The document discusses issues with the current continuing education (CE) model for EMS professionals and proposes an alternative independent learning plan approach. It outlines that EMS CE is generally one-size-fits-all, shallow, repetitive, and not tailored to individuals' experience levels. The presentation then describes pillars of an independent learning plan including using data from sources like ePCR and bio-surveillance to identify targeted training needs, allowing for self-directed learning paths, and assigning training by an officer. Specific strategies are provided for implementing the pillars with components like goals, coaching, and documenting progress.
1. Student priority for DAU courses is determined by their duty position and certification level requirements. Higher priorities include those who need training to meet certification for their current position or to achieve the next certification level.
2. Prerequisites are intended to help ensure course success and as stepping stones for follow-on courses. However, students with sufficient experience can apply for prerequisite fulfillment.
3. Class locations listed as "on-site" are reserved for local students, but TDY students may apply and will be waitlisted if space is not available. The earliest applicants, especially those with higher priority, are most likely to get seats in high-demand courses.
The document discusses Medical Orders for Life-Sustaining Treatment (MOLST), a form that documents patients' end-of-life medical treatment preferences. MOLST forms indicate patients' wishes regarding resuscitation, ventilation, and hospital transfer. They are intended for seriously ill patients and must be signed by both the patient and clinician. EMTs must honor valid MOLST forms but transport patients to the hospital if any treatment is provided. If a MOLST form is unclear or disputed, EMTs should contact medical control.
The document discusses EMS participation in fire department training drills. It provides guidelines for EMS response to structure fires, including initially positioning ambulances out of the way of fire apparatus, communicating concise size-up information to fire units, and practicing treatment of injured firefighters in full protective equipment. The document also contains questions to test understanding of the guidelines.
This document discusses rapid sequence intubation (RSI) for airway management in the pre-hospital setting. It outlines the philosophy of RSI, including that it should only be used if absolutely necessary due to risks. The document provides guidance on RSI techniques, medications, equipment, and verification of proper endotracheal tube placement. Several studies are referenced that show risks of RSI including increased mortality rates, hypoxia, and worse outcomes for head injured patients compared to bag-valve-mask ventilation alone. Proper training and only using RSI for prolonged transports are emphasized.
Emergency Airway Management 2014: Mark P. Brady PA-Cmarkpbrady
This document provides an overview of pediatric airway management and ventilation. It discusses key differences between adult and pediatric airways, important equipment, approaches to difficult airways including rapid sequence intubation and surgical airways, post-intubation management, and the management of crashing asthmatics. Key points emphasized include having a plan for all scenarios, being prepared with the proper equipment, and tailoring care specifically to pediatric patients when their anatomy and physiology differ from adults.
Trends in online emergency responder educationGreg Friese
Presentation by Greg Friese, MS, NREMT-P for EMS World Expo 2011 in Las Vegas, Nevada. Online education continues to be the most dynamic and fastest growing component of emergency responder education. This session will discuss the latest trends in online emergency responder education. We will also discuss emerging trends in online emergency responder education and discuss how to evaluate tools and technologies for your organization.
Experience Counts! Leveraging Internship/Externship Experience to Secure Employment for your Graduates.
Join highly-rated APSCU speaker Ann Cross of the Sparrow Group and Connie Johnson Ed.D, Chief Academic Officer at CTU for this interactive and engaging workshop about standardizing and implementing institutional wide externship best practices. This is not a theoretical workshop- You’ll hear stories of success, see data that supports employment outcomes and leave with tools that you can take back to your institution and use immediately.
1. Student priority for DAU courses is determined by their duty position and certification level requirements. Higher priorities include those who need training to meet certification for their current position or to achieve the next certification level.
2. Prerequisites are intended to help ensure course success and as stepping stones for follow-on courses. However, students with sufficient experience can apply for prerequisite fulfillment.
3. Class locations listed as "on-site" are reserved for local students, but TDY students may apply and will be waitlisted if space is not available. The earliest applicants, especially those with higher priority, are most likely to get seats in high-demand courses.
The document discusses Medical Orders for Life-Sustaining Treatment (MOLST), a form that documents patients' end-of-life medical treatment preferences. MOLST forms indicate patients' wishes regarding resuscitation, ventilation, and hospital transfer. They are intended for seriously ill patients and must be signed by both the patient and clinician. EMTs must honor valid MOLST forms but transport patients to the hospital if any treatment is provided. If a MOLST form is unclear or disputed, EMTs should contact medical control.
The document discusses EMS participation in fire department training drills. It provides guidelines for EMS response to structure fires, including initially positioning ambulances out of the way of fire apparatus, communicating concise size-up information to fire units, and practicing treatment of injured firefighters in full protective equipment. The document also contains questions to test understanding of the guidelines.
