First Responder EMS Curriculum for Training Centers in Eurasia

Philosophy Regarding Adult LearnersIndividuals participating in this educational program should be considered adult learners, even inthose programs instructing students younger than age 18. Adult learners are responsible for theirown learning. The following are characteristics of adult learners as First Responder students:1. First Responder students usually want to use their new knowledge and skills soon afterthey complete the program.2. First Responder students are interested in learning new concepts and principles. Theyenjoy situations that require problem solving, not necessarily learning facts. It is easierfor them to use the concepts and principles they are learning if they are able toparticipate actively in the learning process.3. First Responder students learn best if they are able to proceed at their own pace.4. Motivation increases when the content is relevant to the immediate interests andconcerns of First Responder students.5. Immediate feedback is essential to First Responder students, who need to be keptinformed of progress continuously.One intention of this revised curriculum is to alter the methods of instruction that instructors use.This curriculum has been designed and developed to reduce the amount of lecture time and movetoward an environment of discussion and practical skills. In this way both learners andinstructors are active in the process of learning.Some Principles of Adult EducationAttract and maintain the attention of the First Responder student.If instructors get off to a bad start, it is often because they are not able to successfully gain andmaintain the attention of the students. In these situations, students may be enthusiastic when theyarrive and disappointed when they leave.A clear statement of the purpose of each lesson is of utmost importance in gaining the students’attention. Accomplish this by using the information found in the motivational statement or thecontextual statement of the lesson plan.Instructors can use many methods to gain the students’ attention, e.g., telling a relevant anecdote,posing a unique situation, or asking how they would solve a problem. Instructors must maintainthe attention of the students throughout the entire lesson. After about 15 to 20 minutes ofpresentation, it is essential to reinvolve the students in the learning process. Use three methods tokeep the students active in the process: questioning, brainstorming, and demonstration.Use questions to promote thought, to evaluate what students have learned, and to continuouslymove students toward their desired goal. Questioning students keeps them actively involved andkeeps them thinking. It is also appropriate to ask rhetorical questions that are meant to encouragethinking, rather than actual answers. Questions should be open ended, i.e., questions should nothave "yes" or "no" answers. Questions should be a significant part of the lesson and should beused in both didactic and practical presentations.Brainstorming is a special and different type of questioning. This process generates a widevariety of creative ideas. There is no right or wrong answer, only creative thinking. Theinstructor poses a question to the students, and they are then allowed to provide as many answersFirst Responder EMS Curriculum/AIHA, July 2002xix