MEDIC First Aid 2010 Instructional Update

1. MEDIC First Aid� 2010 Instructional Update

2. Proven Instructional Design MEDIC First Aid Training Programs utilize a unique "seeing, hearing, doing, speaking, and feeling" approach that ensures student comfort, confidence, and skill mastery

3. Effective Inherent in MEDIC First Aid� Training Programs are a group of core training philosophies that influence the design and presentation of our courses

4. Low Stress The elimination of formal evaluations and the use of Positive Coaching make students comfortable during training and better prepared for actual emergencies

5. Easy to Learn A straightforward, user-friendly curriculum and well- designed training materials make learning with MEDIC First Aid� training courses simple

6. Ample Hands-On Practice Skill retention is maximized by spending a significant portion of class time doing hands-on skill practice

7. Scenario-Based Practice Unique scenario exercises allow students to experience making realistic decisions in simulated emergencies

8. Outcome-Based Evaluation Students are evaluated on the ability to identify a solution suitable enough to bring a situation to a reasonable conclusion

9. Self-Discovery Uniquely designed skill practices in MEDIC First Aid� Training Programs allow students to teach each other to maximize their understanding and retention of the material

10. Flexibility Our training programs provide you with flexible options to satisfy the emergency medical care training needs of your organization

11. Core Programs Provide the foundation for training classes Cover the process of Initial Assessment and set the stage for providing additional emergency care

12. Basic Training Programs

13. CarePlus� CPR and AED Community-focused CPR and AED training program Four course options: CPR for Adult CPR and AED for Adult CPR for Adult, Child & Infant CPR and AED for Adult, Child & Infant

14. Pediatric Training Programs Two programs include: Pediatric � CPR and First Aid PediatricPlus � CPR, AED, and First Aid Covers child, infant, and adult skills Designed to help meet training requirements for child care providers, school personnel, bus drivers, and sport coaches

15. Supplemental Programs Designed be added to MEDIC First Aid core programs or equivalent Add one or more supplements to a core program to create customized training solutions

16. Bloodborne Pathogens in the Workplace 

17. Child/Infant CPR and AED

18. Accurate MEDIC First Aid� Training Programs are based on internationally recognized guidelines and follow the medical and educational recommendations of noted authorities

19. Learning The instructional system in MEDIC First Aid� Training Programs uses a number of adult learning principles in its design

20. Immediacy Adults want to apply knowledge and skills soon after they are learned� MEDIC First Aid� programs use short video information segments followed by Instructor demonstration and then student skill practice

21. Growth Adults are interested in learning new concepts and ideas� MEDIC First Aid� programs help teach emergency care fundamentals with relatable concepts

22. Realism Adults enjoy situations that require real-life problem solving� MEDIC First Aid� programs use Talk-Through Scenario practices that allow students to make realistic decisions in providing emergency care

23. Involvement Adults learn better when they are active participants� MEDIC First Aid� programs are designed to have students spend a significant amount of class time on hands-on skill practice

24. Accommodation Adults learn better when they proceed at a reasonable pace� Self-directed small group practices in MEDIC First Aid� classes allow individual students enough time to correctly identify problems and create reasonable solutions 

25. Relativity Adults are better motivated when course content meets their immediate interests and concerns� MEDIC First Aid� Training Programs utilize realistic, scenario-based practices to portray situations participants may typically encounter

26. Awareness Adults like to be kept informed of their progress� In MEDIC First Aid� training classes, Instructors are encouraged to roam through practice groups and provide continuous feedback

27. Instruction Understanding the role of an Instructor is a vital part of being prepared to present a MEDIC First Aid� training class

28. Don�t Instruct � Facilitate The main task of a MEDIC First Aid� Instructor is to facilitate the learning process of their students There is no need to create lectures, practice sessions, or lesson plans The Instructor�s role is to motivate, demonstrate, emphasize, and supervise, but not to lecture

29. Don�t Hover Instructors need to allow free, self-directed practice, interrupting only when necessary to correct procedures Instructors need to roam through groups, stopping only to offer positive coaching and quick, gentle correction of skill performance

30. Don�t Step Over the Edge Experienced healthcare providers can offer students a realistic perspective in regard to actual emergencies It is important to be careful not "step over the edge" and present medical terms and facts beyond the grasp of the student Instructors should avoid adding unnecessary content to the program

31. Classroom MEDIC First Aid� Training Programs feature integrated print and video materials that help promote a consistent, more effective training process

32. Integrated Learning Model MEDIC First Aid�s unique instructional system employs a combination of instructional techniques to target cognitive, psychomotor, and affective learning objectives Most programs integrate short video segments, Instructor demonstrations, and hands-on student practice

33. Introduction The Instructor Guide is the primary tool an Instructor uses when conducting a MEDIC First Aid� training class To effectively use the guide, an Instructor needs to be familiar with its general layout and function