This document discusses rapid sequence intubation (RSI) for airway management in the pre-hospital setting. It outlines the philosophy of RSI, including that it should only be used if absolutely necessary due to risks. The document provides guidance on RSI techniques, medications, equipment, and verification of proper endotracheal tube placement. Several studies are referenced that show risks of RSI including increased mortality rates, hypoxia, and worse outcomes for head injured patients compared to bag-valve-mask ventilation alone. Proper training and only using RSI for prolonged transports are emphasized.
Emergency Airway Management 2014: Mark P. Brady PA-Cmarkpbrady
This document provides an overview of pediatric airway management and ventilation. It discusses key differences between adult and pediatric airways, important equipment, approaches to difficult airways including rapid sequence intubation and surgical airways, post-intubation management, and the management of crashing asthmatics. Key points emphasized include having a plan for all scenarios, being prepared with the proper equipment, and tailoring care specifically to pediatric patients when their anatomy and physiology differ from adults.
Trends in online emergency responder educationGreg Friese
Presentation by Greg Friese, MS, NREMT-P for EMS World Expo 2011 in Las Vegas, Nevada. Online education continues to be the most dynamic and fastest growing component of emergency responder education. This session will discuss the latest trends in online emergency responder education. We will also discuss emerging trends in online emergency responder education and discuss how to evaluate tools and technologies for your organization.
Experience Counts! Leveraging Internship/Externship Experience to Secure Employment for your Graduates.
Join highly-rated APSCU speaker Ann Cross of the Sparrow Group and Connie Johnson Ed.D, Chief Academic Officer at CTU for this interactive and engaging workshop about standardizing and implementing institutional wide externship best practices. This is not a theoretical workshop- You’ll hear stories of success, see data that supports employment outcomes and leave with tools that you can take back to your institution and use immediately.
Cognitivism as a means to teach it in a healthcare environment, are there alt...Jon Synnott
This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
Expediting a sustainable_approach_for_new_resident_emr_ver_9randygraff
Randy Graff and Sara Henning faced the challenge of training over 680 new housestaff on the Epic electronic health record system before July 2nd. Their goals were to train housestaff online through Sakai and in-person classroom sessions. They developed online learning maps, scenarios, assessments and resources as well as coordinated in-person specialty specific trainings. Lessons learned included needing more subspecialty focus, clearer workflows in training, richer practice scenarios and more customized training videos. Proctored testing and credentialing coordination across departments also posed challenges.
Internal and external examinations are used to assess students. Internal assessment is conducted by teachers and provides continuous evaluation, while external exams are more formal and determine if a student passes or fails. Both types of exams have advantages like providing feedback and incentives to learn, but can also cause stress and negatively impact students who fail. The document outlines the definitions, purposes, types and features of internal and external examinations.
The document provides a timing model for assessments at Bournville College. It lists units from Year 1, including their codes, credits, SCQF levels, number of assessments, estimated assessor time per assessment in minutes, and overhead minutes for verification. The model aims to estimate timing for carrying out assessments and the internal verification process.
1. The document discusses using a human simulator called SimMan in a nursing theory course to provide simulation training to students.
2. Previously, the simulator was used sporadically without coordination or clear educational guidelines, which led to failed in-class attempts.
3. A pilot project was proposed where student teams would complete a simulated patient scenario, have their performance videotaped and debriefed, to help prepare students and evaluate their skills.
Identification of Training Needs at WeP Solutions Ltd.Himanshu Tomar
This document discusses identifying training needs at WeP solutions Ltd. It begins by acknowledging those who helped with the training needs assessment project. It then outlines the following chapters: introduction to the project and company, industry profile, research methodology, and analysis and interpretations. The document discusses identifying training needs at the organizational, group, and individual levels. It also covers different training need identification methods, types of training, and the training process of needs analysis, design, development, delivery, and evaluation.
The document discusses best practices for building effective eLearning programs for nurse educators. It provides an overview of topics that will be covered in the webinar presentation, including strategy, types of content, development processes, reporting, costs, and project management. The webinar will be presented by Richard Close, CEO of The Chrysalis Campaign, Inc., and will address how to improve nursing education programs, careers, and healthcare quality through eLearning.
Recognition of Prior Learning is an incredible way of attaining an Australian nationally recognised qualification! By following a few simple steps, you are able to present your evidence and gain a qualification to add to your CV - and to step you up in to the career of your dreams.
