The Lost Art of EMS Instruction

1. The Lost Art of EMS Instruction JoAnne L. Christian, EMT EMS Training Entity Course Coordinator Instructor/Coordinator CMH Community Educator

3. Objectives Identify Learning Styles as they relate to the adult learner. List the methods of motivating the adult learner Discuss alternative teaching methods in EMS education Discuss the role of toys and games in improving retention of EMS knowledge. Discuss utilizing �adjunct� Instructors. List the methods of creating Great Question & Answer sessions

4. Remember: Not all students learn the same way (especially adult learners). Retention of information is critical to the success of the EMS student. Some EMS topics are just plain dry, and may need a little creativity and spice to make them interesting to the typical student.

5. Remember: In EMS courses there�s a lot of information that must be presented in a relatively short time frame. Our students WILL eventually be practicing in the field. Not all students have a photographic memory, or learn the same way that you do.

6. Remember: Adults need to be self-directing and in control of the learning process. Adults learn based on need. If they don�t believe that they need the information, they won�t accept it. Adults are task oriented, and seek information that will apply to real life.

7. There is a HUGE difference:

8. Do What You Love & Love What You Do : If you are not comfortable or do not enjoy speaking in front of people, then teaching the �Environmental Emergencies� section is probably not for you. That does not mean you�re not a GREAT Lab Instructor. Be comfortable with what you�re teaching. Students can sense when an instructor isn�t comfortable.

9. Teaching Strategies that work: Know your subject Be Sincere Teach with Enthusiasm Control your voice Vary your pace Fit your actions to your words Move!!!! Use pauses Make an impact Put your heart into it Believe what you teach

10. Motivating the EMS learner: Curiosity: Feed their natural curiosity with dilemmas, pretests and scenarios. Get their Attention: Start each class off with something unique, different or unusual. Positive Reinforcement: Praise and encourage the students when they do well.

11. The 3 Domains of Learning: Cognitive: Involves �storing� information in the mind, in order to retrieve it later. Affective: Dealing effectively with feelings. Psychomotor: Muscle Learning / Learning by doing.

12. Edgar Dale�s Cone of Learning Students Remember: 10% of what is Read 20% of what is Heard 30% of what is Seen 50% of what is Seen & Heard 70% of what we Say 90% of what we Say & Do

13. It only makes sense: To get our students involved in the learning process. We can achieve this by using as many styles and methods as possible to stimulate as many of the senses as possible. Class time should not be spent only in Lecture or Lab practices, but also in �active learning�

14. Toys & EMS: Toys allow for Cognitive Enhancement: - Students gain knowledge of facts as well as improving their decision making skills. - Emotions tend to run high during games, and information related to strong emotions is more easily remembered.

15. Toys�.. Continued Toys are Motivational: - Students show an increased interest and enthusiasm towards learning when games are used. - Students will put more effort into games than a ordinary class session. - Attitude improves, as does self-confidence.

16. Toys �� Continued Toys allow for Competition: - Toys and games are fun, and the competition encourages students to do better than their peers.

17. Things to keep in mind When / If you use Toys in the Classroom: Toys don�t need to be expensive to be effective (Remember when you were a kid and played with the boxes your toys came in?). Toys MUST be related to what you are teaching to be effective. When using games make the rules simple and easy to follow and give prizes or rewards.

18. Game Hints: Don�t be afraid to shift gears in the middle of the game if reception isn�t what you expected. If the students are learning, you�re on track. Expect some people to grumble at first (This usually stops shortly after you start). Have enough toys for everyone, or make sure that everyone gets to play.

19. Some ideas: Turkey leg & Tongue Depressors (Fracture Splinting) Knowledge Bowl (Played like Jeopardy) Petroleum Jelly on Glasses (Glaucoma / Cataracts) Scene Size-up (With Matchbox cars & and �Town� Carpets) Toy Gun / Knife (Scene Safety) What�s missing or How do ya� fix that scenarios

20. Some ideas for Prizes & Rewards: Lifesavers candy (Get it�?) Nerds candy (Works well for the �Knowledge Bowl� Matchbox Ambulances or Rescue Heliocopters Anything with EMS on it� Pencils, Pens, Lapel pins, Stethoscope Tags Pez Dispensers (I�m not sure why, but these usually go over very well) Award Bonus or Team points

21. A Parting Word about Toys & Games: It does take time and effort to come up with games that reflect the material being taught, or toys that are effective. Some students may even balk at the idea of �playing� in the classroom, however, retention of information is best accomplished if the students are �having fun�.

22. If we have fun: The students have fun They retain more information They do a better job when it really matters They are more likely to make a positive difference in someone�s life

23. If you aren�t having fun: The students won�t have fun Minds turn to doodling Yawns fill the room Ears Malfunction Important information gets sucked into the black hole of �EMS Education Space�

24. Your Attitude Counts: Smile� Often� You�ll look good, You�ll feel good, and your energy will be contagious. Make Eye Contact when answering a students question. Laugh ! Health studies suggest that laughter lowers stress and blood pressure, enhances circulation, improves the immune system, and releases chemicals that produce a calming effect.

25. Respect your students: Arrive to class 30 min - 1 hour early to set up equipment / Audio Visuals, and to talk to the students as the arrive. Allow students to ask questions (You need to decide if they will come after or during your presentation). If you don�t know the answer, don�t act like you do. Look the answer up or find someone who knows the answer.

26. Playing �nice� with other Instructors: Discuss presentation and facilitation styles & preferences. Agree on who will be teaching what. Identify a �Lead� Instructor Decide how the back-up instructors should indicate their desire to contribute or intervene. Don�t be a �know-it or Seen-it all�, and don�t comment on every subject.

27. Wake �em Up : Schedule an �energy break� using plenty of up-beat music. Plan an interactive scenario full of action. Schedule a �Round� table discussion & allow positive debate. Allow snacks (Anatomy snacks are fun, as long as you have control of the �body part�). Make snack time separate from classtime. Try to present for awhile (45 min-1 Hr), and practice awhile.

28. Use Music in Training: When starting the class as a �starting� cue. While students are reading or completing assignments. For games or Lab / scenario practices During breaks To energize students and reduce stress. At the end of your presentation as a �finishing� touch.

29. Creating GREAT Questions: Prepare questions in advance, thinking through how and when to ask them. Ask open-ended questions to generate conversation. Pause & Wait for answers (5-7 sec) Be fair; Don�t ask a question that you haven�t equipped your students to answer. Compose questions that you might ask if you were in the students shoes.

30. When Teaching a Skills Lab: Know how all of the equipment works. Make sure that the equipment works. Know how to perform the skill �. Very well. Understand why the equipment is used. If you have not attended National Registry or State testing in awhile, find someone who has. Their assistance with skills training is invaluable.

31. A Final Word: Think back to Your classroom days. Who were your favorite instructors. They were probably the ones who made their subjects come alive for you. �When you are enthusiastic, you are showing a genuine affection for your students and your subject�.