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Here is the link to the Transition Application. Those who have completed the transition must submit this and the supporting documents to the Board of EMS to receive their new certification.
Please call the Board of EMS office with questions: 785-296-7296
Adobe has relocated its file sharing workspace to a new web address.
To access transition documents, logon using your ID and password at: https://workspaces.acrobat.com/SignIn.html
The Kansas Board of EMS has added requirements to the EMT-I to AEMT Transition curriculum. These additional requirements must be developed by Transition Course Coordinators and Instructors. This includes:
- Lesson plan
- Media
- Formulary
- Task list
- Task analysis
- Check sheet for the Student Lab Manual
The question has been raised repeatedly, “Do these need to be approved by the Board of EMS?”
At this time the Board is not requiring approval. However, the Board office is suggesting that these materials be submitted to the Board office for review and approval. This is especially true for all check-off sheets as these sheets become part of the permanent record and audit trail for the transition. Whether submitted or not, all check-sheets must be maintained per the audit record requirements for the transition.
Please direct questions regarding this information to the Board office. To insure that your check sheets will meet the requirements, please submit them for review and approval tot the Board office.
Instructors: Please note that there are new requirements outlined below.
Several questions have been asked regarding the AEMT curriculum. Here’s a short explanation and process direction to use in working through these items.
Missing Check Sheets
Check sheets for Intraosseous (IO) and for Rectal Administration are not included in the curriculum. There are task sheets for these skills. In talking with the Kansas Board of EMS today (August 3, 2012), they stated that instructors must develop check sheets with which to assess these skills. Since the skills are referenced in the curriculum, they must be assessed and will be checked in the event of an audit. These check sheets must be included with the AEMT Student Lab Manual.
If anyone has already developed a check sheet for these skills and would like to share it, please email it to us, and we’d be happy to share this with the rest of the AEMT Transition community.
New Medications Added to Formulary
The Kansas Board of EMS, working with the medical advisory committee (MAC) has made additional recommendations in 2012 to the medications carried by AEMTs. These include the addition of Ondansetron and changes to the routes of administration for Lidocaine and Amiodarone. See the table below for a current PROPOSED formulary and use description for AEMTs. These changes are included in proposed regulation which is working through the approval process.
As with the above check sheets, in talking with the Kansas Board of EMS, in the case of added medications indications, and routes, (the addition of Ondansetron and changes to the routes of administration for Lidocaine and Amiodarone) they expect instructors to develop these course materials to be added to the AEMT course including: a lesson plan, media, formulary, task list, task analysis, and check sheet for the Student Lab Manual for each new medication. These check sheets must be included with the AEMT Student Lab Manual. They must be assessed and will be checked in the event of an audit.
If anyone has already developed the lesson plan, media, formulary, task list, task analysis, and check sheet for these skills, please email it to us, and we’d be happy to share this with the rest of the AEMT Transition community.
| Advanced EMT Medication List |
Kansas Board of EMS |
May 1, 2012 |
|
| Medication | Method | Application | |
| 1 | Activated charcoal | Oral | Non-caustic overdoses |
| 2 | Albuterol inhaler | Aerosolized, inhaled, nebulized | Acute asthmatic attacks, bronchospasm |
| 3 | Albuterol and Ipratropium - premix combined | Aerosolized, nebulized | Acute asthmatic attacks, bronchospasm |
| 4 | Amiodarone | IO bolus or IV bolus only; either bolus may be repeated. Continuous infusion not allowed. | Pulseless ventricular tachycardia; Refractory ventricular fibrillation; andinterfacility transfers only. |
| 5 | Antidote – Any | Auto injector | Self or peer care |
| 6 | Aspirin | Oral | Chest pain of suspected ischemic origin only |
| 7 | Atropine/Pralidoxime chloride | Auto injector | Cholinergic/nerve gas poisoning |
| 8 | Atrovent (Ipratropium) – Pt. assisted only | Nebulized, metered dose inhaler | Dyspnea and wheezing |
| 9 | Benzodiazepine | IM, IO, IV, intranasal, rectal | Status epilepticus only |
| 10 | Beta agonist | Determined by protocol or directcontact with a physician. | Dyspnea and wheezing |
| 11 | Dextrose Solutions – (D10, D25, D50) | IO, IV | Acute hypoglycemia |
| 12 | Diphenhydramine hydrochloride | IM, IV, oral | Acute allergic reactions |
| 13 | Dopamine hydrochloride | IV with pump only | Maintenance during interfacility transfer only |
| 14 | Epinephrine | Auto injector | Anaphylactic reactions |
| 15 | Epinephrine 1:10,000 | IO, IV | Cardiac arrest only |
