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.

Slides: Strategic Planning Best Practices » Strategic Planning Best Practices 2022.06 - slide deck.pdf File Options Download

Jun-2022

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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.

Slides: Retention » Retention 2022.04 - slide deck.pdf File Options Download

Apr-2022

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Recorded on 2/22/22

The Annual Report tool is 1) based on a calendar year, and 2) data reported should be for graduates and events occurring in the calendar year of the report.

The Annual Report will be based on the 2020 calendar year and its graduates, and be due May 15, 2022. This allows the program at minimum one (1) year to gather all relevant data and allows sufficient time to send out and gather results for the Graduate and Employer Surveys for the applicable annual report year.

Paramedic educational programs are required to submit an annual report that encompasses the following three (3) key metrics:

1. Retention
2. Positive Placement
3. Success on the credentialing written (cognitive) exam.

All CAAHEP accredited and CoAEMSP Letter of Review (LoR) programs will be required to complete the Annual Report and publish the outcomes from their annual report on their website. Outcomes will be for the year reported (and no longer based on a 3-year average).

As the CoAEMSP continues to strive to become more outcomes-oriented in its approach to EMS education, the evaluation of identified outcomes measures becomes increasingly important.

Slides: CoAEMSP Annual Reports (2022) - Programs with Satellite Campuses » CoAEMSP Annual Reports (2022) - Programs with Satellite Campuses - slide deck.pdf File Options Download

Feb-2022

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Recorded on 2/25/22

The Annual Report tool is 1) based on a calendar year, and 2) data reported should be for graduates and events occurring in the calendar year of the report.

The Annual Report will be based on the 2020 calendar year and its graduates, and be due May 15, 2022. This allows the program at minimum one (1) year to gather all relevant data and allows sufficient time to send out and gather results for the Graduate and Employer Surveys for the applicable annual report year.

Paramedic educational programs are required to submit an annual report that encompasses the following three (3) key metrics:

1. Retention
2. Positive Placement
3. Success on the credentialing written (cognitive) exam.

All CAAHEP accredited and CoAEMSP Letter of Review (LoR) programs will be required to complete the Annual Report and publish the outcomes from their annual report on their website. Outcomes will be for the year reported (and no longer based on a 3-year average).

As the CoAEMSP continues to strive to become more outcomes-oriented in its approach to EMS education, the evaluation of identified outcomes measures becomes increasingly important.

Slides: CoAEMSP Annual Reports (2022) - Programs with NO Satellite Campuses » CoAEMSP Annual Reports (2022) - Programs with NO Satellite Campuses - slide deck.pdf File Options Download

Feb-2022

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Recorded on December 2, 2021

Dennis Edgerly, BS, EMT-P, and Patricia Tritt, MA, RN

In this conversational style presentation, Pat and Dennis discusses the technique of simulation. Effective use of simulation is discussed both in the context of design and implementation. Topics include placement of simulation within the curriculum, the efficacy of simulation for student evaluation, and the importance of debriefing. Simulation has become a key piece in medical education, at all levels, and has the potential to expand student opportunities far beyond what educational programs have been able to offer in the past.

Slides: Simulation » Simulation 2021.12 - slides.pdf File Options Download

Dec-2021

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Recorded on September 28, 2021

Slides: Student Minimum Competency (SMC) Matrix Recommendations by CoAEMSP effective January 1, 2023 » 'Student Minimum Competency (SMC) Matrix Recommendations by CoAEMSP effective January 1 2023 - Slides.pdf File Options Download

Sep-2021

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Recorded on October 7, 2021

Megan Corry, EdD, NRP, and Patricia Tritt, MA, RN

Join Megan and Pat to learn to:

• Define affective competency and importance in healthcare and preparation of prelicensure providers
• Identify areas of the CAAHEP Standards and CoAEMSP interpretations of the standards where affective competency evaluations are cited
• Compare tools used for formative and summative affective evaluation
• Discuss the role of the advisory committee, communities of interest (employers, graduates, etc.) in defining program-specific affective competency

Slides: Affective Domain Expectations » Affective Domain Expectations 2021.10 - slides.pdf File Options Download

Oct-2021

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Recorded on September 22, 2021

The current Commission on Accreditation of Allied Health Education Programs (CAAHEP) Standards and Guidelines for the Accreditation of Educational Programs in the Emergency Medical Services Professions became effective in January 2015. Per CAAHEP policies, each Committee on Accreditation (CoA) under the CAAHEP umbrella reviews its profession’s current Standards and Guidelines at least once every ten (10) years.

Slides: 2023 Preliminary Draft CAAHEP Standards » 2023 Preliminary Draft CAAHEP Standards - slides.pdf File Options Download

Sep-2021

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Recorded on September 9, 2021

Christopher Metsgar, MBA, MS, NRP and Patricia Tritt, MA, RN

This session will help the learner understand how the Dean can support the Paramedic program. Concepts such as annual reports, resource assessment, accreditation / reaccreditation, advisory committee, grievances, and general support will be discussed. After this session, the learner will be able to:

• Describe how the Dean can assist the Paramedic program
• Understand why the Program Director should not surprise the Dean
• Identify where the Paramedic program’s champions are internally and externally
• List potential resources within the Paramedic program
• Discuss how programmatic accreditation assists and supports institutional accreditation

Slides: Dean - How Can I Support the Program Director? » Dean - How Can I Support the Program Director.pdf File Options Download

Sep-2021

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Recorded August 12, 2021

Dennis Edgerly, BS, EMT-P, and Paul Rosenberger, EdD, NRP

This session will help the learner understand the role of high-stake or summative examinations within their EMS program. Concepts such as examination validity, reliability and item analysis will be discussed. Sample items will be shown and reviewed demonstrating the evaluation analysis process.

After the session, the learner will be able to:

• Describe test reliability
• Understand KR20 metrics
• Describe test validity
• Understand test item difficulty level
• Understand item discrimination (Point bi-serial)
• Design items that evaluate and enhance higher-order thinking

Slides: Evaluate Your Examinations: The Significance of High Stakes Examination Analysis » Evaluate Your Examinations 2021.08 - slides.pdf File Options Download

Aug-2021

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