129 Questions
What organization collaborated to design an instructor preparation curriculum for EMS educators?
National Association of EMS Educators (NAEMSE)
Who participated in drafting the curriculum for EMS educators?
Representatives of professional organizations, administrative groups, accreditation agencies, and state education agencies
What is the purpose of the curriculum designed for EMS educators?
To effectively teach adult learners who populate the EMS classroom
Which organization was NOT included in the NAEMSE task force for the National Guidelines for Educating EMS Instructors?
ACEP
What is the main focus of the curriculum for educating EMS instructors?
Establishing a unified approach to preparing and certifying professional educators
What does the curriculum acknowledge about EMS educators?
Their diverse settings and educational backgrounds
What does the curriculum align with, according to the text?
The EMS Education Agenda for the Future
What is the intended purpose of the curriculum?
To stimulate dialogue among EMS education stakeholders
Who led the NAEMSE task force for the National Guidelines for Educating EMS Instructors?
Judith A. Ruple and Angel Clark Burba
What is the ultimate goal of the National Guidelines for Educating EMS Instructors?
To provide the highest level of quality patient care through improved EMS education
Who were included in the NAEMSE task force, in addition to prominent EMS organizations?
Expert writers, project administrators, and representatives from EMS and educational institutions
What is the document intended to be used as?
A resource for state and local EMS agencies and educational institutions
What may the document be used for?
Revisiting state standards for training and licensing of new EMS educators
What does the curriculum emphasize in terms of skills?
High-level cognition and problem-solving skills
What is the curriculum's focus in terms of patient care?
Providing the highest level of quality patient care
What does the curriculum for EMS educators emphasize?
Commitment to the needs of adult learners, subject knowledge, managing the learning environment, and continual improvement in the EMS education system
What is the curriculum for EMS educators based on?
Six consensus points defining professional attributes and skills for EMS educators
What does the curriculum provide flexibility for?
End users to determine the level of assessment, focusing on outcomes rather than inputs or procedures
What kind of practices must the entry-level EMS educator engage in?
Learner-centered, outcome-based practices articulated by the curriculum
What was used as the basis for exploring what entry-level EMS educators should know?
Historical documents, adult education texts, and survey information
What does the curriculum aim to provide for EMS educators?
A solid foundation for building and developing teaching skills, leading to higher levels of expertise
What does the curriculum describe in line with the EMS Education Agenda for the Future?
What EMS educators should know and be able to do
What does the Professional Attributes and Skills Set Criteria do throughout the curriculum?
Permeates throughout the curriculum, with an instructional matrix provided for assistance
What did the task force consider in relation to EMS educators?
Distinguishing between entry-level and master EMS educators, with increasing sophistication and requirements for entry into the profession
What should successful completion of the instructor course prepare participants for?
Practice responsibly as an entry-level EMS instructor
What is important for ethical practice, communication, and assessment methods in EMS education?
The shared body of knowledge
What does the curriculum emphasize in terms of assessment?
Focusing on outcomes rather than inputs or procedures
What is the focus of differentiating between entry-level and advanced EMS educators according to the guidelines?
Application of knowledge
What is the expectation from advanced level EMS educators?
Handle more complex teaching environments and individual learner needs
What is the primary requirement for entry-level EMS instructors according to the guidelines?
Knowledge of resources needed to develop skills
When was the draft curriculum distributed to the task force for review?
July 2001
Where was the pilot program conducted in April 2002?
Portland, Oregon
What model of education was the pilot program based on?
Constructivist model
What do the guidelines recommend for entry-level EMS educators' academic study and clinical experience?
At least one level higher than the provider they intend to instruct
What is a recommended activity for preparing EMS educators according to the guidelines?
Supervised teaching internship
What is the potential for future national instructor credentialing process according to the guidelines?
Potential for future national instructor credentialing process
What is the focus of the curriculum designed for EMS instructors?