34. Help in Preparation The front of each Instructor Guide provides information to help an Instructor prepare for class: General program description Descriptions of any course options Table of course segments Recommended time to complete Course requirements Required course equipment and materials Classroom requirements

35. Instructional Segments Instructor Guides break learning into basic segments Instructional Guide Pages for each segment provide Instructors with essential information and instructional activities for the segment A copy of the associated Student Guide page is placed opposite the Instructor page Where appropriate, Small Group Practices are added

36. Introduction Instructional Guide Pages provide the basic instructional outline for program segments They have a common layout for easy use

37. Overviews Overviews are designed to provide Instructors a basic motivating concept for the program segment

38. Instructor Activities The specific Instructor Activities used in class to present the segment can include: Showing Program Video segments Student Guide reference Real-Time Demonstrations Small Group Practices

39. Key Points Key Points cover the essential information a student needs to understand This information is also in Program Video segments and the Student Guide Key Points are used, as needed, to ensure students have accurately grasped the concepts and skills covered in a program

40. Instructor Notes Instructor Notes emphasize occasional points of instruction that do not fit into Key Points or Overviews Instructors should pay close attention to these notes

41. Additional Training Materials Instructor Guide support CDs provide additional class materials: Talk-Through Scenario practices Written and performance evaluations Class rosters Electronic versions are available in the online Instructor portal at hsi.com

42. Student Pack Provides all class materials required for each student, including: Student Guide Successful Completion Sheet (includes successful completion card) Wallet Skill Guide

43. Program Video Integrated with student and Instructor print materials Available in DVD format Program Videos consist of short video segments that accompany the instructional segments in the Instructor Guide The Program Video is a required component of each training program

44. Introduction To increase the retention of information regarding emergency care skills, it has been found effective to follow covered information on skill segments with an actual demonstration of the skill

45. Just as it Happens A Real-time Demonstration is performed "as it really happens" without interruption or explanation This approach allows students to get a feel for the skill as it actually happens

46. When to Demonstrate? References to Real-Time Demonstrations are included in the Instructor Activity section of the Instructional Guide pages

47. Integrated Approach To be effective, a Real-time Demonstration must follow a video or print presentation that has already broken the skill sequence into its basic components or steps

48. Repeat, If Necessary Following a Real-time Demonstration, an Instructor should ask for and answer any questions If necessary, an Instructor can demonstrate the skill sequence again, but add explanation as necessary for clarification

49. Demonstration Skills Differences in the look and feel of demonstrated skills with video and student materials may create confusion When demonstrating, emphasize detail and make it easy for all students to see the progressive steps of the skill Demonstrate skills smoothly and without hurry Demonstrations should seem effortless When there are clear steps within a skill, perform steps on a paced beat to emphasize each step

50. Hone Your Skills It is the responsibility of individual Instructors to develop and maintain the ability to perform quality skills Practice skills individually in front of another person, a mirror, or while being videotaped to help refine them

51. Introduction Small Group Practices provide students with the essential hands-on practice that promotes competence and confidence in their ability to provide emergency care

52. Self-Discovery is Essential In Small Group Practices, students rotate through roles of Coach, Provider, and, when possible, the Patient This "seeing, hearing, doing, speaking, feeling" approach maximizes sensory input and allows self-directed learning to increase understanding and retention

53. Patient Perspective When a manikin is not required for the skill sequence, a student from the group can play the role of the Patient It is desirable for each student to rotate through the role of the Patient during a Small Group Practice

54. When to Practice? References to any Small Group Practices are included in the Instructor Activity section of the Instructional Guide pages

55. Laying out the Practice Students are arranged in pairs or small groups depending on the skill sequence being practiced Enough equipment should be used to make groups as small as possible

56. Coaching Technique Student Coaches need to reference the appropriate Student Guide page for the practice Using the Student Guide, each student Coach prompts the student Provider through the skill steps and gives corrective feedback on the Provider�s performance

57. Allow for Recall More experienced students can be encouraged to recall the steps on their own without prompting

58. Focus on Skill Practice The Student Guide is used only by Coaches and observers during practice Providers should concentrate on their skills and let Coaches help when needed

59. Look at the Big Picture Instructors need to roam through groups looking for inadequate performance Instructors can use Positive Coaching and quick, gentle correction to improve skill performance

60. Reasonable Performance Achieving the desired outcome is the ultimate measurement of success in providing emergency medical care Having each student achieve the reasonable performance of a skill or sequence in training to meet that outcome is an Instructor�s goal in class

61. Don�t Push Too Hard Evaluate students on their ability to perform a skill adequately enough to produce the desired effect It is important for an Instructor to realize that trying to create perfectly applied skills by lay providers can be difficult, frustrating, or even futile This approach is often just as frustrating for students and can actually decrease skill performance

62. Evaluation Criteria Ensure that each skill or sequence is performed reasonably and would produce a reasonable outcome given the circumstances Reasonable performance is based more on the outcome or result than on details of the procedure

