PARM 225 - Indiana Primary Instructor Preparation

As per the 2002 National Guidelines for Educating EMS Instructors amended, adopted and approved by the Indiana EMS Commission July 23, 2004.

Objectives Legend
C = Cognitive P = Psychomotor A = Affective
1 = Knowledge level
2 = Application level

MODULE 1: INTRODUCTION

MODULE 2: ROLES AND RESPONSIBILITIES

Cognitive Goals

At the completion of this module, the student-instructor should be able to:

1. Use their own words to provide a descriptive definition of the Primary EMS Instructor
2. REMOVED from IN CURRICULUM
3. Describe the duties of a Primary Instructor providing the majority of instruction during the entirety of an EMS course
4. REMOVED from IN CURRICULUM
5. Describe the importance of professional development through continuing education, conference offerings and formal academic coursework for the EMS instructor
6. Describe sources for locating relevant educational and research materials
7. Describe the relationship between the instructor and the student, assistant instructor, program director and medical director
8. Describe the role of the course syllabus and lesson plan in course management
9. Describe the major components of the syllabus and lesson plan

Psychomotor Goals

There are no psychomotor objectives for this section

Affective Goals

At the completion of this module, the student-instructor should be able to:

1. Defend the importance of continuing professional development for the professional educator
2. Value the role of the instructor in the EMS classroom
3. Serve as a role model for other educators in the EMS setting
4. Assess personal attitudes and demeanor that may distract from professionalism
5. Value the variety of the classroom culture
6. Appreciate the importance of the teacher-student relationship
7. Value the need to provide fair, timely and constructive feedback to students
8. Exhibit professional behaviors in the following areas: integrity, empathy, self-motivation, appearance and personal hygiene, self-confidence, communications, time management, teamwork, diplomacy, and respect
9. Explain the value of serving as a mentor
10. Value the importance of mentoring in the development of a professional EMS instructor

MODULE 3: ADMINISTRATIVE ISSUES

Cognitive Goals

At the completion of this module, the student-instructor should be able to:

1. Identify resources at the federal level for obtaining information on policies and procedures for EMS education programs and courses
2. Identify resources at the state level for obtaining information on policies and procedures for EMS education programs and courses
3. Identify resources at the local level for obtaining information on policies and procedures for EMS education programs and courses

Psychomotor Goals

There are no psychomotor objectives for this module

Affective Goals

At the completion of this module, the student-instructor should be able to:

3.1 Describe the importance of understanding the policies and procedures put in place for EMS instructors for conducting EMS education programs and courses

MODULE 4: LEGAL ISSUES IN EMS EDUCATION

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Define liability, negligence and the standard of instruction
2. Identify areas of legal liability for the instructor and the educational institution
3. Identify risk management considerations for the student, instructor, and educational institution
4. Explain the importance of confidentiality
5. Identify applicable federal, State and local laws which affect the EMS teaching profession and the educational institution
6. Explain legal considerations regarding copyright and intellectual property issues

Psychomotor Goals

There are no psychomotor objectives for this module

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Value the importance of adhering to local, state, and federal laws governing the teaching profession and the conduction of EMS education programs

MODULE 5: ETHICS

Cognitive Goals

At the completion of this module, the student-instructor should be able to:

1. Use their own words to define ethics and morals
2. Use their own words to identify and describe the basis of the six moral theories described in this module
3. Describe one strength and one weakness for each of the six moral theories described in this module
4. Identify sources of ethical mission statements for educational and emergency medical organizations
5. Describe attributes of an ethical instructor
6. List venues in education that should have ethical role models
7. Describe ways in which ethics can be incorporated into the EMS curricula

Psychomotor Goals:

1. Given a lesson plan or session topic, describe an activity that incorporates an ethical lesson into that session

Affective Goals

At the completion of this module, the student-instructor should be able to:

1. Defend the need to model ethical behavior as instructors

MODULE 6: THE LEARNING ENVIRONMENT

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. State the importance of a positive learning environment
2. List desirable behaviors for students in your classroom setting
3. Identify unacceptable student behaviors
4. Describe methods to engage students in the learning process through a positive learning environment.

