ArticleAdvances in medical education and practice2022
A Student Survey: Influence of Emergency Medical Technician Training on Student's Application, Matriculation, and Transition into Medical School.
Article in Advances in medical education and practice, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed.
- Creation and Implementation of an EMS Elective for Final-Year Medical Students: A 5-year Evaluation.The western journal of emergency medicine · 2025Article
- Student Performance on Course Objectives in a First-Year Medical School Foundational Science Course Correlate with USMLE Step 1 Scores.Advances in medical education and practice · 2023Article
- Emergency Medical Technician Training in Medical School on Preparation for Required National Board Exams and Clerkship Rotations: Results from a Student Survey.Advances in medical education and practice · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Medical education seeks to develop active methods of learning in addition to skills for patient interaction. With this in mind, the University of South Carolina (UofSC) School of Medicine Greenville developed a curriculum with an integrated emergency medical technician (EMT) certification course designed to provide a meaningful clinical experience for students; however, no data exists on whether this type of course influences a student's decision to apply to or attend a medical school and how such a course affects the transition to the medical school environment. The purpose of this study was to determine if an EMT course, as part of the medical school curriculum, influences students' decision to apply and attend a particular medical school and if this course influences students' transition to medical school while providing awareness of patients' lives and circumstances. Methods: A voluntary anonymous survey was distributed in Spring 2019 to first-, second-, third-, and fourth- year medical students at the UofSC School of Medicine Greenville. Response rates were 68.5%, 66.3%, 55.2%, and 56.9%, respectively. Results: Forty-three percent of students agreed/strongly agreed that the EMT course at UofSC School of Medicine Greenville factored into their decision to apply while 52% of students agreed/strongly agreed that it factored into their decision to attend. Students agreed/strongly agreed (82%) that the program helped with medical school transition. Ninety-one percent of students reported that EMT experiences increased awareness of patients' lives and circumstances. Conclusion: Students felt an EMT certification course at the beginning of the first year helped with the transition to medical school and increased awareness of patients' lives and circumstances.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.