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participate primarily an educational role. Durbin and Fazio reviewed the use and
educational value associated with residents on transport. If residents or fellows
are used in more than an educational role, they must bring a skill set to the
transport environment that is additive and complementary to the other team
members, and equals or exceeds that of those who could take their place. If the
resident cannot function as a full member of the team (and has replaced someone
who could), reassessment of personnel configurations is indicated.
In addition to the personnel already described, transport teams usually include
drivers or pilots who may have no role in providing patient care, or who may
assist the other personnel in a limited fashion. Communication specialists and/or
communication specialist nurses may be employed as part of the team’s call
receipt and dispatch process. Finally, all transport teams should have a clearly
identified supervisory medical director(s) and appropriate medical control
physicians who involved with the supervision of every transport.

Education and Training
Transport teams must ensure that their members, regardless of background and
previous education/experience, are competent in all procedural and patient care
skills that may be required of them during transport. Such extensive training
usually includes a didactic component, a skills segment, and rotations through
various clinical care areas. Important educational considerations are the resources
of both time and money available to devote to training and maintaining
competencies for team members. If clinical training time is limited, the transport
team must consider hiring staff already well trained in assessment, advanced
skills, and procedures. For instance, a neonatal team could hire neonatal advanced
practice providers (e.g., nurse practitioners). However, when transport teams do
not have the opportunity to hire previously trained personnel, those teams need to
devote significant time and resources to training team members. The amount of
time necessary varies with the team’s mission and its customary personnel
composition. A team with a well-defined scope of practice, such as neonatal
transport, could employ experienced neonatal nurses. In this circumstance, only

those additional skills that are new to the team members need to be added,
although competency in all expected cognitive and technical skills need to be
assured. Likewise, if a team includes a critical care physician, other team
members may not need to learn advanced skills such as tracheal intubation.
However, skill acquisition is only the beginning; rarely used skill competency
quickly dissipates, so a process for skill maintenance must be established.
Furthermore, as in all areas of medical practice, the knowledge base required for
Transport Medicine is constantly changing, making continuing medical education