Undergraduate paramedic students cannot do drug calculations

作     者：Kathryn Eastwood Malcolm J Boyle Brett Williams 

作者机构：Department of Community Emergency Health and Paramedic PracticeMonash UniversityFrankston 3199VictoriaAustralia 

出 版 物：《World Journal of Emergency Medicine》 (世界急诊医学杂志（英文）)

年 卷 期：2012年第3卷第3期

页      面：221-226页

学科分类：1011[医学-护理学（可授医学、理学学位）] 10[医学] 

主　　题：Emergency medical technician Education Medication errors Safety management 

摘      要：Previous investigation of drug calculation skills of qualified paramedics has highlighted poor mathematical ability with no published studies having been undertaken on undergraduate paramedics. There are three major error classifications. Conceptual errors involve an inability to formulate an equation from information given, arithmetical errors involve an inability to operate a given equation, and finally computation errors are simple errors of addition, subtraction, division and multiplication. The objective of this study was to determine if undergraduate paramedics at a large Australia university could accurately perform common drug calculations and basic mathematical equations normally required in the workplace. A cross-sectional study methodology using a paper-based questionnaire was administered to undergraduate paramedic students to collect demographical data, student attitudes regarding their drug calculation performance, and answers to a series of basic mathematical and drug calculation questions. Ethics approval was granted. The mean score of correct answers was 39.5% with one student scoring 100%, 3.3% of students （n=3） scoring greater than 90%, and 63% （n=58） scoring 50% or less, despite 62% （n=57） of the students stating they ＇did not have any drug calculations issues＇. On average those who completed a minimum of year 12 Specialist Maths achieved scores over 50%. Conceptual errors made up 48.5%, arithmetical 31.1 % and computational 17.4%. This study suggests undergraduate paramedics have deficiencies in performing accurate calculations, with conceptual errors indicating a fundamental lack of mathematical understanding. The results suggest an unacceptable level of mathematical competence to practice safely in the unpredictable prehospital environment.