CBME aims to produce competent medical graduates through an outcome-based and learner-centered approach. It assesses students based on their ability to apply knowledge and skills in real-world settings, rather than solely evaluating content recall. CBME divides competencies into observable milestones and provides formative feedback to allow for phased, self-paced learning. The goal is to develop graduates with competencies in knowledge, skills, and attitudes required for their roles as clinicians, leaders, team members, communicators, lifelong learners and professionals. Implementing CBME requires defining learning objectives, integrating topics horizontally and vertically, selecting teaching methods, and assessing students' competency levels through observations of performance.
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
Competence and compliance in health estates trainingdanroddyep
The document discusses maintaining compliance for premises managers. It addresses what needs to be compliant, which is the service, products, organization and all roles involved. It also discusses compliant to what standards, such as legislation, codes of practice, and inspection standards. The guidance recommends that all personnel receive adequate, documented training and that training alone does not equal competence. True competence involves applying knowledge, understanding, skills and attitudes to meet predetermined occupational standards. To develop competence, organizations should define standards, assess compliance, identify training needs, design appropriate training, deliver training, assess competence and evaluate benefits.
This document discusses competency-based training and education (CBTVET) as an approach to technical and vocational education. It outlines 11 principles of the CBTVET approach, including developing curriculum based on competency standards identified through job analysis, modular and self-paced competency-based learning, and assessment based on performance standards. The document argues that CBTVET better meets the needs of industry, allows for recognition of prior learning, and is more responsive to technological changes compared to traditional education methods. It presents the CBTVET approach as logical and best suited to training the workforce.
The document outlines the steps in the training process, including needs assessment, establishing training goals, designing training programs, implementation, and evaluation. It discusses various training techniques like on-the-job training, off-the-job training, lectures, demonstrations, simulations, and case studies. It also covers Kirpatrick's model for evaluating training programs and emphasizes the importance of needs assessment, goal setting, and evaluation in ensuring effective training.
The document discusses the core competency statements for the supervised practice component of dietetics education programs. It notes that these competencies use performance-based language to demonstrate hands-on skills needed for professional practice. The competencies are developed from research on entry-level professional requirements. The supervised practice experience allows students to develop these competencies under supervision before entering the field. It occurs after completion of academic coursework and requires a minimum of 450 hours for dietetic technicians or 1,200 hours for dietitians.
PsyAsia International’s Psychometric Test Administration Course provides delegates with the ability to understand and competently practice the administration of ability, aptitude and personality assessments in organizational settings. Successful completion of this course leads to an internationally recognized certification from the British Psychological Society – the BPS Level 1 Assistant Test User Certification.
Student services professionals are responsible for ensuring their institutions become true learning communities committed to providing transformative educational experiences for all students. The document discusses establishing student learning outcomes for student services which describe what students will be able to do, know, and demonstrate as a result of participating in student services programs and activities. It provides examples of learning outcomes for financial aid workshops, test proctoring, and officer training that are measurable and describe improved skills.
15 copies of the main ITIL Foundation reference book
15 copies of the ITIL Foundation pocket guide
Access to the official ITIL website for all trainees
Access to the APM Group website for all trainees
The document discusses personnel development plans and human performance improvement. It aims to upgrade sales team skills to better serve customers. Actions include helping staff meet personal and company goals by implementing scheduled, timed, and measured development goals. Training facilitates learning, and performance is the top priority. Human performance improvement systematically discovers, analyzes, and plans to close important performance gaps through cost-effective interventions and evaluations. Return on investment is proportional to performance improvement. The methodology discovers gaps then plans suitable learning systems. Gaps are discovered through competency measures, customer input, and knowledge evaluations. Future improvements are planned by addressing gaps with training, coaching, self-learning materials, and role plays.
Local news media is interested in EMS when it is at its best—saving lives—or at its worst. The coverage you receive is a reflection of intentional pre-planning and relationship building as well as inadequate preparation for sentinel events – collisions, thefts, billing fraud, LODDs, and at-work arrests. This session explores the best practices of several agencies who excel at media relations and the trends in news coverage that expose opportunities for policy change and training improvement. The session concludes with several insights about opportunities to better align field providers with mission of the EMS agency.
Greg Friese, MS, editor-in-chief of EMS1, is an experienced writer, paramedic and educator. Friese presented these slides at the 2016 Pinnacle EMS leadership forum in San Antonio.
