Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Adult, Career, and Higher Education

Major Professor

Kathleen King, Ed.D

Committee Member

Donald A. Dellow, Ed.D.

Committee Member

Michael Gonzalez, Ph.D.

Committee Member

William H. Young, III, Ed.D.


admissions, correlation, emergency medical education, personality


No universal approach for application procedures has been established for paramedic curriculum programs. The field of pre-hospital, Emergency Medical Services (EMS) has evolved quickly from its inception to present date. The educational components of EMS are still in their infancy and lack evidence-based protocols (Drees, 2006). Predicting success in an allied health program typically concentrates on some type of academic instrument. The use of personality inventories has been underexplored; however, literature reveals they may be more reliable in determining academic and employment success compared with other non-cognitive tools (Groves, Gordon, & Ryan, 2007; Marrin et al., 2004; McManus & Richards, 1986; Sadler, 2003).

The purpose of this study was to explore the relationship of affective domains to cognitive scores in entrance and exit examinations of paramedic students (Fisdap, 2013). Comparing the results of affective domains to areas of cognition should enable administrators in pre-hospital health care systems to make admission recommendations based on evidence-based research rather than intuition. Identifying the candidates who have a higher potential of success for completing an academic program and the possibility of contributing to the profession is necessary for the advancement of emergency medical service programs.

A quantitative, retrospective study using data collected by Fisdap® was used to test four separate research questions. The general premise of the four research questions can be combined by asking: Is there a relationship between selected affective domains and the sub-categories and totals of an entrance and comprehensive exam?

Pearson product-moment correlation coefficients were used for data analysis in all four research questions. As was analyzed through Pearson correlations, the selected affective domains did not show any statistically significant relationship to any of the cognitive portions of the EE or the PRE3. However, an additional multiple regression concluded that the EE positively predict the PRE3.

This research project was the first to explore the relationship of affective domains and cognitive ability in paramedic students. Although no statistically significant data for the four proposed research questions was reportable, future publications from this project will assist administrators and educators associated with emergency medical education.