Building Personal Resilience in Primary Care Paramedic Students, and Subsequent Skill Decay
Bibliographic record
Abstract
Introduction Paramedics are routinely exposed to traumatic incidents that include physical injuries; these events may manifest into psychosocial injury. Proactive and preventive measures have the potential to mitigate the negative impact of exposure to traumatic events. Enhancing an individual's capacity to effectively manage stressful/adverse life events through an online resilience resource (ORR) offers a promising option for paramedics. The aim of this study is to investigate the initial impact of an ORR on resilience and to explore the potential skill decay following this self-guided online resource among pre-employment paramedic trainees. Methods Through a repeated measures design, 227 primary care paramedics from British Columbia, Canada completed a baseline resilience assessment and ORR. A subset of participants completed follow-up resilience assessments at 3 to 6 month or 9-month intervals. Results Between the baseline and 3-month follow-up tests, results indicate that self-report resilience scores showed a slight improvement. However, as time increased to 6 or 9 months, a statistically significant decrease in resilience scores in comparison to the baseline was observed. Conclusion This study presents evidence to suggest that an educational tool such as an online self-paced training program for building resilience may be an effective strategy for improving short-term personal resilience among primary care paramedic students. Given the gradual skill decay associated with an ORR, we can highlight the temporal limits of resilience training. Developing additional resilience training programs to be delivered throughout students’ pre-employment education may help reduce skill decay.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".