Both developing entry-level instructors and improving expert educators' performance
What was the mode of distribution for the curriculum after the task force review?
Public posting on NAEMSE website for national peer review
What are the prerequisites for attending the EMS instructor program based on according to the guidelines?
Program-specific, local and state requirements, and area of specialization
What is the emphasis of the EMS Education Agenda for the Future?
Tying national program accreditation and national EMS certification together
Why has national consensus on educational issues been limited?
Significant variability in the current EMS education system
What is the mission of NAEMSE?
To promote EMS education and develop educational resources
What did NAEMSE revise in cooperation with NHTSA and HRSA in 2001?
The EMS Instructor Training Program
What does the foundation of the EMS educational system heavily rely on?
The concept that a 'good clinician' is a 'good teacher'
What does the body of knowledge outlined by the task force intend to cut across in EMS education?
Specialty areas
What was the goal of the task force regarding the EMS Instructor Training Program?
To revise the course based on sound educational standards
What does the National Guidelines emphasize the need to tie together?
National program accreditation and national EMS certification
What does the National Association of EMS Educators believe in developing?
Performance-based standards and assessment strategies for EMS educators
What does restructuring EMS education involve?
Redefining the mission of EMS education programs and the scope of work for EMS educators
What did the task force articulate standards for?
A common body of teaching knowledge and skills for entry-level instructors
What does national certification and program accreditation support for EMS students?
Better preparedness
What is the psychomotor goal for Module 2 in the National Guidelines for Educating EMS Instructors?
Demonstrating physical skills related to EMS instruction
What is one of the emphasized values for EMS instructors in the module?
Understanding the evolving nature of EMS subject matter
What is the primary source for information concerning EMS instructor education?
National EMS Education and Practice Blue Print
What is one of the defined terms in the module?
Cohort
What is one of the professional attributes and skill sets for EMS instructors?
Continuous learning and professional discourse
What is one of the outlined goals for EMS educators?
Understanding the central concepts of EMS discipline
What is one of the expectations from EMS instructors?
Effectively using multiple representations and explanations of concepts
What is the main focus of the module for EMS instructors?
Understanding the importance of the teacher-student relationship
What is one of the secondary sources of information on education for EMS instructors?
Academic settings
What is one of the emphasized values for EMS instructors in the module?
Providing fair, timely, and constructive feedback to students
What is one of the professional attributes and skill sets for EMS instructors?
Creating meaningful learning experiences for adult learners
What is one of the defined terms in the module?
Primary instructor
What is one of the defined terms in the module?
Event
What is the main focus of the National Guidelines for Educating EMS Instructors?
Developing specific professional attributes and skills for EMS educators
What are affective goals as per the guidelines?
Valuing critical thinking, independent problem solving, and flexibility in teaching processes
What are performance outcomes according to the guidelines?
Using learning goals to guide teaching strategies and engaging adult learners in active learning opportunities
What is crucial for fostering active inquiry and collaboration in the classroom according to the guidelines?
Effective verbal, nonverbal, and media communication techniques
What should educators plan instruction based on according to the guidelines?
Their knowledge of subject matter, the attributes of adult learners, and curriculum goals
What are educators responsible for creating according to the guidelines?
A learning setting where adult learners assume responsibility for themselves and each other
What should educators understand to create a positive learning environment according to the guidelines?
Individual and group motivation and behavior
What is emphasized as crucial for EMS educators according to the guidelines?
Competence in learning theory, subject matter, and curriculum development processes
What is expected from educators in terms of using resources and materials in teaching according to the guidelines?
Using a variety of resources and materials, including audio-visual technologies, texts, and reference books
What is the focus of the guidelines in terms of creating a learning setting for adult learners?
Assuming responsibility for themselves and each other
What should educators be responsible for according to the guidelines?
Creating a positive classroom climate
What is crucial for educators to be competent in according to the guidelines?
Learning theory, subject matter, and curriculum development processes
What is a key professional attribute for EMS instructors according to the text?