63. Become a Great Observer Observing students for reasonable performance is a desirable skill for an Instructor to develop It allows an Instructor to provide a lower-stress approach to training while still maintaining skill effectiveness

64. Reinforce Corrections To help improve performance, Instructors can use quick, gentle correction of inadequate skills and quickly return student to self-directed practice to reinforce the corrective action

65. Acknowledge Success Simply roam through groups and watch students perform skills during practices If you feel the desired outcome is accomplished, use Positive Coaching to acknowledge the success of the student

66. Talk-Through Scenarios Talk-Through Scenarios allow students to realistically apply their knowledge and skills to a simulated, real-life problem They prompt students to recall and perform appropriate actions for simulated emergencies They act much like real events and force students to make decisions regarding the care they need to provide

67. Easy-to-Use Layout A Talk-through Scenario begins with a description of an emergency situation from the Provider�s perspective A decision-making table follows that is designed as an interactive tool to guide a student Provider through the scenario

68. Procedure, Action, Condition An initial "Procedure" is given as a prompt to help a student provider recall and perform an appropriate "Action" or skill If a provider correctly chooses and performs the "Action," the provider will be given a "Condition" or result of performing the skill With this "Condition" in mind, the provider can recall the next "Procedure" and continue through to the end of the scenario

69. Who Can Lead? Talk-Through Scenarios can be led by either Instructors or students Instructors can use them to help determine if students possess satisfactory skill technique, sequence, and strategy Student Coaches can use them in small groups to help other students practice and develop skills

70. Performance Evaluations A Performance Evaluation is a scenario-based practical test of the ability of a student to correctly identify and manage an emergency medical situation

71. Optional Formal Evaluation Performance Evaluations are optional and not required for use in most MEDIC First Aid� courses Observed reasonable performance is the recommended approach to evaluation

72. May Be Regulated Local or state training regulations may require a Performance Evaluation Instructors need to be aware of any specific testing requirements in their area

73. Related Design Performance Evaluations reward students for making correct decisions and for providing appropriate actions They are similar in design to Talk-Through Scenarios If an Instructor has made students comfortable with Talk-Through Scenarios, using Performance Evaluations will be simple and easy, not intimidating

74. How to Conduct? When using Performance Evaluations, students are selected randomly Instructors must not coach students during a Performance Evaluation If a student does not successfully complete an evaluation, an Instructor can direct the student to review specific areas in the course materials and return for another evaluation when ready

75. Written Knowledge Review A Written Knowledge Review is a multiple-choice exam used to evaluate a student�s understanding of the information provided in a training program It is optional and not required for general use in most MEDIC First Aid� Training Programs

76. May Be Regulated Local or state training regulations may require a written course evaluation An Instructor needs to be aware of any specific testing requirements in their area

77. Flexibility in Use A Written Knowledge Review can be given prior to a training course to identify areas of student weakness or can be used in a more traditional sense after the class to evaluate retention of course information

78. Class Administration A MEDIC First Aid� training class cannot be brought to a successful conclusion until the required administrative tasks have been completed

79. Class Roster A class roster must be carefully completed for each MEDIC First Aid� training class You must submit a copy of the class roster to the Training Center responsible for the class

80. Required Class Evaluation A Class Evaluation provided in the Student Guide allows students to rate the quality of the class they have just completed Students are required to fill out a Class Evaluation and return it to the Instructor in order to receive a Successful Completion Card for the class

81. Successful Completion Card A Successful Completion Card is issued when a student�s reasonable performance of the essential skills in a MEDIC First Aid� training class is observed A Successful Completion Card is not valid without an Instructor�s signature and registry number

82. Documentation Instructors are required to maintain copies of all class paperwork in their training records and have them available for inspection by MEDIC First Aid� for a minimum of three years

83. Administrative Guidelines There are general administrative guidelines for all MEDIC First Aid� training programs Understanding these guidelines will help avoid misunderstanding between MEDIC First Aid and its Instructors and Training Centers Complete guidelines can be found in the MEDIC First Aid Training Center Administrative Manual (TCAM)

84. Quality Assurance The goal of our Quality Assurance program is to work directly with Training Centers and Instructors to help them comply with the MEDIC First Aid� TCAM

85. Compliance, not Penalty The goal of Quality Assurance is compliance, not penalty The majority of reviewed cases are managed with simple discussion and cooperation of the parties involved

86. Investigations MEDIC First Aid� considers allegations of serious Quality Assurance problems and conducts investigations This includes, but is not limited to: Requesting class records Unannounced monitoring of Instructors Contacting students in the class

87. Fair and Due Process MEDIC First Aid� assesses penalties when corrective efforts do not result in compliance The board bases all actions on evidence and applies due process, equal application, a precedent when applicable, and confidentiality

88. Quality is Taken Seriously It is important to understand a MEDIC First Aid� investigation is a serious matter that can result in suspension, or even revocation, of the authorization to teach MEDIC First Aid Training Programs Instructors must respond promptly and cooperate fully during the Quality Assurance process