Communication Strategies and Our Learners

Paramedics' experiences of barriers to, and enablers of, responding to suspected or confirmed COVID-19 cases: a qualitative study

BACKGROUND

Paramedics' work, even pre-pandemic, can be confronting and dangerous. As pandemics add extra stressors, the study explored paramedics' lived experience of the barriers to, and enablers of, responding to suspected or confirmed Coronavirus Disease 2019 (COVID-19) cases.

METHODS

This exploratory-descriptive qualitative study used semi-structured interviews to investigate Queensland metropolitan paramedics' experiences of responding to cases during the COVID-19 pandemic. Interview transcripts were analysed using thematic analysis. Registered Paramedics were recruited by criterion sampling of staff who experienced the COVID-19 pandemic as active officers.

RESULTS

Nine registered paramedics participated. Five themes emerged: communication, fear and risk, work-related protective factors, leadership, and change. Unique barriers included impacts on effective communication due to the mobile nature of paramedicine, inconsistent policies/procedures between different healthcare facilities, dispatch of incorrect information to paramedics, assisting people to navigate the changing healthcare system, and wearing personal protective equipment in hot, humid environments. A lower perceived risk from COVID-19, and increased empathy after recovering from COVID-19 were unique enablers.

CONCLUSIONS

This study uncovered barriers and enablers to attending suspected or confirmed COVID-19 cases unique to paramedicine, often stemming from the mobile nature of prehospital care, and identifies the need for further research in paramedicine post-pandemic to better understand how paramedics can be supported during public health emergencies to ensure uninterrupted ambulance service delivery.

Moderating Role of Communication Competence in the Association between Professionalism and Job Satisfaction in Korean Millennial and Generation Z Nurses: A Cross-Sectional Study

Millennial and Generation Z (MZ generation) nurses, the core of the Republic of Korean nursing workforce, are leaving hospitals. We, therefore, aimed to determine the mediating role of communication competence between nursing professionalism and job satisfaction of MZ generation nurses in Republic of Korea. A total of 188 nurses aged 20-39 years belonging to the MZ generation, who had been working in a general hospital for over six months, participated in an online survey from 27 October 2022 to 11 January 2023. Data analysis was conducted using the bootstrapping method with the SPSS PROCESS macro program to confirm the mediating role of communication competence. Job satisfaction, professionalism, and communication skills were significantly positively correlated (r = 0.36-0.72, p < 0.001). Communication competence was found to be a mediating factor in the relationship between professionalism and job satisfaction. The results showed that when professionalism related to job satisfaction, good communication further enhanced job satisfaction. In order to enhance MZ generation nurses' job satisfaction, it is necessary to improve nursing professionalism and implement training programs to improve communication skills considering generation-specific characteristics.

Virtual Interviewing for Radiology Residency: Pluses, Minuses, and A Review of the Literature

This article reviews current medical literature to assess the benefits and drawbacks of virtual interviews for radiology residencies as well as the downstream effects of these changes, best practices, and potential future recruitment methods. Topics covered include the effects of remote recruitment in promoting accessibility and applicant diversity and equality as well as fiscal, environmental, and time savings in combination with technical challenges, the complications of over application, challenges in assessment of program culture and location, impact on morale, and hidden financial and emotional costs. Learnings from other medical specialties are highlighted in addition to the process of signaling, guidelines for conducting and participating in virtual interviews, and matters for future consideration.

The Kids Are Alright: a New Generation of Educators

Generational theory states that as a result of experiencing the same life-altering, world-wide events at key developmental ages, individuals of a given generation share unique perspectives, values, and traits compared to other generations as reported by Johnson and Romanello (Nurse Educ. 30(5):212-216, 2005) and Howe and Strauss 2000. Thus, while individual variation still exists, generational theory can be used as a tool to predict individual behavior and capitalize on shared traits in the workplace or educational setting. The millennial generation, born between 1981 and 1996, has previously been negatively perceived; however, application of generational theory can allow for a reshaping of public perception. For example, there now exists ample research, both within and outside of medical education, on how to take advantage of typical traits of the millennial student to maximize their learning, such as Twenge (Med Educ. 43(5):398-405, 2009), Eckleberry-Hunt and Tucciarone (J Grad Med Educ. 3(4):458-461, 2011), and Nicholas (Int J Learn Annu Rev. 15(6):27-34, 2008). As the cohort ages, the focus has shifted to helping millennials reach their full potential as employees. However, due to intensive and lengthy training required, medicine is only now seeing the first cohort of millennials entering the workforce as faculty physicians. As such, academic medicine is seeing millennials move from the learner role into that of the teacher. Thus far, the influence of the shared generational characteristics on their success and challenges as clinician educators and educational leaders is novel and has not been explored in the literature. By overlaying generational theory on Srinivasan et al.'s (Acad Med. 86(10):1211-1220, 2011) proposed six competencies for medical educators, we predict the strengths and challenges of millennial medical educators and hypothesize on the impact this generation may have on academic medicine.