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Create a positive learning environment given a group of students in a classroom setting
2. Role-play effective methods of engaging students in the learning process as described in this module

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Appreciate the importance of a positive learning environment and the overall impact that has on the success of a class
2. Act as a role model for the positive behaviors expected in the classroom setting
3. Discourage rude, offensive or distracting behavior and language in students

MODULE 7: LEARNING STYLES

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her own words to define and describe “learning style” and “learning preference”
2. List common learning styles found in adult learners
3. Identify the following characteristics for each learning style:
   • Student needs, desires and preferences in instruction
   • Strengths and weaknesses inherent in that style
4. Explain how learning styles impact classroom dynamics
5. Given a lesson plan, describe activities that may be used to target a specific learning style
6. Identify surveys and other tools used to classify learning styles
7. Describe how his or her own learning style will affect instruction

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Create a lesson plan which utilizes a stimulating variety of teaching techniques, activities and breaks for the purpose of maximizing the various learning styles present in students (this goal should only be attempted if Module 10: Lesson Plans has been completed)

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Value the diversity found in the various learning styles
2. Support the use of learning styles assessment in EMS education
3. Support the use of a variety of teaching styles to reach all learning styles

MODULE 8: DOMAINS OF LEARNING

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her own words to state a definition of cognitive, psychomotor and affective domains of learning
2. Identify the domain of learning and level of depth for a correctly written objective
3. Give examples of behaviors that exemplify the three domains of learning
4. Within the context of an EMS call, identify knowledge and behavioral examples for cognitive, psychomotor and affective domains
5. List classroom activities for each domain of learning
6. State at least one appropriate evaluation method for each domain of learning

Psychomotor Goals

There are no psychomotor objectives for this module.

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Acknowledge the need to teach within the three domains of learning as identified within the National Standard Curriculum for any level of EMS course
2. Support activities that teach and evaluate the three domains of learning
3. Value all three domains of performance by the EMS professional

MODULE 9: GOALS AND OBJECTIVES

Cognitive Goals

At the completion of this module, the student-instructor should be able to:

1. Use his or her own words to define and describe goal, objective and performance agreement
2. Use his or her own words to identify and describe the ABCD parts of an objective
3. Use his or her own words to describe each of the three domains of learning: cognitive, affective and psychomotor
4. Use his or her own words to describe how to evaluate a planned learning activity (lecture, demonstration, etc.) to determine if there is performance agreement between the planned learning event and the course goals and objectives
5. If Module 8: Domains of Learning has been covered, the student should be able to determine the level (1-3) from the language of the objective based on ABCD elements

Psychomotor Goals

At the completion of this module, the student-instructor should be able to:

1. Take objectives supplied by the instructor and identify the A, B, C, and D components
2. Take incomplete objectives (lacking 1 or 2 of the ABCD components) and rewrite the objective to contain all of the necessary elements
3. Take a goal provided by the instructor and write at least one ABCD objective for each domain of learning
4. Compare goals and objectives provided by the instructor to determine if performance agreement exists

Affective Goals

At the completion of this module, the student-instructor should be able to:

1. Explain why goals and objectives are important to well designed learning
2. Explain how the evaluation of goals and objective for performance agreement enhances quality
3. If Module 8: Domains of Learning has been completed, the student should be able to explain why understanding the three levels within each domain are important in planning and executing instruction

MODULE 10: LESSON PLANS

Cognitive Goals

At the conclusion of this module the student-instructor should be able to:

