Keyword Adjustment of Published Articles Medical Subject Headings in Journal of Mazandaran University of Medical Sciences (2009-2010)

CONFLICT OF INTEREST: NONE DECLAREDIntroductionKeywords are the most important tools for Information retrieval. They are usually used for retrieval of articles based on contents of information reserved from printed and electronic resources. Retrieval of appropriate keywords from Medical Subject Headings (MeSH) can impact with exact, correctness and short time on information retrieval. Regarding the above mentioned matters, this study was done to compare the Latin keywords was in the articles published in the Journal of Mazandaran University of Medical Sciences.MethodThis is a descriptive study. The data were extracted from the key words of Englsih abstracts of articles published in the years 2009–2010 in the Journal of Mazandaran University of Medical Sciences by census method. Checklist of data collection is designed, based on research objectives and literature review which has face validity. Compliance rate in this study was to determine if the keywords cited in this article as a full subject of the main subject headings in a MeSH (Bold and the selected word) is a perfect adjustment. If keywords were cited in the article but the main heading is not discussed in the following main topics to be discussed with reference to See and See related it has considered has partial adjustment.ResultsOut of 148 articles published in 12 issues in proposed time of studying, 72 research papers were analyzed. The average numbers of authors in each article were 4 ± 1. Results showed that most of specialty papers 42 (58. 4%), belonging to the (Department of Clinical Sciences) School of Medicine, 11 (15.3%) Basic Science, 6(8.4%) Pharmacy, Nursing and Midwifery 5(6.9%), 4(5.5%) Health, paramedical Sciences 3(4.2%), and non medical article 1(1.3%) school of medicine. In general, results showed that 80 (30%) of key words have been used to complete the adjustment. Also, only 1(1.4%) had complete adjustment with all the MeSH key words and in 8 articles(11.4%) key words of had no adjustment with MeSH.ConclusionThe results showed that only 17 articles could be retrieved if the search words are selected from the MeSH. In this case the expected 100% of published articles titles at this university the validity of exchange of research projects which is something noteworthy. The lack of correlation between number of authors and matching of Keywords with MeSH, may mean all of the papers’ authors did not take part in writing and it is understanding that only one author wrote the paper.

The strategies used to deal with emotion work in student paramedic practice

Preregistration paramedic science students are quickly introduced to the reality of emergency paramedic practice (British Paramedic Association (BPA) 2008) and are expected to manage both their own emotions and those of potentially distressed patients and relatives. Despite the evident importance of emotion work, there is a lack of research evidence on this phenomenon and none at all from the student perspective. A qualitative study, using semi-structured interviews was undertaken with 8 s year paramedic science students to explore their perceptions and experiences of emotion work and the strategies used to deal with it. Thematic content analysis produced four themes, ‘getting on with the job’, ‘struggling with emotion’, ‘talking it through’ and humour. This paper focuses on the strategies used to help deal with the emotional demands of practice. Participants emphasised the importance of talking it through and ‘off loading’ with friends, colleagues, partners and their clinical mentor. Going through the job with their mentor centred on the technical aspects of care and helped to reassure students that they had done their best. Humour was another useful strategy which also helped students to ‘off load’ and move on after difficult experiences. These findings highlight the importance of talking about experiences within available support systems and the role of the clinical mentor in facilitating debriefing and reflection. It is crucial that paramedic students are also made aware of the support services available to them to ensure their emotional needs are met.

Stress among Medical Students

Various studies have documented stress among students of medicine and related professional careers like, dental, nursing, pharmacy and para-medical sciences. There are very high levels of both perceived and real stresses when compared to their compatriots in the non professional sectors. The milieu of tertiary education has always been regarded as a highly stressful environment and that too for medical students. The major stressors across the universities were academic- related issues. Among medical students, academic stressors include the volume of material to be learned, academic performance and evaluation, examinations which form a continuum throughout their course of study period of 5 years. Depression and anxiety states are not desirable events in a community. Academically less successful students reported somewhat higher levels of depressive and bodily responses. The potential negative effects of emotional distress on medical students include impairment of scholastic functioning in classroom environment and clinical situations when stress-induced disorders compromised their performances. Students in extreme stress or depression need serious attention, as the affected are unable to cope rationally with the enormous stress of education, which may lead to the vicious cycle of undesirable outcomes at both personal and professional levels. A system to identify the prevalence of stress in their curriculum and training should be established, maintained and updated to handle the relevant contributing factors and to control or subvert these no-desired outcomes. This knowledge can assist in instituting specific interventions for successful student management strategies in their stressful conditions. According to Folkman and Lazarus, coping strategies can be grouped into two general types; problem-focused and emotion-focused. Problem- focused coping is aimed at problem solving or doing something to alter the source of stress. Emotion- focused coping is aimed at reducing or managing the emotional distress that is associated with the situation. Keywords: Stress, Stressors, Coping strategies, Stress evaluation questionnaire

A follow-up survey of graduates at Faculty of Paramedical Sciences of Shahid Beheshti Medical University (1997-2000) done to apply its results in educational planning and guidance of aptitudes

The Higher National Council of Medical Sciences Planning (HNCMSP) in Iran compile and approve educational programs by using expert academic staff, considering the country , s needs and studying the background of establishment of each major in other countries. Since the employment of graduates in occupations related to their majors is of utmost importance in educational planning, this survey has been done to investigate the graduates , employment and the factors affecting it, using a retrospective study. This survey is done on 120 graduates of Laboratory Sciences (LS), Medical Records (MR) and Radiology Technology (RT), at Paramedical Faculty of Shahid Beheshti Medical University (1997-2000).The subjects were randomly selected and given a questionnaire and the data was statistically analyzed using one-way ANOVA,Chi-Square, and Exact Fisher ’ s test (SPSS 15). 63.5 percent of the samples were females and the rest were males with an average age of 35.The coordination between their aptitude and major was highest (61%) in LS graduates, but lowest (21%) in MR graduates. Also the coordination between majors and interest was highest in LS graduates (48.4%).The results indicate that 6% of the subjects were post graduate students, 91% were employed and 9% were jobless.75% of them believed that their jobs were quite related to their majors and interest. They also mentioned the same factors for finding a suitable job (P=0.328). The results show that there is a direct relationship between the students , interest and aptitude on one hand, and their major and interest on the other. Moreover, because of the coordination between the majors and the country ’ s needs, the rate of unemployment has been found to be very low(9%).These findings can be helpful in reevaluation of educational planning, guidance of aptitudes towards the country ’ s economic priorities, and having a study of post graduation status.