Valuing both short and long-term planning
What does the text emphasize about learning experiences provided by EMS instructors?
They should be relevant to learners and activate prior knowledge
What is a recommended strategy for evaluating learner development according to the text?
Using formative and summative strategies with formal and informal techniques
What does the text recommend in terms of fostering relationships for EMS instructors?
Fostering relationships with EMS colleagues and agencies to support student learning and well-being
What is a key attribute that EMS instructors should value according to the text?
High-level thinking and self-directed learning
What is a key understanding that EMS instructors should have about adult learners' environment outside of school?
How factors outside of school can impact adult learners' learning
What does the text recommend in terms of professional development for EMS instructors?
Actively seeking out professional literature, colleagues, and other resources
What does the text emphasize about the EMS educational program?
Understanding it as an organization within the larger EMS community
What does the text recommend in terms of recognizing and addressing variations in learning styles and performance modes?
Planning for learning opportunities that recognize and address variations
What does the text recommend in terms of using assessment techniques for evaluating adult learners' progress and performances?
Using a variety of formal and informal assessment techniques
What does the text recommend in terms of adjusting instructional delivery methods for EMS instructors?
Instructing based on student responses and performances, adjusting instructional delivery methods accordingly
What is a key attribute that EMS instructors should value according to the text?
Values high-level thinking and self-directed learning
What is an essential affective goal for EMS educators according to the text?
Encouraging self-confidence and competence in learners
What is a requirement for EMS educators in terms of instructional strategies?
Using a variety of instructional strategies to encourage high-level thinking skills
What is an expectation from EMS educators regarding adult learners?
Understanding how adult students learn and providing learning opportunities that support their intellectual, professional, and personal development
What is an essential attribute for EMS educators according to the text?
Appreciating and valuing human diversity
What is an important aspect of curriculum development for EMS educators?
Developing and using curricula that encourage adult learners to see, question, and interpret ideas and subject matter from diverse perspectives
What is an expectation from EMS educators in terms of adult learners' learning styles?
Creating instructional opportunities that can be adapted to diverse learning styles and situations
What is an essential requirement for EMS educators regarding instructional materials and resources?
Understanding how to enhance learning through a wide variety of materials and resources
What is a key requirement for EMS educators in terms of adult learners' prior knowledge?
Stimulating student reflection on prior knowledge and making connections to learners’ experiences
What is an essential aspect of understanding adult learners for EMS educators?
Understanding how adult learners differ in their approaches to learning
What is a key expectation from EMS educators in terms of adult learners' learning levels?
Being cognizant of the cognitive, affective, and psychomotor domains of learning and considering the levels of readiness in learning
What is an essential requirement for EMS educators in terms of adult learners' development?
Providing learning opportunities that support their intellectual, professional, and personal development
What is the main focus of Module 6 in the National Guidelines for Educating EMS Instructors?
Creating a positive learning environment
What is the cognitive goal 6.3 in Module 6 of the National Guidelines for Educating EMS Instructors?
Identify unacceptable student behaviors
What is the affective goal 6.2 in Module 6 of the National Guidelines for Educating EMS Instructors?
Act as a role model for the positive behaviors expected in the classroom setting
What is the psychomotor goal 6.2 in Module 6 of the National Guidelines for Educating EMS Instructors?
Role-play effective methods of engaging students in the learning process
What is a key consideration for setting up activity stations in the learning environment?
Maintaining adequate room between stations for movement and noise reduction
What is an aspect of student engagement in the learning environment?
Balancing between monitoring activity and allowing student-directed learning
What is the recommended approach for managing conflicts in the classroom?
Using progressive discipline principles and encouraging self-policing
What is the primary purpose of reviewing rules periodically in the classroom?
To correct minor behavior discrepancies without confrontation
What is the recommended design element for the physical classroom space?
Adequate size and good environmental controls
What is the primary characteristic of lecture style classroom arrangement?
