The Lost Art of EMS Instruction

1
The Lost Art of EMS Instruction

• JoAnne L. Christian, EMT
• EMS Training Entity Course Coordinator
• Instructor/Coordinator
• CMH Community Educator

2
A Review of Instructional Methodsfor those of us
who have been Teaching too long (And the New
Instructors too)
3
Objectives

• Identify Learning Styles as they relate to the
  adult learner.
• List the methods of motivating the adult learner
• Discuss alternative teaching methods in EMS
  education

• Discuss the role of toys and games in improving
  retention of EMS knowledge.
• Discuss utilizing adjunct Instructors.
• List the methods of creating Great Question
  Answer sessions

4
Remember

• Not all students learn the same way (especially
  adult learners).
• Retention of information is critical to the
  success of the EMS student.
• Some EMS topics are just plain dry, and may need
  a little creativity and spice to make them
  interesting to the typical student.

5
Remember

• In EMS courses theres a lot of information that
  must be presented in a relatively short time
  frame.
• Our students WILL eventually be practicing in the
  field.
• Not all students have a photographic memory, or
  learn the same way that you do.

6
Remember

• Adults need to be self-directing and in control
  of the learning process.
• Adults learn based on need. If they dont
  believe that they need the information, they
  wont accept it.
• Adults are task oriented, and seek information
  that will apply to real life.

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There is a HUGE difference
Between
Lecturing
and
Teaching
EMS Instructors should make the learning process
active.
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Do What You Love Love What You Do

• If you are not comfortable or do not enjoy
  speaking in front of people, then teaching the
  Environmental Emergencies section is probably
  not for you. That does not mean youre not a
  GREAT Lab Instructor. Be comfortable with what
  youre teaching. Students can sense when an
  instructor isnt comfortable.

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Teaching Strategies that work

• Know your subject
• Be Sincere
• Teach with Enthusiasm
• Control your voice
• Vary your pace

• Fit your actions to your words
• Move!!!!
• Use pauses
• Make an impact
• Put your heart into it
• Believe what you teach

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Motivating the EMS learner

• Curiosity Feed their natural curiosity with
  dilemmas, pretests and scenarios.
• Get their Attention Start each class off with
  something unique, different or unusual.
• Positive Reinforcement Praise and encourage the
  students when they do well.

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The 3 Domains of Learning

• Cognitive Involves storing information in the
  mind, in order to retrieve it later.
• Affective Dealing effectively with feelings.
• Psychomotor Muscle Learning / Learning by doing.

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Edgar Dales Cone of Learning

• Students Remember
• 10 of what is Read
• 20 of what is Heard
• 30 of what is Seen
• 50 of what is Seen Heard
• 70 of what we Say
• 90 of what we Say Do

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It only makes sense

• To get our students involved in the learning
  process. We can achieve this by using as many
  styles and methods as possible to stimulate as
  many of the senses as possible.
• Class time should not be spent only in Lecture or
  Lab practices, but also in active learning

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Toys EMS

• Toys allow for Cognitive Enhancement
• - Students gain knowledge of facts as well as
  improving their decision making skills.
• - Emotions tend to run high during games, and
  information related to strong emotions is more
  easily remembered.

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Toys.. Continued

• Toys are Motivational
• - Students show an increased interest and
  enthusiasm towards learning when games are used.
• - Students will put more effort into games
  than a ordinary class session.
• - Attitude improves, as does self-confidence.

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Toys Continued

• Toys allow for Competition
• - Toys and games are fun, and the competition
  encourages students to do better than their peers.

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Things to keep in mind When / If you use Toys in
the Classroom

• Toys dont need to be expensive to be effective
  (Remember when you were a kid and played with the
  boxes your toys came in?).
• Toys MUST be related to what you are teaching to
  be effective.
• When using games make the rules simple and easy
  to follow and give prizes or rewards.

