National Guidelines for Educating EMS Instructors

National Guidelines for Educating EMS Instructors

August 2002

TABLE OF CONTENTS

Module 1: Introduction 1

Module 2: Roles and Responsibilities 20

Module 3: Administrative Issues 40

Module 4: Legal Issues In EMS Education 43

Module 5: Ethics 50

Module 6: The Learning Environment 55

Module 7: Learning Styles 63

Module 8: Domains of Learning 68

Module 9: Goals and Objectives 74

Module 10: Lesson Plans 84

Module 12: Evaluation Techniques 103

Module 13: Facilitation Techniques 117

Module 14: Communication And Feedback 128

Module 15: Motivation 132

Module 16: Teaching Thinking Skills 135

Module 17: Teaching Psychomotor Skills 139

Module 18: Affective Domain 144

Module 19: Discipline 148

Module 20: Remediation 153

Module 21: Cultural Awareness 157

Module 22: Teaching Resources 162

Table of Contents for Appendices 176

I. Action Verbs Useful for Writing Objectives

II. Academic Honesty College Procedure

III. Classroom Behavior, “A Practical Guide for Faculty”

IV. Student Counseling Report (Sample)

V. Affective Domain Evaluation Tools (excerpt from 1998 EMT-P: NSC)

VI. Rubric Affective Domain Tool

VII. Guidelines for Activities and Classroom Exercises on Ethical Issues

VIII. Classroom Arrangement Strategies

IX. Bloom’sTaxonomy of the Domains of Learning

X. Maslow’s Hierarchy of Needs

XI. Lesson Plan Outline

XII. Unit #1 - Pathophysiology and Management of Anaphylaxis

XIII. Daily Lesson Plan - Anaphylaxis Unit (sample lesson plan)

XIV. Confined Space Rescue – Awareness (sample lesson plan)

XV. Use of Safety Gear Inside a Fire Scene (sample lesson plan)

XVI. EMS Student Handbook Sample (EMT-Basic)

XIX. Glossary of Terms