Author Archives: coaemsp1
Recorded December 7 2022
Mike Miller
Effectively educating paramedic students is challenging, requiring many different resources. Each year paramedic programs are required to complete a Resource Assessment Survey of both program personnel and students. Survey results include 10 different component areas and are to be reported using the Resource Assessment Matrix. Annually assessing resources provides program leadership, including the medical director and advisory committee, the ability to reaffirm areas of strength and develop action plans for areas in need of improvement. Sign up now to review the process for your program’s resource assessment.
Objectives:
- Summarize the 10 component areas required in the resource assessment survey.
- Describe the process to complete the Resource Assessment Survey and Resource Assessment Matrix.
- Examine the importance of annual resource assessment.
Resources
| Dec-2022 | Download |
Slides: Resource Assessment
Mike Miller
Pat Tritt
Lisa Collard
Lynn Caruthers
Recorded on November 30, 2022
EMS education modalities continue to evolve from original single location classrooms to alternatives in delivery as technology grows. Changes may be driven by the availability of resources, workforce and agency needs, or by the desire of learners for a non-traditional learning environment. In response to these needs, programs may develop satellite locations or use alternate locations to deliver classroom and laboratory activities. Regardless of the modality, students attending Paramedic programs must receive the same educational program, and the CoAEMSP policies describe the requirements for Satellites and Alternate Locations. This session will review these requirements and considerations for implementation and provide examples of best practices managing delivery.
At the conclusion of this presentation, participants will:
- Describe the differences between a Satellite and an Alternate Location.
- List the requirements of a Satellite and an Alternate Location.
- Discuss considerations in developing a Satellite or Alternate Location.
Resources
Recorded October 19, 2022
Mike Miller
Pat Tritt
The primary goal of any Paramedic education program is to assure students are competent at the end of the program of study. For many years the CoAEMSP has required programs to track and report minimum competencies for various age groups, complaints, and skills as specified originally in the Student Patient Contact Matrix. The National Registry required completion and attestation of a psychomotor portfolio. CoAEMSP and the National Registry assembled a workgroup to review and revise the Student Minimum Competency Recommendations to be utilized by programs for students enrolling on or after January 1, 2023. Join us as we explore the new recommendations, documentation, and student tracking.
Objectives:
- Review each component of the Student Minimum Competency (SMC) recommendations.
- Discuss implementation strategies for the SMC recommendations.
- Illustrate SMC summary tracking requirements for CAAHEP accredited and CoAEMSP Letter of Review programs.
Resources
Quarterly the CoAEMSP staff hosts Conversations with Site Visitors, which is an opportunity for the CoAEMSP staff to share the latest news, and for site visitors to exchange ideas and share best practices.
September, 2022
September, 2022
Kim McKenna
Rick Ellis
Jeff McDonald
Megan Corry
It is widely acknowledged that the capstone field experience represents the synthesis of all learning in a paramedic program. This phase of the program is critical to assess the paramedic student’s ability to integrate all elements of learning gained in the classroom, lab, clinical, and field experience. During the capstone field internship, the student must successfully team lead with minimal prompting and be provided accurate, honest feedback by expert field preceptors. The selection, training, and ongoing feedback between the program staff and capstone field internship preceptors is essential to assure that the student is progressing appropriately and to intervene with remediation measures when communication between program staff and preceptors indicates that the learner is not reaching entry-level practice as a paramedic.
This panel discussion explores these issues and provide guidance on how to design an effective capstone experience to maximize the student’s success at this most critical phase of their program.
- Describe the goals of the capstone experience.
- Determine selection criterion for capstone preceptors.
- Outline strategies to assure the capstone preceptor(s) know their expectations.
- Explain effective approaches capstone preceptors may use to provide feedback to students.
- Discuss the techniques to monitor student progress during the capstone experience.
- Identify measures to remediate learners who are struggling during the capstone experience.
- Locate resources on the CoAEMSP website with information related to the capstone experience.
Recorded on August 17, 2022
Facilitated by:
Pat Tritt
Student experiences in the clinical and EMS field environments are essential to developing critical thinking skills and the application of the theory and practice components of any Paramedic program. Program faculty play a key role in identifying appropriate partners for those rotations, scheduling students, and most importantly, guiding the students as they develop the necessary assessment and management skills. Communication and observation of students during this experience and communication with preceptors are keys to developing and assessing competency.
At the conclusion of this presentation, participants were able to:
- Discuss sequencing options of clinical and field assignments.
- Identify challenges in selecting the best sites and preceptors to facilitate the student experience.
- Describe the role of the Clinical Coordinator.
Resources
| Aug-2022 | Download |
Recorded on June 8, 2022
Facilitated by:
Megan Corry and Lori Burns
Program directors are responsible for the continuous quality review, improvement, long range planning, and ongoing development of the accredited paramedic program (Standard III.B.1.a.). This is achieved through a strategic planning process involving the program sponsor, personnel, students, and advisory committee members. This webinar will discuss the best practices of accredited programs in the process of strategic planning and ongoing program improvement.
At the conclusion of this presentation, the participant will be able to:
- Describe the tools used to evaluate program resources and outcomes in accredited paramedic programs.
- Integrate data from the resource assessments and outcomes surveys into the long-term planning process.
- Examine the roles of the students, graduates, program personnel, sponsor, and advisory committee in the strategic planning process.
Resources
Recorded on April 6
Facilitated by:
Michael Miller, EdD, RN, NRP, Assistant Director
Patricia Tritt, MA, RN, Technical Consultant
Education programs across the country are being held accountable for program outcomes, typically including passing rates on credentialing examinations, placement of graduates, and attrition/retention of students. Of these three outcomes, retention tends to be the most challenging for programs. The reasons students leave are varied and include academic, financial, personal, and pursuing other career opportunities. This session will explore the outcome threshold metric, how it is established, why retention is important and approaches to increasing retention in Paramedic programs.
At the conclusion of this presentation, the participant will be able to:
- Discuss the rationale for the CoAEMSP retention threshold.
- Discuss why retention is an important metric in higher education.
- Describe strategies to retain students in the Paramedic program.
Resources
| Apr-2022 | Download |