Teacher-centered and optimal for giving out information to the whole class
What is the main feature of theater style classroom arrangement?
Teacher-centered, with desks arranged in a half-circle around the instructor
What is the purpose of circle, square, or rectangle with an open center classroom arrangement?
Encourages large group participation and discussion
What is the recommended approach for arranging the classroom space for large group participation and discussion?
Individual workstations
What is the primary purpose of positive reinforcement in the classroom?
To reinforce positive behavior through sincere praise tied to specific behavior
What is the recommended approach for the physical location of the classroom?
Adequately equipped and close to amenities
What is the recommended approach for consistency in enforcing rules?
Consistency in enforcing rules with flexibility where appropriate
What is the recommended approach for classroom management in relation to confronting students directly?
Reviewing rules periodically without confronting students directly
What is the primary purpose of documenting disciplinary actions in the classroom?
To document and share with relevant members of the teaching team
What is one way to motivate students, according to the text?
Allowing students to choose the order of presentation for unrelated topics
What is essential for instructors to emphasize in the curriculum, according to the text?
Emphasizing the most important material using NHTSA/DOT course objectives and task analysis
What is crucial for students to learn better and faster, according to the text?
Having their basic needs met in a positive learning environment
What is recommended to reinforce mastery and proficiency, according to the text?
Repetition of skills performance, even when the student performs well
What does a positive learning environment allow students to do, according to the text?
Grow by taking risks and make mistakes in a safe place
What are desirable student behaviors, according to the text?
Moral integrity, strong work ethic, and honesty
What should instructors model, according to the text?
Desirable behaviors and being over-prepared for presentations
What is important for maintaining a positive classroom environment, according to the text?
Modeling expected behaviors and enforcing rules consistently
What should instructors watch in terms of language and delivery, according to the text?
Their language content and tone of delivery
What is crucial for fostering active inquiry and collaboration in the classroom, according to the guidelines?
Fostering a positive learning environment
What should educators be honest and frank with, according to the text?
Their feedback and assessment of student performance
What is an essential attribute for EMS educators according to the text?
Adaptability and openness to new ideas
Study Notes
National Guidelines for Educating EMS Instructors - August 2002
- The EMS Education Agenda for the Future emphasizes the need to tie national program accreditation and national EMS certification together.
- The current EMS education system in the United States has significant variability, leading to inconsistency in the description of a "typical" EMS provider.
- National consensus on educational issues, such as national standard curricula, has been limited by these inconsistencies.
- Critics argue that EMS practice should be determined at the regional or local level, but national certification and program accreditation support better preparedness for EMS students.
- Restructuring EMS education involves redefining the mission of EMS education programs and the scope of work for EMS educators.
- The National Association of EMS Educators (NAEMSE) was established in 1995 to promote EMS education and develop educational resources.
- NAEMSE believes in developing performance-based standards and assessment strategies for EMS educators.
- NAEMSE, in cooperation with NHTSA and HRSA, revised the EMS Instructor Training Program in 2001 to prepare entry-level EMS educators and enhance the teaching skills of experienced instructors.
- The foundation of the EMS educational system relies heavily on the concept that a "good clinician" is a "good teacher," but this approach needs to evolve.
- A task force articulated standards for a common body of teaching knowledge and skills that should be acquired by all entry-level instructors.
- The body of knowledge outlined by the task force is intended to cut across specialty areas in EMS education.
- The goal of the task force was to revise the course based on sound educational standards designed to prepare entry-level instructors and enhance the teaching skills of experienced instructors.
Educating EMS Instructors: Professional Attributes and Skills Set Criteria
- EMS educators are expected to evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness in representing subject matter and concepts.
- They are required to develop and use curricula that encourage adult learners to see, question, and interpret ideas and subject matter from diverse perspectives.
- EMS educators must understand how adult students learn and provide learning opportunities that support their intellectual, professional, and personal development.