1. Define a lesson plan
2. Define and describe the following components of a lesson plan:
   • Needs assessment
   • Overall goal of instruction
   • Cognitive objectives
   • Psychomotor objectives
   • Affective objectives
   • Lesson motivation
   • Recommended list of equipment and supplies
   • Recommended schedule
3. List and describe the components of a needs assessment used for preparing a lesson plan
4. List and describe the items to consider when evaluating the intended audience during needs assessment
5. Discuss the methods for determining the depth to which the content will be covered in a prepared lesson plan
6. Discuss the process of aligning objectives of the curriculum with the specific objectives of the lesson plan
7. Discuss how to use a lesson plan to present course content
8. Discuss methods to evaluate the effectiveness of lesson plans:
   • Formative evaluation strategies
   • Summative evaluation strategies
   • Written testing instruments
   • Practical skills demonstrations

Psychomotor Goals

At the conclusion of this module the student-instructor should be able to:

1. Use the information described in this module as a template and evaluate a supplied lesson plan for completeness and accuracy
2. Conduct a needs assessment with a group of EMS students using the parameters discussed in this module
3. Take a goal of instruction and supporting objectives supplied by the instructor and write a brief lesson plan that includes all of the elements presented in this module

Affective Goals

At the conclusion of this module the student-instructor should be able to:

1. Support the use of lesson plans in guiding the planning and presentation of instruction
2. Defend the need to perform a complete and thorough needs assessment prior to the development of a lesson plan

MODULE 11: PRESENTATION SKILLS

Cognitive Goal

At the completion of this module, the student-instructor should be able to:

1. Describe four different instructional styles
2. Describe the proper use of instructor presence in the classroom setting
3. List types of media available for classroom use
4. List criteria for successful classroom presentations
5. List strategies that can be used to augment classroom presentations

Psychomotor Goal

At the completion of this module, the student-instructor should be able to:

1. Demonstrate a brief presentation in each of the following methods:
   • lecture
   • student centered activity like a role playing scenario, simulation or game
2. Demonstrate how to gauge students response to your presentation

Affective Goal

At the completion of this module, the student-instructor should be able to:

1. Explain how different classroom presentation strategies enhance learning
2. Describe the importance of including varying learning styles in each lesson plan
3. Value the importance of diversity in the types of media used to deliver subject matter

MODULE 12: EVALUATION TECHNIQUES

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Define evaluation, formative evaluation and summative evaluation
2. Distinguish between formal and informal evaluation
3. Identify various types of evaluation, and the advantages and disadvantages of each
4. Understand specific types of test items and the advantages and disadvantages of each
5. Understand general guidelines for test construction
6. Define reliability
7. Define content validity
8. List several examination resources

Psychomotor Goals

At the completion of this module, the student-instructor should be able to:

1. Develop two examples of correctly constructed test items for cognitive evaluation in each of the following categories:
   • Multiple choice
   • True/false
   • Matching
   • Completion
   • Essay
2. Develop a skills checklist to evaluate a psychomotor skills performance

Affective Goals

At the completion of this module, the student-instructor should be able to:

1. Explain why evaluation is important to the total quality control of an EMS program
2. Explain why formative and summative evaluations are both important in the evaluation process

MODULE 13: FACILITATION TECHNIQUES

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her own words to provide a description of facilitated learning
2. Describe why motivating students is an important factor in an environment that promotes facilitated learning
3. Identify classroom arrangements and formats that promote and enhance facilitation techniques
4. Explain why the standard lecturing method does not provide a facilitated learning environment
5. List methods to enhance the lecture method to make it a more facilitated learning experience
6. Explain the role of group work in a facilitated learning environment
7. List tips or methods to facilitate a discussion in the classroom
8. List tips for facilitating a practical (psychomotor) classroom session
9. Describe methods to maintain classroom control when using a facilitated learning environment

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Apply the learning principles described in this module to facilitate a discussion of a small group (three-five participants) of student-instructors
2. Apply the learning principles described in this module to facilitate a psychomotor classroom session

