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Presentations and Learning Objectives

Texas EMS Educators Summit 2018

April 13-14

Corpus Christi

Click Here for the Agenda

Delayed Sequence Intubation: A Cure For RSD (Rapidly Sequenced Death)

Jeff Jarvis, MD, MS, EMT-P, FACEP, FAEMS

Rapid Sequence Intubation (RSI) is a common practice in EMS systems across the nation. Most systems are aware that they should be tracking their intubation success rates but many are unaware of what is happening during the intubation attempts. Recent data has made it clear that there is a high incidence of hypoxia, bradycardia and even cardiac arrest during paramedic RSI. Dr. Jarvis will explain the data behind these events, the very real clinical consequences of them and describe a process that has been proposed to solve these problems called Delayed Sequence Intubation. He will also focus on specific ways educators can teach these concepts to students.

Upon completion of this session, the attendee will be able to describe the:

1)      incidence of hypoxia and bradycardia during prehospital intubation.

2)       clinical consequences of this hypoxia and bradycardia.

3)      process for identifying and describing these occurrences.

4)      process of Delayed Sequence Intubation.

 

OK…I’m a Graduate Paramedic, Now What?

(The ten things that you are expected to demonstrate competence….EVERY TIME the tones go off!)

Jeff Hayes, MPH, LP

The graduate paramedic oftentimes has a confused view on what they should focus on when they become employed with an EMS agency. This discussion will give EMS educators the pearls to prepare EMS program graduates with ideas of how to best focus on the realities of what EMS work entails and the preparation that will benefit them to survive in the "EMS World".

Upon completion of this session, the attendee will be able to:

1)    prepare graduates to understand the realities of EMS work.

2)    understand the affective domain's importance for program graduates.

3)    redirect students from toward compassion for patients and the job.

 

Flawed Exam Questions Develop Critical Thinking

Julianne Stevenson, LP, MS

Exams provide a lot of “mistake money” that is left on the table if post-exam reviews are not utilized (exclusive of departmental high-stakes exams).  We'll discuss the theory, the process, and the outcomes.  Particularly, we'll focus on how to leverage post-exam reviews to develop critical thinking and communication skills.

Upon completion of this session, the attendee will be able to:

1)      justify use of post-exam review in a formative manner.

2)      describe one method of post-exam review.

3)      list four benefits of post-exam review.

 

Using Cognitive Models to Develop High-Quality Multiple-Choice Questions

Kenny Navarro

For a variety of reasons, educators commonly use the multiple-choice exam format for high-stakes assessment.  Unfortunately, the creation of high-quality exam items is both laborious and expensive.  One strategy to reduce the effort and expense is to use cognitive modeling as a template for item creation that assesses clinical reasoning skills.  This presentation will provide a framework for developing cognitive models specific for EMS, which can lead to the creation of high-quality multiple-choice exam items.

Upon completion of this session, the attendee will be able to:

1)    differentiate between multiple-choice items that measure clinical reasoning and those that measure               memorized facts.

2)    describe the process of creating a cognitive model.

3)    create high-quality multiple-choice exam items using a cognitive model.

 

Simulation Past-Present-Future

Karen Raney, LP, MS, BS

Students today are looking for interactivity -- giving them the “wow” factor in just a few short moments will greatly enhance the learning experience. With budget restraints and faculty shortages,  who has the time to spend hours on moulage?  Today we will talk about how to incorporate moulage into your scenarios and be able to accomplish that “wow” factor in just a few short minutes.

Upon completion of this session, the attendee will be able to:

1)      Describe what true simulation is.

2)      Quick steps into making a manikin look like a patient.

3)      How to fit simulation into a budget                  

 

Decoding the Mystery of Rural EMS Training

Tony Ayub, BA, LP

Open discussion relating to the current challenges of EMS education for rural providers.  This session will seek to identify many of the road blocks students and providers must overcome to achieve meaningful training.  The session will include discussion on successful strategies to obtain certification or recertification through the use of credible media. 

At the end of this session, the student will be able to: 

1)      list at least 3 challenges encountered in rural EMS training. 

2)      discuss options in providing quality EMS training to rural providers.

3)      commence formulating a plan for delivering EMS training with a blended media.

 

Concept Mapping: Moving Educational Theory into Critical Thinking EMS Practice

Leslie Hernadez, EdD, NRP, FP-C

Michelle Prescott, NRP, FP-C

This brief presentation is designed to demonstrate the value of concept mapping in the initial and continuing education programs in developing critical thinking for EMS professionals. EMT, AEMT, and paramedic students or graduates often have difficulty with assessment findings and the development of a working differential diagnosis with a goal of moving from several possibilities to realistic probabilities. Concept mapping is a useful technique that allows learners educators to visually see similarities and differences in complex clinical presentations. Educators will be provided with ideas, examples, useful suggestions, and tools to utilize this technique in initial and continuing education settings.

Upon completion of this session, the attendee will be able to:

1)      define concept mapping.

2)      explain the relationship between cognitive concept mapping, curriculum , and practice.

3)      apply concept mapping techniques in the classroom to foster lifelong learning.

4)      defend findings culled from examples of concept mapping in the EMS classroom.

 

Reducing Liability Ability in the Affective Domain

Julianne Stevenson, LP, MS

Using a tool called the Demonstrated Affective Violation (DAV), we can readily calibrate students to the proper attitudes required in our profession while "spreading out" the liability from a single-lead instructor or program director.  We'll discuss the theory and application.  This tool has been used for two years with great success in a) correcting behaviors and b) dismissing those who won’t correct.

Upon completion of this session, the attendee will be able to:

1)      describe a DAV.

2)      list benefits of utilizing the DAV system.

3)      briefly explain how the DAV is implemented.

 

Scripts Are Not Just for the Movie Set!

(The intangibles are the competencies patients expect but we fail to do….)

Jeff Hayes, MS, LP

The underlying theory of scripts is that by having most of what you do already planned out, it allows you to do the 80 percent of applicable stuff by rote, which allows you to customize the 20 percent to meet the needs of that particular patient.

Upon completion of this session, the attendee will be able to:

1)    understand the importance of standardization of tasks for program graduates.

2)    dissect the EMS call and apply standardized approaches to the components of an EMS call.

3)    develop scripts for use in different situations relating to EMS work.

 

Learning Disabilities

Stacy Leach, BS, LP

Learn how to manage students with a wide variety of learning disabilities to include ADD/ADHD, dyslexia and dysgraphia.

Upon completion of this session, the attendee will be able to:

1)    discuss helping students with ADHD/ADD be successful in the classroom.

2)    describe techniques for helping students with Dyslexia be successful in the classroom.

3)    discuss ways to make students with dysgraphia successful in the classroom. 

 

DSHS Coordinator Update

DSHS Staff

Get it from the folks with all the answers:  DSHS will update on items relating to EMS regulation of education programs, courses, CE programs, course coordinators and instructors. No CE for his 90-minute session.

 

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