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We’ve been finding the occasional item that needs editing each time we do a train the trainer. And, we’ve been cleaning those up as we go. Nothing like a set of fresh eyes in each train the trainer course to sniff out what has become transparent to those of us who have been staring at the information since the beginning! In talking with the Board of EMS staff, we decided that we would not be posting updated versions until after the last train the trainer session in Overland Park on November 20/21. So, for those who have keys to the Acrobat.com site, be patient and we’ll get it all cleaned up before posting the final version.
One of the things that has become apparent since we began the Train the Trainer courses is that some of the skills required in the transition courses will be problematic for local services. This is either because of the expense of equipment or because the skill is not expected to be used by services (this may not make sense to you, but is a result of adopting the National Scope for each level as part of our scope). As Friesen Group developed the curricula, we identified this about some specific skills such as mechanical CPR and automated transport ventilators. However, a few additional items came to light and with this in mind we went back to the Board of EMS at their October meeting to request a few additions to the “Optional” list of skills. Bear in mind, these must still be covered in the didactic portion of the transition course – however – the skills are not required for successful completion. Here is the list of optional skills by level.
| EMR | EMT | AEMT |
| Application of ECG patches does NOT require an ECG monitor. It does require patches and ECG limb lead cables | Application of ECG patches does NOT require an ECG monitor. It does require patches and ECG limb lead cables | Administraton of Nitrous Oxide is NOT required |
| Mechanical CPR device is NOT required (As Adopted) | Use of Automatic Transport Ventilator is NOT required (As Adopted) | Use of Automatic Transport Ventilator is NOT required (As Adopted) |
| Use of Manually Triggered Ventilator is NOT required | Use of Manually Triggered Ventilator is NOT required | |
| Automatic Blood Pressure acquisition is NOT required | ||
| EtCO2 Capnograph/Capnometer is NOT a required skill. Colormetric devices ARE required. |
We flew the Kansas EMS Transition airplane to Hutchinson for the Region III Train the Trainer class. While most were from Region III, there were several persons from other regions in attendance. It was a great class session with engaged and passionate educators in attendance.
The Transition Airplane in Hutchinson
It still seems like a lot of information to distribute over a day and a half, but the feedback we’ve been getting is that people appreciate seeing the materials and engaging in the question and answer component. Not all of the questions have answers yet, but those seem to be coming.
Hutchinson Group Photo
Thanks to Region III EMS and Hutchinson Community College for hosting another great weekend!
The view from the Oakley hanger . . .
The Kansas EMS Transition airplane flew its maiden train the trainer flight to Oakley this weekend. What a great group of people! Thanks to Region I EMS for a great job of hosting and to all those who attended for bringing passion for EMS to the class. Take a look at the group photo below to see if you recognize any faces.
Oakley Train the Trainer Group
Just a note to say that we are in the process of converting files to pdf so that they can go to the printer tomorrow. On Thursday (July 15) we’ll be delivering the curriculum to the Board of EMS. This gives us about 5 weeks to work on developing the train the trainer course. Our first train the trainer course is with our friends in the Northwest in Region 1. It is scheduled for the last weekend in August in Oakley.
Just about all checked off . . .
I have a friend who is a corporate pilot. Alan has flown jets for years and so I was surprised one day when Alan announced that he was going to back to school for a week to learn a new aircraft. It seems his company was adding a Gulfstream jet to its fleet of Citation jets. In order to make the transition, all of the pilots were heading back for a week of school to learn the new aircraft. It seems that while the basic principles of lift, weight, thrust and drag remain the same for flight; achieving the balance of these principles in a way that keeps you from creating a hole in the ground is dependent upon knowing how the aircraft you are flying works. As Alan said, “They’re not teaching me to fly, Jon. They’re teaching me not to crash.”
Over the past few weeks, we have been asked a number of times why instructors who are paramedics must attend the train the trainer course. The assertion is that they already know the material. This brings to mind my friend Alan’s experience. The train the trainer is not about teaching you how to teach prehospital medicine. The train the trainer is about teaching you how to use the EMS transition bridge courses. We will not be spending time teaching you the lift, weight, thrust, and drag of prehospital medicine. If you are coming to the train the trainer we assume that you either know this or have people back home who do. Our job is to teach you how to teach clinical medicine successfully within the framework of the transition course lesson plans.
We are looking forward to seeing you this fall as we move from the development phase into the launching phase of this exciting time in Kansas EMS.
The EMT transition course planning document is now posted to the site. You can access it by clicking here or by going to the Documents and Links page.
The development of the three course planning documents is complete. We are posting the EMR planning document for those who wish to see it. The EMT and AEMT documents are out to reviewers and once they have been through the initial clean up phase they too will be posted. You can find the planning documents on the documents page.
The purpose of a planning document is to lay the foundation for the development of lesson plans. As you look through the planning documents you can see the evaluation criteria for each objective. This will give you an overall sense of what the transition course will contain and how success or competency will be measured.
Our next step in the process is the development of lesson plans which will begin immediately. These will include time frames, content, methods, media, and activities. This will be extensive work and will occur over the next six months.
One of the frequent questions that we have been getting from EMS educators is “How will you prepare me to teach the bridge courses?” I find this to be an interesting question. Interesting in the respect that I think it hints at one of our deficiencies in Kansas EMS education. To show this question in a different light, and to expose the answer, let me reframe it a bit so that it reads “How will I become prepared to write the bridge course lesson plans?”
Put into this context, it becomes easier to see the answer, which is that you must prepare yourself to teach the bridge courses. Just as I will need to research, read, and find subject matter experts, so will the instructors who will use these lesson plans to teach existing technicians across the state. Part of being an educator, at any of the levels in Kansas EMS, is to possess the discipline and capacity to research, read, and network with people who know. EMS is a continually evolving field and those who wear the label of TO 1, TO2, and I/C must be willing to prepare themselves to teach new material.
While educators of all levels will receive the tools with which to teach the bridge courses, only they will be capable of preparing themselves with the knowledge needed to do so successfully.
Welcome to life-long learning.
The needs assessment and gap analysis documents for each level have been posted on the documents page. These have been developed based off of the surveys, focus groups, and correspondence that we have received from stakeholders. As well, the root of the needs assessment comes from the Kansas Scope of Practice document itself.
We continue to value constructive input into this process. Our next step is the development of objectives in preparation to begin writing lesson plans.
