Maintaining an Accredited Program: Just what were those Program Director responsibilities again?

Recorded July 8, 2021

Megan Corry, EdD, NRP and Doug York, NRP, PS

Maintaining accreditation of a Paramedic program is the primary responsibility of the program director. Join Megan and Doug to learn about best practices, including:

  • Academic progress advising
  • Interleaving experiences
  • Clinical and field monitoring and coaching
  • Counseling students
  • Candidate screening and selection
  • Student success strategies

Resources

Slides: Program Director Responsibilites
Jul-2021 Download

Evaluate your examinations: The significance of high stakes examination analysis

Evaluate your examinations: The significance of high stakes examination analysis

August 12, 2021 @ 1:00PM Central Time

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

Register Now

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

How can I as a dean help support my program through the process? What specific role should I play?

How can I as a dean help support my program through the process? What specific role should I play?

September 9, 2021 @ 1:00PM Central Time

Christopher Metsgar, MBA, MS, NRP

Register Now

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

Affective Domain Expectations

Affective Domain Expectations

October 7, 2021 @ 1:00PM Central Time

Register Now

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

Simulation

Simulation

December 2, 2021 @ 1:00PM Central Time

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

Register Now

In this conversational style presentation, Pat and Dennis will discuss the technique of simulation. Effective use of simulation will be discussed both in the context of design and implementation. Topics will 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.

The CoAEMSP Annual Report (2021)

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

The Annual Report is based on the 2019 calendar year and its graduates and is due May 15, 2021. The due date allows the program at a minimum of 18 months to gather all relevant data and sufficient time to send out and collect 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 are 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 become more outcomes-oriented in its approach to EMS education, evaluating identified outcomes measures becomes increasingly important.

Resources

Slides: The CoAEMSP Annual Report (2021)
Feb-2021 Download

Assessing and Documenting the Progression of Learning

Your site visitors inquire how you document the progression of student learning. What are they asking for and how can you demonstrate that your program is not just focused on checking the boxes, but on communication among faculty, including the Medical Director, and monitoring student progression in attaining competencies in the cognitive, psychomotor, and affective domains?

Resources

Slides: Assessing and Documenting the Progression of Learning
Feb-2021 Download
Article: Assessing and Documenting the Progression of Learning
Feb-2021 Download

Virtual Site Visitor Panel

2021-01-14
CoAEMSP has conducted 11 virtual site visits (v-SV) to date, and we are continuing with them in 2021. At this time, it is unknown when we will resume the residential SV.

To support the increased number of v-SV, more site visitors are needed. Recognizing v-SV is not a good fit for everyone, no one is required to conduct a v-SV; conducting a v-SV and the expectations of a site visitor are different than the residential site visit.

A panel discussion was held on January 11 with the site visitors who have conducted a v-SV. They shared their experiences, educated fellow site visitors on the v-SV, and answered questions. They shared their lessons learned, including the expectations in advance of the site visit, characteristics of the ideal site visitor in the virtual realm, and described how the actual v-SV is conducted.

Anyone considering the v-SV cadre is required to attend or watch the panel discussion.