Emergency Medical Service Instructor Development Course NAEMT/NAEMSE level

Emergency Medical Services Instructor Development Program

         South East Asia Prehospital Emergency Care

 SUMMARY

Responsible for the planning, teaching, and evaluation of classroom, laboratory, hospital, and pre-hospital clinical instruction, and for providing those related services and support activities required for effective student outcomes.  Coordinate all phases of the clinical education in health agencies, hospitals, and field ambulance experience in emergency medical service systems.  Serve as liaison between various clinical agencies and the College.  Assist with and support the EMS program’s administrative and logistics functions. Work with considerable independence under the supervision of the EMS Program Director and in concert with various EMS Instructors and contracted clinical agencies. Teach day and evening classes at multiple instruction sites as required.
Designed to qualify AEMT Instructors to teach EMT levels.

• Content Expertise

• Experience

• A professional appearance

• Organizational skills

• Professionalism

   

  The instructor must consciously take action to apply these characteristics in order to facilitate learning. When teaching adult learners, EFFECTIVE instructor trainers will always apply the basic training techniques and good instructor characteristics because adult learners do not automatically grant credibility to individuals simply because they are in positions of authority or responsibility. Therefore, remember the time and care that you invest in preparing for each lesson will influence your credibility with the audience.

   

  Course

  The Instructor Trainee will complete the open book test (either on-line or paper version) with a score of 90% or better

   

  Objectives

  The Instructor Trainee will complete all Performance Qualification tasks, which will be signed by the certified mentor instructor.

   

  Upon successful completion of all PQs, the trainee, given students and an instructional setting, will conduct a ten to thirty minute training event in accordance with the IDC course material. A certified mentor instructor will evaluate this presentation.

   

  Following successful evaluation by the mentor, a minimum of six practical oral presentations that will be videotaped and critiqued by the instructors and classmates for enhanced learning and attainment of course objectives and conduct a one to two hour skill training event using chapter(s) from any of the EMT Complete approved AREMT courses. Following the successful evaluation, the trainee will be recommended to the AREMT as having successfully completed the Instructor Development Course for the AREMT.

   

  Overview

  To provide the best possible training experience, participants are expected to accomplish the following:

   

• Actively participate in class discussions and group exercises

• Accurately complete a personal lesson plan

• Conduct an initial training event

• Make adjustments to training based on self, peer, and instructor feedback

   

  Goal

  This course is developed to meet the following goals:

   

• Provide course participants with an introduction to the 14 Instructor Competencies as defined by the AREMT Board of EMS for Training, Performance, and Instruction.

• Offer procedures and tools that can best be used when conducting a training event

• Provide opportunities for participants to practice using tools and techniques in actual training situations

   

  Key Concepts

• The 14 Instructor Competencies: These competencies define an effective and efficient instructor.

• In addition to the 14 Competencies, AREMT instructors are required to:

• Identify the three parts of a usable instructional objective

• Create and effectively use a 9 events lesson plan

• Apply principles of adult learning to instruction

   

  THE 14 INSTRUCTOR COMPETENCIES

   

  Purpose

  The Instructor Development Course, and a host of other industry, and educational organizations have adopted the 14 Instructor Competencies as defined by the International Board of Standards for Training Performance, and Instruction (IBSTPI) as a standard for excellence in training.

   

  The 14 Instructor Competencies