Recorded on September 28, 2021

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

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.

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

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

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

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?

Speaker: Lori Burns
Moderator: Jennifer Anderson Warwick

Recorded December 2, 2020

Accredited Paramedic educational programs must ensure that clinical and field educators who evaluate students have completed preceptor orientation/training. Sometimes the program provides that orientation/training directly and other times the clinical site or field agency provides their own program. How can a program director ensure that quality training is provided, and all preceptors complete this orientation/training? Learn about how other programs structure their preceptor orientation/training, track completions, and ensure quality with outside agency training. Discuss issues around preceptor competency and maintenance of training over time.