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Game Hints

• Dont be afraid to shift gears in the middle of
  the game if reception isnt what you expected.
  If the students are learning, youre on track.
• Expect some people to grumble at first (This
  usually stops shortly after you start).
• Have enough toys for everyone, or make sure that
  everyone gets to play.

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Some ideas

• Turkey leg Tongue Depressors (Fracture
  Splinting)
• Knowledge Bowl (Played like Jeopardy)
• Petroleum Jelly on Glasses (Glaucoma / Cataracts)

• Scene Size-up (With Matchbox cars and Town
  Carpets)
• Toy Gun / Knife (Scene Safety)
• Whats missing or How do ya fix that scenarios

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Some ideas for Prizes Rewards

• Lifesavers candy (Get it?)
• Nerds candy (Works well for the Knowledge Bowl
• Matchbox Ambulances or Rescue Heliocopters

• Anything with EMS on it Pencils, Pens, Lapel
  pins, Stethoscope Tags
• Pez Dispensers (Im not sure why, but these
  usually go over very well)
• Award Bonus or Team points

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A Parting Word about Toys Games

• It does take time and effort to come up with
  games that reflect the material being taught, or
  toys that are effective. Some students may even
  balk at the idea of playing in the classroom,
  however, retention of information is best
  accomplished if the students are having fun.

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If we have fun

• The students have fun
• They retain more information
• They do a better job when it really matters
• They are more likely to make a positive
  difference in someones life

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If you arent having fun

• The students wont have fun
• Minds turn to doodling
• Yawns fill the room
• Ears Malfunction
• Important information gets sucked into the black
  hole of EMS Education Space

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Your Attitude Counts

• Smile Often Youll look good, Youll feel good,
  and your energy will be contagious.
• Make Eye Contact when answering a students
  question.

• Laugh ! Health studies suggest that laughter
  lowers stress and blood pressure, enhances
  circulation, improves the immune system, and
  releases chemicals that produce a calming effect.

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Respect your students

• Arrive to class 30 min - 1 hour early to set up
  equipment / Audio Visuals, and to talk to the
  students as the arrive.
• Allow students to ask questions (You need to
  decide if they will come after or during your
  presentation).
• If you dont know the answer, dont act like you
  do. Look the answer up or find someone who knows
  the answer.

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Playing nice with other Instructors

• Discuss presentation and facilitation styles
  preferences.
• Agree on who will be teaching what.
• Identify a Lead Instructor

• Decide how the back-up instructors should
  indicate their desire to contribute or intervene.
• Dont be a know-it or Seen-it all, and dont
  comment on every subject.

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Wake em Up

• Schedule an energy break using plenty of
  up-beat music.
• Plan an interactive scenario full of action.
• Schedule a Round table discussion allow
  positive debate.

• Allow snacks (Anatomy snacks are fun, as long as
  you have control of the body part). Make snack
  time separate from classtime.
• Try to present for awhile (45 min-1 Hr), and
  practice awhile.

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Use Music in Training

• When starting the class as a starting cue.
• While students are reading or completing
  assignments.
• For games or Lab / scenario practices

• During breaks
• To energize students and reduce stress.
• At the end of your presentation as a finishing
  touch.

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Creating GREAT Questions

• Prepare questions in advance, thinking through
  how and when to ask them.
• Ask open-ended questions to generate
  conversation.
• Pause Wait for answers (5-7 sec)

• Be fair Dont ask a question that you havent
  equipped your students to answer.
• Compose questions that you might ask if you were
  in the students shoes.

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When Teaching a Skills Lab

• Know how all of the equipment works.
• Make sure that the equipment works.
• Know how to perform the skill . Very well.
• Understand why the equipment is used.

• If you have not attended National Registry or
  State testing in awhile, find someone who has.
  Their assistance with skills training is
  invaluable.

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A Final Word

• Think back to Your classroom days. Who were your
  favorite instructors. They were probably the
  ones who made their subjects come alive for you.
  When you are enthusiastic, you are showing a
  genuine affection for your students and your
  subject.

Citizens Memorial Hospital EMS Training Entity