ABSTRACTS
Does Bias Education Work? Evaluating Diversity, Equity, and Inclusion in an EMS CurriculumAuthor: Delaney Kenyon, NREMT-B, WEMT, RRT, FFT2 | | Associate Authors:
Introduction Awareness surrounding bias and inequity has increased, prompting many EMS systems to look for ways to address inequities in prehospital care. Many have postulated that education could be the solution, yet little research has evaluated the effects of education on practice change. Objective To assess the effects of bias training among EMS students on their application of diverse assessment skills and understanding of systemic issues minority patients face, inclusive terminology, and how to practice equitable care. Methods This study occurred at Colorado College and included students from two semester-long EMT courses. Participants completed a pre-survey, read background materials, watched lecture, and took the post-survey. Pre-post surveys asked participants to rate their understanding of a learning objective on a scale from 0 to 10, with 0 being “highly uncomfortable” and 10 being “very comfortable.” Scenarios were developed to assess application of skills connected to learning objectives such as introducing themselves with their pronouns, assessing mucous membranes for cyanosis in darkly pigmented patients, and using breathing techniques to calm panic attacks. Students were selected for assessment via number generator. Assessments were conducted with the participant, researcher, and patient actor. Props, moulage, and settings were used to create a high-fidelity scenario. Participants were graded via rubrics, which were then converted to a percentage. Outcomes were increased understanding measured by higher survey ratings and the use of diverse assessment skills during a scenario as reflected in rubrics. We used paired t-tests to compare the surveys. Results Two students failed to complete the course, leaving 22 participants included in the analysis. Twelve scenario assessments were not completed due to conflicts. All students had a significant increase in understanding according to the surveys as all p-values were < 0.05. All scenario assessments received a grade of 82% or above, with three students practicing every taught assessment skill for the curriculum they were assessed on. Conclusion In this study, EMTs showed greater understanding in pre-post testing and used diverse assessment skills in scenario assessments. Limitations include reliance on self-reported understanding, which can be both under- and overreported, as well as scenario, rather than in-the-field, assessment.
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