Abstract
INTRODUCTION: : An effective Emergency Medical Service (EMS) depends on a well-functioning Emergency Medical Dispatch (EMD), which influences response times, resource allocation, and patient outcomes. Competent EMD staff are essential for gathering information, making rapid decisions, dispatching resources, and providing life-saving pre-arrival instructions. While high-income countries use standardized computer-aided dispatch systems, many low- and middle-income countries (LMICs), including South Africa, lack such systems and rely on staff competencies. This scoping review sought to identify the competencies for EMD staff. METHODS: : We searched the international literature using the keywords "Emergency Medical Service"; "EMS call centre"; "competencies" and their synonyms. Two reviewers independently reviewed the identified articles. The articles were tabled highlighting findings focused on EMD system requirements; EMD staff competency requirements; education and training for EMD staff. RESULTS: : Among the 35 articles identified, five (14%) originated from LMICs with no articles specifically addressing the competency requirements for staff working in an EMD. A total of 16 (46%) studies highlighted the need for qualified staff (nurses, physicians and paramedics). The use of computer aided dispatch and Medical Priority Dispatch System in an EMD was identified in 13 (37%). The review of existing programs identified eight EMD programs emphasizing effective interview and communication skills, use of technology, medical terminology, first aid, stress management, resource allocation, effective reporting and feedback. Literature showed a renewed interest in EMD research within the last 5 years, particularly in LMICs where EMS are poorly developed. DISCUSSION: : The scoping review highlighted a lack of evidence on the competencies and performance needs of EMD staff. While key skills such as information gathering, decision-making, and resource allocation are recognized, further research is needed to define core competencies and develop context-appropriate training, especially in LMICs where such evidence is scarce.