First Responder EMS Curriculum for Training Centers in Eurasia

Guidelines for Conducting the First Responder CourseThere are 15 chapters of instruction in the core content. Each lesson has the followingcomponents:ObjectivesThe objectives are divided into three categories: cognitive, affective, and psychomotor. Cognitiveobjectives deal with the knowledge, comprehension, and application of the material. Affectiveobjectives involve the feelings and emotional intensity of the material. Psychomotor objectivesrefer to the physical performance of skills.PreparationPrerequisitesBefore starting a lesson, the instructor should ensure that students have completed the necessaryprerequisites.MaterialsIn recent years, high-quality video materials have become available for the EMS community.These materials should be used as an integral part of the instruction in this program. The coursecoordinator should ensure in advance that the necessary types of audiovisual equipment areavailable for the class. If possible, the course administrator should have a video library availablefor the students.PresentationDeclarative (What)This is the cognitive lesson plan, the information that the instructor provides to by variousmethods, including lectures, small group discussion, and the use of audiovisual materials. Theinstructor may use demonstrations as part of the instruction. The instructor must be well-versedin the entire content of each lesson plan. It is inappropriate to read the lesson plans word forword to the students. Lesson plans should be considered dynamic documents that provideguidelines for the appropriate flow of information. The instructor's lesson plans should be basedon local practice, national standards, and scientific evidence approved by the course medicaldirector. The instructor should feel free to write notes in the margins and make the lesson planhis/her own.Procedural (How)This is the skills portion of the program. Students should be able to demonstrate competency inall skills listed in each section. If the declarative (what) content is presented as a lecture, theinstructor should perform demonstrations before having the students perform the skills. If theinstructor demonstrates part of the declarative component, the students may begin by practicingskills in the practical setting.There should be one instructor for every six students during this component of the lesson.Instructors should praise students for their progress. Remediation is required for those studentshaving difficulty performing a skill or skills. It is well known that a demonstration must befollowed by practice, which must be drilled to a level that ensures mastery of the skill.Demonstration followed as soon as possible by organized, supervised practice enhances masteryand successful applications.First Responder EMS Curriculum/AIHA, July 2002ix