| 16 | Fentanyl | IO, IV, intranasal | Noncardiac pain relief only |
| 17 | Glucagon | IM | Acute hypoglycemia where oral glucose or IO/IV medications cannot be given |
| 18 | Glucose | Oral | Acute hypoglycemia |
| 19 | Ipratropium | Nebulized, inhalation | Acute asthmatic attacks, bronchospasm |
| 20 | IV electrolytes/antibiotic additives | IV with pump only | Maintenance during interfacility transfer only |
| 21 | IV fluids without medications or nutrients;monitor, maintain and shut off | IV gravity or pump | Established by medical protocols |
| 22 | IV solutions – Any combination of fluids | IO, IV | Medication administration, volume expansion |
| 23 | Lidocaine | IO bolus or IV bolus only; either bolus may be repeated. Continuous infusion not allowed. | Pulseless ventricular tachycardia; Refractory ventricular fibrillation; andinterfacility transfers only. |
| 24 | Medicated inhaler – Pt. assisted only | Nebulized or metered dose | Acute asthmatic attacks, bronchospasm |
| 25 | Morphine | IO, IV | Noncardiac pain relief only |
| 26 | Naloxone | IM, IO, IV, SQ, intranasal | Reversal of narcotic overdose |
| 27 | Nitroglycerine/nitro preparation | Dermal, oral, oral spray sublingual | Anginal pain relief |
| 28 | Nitrous oxide | Inhalation | Pain relief |
| 29 | Ondansetron | Oral, IV, IO, IM | Nausea/Vomiting |
| 30 | Over the counter oral medications | Oral | Not specified |
| Legend: IM = Intramuscular, IO = Intraossesous, IV = Intraveneous, Pt. = Patient, SQ = Subcutaneous | |||
This list was accessed on August 2, 2012 and is available from the Board web site.
Please direct questions regarding this information to the Board office. If you have questions about whether or not your check sheets will meet the requirements, please contact the Board office.
The update of the AEMT files is complete with the addition of the PowerPoint slides to the Acrobat.com site. I/Cs and TOs who have been through the train the trainer course and who have access to the Acrobat.com site can now download the slides.
The slides have been left in a pptx file format. You can add content to the slides. You may NOT delete content from the slides for from the AEMT program. If you have questions or concerns, please contact us directly.
Yesterday the Board of EMS approved the updated curriculum for the AEMT. The update includes all the medications that the Medical Advisory Council (MAC) approved for use by the AEMT. What this means is that once we have packaged the new lesson plans and student manuals into the larger documents for students and instructors we will post them to the Acrobat site. In addition, we are working to update the slides for the pharmacology section. These enhancements will take a couple of weeks and we’ll have them posted and ready to go.
One of the frequent questions has been about how to acquire DuoDote trainers. Brian Bailey, with Leavenworth County EMS provided me with this contact information this past fall. Bryan Salapong is the account representative for Meridian Medical Technologies, the manufacturers of the kits. Thanks, Brian, for passing this along. A number of people have been able to acquire one or two DuoDote Kits without having to purchase the entire case.
DuoDote Kit Contact:
Bryan Salapong
Account Representative & Distributor Relations Commercial Pharmaceuticals MERIDIAN MEDICAL TECHNOLOGIES®, Inc., a subsidiary of King Pharmaceuticals®, Inc. 6350 Stevens Forest Road, Suite 301, Columbia, Maryland 21046 USA │(443.259.7892│3443.259.7801|*bryan.salapong@kingpharm.com
Our good friends at Johnson County Med-Act produced some great videos showing both the end tidal CO2 Colorimetric device in action as well as capnography and capnometry. Take a look:
End Tidal CO2 Capnometer
http://www.youtube.com/watch?v=FwQTXPj4cpo&feature=related
Capnometer/Capnograph
http://www.youtube.com/watch?v=KJk1i8Upd5s&feature=related
http://www.youtube.com/watch?v=sLLHrj_pFys&feature=related
There are numerous videos posted here. You’ll know them as they are posted by “ttems” Thanks to JoCo for sharing these!
Some of you are already into the EMT Transition process. For those who aren’t, but are thinking about how to simulate different medications, here are some ideas.
For NTG we are using Altoids Smalls which are placed into NTG bottles (after they are washed with soap and water and then dried out).
For Aspirin placebos there is nothing as good as Mini M&Ms. We use a baby aspirin bottle that has been washed out with soap and water and dried. (We watch carefully for students overdosing in the corner of the classroom . . . )
A word of caution. Wash those bottles out! We also ensure that people are told that if they have allergies (ASA is a common one) that they should not partake of the placebos!
If you have other ideas that you use, we’d like to hear them so they can be shared as well.
For those educators who have been asking us about updated AEMT Instructor Manuals and Student Manuals, we are still waiting on the State of Kansas and Board to finalize a new contract. Once that is finalized, we will begin work on making the modifications.
If you are planning to begin teaching now, we recommend that you focus on the portions that will not be changed.