Cognitivism as a means to teach it in a healthcare environment, are there alt...Jon Synnott
This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
Expediting a sustainable_approach_for_new_resident_emr_ver_9randygraff
Randy Graff and Sara Henning faced the challenge of training over 680 new housestaff on the Epic electronic health record system before July 2nd. Their goals were to train housestaff online through Sakai and in-person classroom sessions. They developed online learning maps, scenarios, assessments and resources as well as coordinated in-person specialty specific trainings. Lessons learned included needing more subspecialty focus, clearer workflows in training, richer practice scenarios and more customized training videos. Proctored testing and credentialing coordination across departments also posed challenges.
Internal and external examinations are used to assess students. Internal assessment is conducted by teachers and provides continuous evaluation, while external exams are more formal and determine if a student passes or fails. Both types of exams have advantages like providing feedback and incentives to learn, but can also cause stress and negatively impact students who fail. The document outlines the definitions, purposes, types and features of internal and external examinations.
The document provides a timing model for assessments at Bournville College. It lists units from Year 1, including their codes, credits, SCQF levels, number of assessments, estimated assessor time per assessment in minutes, and overhead minutes for verification. The model aims to estimate timing for carrying out assessments and the internal verification process.
1. The document discusses using a human simulator called SimMan in a nursing theory course to provide simulation training to students.
2. Previously, the simulator was used sporadically without coordination or clear educational guidelines, which led to failed in-class attempts.
3. A pilot project was proposed where student teams would complete a simulated patient scenario, have their performance videotaped and debriefed, to help prepare students and evaluate their skills.
Identification of Training Needs at WeP Solutions Ltd.Himanshu Tomar
This document discusses identifying training needs at WeP solutions Ltd. It begins by acknowledging those who helped with the training needs assessment project. It then outlines the following chapters: introduction to the project and company, industry profile, research methodology, and analysis and interpretations. The document discusses identifying training needs at the organizational, group, and individual levels. It also covers different training need identification methods, types of training, and the training process of needs analysis, design, development, delivery, and evaluation.
The document discusses best practices for building effective eLearning programs for nurse educators. It provides an overview of topics that will be covered in the webinar presentation, including strategy, types of content, development processes, reporting, costs, and project management. The webinar will be presented by Richard Close, CEO of The Chrysalis Campaign, Inc., and will address how to improve nursing education programs, careers, and healthcare quality through eLearning.
Recognition of Prior Learning is an incredible way of attaining an Australian nationally recognised qualification! By following a few simple steps, you are able to present your evidence and gain a qualification to add to your CV - and to step you up in to the career of your dreams.
CBME aims to produce competent medical graduates through an outcome-based and learner-centered approach. It assesses students based on their ability to apply knowledge and skills in real-world settings, rather than solely evaluating content recall. CBME divides competencies into observable milestones and provides formative feedback to allow for phased, self-paced learning. The goal is to develop graduates with competencies in knowledge, skills, and attitudes required for their roles as clinicians, leaders, team members, communicators, lifelong learners and professionals. Implementing CBME requires defining learning objectives, integrating topics horizontally and vertically, selecting teaching methods, and assessing students' competency levels through observations of performance.
Effectiveness of Organizational TrainingJorge Boria
The request to measure effectiveness of the training performed at an organization is not met by the "beauty contest" survey taken at the end of an activity. Moreover, since 85% of knowledge acquired by adults is lost in two weeks unless used, as reported by Jane Tippett in Nurses’ acquisition and retention of knowledge after trauma training, it is of fundamental importance that the gauge corresponds to the needs. In this presentation we describe a low tech yet highly effective method for measuring the improvement in productivity gained by training attendees. The method, used since last century in a large telecom organization, is based on some premises: training is only useful if aligned with job outcomes; training should be timely and not carried out solely for consuming the training budget; training objectives should be described as learning objectives, that is to say, what behavioral changes the training is attempting to achieve; managers are responsible for the skills and competencies of their employees.
Competence and compliance in health estates trainingdanroddyep
The document discusses maintaining compliance for premises managers. It addresses what needs to be compliant, which is the service, products, organization and all roles involved. It also discusses compliant to what standards, such as legislation, codes of practice, and inspection standards. The guidance recommends that all personnel receive adequate, documented training and that training alone does not equal competence. True competence involves applying knowledge, understanding, skills and attitudes to meet predetermined occupational standards. To develop competence, organizations should define standards, assess compliance, identify training needs, design appropriate training, deliver training, assess competence and evaluate benefits.
This document discusses competency-based training and education (CBTVET) as an approach to technical and vocational education. It outlines 11 principles of the CBTVET approach, including developing curriculum based on competency standards identified through job analysis, modular and self-paced competency-based learning, and assessment based on performance standards. The document argues that CBTVET better meets the needs of industry, allows for recognition of prior learning, and is more responsive to technological changes compared to traditional education methods. It presents the CBTVET approach as logical and best suited to training the workforce.