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Value the need for providing a facilitated learning environment for adult students
2. Share techniques described within this module with other instructors to promote facilitated learning principles

MODULE 14: COMMUNICATION AND FEEDBACK

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Describe the process of active listening
2. State the importance of timely feedback
3. Compare and contrast counseling and evaluation
4. Describe several unique types of questioning that could be used to solicit student responses
5. Explain how body language affects one’s verbal communication reception
6. Recognize the need to check for understanding when giving students information
7. State the benefits of honest communication in the education environment

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Demonstrate active listening during a role-play exercise in the classroom
2. Employ the use of the pause when questioning students in a role-play exercise in the classroom
3. Demonstrate the proper use of positive and negative feedback in a counseling scenario
4. Demonstrate the use of questioning techniques to solicit student responses in a mock classroom environment
5. Model body language that is recognized as open, interested and positive

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Support the need for positive communication in the learning environment
2. Encourage open communication in one’s classroom
3. Value the need for honesty in academic communications

MODULE 15: MOTIVATION

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her words to define intrinsic and extrinsic motivation
2. List intrinsic motivators of behavior
3. List extrinsic motivators of behavior
4. Given a description of behavior, identify the motivator for that student’s behavior
5. Describe techniques to increase motivation in different types of students
6. Identify techniques to increase self-motivation for instructors

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Create and conduct an activity to identify motivational factors for students in a given class
2. Demonstrate behaviors that motivate students
3. Demonstrate how to create a classroom environment that is motivating to students

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Appreciate students have different motivations for participating in an EMS course
2. Respect an individual’s motivator for success
3. Value the need to rejuvenate motivation as an instructor

MODULE 17: TEACHING PSYCHOMOTOR SKILLS

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Define psychomotor skills
2. Explain the relationship between cognitive and affective objectives to psychomotor objectives
3. Describe teaching methods appropriate for learning a psychomotor skill
4. Describe classroom activities used to teach and practice psychomotor skills
5. List methods to enhance the experience of psychomotor skill practice in the classroom

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Demonstrate proper facilitation technique when demonstrating EMS skills
2. Demonstrate the use of corrective feedback during a skill demonstration
3. Create a skill session lesson plan which maximizes student practice time
4. Create a skill scenario which enhances realism

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Acknowledge the need to teach the mechanics of a skill before students can apply higher level thinking about the process
2. Value the need for students to practice until they attain mastery level
3. Model excellence in skill performance

MODULE 18: AFFECTIVE DOMAIN

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her own words to provide a definition of the affective domain of learning
2. Give examples of student behaviors that illustrate desired behaviors or changes in behavior in the affective domain
3. Within the context of EMS practice, identify examples of affective domain behaviors
4. List classroom activities that support development of the student’s affective domain

Psychomotor Goals

There are no psychomotor objectives for this module

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Acknowledge the need to teach to the affective domain
2. Support activities that teach and evaluate the affective domain
3. Value the affective domain of performance for the EMS professional

MODULE 19: DISCIPLINE

Cognitive Goals

1. At the completion of this module the student-instructor should be able to:
2. Identify unacceptable classroom behaviors
3. Articulate the cost and consequences of uncontrolled classroom environments
4. Discuss possible causes of behavior problems
5. Describe three strategies for preventing unacceptable behavior
6. Describe how to create a progressive discipline policy within institutional guidelines
7. Given a behavior problem scenario describe an appropriate disciplinary action for the situation

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Role play a scenario involving a discipline problem by modeling the steps of progressive discipline described in this module

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Appreciate the underlying causes of behavior problems
2. Respect the student’s dignity when delivering discipline
3. Value the need to apply discipline in a safe, fair and consistent manner

MODULE 20: REMEDIATION

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her own words to define and describe remediation
2. Describe the steps of the remediation process
3. Describe the critical components to include when performing an assessment of a problem requiring remediation
4. List skills critical to student learning success

Psychomotor Goals

At the completion of this module the student-instructor should be able to:

