Launching online education for 911 telecommunicators and EMS personnel: Experiences from the North Carolina rapid response to stroke project

Lellis, Julie C., Brice, Jane H., Evenson, Kelly R., Rosamond, Wayne D., Kingdon, David and Morris, Dexter L. (2007) Launching online education for 911 telecommunicators and EMS personnel: Experiences from the North Carolina rapid response to stroke project. Prehospital Emergency Care, 11 (3), 298-306. (doi:10.1080/10903120701348222).

Abstract

Objective. We describe the development and implementation of the North Carolina Rapid Response to Stroke (NCRRS) project—a community-based online education project developed for 911 telecommunicators and EMS personnel.

Methods. Two online courses, one for 911 telecommunicators and one for EMS personnel, were designed to provide timely and accessible continuing education on stroke assessment and care. Eight county-based emergency management systems, representing 15 agencies, were recruited for participation in a 4-month trial of the online courses in 2003. A total of 150 telecommunicators and 208 EMS personnel completed the courses.

Results. Results showed high levels of participant satisfaction with the program and improvements in posttest scores; agency leaders also provided positive feedback on the project. Motivators to complete the education identified by participants included peers, agency support, and materials provided by the NCRRS project. Courses were revised on the basis of feedback and successfully sustained online through August 2006, providing free stroke education for almost 1,000 additional 911 telecommunicators and EMS personnel in North Carolina.

Conclusions. We describe the process of development and implementation that ensured project success. The results of this study show the need for and value of online stroke education for emergency services personnel and describe the challenges of developing and implementing online continuing education for this population. Similar education programs should be developed. Programs should incorporate comprehensive recruitment programs and community-based networks that sustain interest and promote full participation in educational offerings.

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