EMT 200 Emergency Medical Technician Certification and Re-certification

Instructor: Jill Watson

Needs Assessment
What is the learning problem or opportunity? • Lack of healthcare programs/courses at NVCC to accommodate the growing demand for healthcare workers in the community. What is currently available? • There are currently no healthcare courses or program opportunities at NVCC. What should be available? • NVCC should begin a gradual implementation of healthcare related courses and programs starting with the fundamental training and certificate programs required for the basic and continued education of healthcare workers.

Needs Assessment Continued…
Gap analysis of what is available and what should be available: • Expansion of the local hospital has created opportunities for NVCC to develop new healthcare related courses and programs for students. Recommended solution for filling the gap: • NVCC should begin the gradual implementation of offering healthcare courses and programs to students by beta testing an Emergency Medical Technician certification/re-certification course and the two prerequisite courses required for the EMT certificate: Basic Life Support and Cardiopulmonary Resuscitation. A series of formative and summative evaluations should take place from the beginning and throughout the implementation process to gauge student response and overall success of the course.

Instructional Goal

Upon completion of the Emergency Medical Technician Certification/ Re-certification course at NVCC, students should be prepared to take the Arizona State Basic EMT exam. Students will learn how to properly administer emergency medical care according to the guidelines therein.

Performance-Based Objectives
• A – audience – Who is the learner? – Aspiring or practicing Emergency Medical Technicians • B – behavior – What is the expected measurable behavior? Students should be able to demonstrate an 85% passing score on both the midpoint and final exams of the course and meet minimum participation expectations in classroom activities. Students will need to attend at least 90% of the 10 week course to avoid automatic withdrawal or failure as most of the course content necessarily must be facilitated through hands-on instruction.

Performance-Based Objectives
• C – conditions – conditions under which this PBO will be accomplished: – Weekly sequential lesson plans that build on prior knowledge – Hands on classroom activities with models or “dummies” – Weekly written homework assignments – “Pop” quizzes on role play emergency scenarios – Midpoint and final exam • D – degree of accomplishment – degree of accuracy that the learners need to accomplish: – Students must demonstrate practical skills application through class activities, written homework assignments, 85% achievement or higher on midpoint exam, and an 85% achievement or higher on the course final exam.

Summative Assessment and Learning Outcomes

Students will complete a midpoint exam in week 5 and final exam in week 10 of class that is written in accordance with the Department of Transportation (DOT) and Arizona State EMT Basic Curriculum Guidelines. Students must pass each exam with an 85% score or higher.

Learner Characteristics
A college course comprised of students varying in age and prior knowledge, from first-year college students directly out of high school to middle age returning students; students with no EMT experience to experienced students looking to re-certify their existing EMT certification.

There is the potential for a broad learning curve in a classroom that is made up of such a wide range of ages and knowledge levels. Re-certifying students will play a key role in sharing experiences and demonstrating skills to novice students. Class assignments that require pairing teams of two or more will need to be balanced to blend experience and backgrounds.

Learning Context
Instructional setting and limitations: •College classroom setting with time constraints, absence of some true “live” event scenarios to learn from including employer challenges, ability for students to learn rapport building with assigned EMT partners, and certain technical equipment or unique emergency situation details not able to be duplicated in the classroom.

Intended application: •Workplace application
Use of the above in the instructional plan design process: •Classroom activities and partnering assignments will attempt to incorporate all of the elements students are expected to master in accordance with state guidelines and realistic to on-the-job situations.

Delivery Modality

Instructor-led course with accompanying asynchronous blackboard classroom that includes instructor podcasts, classroom forum, supplemental materials, and guides.

Instructional Strategies
• • • • • • • • • • Week One: Class orientation Week Two: Opening and maintaining an airway Week Three: Ventilating patients Week Four: Administering CPR with and without automated external defibrillators Week Five: Midpoint exam Week Six: Providing emergency medical care to various populations Week Seven: Assisting patients with prescribed medications Week Eight: Identifying appropriate emergency medical care and applying proper protocols Week Nine: Escalated situation control Week Ten: Final exam

Instructional Strategies Continued…

Instructional Strategies Used: • Scaffolded instruction • Requires that facilitator be EMT certified and up-to-date on all certificate and required trainings for Emergency Medical Technicians • Especially important for new students who are expected to have no prior experience • Prior-knowledge activation • Important aspect to incorporate in adult learning environment to increase learner investment in the learning and utilize existing skills and knowledge • Cooperative learning • Most successful with literature-based instruction as it engages the learner in meaningful dialogue and critical thinking opportunities • Modeling • Vital to development of schemas by aiding in processes the brain uses to ingrain learning to memory