1. Role play a front end assessment to identify and explore the causes of a problem requiring remediation

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Value the need to assist student in becoming independent self-directed learners

MODULE 21: CULTURAL AWARENESS

Cognitive Goals

At the completion of this module the student-instructor should be able to:

1. Use his or her own words to define and describe cultural awareness
2. Understand various ethnic and religious values and traditions that may affect a student’s behavior
3. Explain the behaviors an EMS instructor can model to show awareness of cultural issues in their classroom
4. Describe aspects of cultural awareness that are important to instill in students in the classroom setting

Psychomotor Goals

There are no psychomotor objectives with this module

Affective Goals

At the completion of this module the student-instructor should be able to:

1. Defend the need to consider cultural awareness issues when designing and developing instructional plans and curriculum
2. Display behaviors that indicate consideration of cultural awareness issues when dealing with students
3. Share your knowledge of cultural awareness by modeling cultural sensitive behaviors to your students in the classroom

MODULE 22: TEACHING RESOURCES

Cognitive Goals

At the completion of this module, the student-instructor should be able to:

1. Discuss the importance of mentors for the development of a professional EMS instructor
2. Discuss the importance of working with various allied health personnel, including State EMS agency personnel, area hospital personnel (ER physicians, nurses, respiratory therapists, pharmacists, etc), non-hospital affiliated physicians and area paramedic program faculty (e.g., college and university)
3. Discuss the importance of validity, utility and the effective use of resources in delivering content in a program
4. Discuss the importance of attending professional development opportunities (e.g., EMS and education conferences and workshops)
5. Discuss the usefulness of a library in developing educational content
6. Discuss the importance of research for each of the following:
   • When developed for a specific organizational need
   • Used when participating in larger multi-organizational projects
   • As a contribution to the body of knowledge
7. Discuss the importance of developing a support network with each of the following:
   • local political officers (e.g., county council, mayor, city manager)
   • physicians
   • publishers
   • area EMS instructors
   • area paramedic program faculty (e.g., college and university)
   • other faculty within your agency
8. Discuss the importance of using community service as a means of developing teaching skills
   • through presentations to public groups (e.g., scouts, schools, civic groups)
   • assisting with area EMS courses

Psychomotor Goals

At the completion of this module, the student-instructor should be able to:

1. Given a specific EMS instructional setting (with audience, teaching site, and course type provided) the student-instructor should be able to take specific EMS course content resources (provided to them) and evaluate that resource for validity, utility and effectiveness in the described setting
2. Use the resources described in this module to enhance lesson plan content

Affective Goals

At the completion of this module, the student-instructor should be able to:

1. Describe why it is important for EMS instructors to seek a mentor
2. Explain the importance of critical evaluation of teaching resources
3. Value the importance of developing methods designed to enhance personal growth and life-long learning

MODULE 23: RESEARCH

Cognitive Goals

At the completion of this module, the student-instructor will be able to:

1. Describe the nature and characteristics of research as it relates to the practice of EMS
2. Understand the common types and methods of conducting research
3. Distinguish between the different types of research commonly conducted in the EMS setting
4. Understand how research studies are designed and conducted
5. Describe methods used to read the research literature with understanding
6. Identify sources for locating relevant research materials and findings

Psychomotor Goals

There are no psychomotor objectives for this section

Affective Goals

At the completion of this module, the student-instructor will be able to:

1. Defend the importance of teaching research methods in the curriculum
2. Value the importance of research in the clinical and educational settings of EMS
3. Value the need to assist in the research process and data collection activities

Explain the value of research to the EMS provider and the EMS Educator

GRADING POLICY

Eligibility to sit for the certification or licensure exam will be determined by the region’s program chair based on successful completion of all program requirements, as well as the program’s medical director based on the student’s competency as required by the program’s accrediting body.

 
Course Addendum - Syllabus (Click to expand)