During this lesson, students will learn about the roles and responsibilities of an EMT.
Advance Preparation
Student Readiness
Assign the associated section of MyBRADYLab and review student scores.
Review the chapter material in the Instructor Resources, which includes Student Handouts, PowerPoint slides, and the MyTest Program.
Prepare
Make copies of course policies and procedures, the syllabus, handouts from the Instructor Resources, and other materials for distribution or post them in your learning management system.
Preview the media resources and Master Teaching Notes in this lesson.
Preview the case study presented in the PowerPoint slides.
Invite the medical director to the first class session.
Make arrangements to tour an emergency department or local PSAP.
Obtain 911 recordings to play for the class.
Arrange to have an ambulance present at the class location.
Bring in a couple of current EMS research articles from a peer-reviewed publication.
Ask a health department representative to speak on public health.
Plan 100 to 120 minutes for this class as follows:
The Emergency Medical Services System: 30 minutes
Provides a brief history of EMS system development
Describes the current state of EMS and where EMS should be in the future
The EMT: 30 minutes
Students learn about the characteristics of EMTs, the roles they will play, and the responsibilities of being a health care provider.
Research and EMS Care: 20 minutes
Describes the concept of evidence-based medicine and the use of research data to improve patient outcomes
Public health: 20 minutes
Public health is a recent focus for EMS.
EMTs can make a difference in public health by participating in health education and illness and injury prevention activities in their communities.
The total teaching time recommended is only a guideline. Take into consideration factors such as the pace at which students learn, the size of the class, breaks, and classroom activities. The actual time devoted to teaching objectives is the responsibility of the instructor.
Explain to students what the National EMS Education Standards are. The National EMS Education Standards communicate the expectations of entry-level EMS providers. As EMTs, students will be expected to be competent in these areas. Acknowledge that the Standards are broad, general statements. Although this lesson addresses the listed competencies, the competencies are often complex and require completion of more than one lesson to accomplish.
Objectives are more specific statements of what students should be able to do after completing all reading and activities related to a specific chapter. Remind students they are responsible for the learning objectives and key terms for this chapter.
Assess and reinforce the objectives and key terms using quizzes, handouts from the electronic instructor resources, and workbook pages.
Case Study
Present the Case Study Introduction provided in the PowerPoint slide set.
Lead a discussion using the case study questions provided on the subsequent slide(s).
The Case Study with discussion questions continues throughout the PowerPoint presentation.
Case Study Discussion
Use the case study content and questions to foreshadow the upcoming lesson content
During this lesson, students will learn to assess and treat a painful, swollen, or deformed extremity.
Teaching Tips
Since this section is review material, rely more heavily on questioning students rather than providing information.
Knowledge Application
Students should be able to use the information in this section to assess and describe musculoskeletal injuries.
Discussion Question
What happens to the shape of the muscles when they contract?
Discussion Question
What is the function of cartilage?
Discussion Questions
What are the components of the appendicular skeleton?
Where is the greater trochanter of the femur?
Class Activity
Assign groups of students to prepare presentations to review the musculoskeletal system. Divide the following topics among the groups: Skeletal Muscle, Axial Skeleton, Shoulder Girdle and Upper Extremities, Pelvis and Lower Extremities, and Types of Joint Movements. Give students 20 minutes to prepare before reporting back to the class.
Teaching Tips
Obtain and show a variety of radiographs of orthopedic injuries.
Discussion Questions
Which joints are most commonly dislocated?
Why should you consider dislocations significant injuries?
Knowledge Application
Students should be able to recognize a painful, swollen, deformed extremity as well as other indications of musculoskeletal injury.
Discussion Questions
What is an example of direct force applied to a bone?
What is an example of indirect force applied to a bone?
Class Activity
Divide the class into small groups to practice assessment of musculoskeletal injuries.
Critical Thinking Discussion
How can you balance the need for immediate transport of a patient in shock with the need to immobilize major fractures to prevent further bleeding, tissue damage, and pain?
Discussion Question
What are the general rules of splinting?
Knowledge Application
Given a series of scenarios, students should be able to assess musculoskeletal injuries, assign injuries proper priority in the overall management of the patient, and demonstrate proper splinting techniques.
Teaching Tips
Show examples of each type of splint as you talk about it.
Provide students with adequate time to practice splinting under supervision.
Discussion Question
What are some advantages and disadvantages of rigid splints?
Class Activity
Have a contest to see which group of students can come up with the best improvised splint.
Teaching Tips
Show examples of each type of splint as you talk about it.
Provide students with adequate time to practice splinting under supervision.
Discussion Question
What are some advantages and disadvantages of rigid splints?
Class Activity
Have a contest to see which group of students can come up with the best improvised splint.
Discussion Question
What is the mechanism by which traction splinting works?
Discussion Question
What is compartment syndrome?
Critical Thinking Discussion
What causes the pain and paresthesia associated with compartment syndrome?
Class Activity
As an alternative to assigning the follow-up exercises in the lesson plan as homework, assign each question to a small group of students for in-class discussion.
Teaching Tips
Answers to In Review questions are in the appendix of the text. Advise students to review the questions again as they study the chapter.