Attendees

Del Mar College has just finished the first pilot program and has a great success story. This course will share with you the partnership Del Mar College and the Corpus Christi Fire Department have made to make this program successful. The second pilot will be finishing in November, and we want to share our data and our successes and lessons learned. Objectives: define the civilian to paramedic program / demonstrate how to start a civilian to paramedic program / demonstrate the concept to build partnerships and buy-in / understand how to increase paramedics in the field.

Wharton County Junior College began having a Field Day each semester in 2016. The goal of Field Day is to provide a high-quality learning event that builds community among our students and faculty, connects our students with local EMS systems, and demonstrates to family and friends what our students do as professionals. Since that first event, we have made changes from our observations, student and agency feedback, and demands of program growth. We will share what we do on our Field Day and what we have learned in recent years. We will then open the floor for questions and sharing of your own events. The goal is to learn from each other about how we can use large events to enhance our programs. Objectives: gain an understanding of what one program has done through a large event to enhance learning / learn what other programs have done in similar events / develop ideas about what my program can do as a similar event / identify resources within TAEMSE that can help me develop my ideas / understand what challenges are involved in such events.

The affective domain is often the least understood but the most important of the three domains of learning. Knowledge and skills are more straightforward to define and teach but attitudes and emotions are much more complex. This session is designed to emphasize the importance of the affective domain, both in and out of the classroom, and to provide strategies and techniques to effectively impact the attitudes and emotions that our students carry out of the classroom and into the field with them. Objectives: define the three domains of learning / understand how the affective domain impacts the other two domains / understand why the affective domain is important both in and out of the classroom / learn strategies and techniques for effectively impacting students’ attitudes and emotions.

Hear how Julianne increased pass rates from the 80% range to seven years of 100% paramedic pass and the change she credits—aggressive implementation of servant leadership techniques. Leave with immediately actionable items. Objectives: differentiate between management and leadership / describe how “instructional leadership” enhances learning in adults / cite actionable examples of instructional leadership that you can implement immediately / analyze how these same techniques might not only enhance student learning but also may decrease attrition.

In this session, you learn to recognize and understand some of the common problems and barriers to student success while teaching high school EMT students. Challenges such as lack of buy in or lack of background is not uncommon for EMS educators, however dealing with students that have yet to completely mature brings its own set of challenges. As high school EMS educators, we must deal with these issues while also dealing with multiple regulatory agencies. These regulatory agencies requirements do not always align with one another making high school an even more difficult setting to teach EMS. Objectives: understand common issues arising from student BUY IN / understand common issues arising from lack of background / understand common issues arising from teaching in an environment where there are multiple agencies regulations to follow / recognize barriers to students’ success.

Mind maps are an excellent way to help your students organize information about an illness or injury and come up with a list of differential diagnosis. Objectives: create a mind map for an individual disease process / use a mind map to help direct their patient care / given a common dispatch complaint, students will be able to create a mind map of common causes of that complaint / use a differential diagnosis mind map to determine which condition is most likely to kill the patient first and treat the patient accordingly.

Our brains are not wired to sit and pay attention but that’s what educators expect. We know that attention is part of the learning process but banning the technology at their fingertips is not the best approach. Helping students find meaning in our lectures is the more effective, but more challenging, teaching approach. In this presentation we will discuss why students are so distracted and what we can do to help the learning process. Objectives: discuss why students are distracted / describe teaching strategies to help students find meaning in lessons and lectures / present ways to help students maintain attention in the classroom / describe classroom activities that foster creativity and community.

How do we engage this new age student who always seems to want to be entertained? By entertaining them of course! EMS individuals are unique in their perception of critical situations being intriguing and exciting. Our classrooms give us the opportunity to replicate these high stress scenarios and actually use the “F” word to describe the situation: FUN! So put down your pens and projector pointers and get ready to teach your students how to rehearse a skill, apply those skills in rescue situations, and be able to repeat them with confidence with FUN relay races! Objectives: use of tools/resources for safe administration of weight-based dosing / assessment and management of adequate and inadequate respiration / integration of treatment/procedures needed to preserve life / safely and effectively perform all psychomotor skills within the National EMS Scope of Practice Model.

Scaffolding is a learning technique that utilizes the prior knowledge of a learner as a basis to gain and understand new knowledge. Scaffolding can be used as a teaching technique as well, so long as the individual doing the teaching has an idea of what the learner’s scaffold already contains. This interactive lecture will demonstrate scaffolding as a teaching technique to encourage efficiency in learning, and will also explore ways to engage learners who might struggle with both motivation and understanding of material. Objectives: define scaffolding as a learning technique / describe the use of scaffolding as a teaching technique / discuss the importance of curiosity in teaching and learning / discuss techniques for engaging less-motivated students.

This interactive presentation provides information on how to engage students in performing patient assessment utilizing the cognitive approach and adult learning strategies. The benefits of debate teaching strategies to determine severity of illness/injury are discussed with patient case scenarios. Objectives: apply various adult learning theories in teaching patient assessment / articulate the benefits of debate / describe cognitive assessment / identify teaching strategies to determine severity of illness/injury.