Table 1 Pre- versus post-intervention video presentation scores (n = 10) of Indian paramedic trainees participating in a 6-day leadership curriculum in July 2013 Presentation skill Pre-curriculum mean (± s.d).
Table 2 Self-perceived non-technical skill aptitude of Indian paramedic trainees (n = 37) participating in a 6-day leadership curriculum in July 2013 Self reported improvement Pre-curriculum mean (± s.d).
*4 residents with data not available at pre-curriculum.
Paired t-tests were used to assess the impact of the curriculum at the three time points: a) post-curriculum to pre-curriculum; b) post-project curriculum to pre-curriculum and c) post-project curriculum to post-curriculum.
The pre-test version was administered to all PGY-1 residents prior to implementation of the curriculum (pre-curriculum), whereas the post-test version was administered post-curriculum.
At post-project curriculum, QIKAT scores improved further to 10.7 (difference from pre-curriculum 2.4, 95% CI (1.89, 2.91); p-value: <0.001 from baseline).
To evaluate the short-term effects of the curriculum, participants' pre-curriculum test results were compared to participants' post-curriculum test results.
Objective assessment of QI knowledge using the QIKAT found that average individual scores increased significantly from 8.3 out of 15 (Standard Deviation [SD] 2.5) at pre-curriculum to 10.1 out of 15 (SD 2.3) post-curriculum (difference from pre-curriculum 1.9, 95% Confidence Interval [CI] (1.39, 2.32); p-value: <0.001).
To compare the distribution of categorical variables across the pre-curriculum, post-curriculum and post-project curriculum time points, we used the Friedman test, which accounted for the multiple measurements from a resident.
At the pre-curriculum stage, the satisfaction index increased from 56.4% to 69.2% at the post-curriculum stage (p-value: 0.002), and to 72.2% at post-project curriculum (p-value: 0.005 from baseline), as demonstrated in Figure 1.
There were no significant changes in either the quantity or quality of clinical questions that participants generated in response to the clinical cases (mean number of questions per subject: pre-curriculum 3.6 versus 3.1 post-curriculum, p = 0.05).