- They need to be cognizant of the cognitive, affective, and psychomotor domains of learning and consider the levels of readiness in learning.
- Appreciating individual variations within each domain of learning, showing respect for diverse talents, and helping learners develop self-confidence and competence are essential affective goals.
- EMS educators should stimulate student reflection on prior knowledge, make connections to learners’ experiences, and encourage active engagement and manipulation of ideas and materials.
- They are expected to understand how adult learners differ in their approaches to learning and create instructional opportunities that can be adapted to diverse learning styles and situations.
- This includes identifying differences in approaches to learning and performance, understanding areas of exceptionality in learning, and recognizing the influence of individual experiences and prior learning experience on adult learning.
- EMS educators are required to believe that all adult learners can learn at high levels and persist in helping all students achieve success.
- They are expected to appreciate and value human diversity, respect learners as individuals, and be sensitive to community and cultural norms.
- EMS educators must understand and use a variety of instructional strategies to encourage the development of high-level thinking skills, problem-solving skills, and psychomotor performance skills in adult learners.
- This involves understanding cognitive processes associated with different kinds of learning, knowing how to enhance learning through a wide variety of materials and resources, and understanding the advantages and limitations of various instructional strategies.
Educating EMS Instructors: Classroom Management and Design
- Reviewing rules periodically is less threatening than confronting students directly and may correct minor behavior discrepancies
- Consistency in enforcing rules is important, with flexibility where appropriate, as it is easier to "lighten up" than "tighten up"
- Positive behavior should be reinforced through sincere praise tied to specific behavior
- Progressive discipline principles should be used to manage conflicts, including encouraging self-policing and identifying student leaders to help with problems
- Disciplinary actions should be documented and shared with relevant members of the teaching team
- Positive design elements for the physical classroom space include cleanliness, safety, compliance with access laws, adequate size, and good environmental controls
- The classroom should be located close to amenities and have adequate equipment and storage
- Strategies for arranging the classroom include lecture style, theater style, circle/square/rectangle with open or closed center, partial circle, individual workstations, and group workstations
- Lecture style is teacher-centered and optimal for giving out information to the whole class, not recommended for small group work or skills development
- Theater style is teacher-centered, with desks arranged in a half-circle around the instructor
- Circle, square, or rectangle with an open center allows for large group participation and discussion
- Circle, square, or rectangle with a closed center is ideal for smaller group discussions and individual participation
Creating a Positive Learning Environment for EMS Instructors
- A positive learning environment is free from harm, discrimination, and teasing, and encourages tolerance, acceptance, new ideas, and creative problem solving.
- Involving students in deciding what they will learn can help motivate them, for example, allowing them to choose the order of presentation for unrelated topics.
- Communicating clear expectations to students regarding course participation, grading policy, attendance, reading assignments, and grievance procedures is crucial.
- Emphasizing the most important material in the curriculum using NHTSA/DOT course objectives and task analysis is essential.
- Students learn better and faster when their basic needs are met in a positive learning environment.
- Repetition of skills performance, even when the student performs well, reinforces mastery and proficiency.
- A positive learning environment allows students to grow by taking risks, encourages safe experimentation, and provides a safe place to make mistakes.
- Desirable student behaviors include moral integrity, strong work ethic, honesty, courtesy, respect, and being engaged and active learners.
- Undesirable student behaviors to discourage include lying, cheating, stealing, violence, intolerance, prejudice, carelessness, and unprofessional behavior or appearance.
- Instructors should model desirable behaviors, be over-prepared for presentations, and remain current on skills and knowledge.
- Maintaining a positive classroom environment involves modeling expected behaviors, enforcing rules consistently, and providing written copies of rules for students.
- Instructors should also watch their language content and tone of delivery, be honest and frank with students, and accept the uniqueness of others.
Test your knowledge of the National Guidelines for Educating EMS Instructors with this quiz. Explore the curriculum, prerequisites, and recommendations for entry-level and advanced EMS educators.
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