Authors: Edward Oliphant, BA, NRP Santa Fe Community College; Logan Smestad, BA, NRP University of Minnesota Medical School; Jackson D. Déziel, PhD, MPA, NRP Western Carolina University

Objective: Continued growth in Emergency Medical Services (EMS) has driven ever-increasing demand for educational training. Thus, EMS programs must utilize effective pre-course evaluative tools to identify candidates most likely to be successful and those who may require additional support. This study evaluates the use of the Fisdap EMT Entrance Assessment (EMTEA) as a valid predictive tool on the summative EMT Readiness Exam 2.0 (ERE2).

Methods: A retrospective analysis of EMTEA and ERE2 exams was performed utilizing Fisdap educational data. EMTEA scores and exam subcategory scores (Math, Anatomy and Physiology, Medical Terminology, and Biology) were tested for predictive validity on the ERE2. Multivariate linear regression analyses were conducted using robust standard errors and controlling for potential confounders.

Results: A sample of 134 EMT students were included for analysis. Higher scores on the EMTEA were positively correlated with higher scores on the ERE2 (: 0.290, p<0.0001). Higher scores in the domains of Math (: 0.092, p=0.006), Anatomy and Physiology (: 0.158, p<0.001), and Medical Terminology (: 0.133, p=0.001) on the EMTEA were also positively correlated with performance on the ERE2. Scores in the Biology domain within the EMTEA were not predictive for overall ERE2 score.

Conclusion: As the demand for placement into EMS courses increases, educators must carefully assess the potential readiness of incoming students. The results of this study demonstrate a need for thorough consideration of a pre-course entrance assessment. This will not only ensure student preparedness but will also help dictate EMT program resource needs necessary to provide for ultimate student success.