The document outlines the steps in the training process, including needs assessment, establishing training goals, designing training programs, implementation, and evaluation. It discusses various training techniques like on-the-job training, off-the-job training, lectures, demonstrations, simulations, and case studies. It also covers Kirpatrick's model for evaluating training programs and emphasizes the importance of needs assessment, goal setting, and evaluation in ensuring effective training.
The document discusses the core competency statements for the supervised practice component of dietetics education programs. It notes that these competencies use performance-based language to demonstrate hands-on skills needed for professional practice. The competencies are developed from research on entry-level professional requirements. The supervised practice experience allows students to develop these competencies under supervision before entering the field. It occurs after completion of academic coursework and requires a minimum of 450 hours for dietetic technicians or 1,200 hours for dietitians.
PsyAsia International’s Psychometric Test Administration Course provides delegates with the ability to understand and competently practice the administration of ability, aptitude and personality assessments in organizational settings. Successful completion of this course leads to an internationally recognized certification from the British Psychological Society – the BPS Level 1 Assistant Test User Certification.
Student services professionals are responsible for ensuring their institutions become true learning communities committed to providing transformative educational experiences for all students. The document discusses establishing student learning outcomes for student services which describe what students will be able to do, know, and demonstrate as a result of participating in student services programs and activities. It provides examples of learning outcomes for financial aid workshops, test proctoring, and officer training that are measurable and describe improved skills.
15 copies of the main ITIL Foundation reference book
15 copies of the ITIL Foundation pocket guide
Access to the official ITIL website for all trainees
Access to the APM Group website for all trainees
The document discusses personnel development plans and human performance improvement. It aims to upgrade sales team skills to better serve customers. Actions include helping staff meet personal and company goals by implementing scheduled, timed, and measured development goals. Training facilitates learning, and performance is the top priority. Human performance improvement systematically discovers, analyzes, and plans to close important performance gaps through cost-effective interventions and evaluations. Return on investment is proportional to performance improvement. The methodology discovers gaps then plans suitable learning systems. Gaps are discovered through competency measures, customer input, and knowledge evaluations. Future improvements are planned by addressing gaps with training, coaching, self-learning materials, and role plays.
Similar to EMS Professionals are Fed Up with CE and What to Do About It (20)
Local news media is interested in EMS when it is at its best—saving lives—or at its worst. The coverage you receive is a reflection of intentional pre-planning and relationship building as well as inadequate preparation for sentinel events – collisions, thefts, billing fraud, LODDs, and at-work arrests. This session explores the best practices of several agencies who excel at media relations and the trends in news coverage that expose opportunities for policy change and training improvement. The session concludes with several insights about opportunities to better align field providers with mission of the EMS agency.
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2) Devices can be used to access drug references, EMS guidelines, communication tools, and apps that support skills practice, but their use must respect patient privacy and professionalism.
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7. Session Description
EMS professionals are fed up with the continuing education they
endure to meet certification and licensure requirements. The
current one size fits all model of continuing education delivers a
broad reach of content with little depth. Continuing education rarely
accounts for previous experience or individual performance data. It
does not challenge or incentivize EMS professionals to learn more
than what they have already been taught. After briefly reviewing the
current state of continuing education the presentation will describe
a conceptual model of an independent learning plan for EMS
professionals. The presentation will include specific strategies to
implement the pillars of the learning plan to meet regulatory
requirements while also delivering continuing education that honors
an EMS professional’s experience, knowledge, and time.
8. Session Objectives
• Discuss state of continuing education
• Explain pillars of independent learning plan
• Describe specific strategies to implement
23. Reading Time Test
A VAD is a mechanical device that’s surgically implanted into the patient’s chest to
augment cardiac output, or the ability to pump blood. VADs can be used as a
“bridge to transplant” or as “destination therapy.” The compact size and portability
of VADs affords patients the opportunity to be discharged from the hospital and
have an improved survival and quality of life.
VADs are used as a bridge to transplant in patients who meet the qualifications for
cardiac transplantation but need temporary support to survive their condition until a
suitable heart donor becomes available.
VADs are also used as destination therapy for patients with advanced heart failure
who are symptomatic despite optimal medical therapy and who don’t meet the
qualifications for cardiac transplantation.2 The goal of destination therapy is to
minimize heart failure symptoms and improve quality of life. Destination therapy
means that the patient will live with the device for the rest of their life. It’s used not
as a temporary solution, but as a permanent therapy to improve quality of life.
There’s no expectation or plan to progress to heart transplant.
