A Comparative Study of The Emergency Paramedic Medicine Program in Iran and Greenwich University in England

Universities of medical sciences play an essential role by training healthcare forces, including prehospital staffs, have significant role in delivery healthcare services. In this regard, the educational system and curriculum should be designed based on the needs of clients and in accordance with scientific criteria. Comparison of curricula can help to improve the quality of the educational program. Therefore, this research was conducted with the aim of comparing the BSc emergency medicine degree program in Iran and the University of Greenwich, England.

The present research was carried out in a descriptive-comparative way. The required information through internet search and with a review of the BSc emergency medicine in Iran and the university Greenwich England was obtained and then Based on the Brady model, two educational programs were compared in four stages: description, interpretation, juxtaposition and comparison.

In Iran, the criteria for entering the field is to have a basic degree and to participate in the exam and face-to-face interview. At the University of Greenwich, face-to-face interview and presentation of documents are considered criteria for entering the field. The program of both universities has a clear mission, vision and goals. The study period in Iran is 4 years and there are a total of 130 units and each unit is considered equal to 17 hours. At the University of Greenwich, the 3-year course has a total of 360 units and each unit is equal to 10 hours. In addition to basic, specialized topics, practical and clinical skills, the University of Greenwich educational program pays more attention to personal communication, management skills and professional regulations.

The general aspects of recruiting and training volunteers are too similar in the two compared areas . Using the experiences of the University of Greenwich educational program, including a holistic approach, strengthening individual and organizational communication, becoming more familiar with professional roles and regulations, strengthening online education, emphasizing car driving skills and self-empowerment can help to develop professional competency and at last lead to high Quality of care.