Higher Education in the United States’ Emergency Medical Services: A Phenomenological Study

Abstract

The United States has seen an increase in the expectations of services and an enhanced interprofessional nature placed upon emergency medical services (EMS) providers. The changes have occurred without a corresponding expansion in education, requiring a postsecondary degree to enable EMS providers to be more prepared and recognized as an integral member of the allied healthcare team. Uncertainty exists as to whether a postsecondary degree requirement can prepare an EMS provider for expanding the expectations while increasing recognition as an integral member of the allied healthcare team. There is a gap in the literature related to the influence of higher education on the EMS provider and profession. Psychological behaviorism, servant leadership, role identity theory, and sense of community theory provided the theoretical framework for the phenomenological research study with the purpose of providing perspectives on the influence a required postsecondary degree would have on EMS provider preparedness, recognition as a member of the allied healthcare team, and the parity between EMS providers and other members of the allied healthcare team. A questionnaire was sent to four state-level EMS agencies having experience with community paramedicine forming five strata based on the primary role of the participants. Data gathered were processed using effective first cycle coding and focus second cycle coding methodologies. Results from the study may have significance for the EMS profession and the community by influencing EMS educational requirements, professional identity, and services provided.