Mean = 1
24. Reading Time Variability
WPM WPM
College
8th grader 250 Student (low)
340
College
11th grader 350 student (average)
450
Average College
adult
300 student (high)
800
40. Actual Conversation
“I need more airway courses.”
“What kind of airway courses?”
“Airway”
“Airway courses of what type?”
“It needs to be an airway course”
“Exactly, a course about airway. I need to
know more about what you need.”
41. Similar Conversation
“I need more spice.”
“What kind of spice?”
“Spice”
“Spice of what type?”
“It needs to be a spice”
“Exactly, a spice. I need to know more about
what you need.”
49. Protocol Driven Training
Failure to use EtCO2 triggers:
1. Email from medical director
2. Google Doc form to explain not using
3. Link to PDF protocol
4. Assignment of online lecture
5. Competency check at simulator lab
52. Pillar II: Self-Directed
Paramedic Knowledge
Paramedic Knowledge
Niche Expert Goes Deep
Broad and Shallow
12-Lead ECG
Pediatrics
53. EMS Professional Chooses!
Seminars Online Courses
Classes Classroom Courses
Books Expert Interviews
Articles Simulation
Site Visits Discussions
Testing Case Review
54. Learning Plan Self Assessment
1. What are you really good at?
2. How do you know you are really good at
those things?
3. What do you want to get better at?
4. What do you need from the organization to
get better at those things?
62. Distribution of Training Hours
100%
Training Training
Training Officer Officer
Training
Officer
Officer
Self
Training
Officer Self
50% Self
Self
Data
Data Self Data
Data Data
0
75. Connections EMS Today
During After
greg@centrelearn.com
717-227-4655 (office)
CentreLearn 715-204-9874 (mobile)
Booth #3122
Facebook.com/gfriese
Twitter.com/gfriese
Blog.CentreLearn.com
Editor's Notes
Room in banquet set-up, chairs around tables. Sit so you can best see … upcoming presentation on capnography.
90 minutes
Me and what I doMy primary role is director of education for CLSHave been involved and engaged in online education development, production, and use since 2004.Variety of online education involvement:Continuing education coursesPodcasts hostBlog authorWeb videos Microblogging
I can only offer you virtual donuts and coffeeDoes that impact your willingness to be here, would you learn more if I had donuts and coffee, would you think higher of me if offered coffee and donuts?
Should we have a higher bar for our time and interest? Time is our most valuable commodity. We can’t get any more of it. Is your time really worth nothing more than a few dollars of food? On the list of top life regrets I don’t think you are going to find “I wish I had traded more of my time for free food and mediocre CE” If time is limited and CE accomplishment is measured in hours seek out the CE that most closely matches what your time is worth.
This is what I told JEMS/EMS Today what I would present….
And these are the objectives …
We’re not sure.Then discussion of CE
Kelly Grayson Article, Great points and great analogy, http://www.ems1.com/ems-education/articles/1235005-How-Id-change-EMS-continuing-education/
This is what I believe about EMS CEGeneralized to the lowest common denominator. Not actually designed to meet the needs of all users just to meet the needs of the poorest performers. Made for everyone. Often tilted towards the lowest performers or people with the least knowledge, least experience, least motivation,
Problem with most EMS education, wading pool. No depth. Learn a little about a lotCE often repeats the same little we know about a little.Above and beyond is pretty tough because of the low performers.
Repeat same topics over and over, often for reasons that are not entirely clear … at least to the participantIs it because of bad care or bad field performance or simply the fact we already have the content ready. Warning I might sing this out in a low and ominous tone. Part of the repetitionCard course required to maintain certificationHow much above and beyond information do you get in a card course like PHTLS, ITLS, EPC, GEMS, AMLS???
No relation of time of course work to actual need of knowledge Retention of lecture content is often poor and gap of time between presentation and actual usage. Searches for phrase “drug overdose” Do you know why this spiked? Do current events news impact incidence of cases other places? If I were a training officer I would be figuring out how to offer training on EMS response to active shooters or school shootings. CE Mash-up idea.
Topics can skew towards flash in the pan problems – Bath Salts, Suicide types, Synthetic Marijuana – Just make sure the actual threat and the perceived threat align. Training depth and frequency should match the likliehood of occurrence and severity of occurrence. Focus on the excitement of the problem rather than underlying pathophysiology or even the general principles of treatment.
