Andrew Stevens, Joseph S. Turner, Colin A. Meyer, Megan D. Soultz, Leon H. Bell, Dylan D. Cooper
International Paramedic Practice, Vol. 6, Iss. 2, 07 Jun 2016, pp 45 - 48

Introduction: Even though patient handoffs are at high risk for errors and
adverse events, there is not a standardised approach to how these should
be taught to paramedic students. The goal of this study was to evaluate the
feasibility and effectiveness of implementing a lecture-based training involving
the IMIST-AMBO mnemonic in paramedic education.

Methods: Paramedic students were randomised into a control group of standard
national paramedicine curriculum and an intervention group who received
an additional EMS patient handover lecture including IMIST-AMBO protocol.
Outcomes were measured through simulation exercises, with learners randomised
to either a low-fidelity tabletop or high-fidelity mannequin-based session.

Results: There were three paramedic student teams in each arm of the study. There were
no statistical differences in the reporting of any of the IMIST-AMBO components or the
total number reported between the control and the intervention group. The intervention
group took significantly longer to give their patient handoff: 78.2 s versus 49.2 s.

Discussions: The formal education on patient handoffs was successfully
implemented. There was a trend toward more data being reported in the
intervention group but this came at the cost of a significantly longer report.

Conclusions: We were able to successfully implement formal education on
patient handoffs but the small size of the study limited the ability to evaluate its
effectiveness. Patient handoffs are a high-risk area in medicine and more studies are
needed to determine the most effective way to teach this to paramedic students

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