Perceived Barriers to Participation in Emergency Medical Services Research
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Abstract
Background: Research is essential to guide evidence-based practice in emergency medical services (EMS), but the barriers to performing EMS research remain poorly characterized. Therefore, this study aimed to identify barriers to EMS research participation using a survey of collegiate EMS affiliates.
Materials and Methods: The mixed methods cross-sectional survey was distributed virtually through the National Collegiate Emergency Medical Services Foundation’s social media. Questions were multiple choice and free-text and asked about participants’ training background, demographics, and perspectives on EMS research. Results were stratified by respondents’ prior EMS research experience and compared via a Chi-Square test.
Results: Seventy responses were included. Mean age was 32±12 years. The population was predominantly male (60.9%) and white (86.8%). Educational levels and professional certifications were most commonly bachelor’s degrees (56.5%) and EMT (38.6%), respectively. Thirty (43.5%) participants reported EMS research experience. Those with prior EMS involvement reported easier access to EMS research (p=0.008). Value of EMS research (p=0.56), barriers to participation (p=0.50), and resources to increase involvement (p=0.66) for EMS research were similar between groups. Open-ended responses on barriers to research revealed three themes: lack of research experience, temporal/financial limitations, and insufficient institutional support. Among those without EMS research experience, 91.2% reported interest in pursuing EMS research. In free-text responses, participants characterized current gaps in EMS research and offered solutions.
Conclusions: The most common barriers to EMS research were lack of research experience, financial/temporal difficulties, and insufficient institutional support. Understanding these barriers guides solutions such as structured research education for EMS providers, EMS research fellowships, and team-centered research approaches.
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