[Instructor teaching a course]Of all the variables of a course – content, students – the one that can vary the most is the instructor. Part of the reason we see emphasis on pre-packaged training content (DVD) or curriculum with set objectives or set slide sets (ie PHTLS or WMA courses). Standardize as much as possible so “anyone can teach”Under emphasis on instructor selection, training, and development
[Image of my expiring cards … NREMT, WI, BLS, ACLS]Some of my experiences from recertifying … Mix of people in course – full time medics and nurses in hospital setting, full time medics in EMS agencies and fire departments, part time medics, new grads (2 years ago) still job searching or finishing AS degree. Waited until last minuteReceive exact same content as practicing nurses and paramedicsAbility to access information (Google) and write responses might be what is actually being assessed rather than my skills and knowledgeA great match for what I am personally seeking – path of least resistance to retain an important professional credential without undue hardship or stress since I don’t intend to practice Missing an intake form or pre-assessment to determine my goals as well as KSA’s I am coming into the course with.
CL user complaining they don’t have time to complete training, 8 windows open to watch 8 videos at the same time. Complain that system isn’t recording completion of those videos
Need something to measureWhat is easiest to measure … attendance and or completionMeasuring pre-course competence, skills, experience is very difficult. It can be done but not easily done. CE awards hours for these different activities. How are these things equal???TeachingRide TimeConferencesArticle
May be awarded time for registering/preparing for course.
The actual time you spend sitting listening/watching/viewingThe instruction quality and presentation quality play a big factor here but if it is mostly lecture based your retention is going to be dreadfully low.
How quickly can you read? [Excerpt an article from JEMS Online on screen with a stop watch. 18 point font?] 183 words on screen. 3000 words in a CE article – read in less than 15 minutes. 250-300 words per minute, http://en.wikipedia.org/wiki/Words_per_minuteHuge variability3rd grade students 150 wpm4th Grade Students1708th Grade Students25011th Grade Students 350Average Adults300Low Scoring College Students 340Average College Students450High Scoring College Students 800Mid Level Executives340High Level Executives575College Professors680High School Dropouts240http://www.free-speed-reading.com/articles/what-is-the-average-reading-speed-of-americans
How quickly can you read? [Excerpt an article from JEMS Online on screen with a stop watch. 18 point font?]3000 words in a CE article – read in less than 15 minutes. 250-300 words per minute, http://en.wikipedia.org/wiki/Words_per_minuteJEMS VAD article – all words, sidebars, references, etc ~3500 wordsHuge variability8th Grade Students 250 wpm (about the same as a high school drop out)11th Grade Students 350Average Adults300Low Scoring College Students 340Average College Students450High Scoring College Students 800http://www.free-speed-reading.com/articles/what-is-the-average-reading-speed-of-americans
1 minute per quiz question Poll question … Multiple choice questions should take about how long to completed30 seconds60 seconds90 seconds 120 seconds
12 lead program Presented by Dr. MarriotPresented by Dr. WesleyPresented by Tom, Tim, Bob, etalPresented by some guyAll get me an hour – regardless of presenter knowledge, skill, experience.
EMS Meme – started by Sean EddyCourse work that gets you back where you started[Animation, start as a paramedic and … end as a paramedic]Refresher course based on national standard curriculumLike groundhog day you are back where you started.
[groundhog phenomenon Kelly described]
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Over a 20 year EMS career is it reasonable to expect that someone should be able to go from paramedic certificate, or AA/AS to one of these?I think it is.
http://en.wikipedia.org/wiki/Course_creditI am going to do some math1 Credit hour equals 1 contact hour per week over a 15 week semesterExpectation of 3 hours of studying per week. Paramedic refresher course24 hours face to face24 hours online workUndetermined amount of time Should I get 3 college credit hours for doing this? If I tool 3 credit A and P instead should that count as an alternative to Paramedic refresher?What about biochemistry, organic chemistry, genetics, anatomy lab, research methods, statistics, accounting?
When I say continuing education is planned for Wednesday evenings at the hospital you think ….
Marathon running training plans. Driven by three pillars – data, individual goals, and coach prescription16-20 weeks to run and work-out four to six days a weekDriven by:Current level fitnessTime available for trainingDesired effort of exertionFinishing goal Training plan adapts to experience, environmental conditions, injury/illness, schedule, and actual results. Adapted to the Individual
NREMT recertification hours. Current paramedic learning plan in the US:
Homogenous mandatory training plan for all providers. One size fits all. Rehash of previous training programs.Broad, but shallow … no depth.
So broad we are overwhelmed with choices. Or we don’t have tools or language to focus our choices. “I need more airway courses?”“What should those courses be on?”“Airway”“What kind of airway courses?”“They need to be about airway”“Exactly, a course about airway. I need to know more about what you need.”Replace the word airway with salad dressing, jam, toilet paper.No relation to DATA from field experience, community served, clinical competency,
Replace the word airway with salad dressing, jam, toilet paper, or spice.
