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The Relationship of Affective Domain...

Lyman, Katie J.

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The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship of Affective Domains and Cognitive Performance in Paramedic Students./
Author:	Lyman, Katie J.
Description:	94 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Health education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630913
ISBN:	9781321091120

The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.
Lyman, Katie J.

The Relationship of Affective Domains and Cognitive Performance in Paramedic Students. - 94 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2014.

This item must not be sold to any third party vendors.

No universal approach for application procedures has been established for paramedic curriculum programs. The field of pre-hospital, Emergency Medical Services (EMS) has evolved quickly from its inception to present date. The educational components of EMS are still in their infancy and lack evidence-based protocols (Drees, 2006). Predicting success in an allied health program typically concentrates on some type of academic instrument. The use of personality inventories has been underexplored; however, literature reveals they may be more reliable in determining academic and employment success compared with other non-cognitive tools (Groves, Gordon, & Ryan, 2007; Marrin et al., 2004; McManus & Richards, 1986; Sadler, 2003).

ISBN: 9781321091120Subjects--Topical Terms:

559086
Health education.

The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.
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020 $a 9781321091120
035 $a (MiAaPQ)AAI3630913
035 $a AAI3630913
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lyman, Katie J. $3 3177013
245 1 4 $a The Relationship of Affective Domains and Cognitive Performance in Paramedic Students.
300 $a 94 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Kathleen P. King.
502 $a Thesis (Ph.D.)--University of South Florida, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a No universal approach for application procedures has been established for paramedic curriculum programs. The field of pre-hospital, Emergency Medical Services (EMS) has evolved quickly from its inception to present date. The educational components of EMS are still in their infancy and lack evidence-based protocols (Drees, 2006). Predicting success in an allied health program typically concentrates on some type of academic instrument. The use of personality inventories has been underexplored; however, literature reveals they may be more reliable in determining academic and employment success compared with other non-cognitive tools (Groves, Gordon, & Ryan, 2007; Marrin et al., 2004; McManus & Richards, 1986; Sadler, 2003).
520 $a The purpose of this study was to explore the relationship of affective domains to cognitive scores in entrance and exit examinations of paramedic students (Fisdap, 2013). Comparing the results of affective domains to areas of cognition should enable administrators in pre-hospital health care systems to make admission recommendations based on evidence-based research rather than intuition. Identifying the candidates who have a higher potential of success for completing an academic program and the possibility of contributing to the profession is necessary for the advancement of emergency medical service programs.
520 $a A quantitative, retrospective study using data collected by Fisdap RTM was used to test four separate research questions. The general premise of the four research questions can be combined by asking: Is there a relationship between selected affective domains and the sub-categories and totals of an entrance and comprehensive exam?
520 $a Pearson product-moment correlation coefficients were used for data analysis in all four research questions. As was analyzed through Pearson correlations, the selected affective domains did not show any statistically significant relationship to any of the cognitive portions of the EE or the PRE3. However, an additional multiple regression concluded that the EE positively predict the PRE3.
520 $a This research project was the first to explore the relationship of affective domains and cognitive ability in paramedic students. Although no statistically significant data for the four proposed research questions was reportable, future publications from this project will assist administrators and educators associated with emergency medical education.
590 $a School code: 0206.
650 4 $a Health education. $3 559086
650 4 $a Higher education administration. $3 2122863
690 $a 0680
690 $a 0446
710 2 $a University of South Florida. $b Higher Ed/Community College Ed. $3 3177014
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0206
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3630913