Problem-Based Learning and Use of Higher-Order Thinking by Emergency Medical Technicians

Emergency Medical Technicians (EMTs) often handle chaotic life-and-death situations that require higher-order thinking skills. Improving the pass rate of EMT students depends on many factors, including the use of proven and effective teaching methods. Results from recent research about effective teaching have suggested that the instructional techniques of Problem-Based Learning (PBL) improve higher-order thinking skills for learners in several medical professions. The problem that is motivating this study is the lack of properly controlled research concerning the potential of PBL instructional techniques to enhance higher-order thinking skills in EMT learners and to increase pass rates on EMT final examinations. The purpose of this quantitative quasi-experimental research project was to explore whether the addition of PBL instructional techniques could improve student course performance and higher-order thinking skills among EMT learners in northern Texas from pretest to posttest. The EMT learners were enrolled in two separate EMT courses that contained the same amount of content but that differed in type of content: One course received the traditional curriculum with 4 PBL lessons, and the other course received the traditional curriculum only. Seventy-six EMT learners participated in the project. The aim of the research was to determine whether PBL could enhance higher-order thinking or increase posttest scores. Results revealed that PBL did not predict higher-order thinking (p =.249) or increase test scores (p =.483). However, one learning strategy did change: PBL participants reported using the rehearsal learning strategy less at posttest (p =.025). Females, when compared to males, used the elaboration learning strategy more at posttest ( p =.009). Future research should explore the rehearsal change that was observed after 4 PBL lessons. EMT curriculum should include more PBL lessons to determine if continuous PBL exposure facilitates higher-order thinking. The gender-related finding deserves more exploration to determine why females used the elaboration learning strategy more at posttest than did males after each respective course.