Plan for Implementation
• Timeline – 2-hour weekly classroom instruction over 10 week course • Individuals and materials involved – facilitator, learners, class textbook, inclass models or “dummies”, in-class use only EMT kits, computer, presentations, whiteboard, online class “blackboard”, and supplemental materials outlined on the following slide. • Implementation – the instructional plan is to be communicated to college administrators and faculty who will review and authorize the curriculum for this course based on the Department of Transportation (DOT) and Arizona State EMT Basic Curriculum Guidelines and who are then to implement the course directly for on-campus instruction. Instruction will occur weekly over 10-week semester periods available in the fall and spring. Course description and enrollment dates will be published in the school catalogue and interested students can enroll in-person through admissions. Brief new student orientation seminars will be made available in the early stages of inception to the course in order to build student awareness and foster interest in NVCC’s growing healthcare course implementation efforts.

Instructional Resources
• • • • • • • • Class textbook Whiteboard Powerpoint or Prezi presentations In-class models or “dummies” Computer Online classroom “blackboard” Classroom use only EMT kits Supplemental materials to the text such as handouts, articles, short films, and games

Formative Assessment
• Instructor to keep an Observation Folder containing standard 5 x 7 notecards on each student to record weekly observations – notes will assist in the instructor’s ability to assess student progress, mastery, and to grade appropriately. Questioning – questions designed to open deeper dialogue with students for greater comprehension and retention. Questions must provoke critical thinking in students. Think-Pair-Share – activities where students are given scenarios they are likely to encounter in the field, asked to consider the appropriate solutions, then partner in groups to discuss their ideas. Students then share their solution ideas with the class. Kinesthetic Assessments – classroom “dummies” are to be used each week for students to practice and demonstrate EMT procedures. The “dummies” allow students to demonstrate their interpretations of the learning they acquire from the text, materials, and class instruction to enhance critical thinking, develop mastery, and successfully retain knowledge. Graphic Organizers – students are to create three graphic organizers over the course duration to conceptualize and illustrate their understanding of key vocabulary.

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Evaluation Strategies
• Admit slips – short questionnaires to be completed by students at the beginning of a lesson for students to reflect on the major concepts of the prior lesson. Helps gauge the class and adjust lesson objectives accordingly. Used on the even numbered weeks of class. • Exit slips – 3-2-1 short questionnaires to be completed by students at the end of a major lesson to answer what they learned, what they found interesting, and what they still have questions about. To be woven on the odd numbered weeks of class with use of admit slips accordingly.

Outcome Review
Two basic rubrics are to be used to measure achievement of design goals, performance-based objectives, and learning outcomes. One rubric will evaluate points earned per assignment by a “beginner”, “intermediate”, or “advanced” column description depicting specific subtopics and learning objectives. One such evaluation with this rubric would be used for the assignment on properly administering CPR and would itemize student mastery of each step of CPR, response time to complete the task, fluidity of performance of the task, preparedness to complete the task and so forth. The rubric will clearly detail how points are earned per assignment. Both rubrics will be made available to students at the beginning of the course. The other rubric is used to assign final course grades based on total points earned: A = 95+ points, A- = 90-94 points, B+ = 87-89 points, B = 84-86 points, B- = 80-83 points, C+ = 77-79 points, C = 74-76 points, C- = 70-73 points, D+ = 67-69 points, D = 64-66 points, D- = 60-63 points, and F = <60 points

• • • • Peer evaluations – student to student reviews Student to instructor evaluations End-of-course surveys – on content and curriculum One to two year college to student follow-ups – to measure student ability to apply learning • Accreditation evaluations – to ensure course standards

Houghton-Mifflin Company. (1997). Useful instructional strategies for literature-based instruction. Retrieved from http://www.eduplace.com/rdg/res/literacy/lit_ins4.html Lunenburg, F. C. (2011). Instructional planning and implementation: curriculum goals and instructional objectives (2nd ed.). Huntsville, TX: Sam Houston State University. Mesa Community College - A Maricopa Community College. (2014). Spring-late start spring 2014 class schedule. Retrieved from http://www.mesacc.edu/schedule/search New York State Department. (n.d.). Job description - emergency medical technician basic. Retrieved from http://www.health.ny.gov/professionals/ems/pdf/srgemt.pdf Rowan, K. J. (2013). Glossary of instructional strategies. Retrieved from http://wwwbeesburg.com/edtools/glossary.html West Virginia Department of Education. (n.d.). Examples of formative assessment. Retrieved from http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html