First Responder EMS Curriculum for Training Centers in Eurasia

sheets supplied in this guide will enable the instructor to keep track of those students. If a studentrequires remediation frequently, a decision should be reached as to whether the student shouldcontinue in the program.EnrichmentThis section is designed to allow the instructors, the course medical director, the coursecoordinator, the region, or state to add additional information or augment the curriculum.Anything that is unique to your area should be added.Assessing Student AchievementThis training program includes several methods for assessing student achievement. As mentionedbefore, quizzes of the cognitive and affective domains should be provided at the completion ofeach lesson. Time is allocated at the end of each module of instruction for a cognitive andpsychomotor evaluation. The primary instructor, in conjunction with the course coordinator,program director, and course medical director, is responsible for the design, development,administration, and grading of all written and practical examinations. The instructor should feelfree to use outside agency-approved psychomotor evaluation instruments or those found in texts.All written examinations used within the program should be valid and reliable and conform topsychometric standards. Instructors should be encouraged to use outside sources to validateexaminations and/or as a source of classroom examination items.The primary purpose of this course is to prepare students to meet the entry-level job expectationsfor a First Responder. Each student, therefore, must demonstrate attainment of knowledge,attitude, and skills in each area taught in the course. It is the responsibility of the coursecoordinator, medical director, primary instructor, and educational institution to ensure thatstudents obtain proficiency in each module of instruction before they proceed to the next area. If,after counseling and remediation, a student is not able to demonstrate the ability to learn specificknowledge, attitudes, and skills, the program director should not hesitate to dismiss the student.The level of knowledge, attitude and skills attained by a student in the program will be reflectedin his/her performance on the job as a First Responder. It is not the responsibility solely of thecertifying examination to ensure competency over successful completion of the course. Programdirectors should recommend only qualified candidates for licensure, certification or registration.Requirements for successful completion of the course are as follows:CognitiveStudents must obtain passing grades on all module examinations and the final examination.Special remedial sessions may be used to assist in the completion of a lesson or module ofinstruction. Scores should be in accordance with accepted practices.AffectiveStudents must demonstrate conscientiousness and interest in the program. Students who do notshould be counseled while the course is in progress to provide them the opportunity to developand exhibit the proper attitude expected of a First Responder.PsychomotorStudents must demonstrate proficiency in all skills in each testing session of selected topic areasand mastery of skills in the final examination. Special remedial sessions may be used to assist inthe completion of a lesson or module of instruction. Pass/fail scores should be in accordance withaccepted practices. Usage of the skill measurement instruments within this curriculum orFirst Responder EMS Curriculum/AIHA, July 2002xi