Needs to be related to and guided by DATA from field experience, community served, clinical competency,
Data driven competency evaluation and provider self-assessment to create unique training plans3 pillarsDataSelf-directedTraining officer assigned
Plentiful data sources, challenge is filtering the data sourcesCan use these sources independently or in combination
Field surveillance (slope for influenza cases changes)[Google Flu trends]2007-2008 – flu cases spike in February. When should you schedule training for following years? 2009-2010 –flu cases spike in September
Question to the audience: What events could monitor for with existing data sources.
What does this waveform tell you about the endotracheal tube? After intubation if capnography is not used to confirm tube placement … as documented in the PCR and from monitor data … what happens next.
Protocol Adherence - EtCO2 monitoring is the standard for any intubated patient, but we know it is often not used. Rapid analysis of the PCR data could immediately check for intubation performed and EtCO2 monitoring. If capnography was not performed a series of automated actions might include a template email from the medical director with a link to a form asking the paramedic to explain why EtCO2 was not used and how airway placement was confirmed. The same email could also include a link to a PDF of the airway management protocol, an instructional video of adding EtCO2 monitoring to the airway circuit, and an assignment to complete an online CE module on interpreting capnography waveforms.
Low Frequency Encounters – depending on your service area there is likely a known sub-set of low frequency encounters. In a heavily geriatric community a paramedic could go months without encountering a pediatric patient. A simple automated analysis of CAD data could determine which paramedics have not had pediatric patient encounters and then assign appropriate continuing education modules, case reviews, and observation opportunities. Similarly, if a paramedic has gone a certain time period, such as 24 months, without encountering a patient in active labor the paramedic could be scheduled for a practice delivery in the simulation lab or live birth observation/assistance at the local hospital.
Blood pressure assessments [scroll of systolic and diastolic pressures, 95% are between 115 and 125 mm Hg]
Self-Assessment that leads to niche expertise. Examples:Tom Bouthillet – 12 leadKyle Bates – EMS instruction, pedi-u, first few moments. Dan Limmer – test prepStephen Rahm – test questions[interesting connection between entrepreneurship, self-promotion, and self directed learning to obtain niche expertise. Also share a huge amount for free]
Choice! Steps towards attaining niche expertise. Gain depth. Annual or bi-annual learning plan:SeminarsClassesBooksArticlesDiverse assignmentsOnline courseClassroom courseOne to one meetingSelf directed learningSimulationGroup discussionCase reviewTesting Not just consumption but also application of knowledge
Self Assessment should answer these questions:What are you really good at?How do you know you are really good at those things? DATA!What do you want to get better at?What do you need from the organization to get better at those things?
Individual learning plan is validated by and accountable to a training officerSome connection to social networks and key opinion leaders to influence and validate those learning plansInfluenced and validated by Social CirclesTraining officerCoworkersSocial networksKey opinion leaders
Individual learning plan is validated by and accountable to a training officerSome connection to social networks and key opinion leaders to influence and validate those learning plansInfluenced and validated by Social CirclesTraining officerCoworkersSocial networksKey opinion leaders
[graphic … field provider and paths to these different careers with EMS]Prepares for different advancement paths … LeadershipFinanceBillingMarketingCustomer serviceEducationFTO/Preceptor Human resourcesIT infrastructure
Link to associates and undergraduate degree completionPathway towards advance degree attainment
There will always be a need for training assigned by a training officer to fulfill regulatory requirements. Top priorities of training officers:Completion of a certain amount of timeMeets requirementsEveryone is presented the same information Maybe some throwaway words like “good” “useful” or “interesting” or “informative”
Training officer assigned content as it exists now. A need is identified. It is deliveredTraining completed.Where in this process does competent fit?Does it even matter to the training officer that just wants to know
If you are going to assign training at least give people the opportunity to “test out” by completing a knowledge or competency assessment. Credit (or at least a free pass) for stuff you already knowCreate pathways depending on results of competency assessment.
EqualNowWhat could be? Different for different people or different years?
Great CE is like a bowl of fruit. There is something for everyone and it is all good for you.What does GREAT CE Feel Like?What is the outcome of GREAT CE?
http://www.articulate.com/rapid-elearning/how-to-create-a-learning-journal-to-go-with-your-e-learning-courses/Or a learning journal GoalsTasks and ActivitiesTimelineCoachingPeer ReviewSelf-AssessmentDocumentation
Build coalitions
We don’t lack dataWe lack the proper filters of dataOcean, crab pot, crab dinner!
This is, unfortunately, what the road to change looks like in many organizations
Make small changes
Action you are going to take to improve your own continuing education