WHY EMS TRAINING FROM ATS?
"The extensive use of realistic, live patient simulations in the EMR series by the Action Training team sets their training resources apart from the rest of the pack."
Christopher J. Le Baudour - MS Ed., NREMT
Co-author: Emergency Medical Responder: First on Scene (9th edition – Brady/Pearson)
Instructor: Santa Rosa Junior College, Department of Public Safety-EMS Division, CA (since 1978)
NAEMSE – Board of Directors, Founder: ICARE Values and Ethics training program for prehospital providers
ATS is proud to announce that both online EMS training series, Emergency Medical
Responder and Infection Control & Prevention, have CECBEMS approval.
The new National EMS Education Standards (NEMSES) came out in 2010.
Action Training Systems courses have always been standards-based and standards-driven. Our
EMR series is being written to this new comprehensive national standard. As a result our visual
media training for EMS will make excellent teaching companions to manuals and other materials
that teach to this new standard.
Course length in the new standard is based on competency not hours.
Students don’t simply spend time with ATS courses - comprehension & skill levels improve.Our
didactic instructional course design has always focused on increasing competency rather than
simply logging training hours. After all, firefighter and patient safety are not measured in hours
logged but by performance on the job.
Course material in the new standard can be delivered in multiple formats including:
· Independent student preparation
· Synchronous / asynchronous distributive education
· Pre- or co-requisites
ATS CBT courses provide for: self-paced student learning, use by instructors in classroom settings, ease of access
with course distribution over network environments and helping students master skills and pre-requisite knowledge
requirements.
BECAUSE WE TAKE TRAINING AS SERIOUSLY AS YOU DO.
“With Action Training Systems you are sure to have the most current content that matches
the National Education Standards and is a perfect companion to any textbook or training
materials you may be currently using. The videos are a great way to grab the attention of
students who are visually oriented and to infuse some excitement into the classroom."
Heather Davis - MS, NREMT-P
Program Director for the UCLA Paramedic Education Program, CA
PHTLS - Affiliate Faculty for the State of California
NREMT - Board Member, NAEMSE - Former Board Director
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**Prior to using the Education Standards or Curricula, you should contact your State EMS Office to see what
versions are currently adopted and used in your State.
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National EMS Education Standards Impact on Training
The National EMS Standards, or NEMSES, were developed by the National Highway Traffic Safety Administration to be implemented in 2010. The standards define the minimum level of knowledge and competency that must be met by EMS personnel.
The objective of the standards is to develop educational core content at a national level for every level of emergency medical service providers operating in a pre-hospital setting.
The standards reflect an industry consensus identifying the knowledge and skills necessary for providers in order to competently provide emergency medical service.
The standards are accompanied by instructional guidelines designed to provide assistance to instructors during the
course of training. The guidelines operate as a companion resource to the standards and incorporate certain American
Heart Association Guidelines as supplementary instructional content.
An instructor evaluating training materials to use when teaching to this standard should keep in mind the new guidelines
regarding EMS training. The following are from page 59 of the standards document where the Education Infrastructure
is outlined.
1) Course length is based on competency not hours -
A large number EMS training programs have focused on hours of instruction to help individuals meet a certification
requirement as opposed to competency. NEMSES recognizes estimated hours for course length but is putting the
emphasis on competency rather than hours. Training should be about maintaining or improving competency. As
organizations move to adopt this new standard, training materials used in their training programs should be designed
with this in mind.
2) Course material can be delivered in multiple forms including but not limited to:
Independent student preparation -
Allow students to prepare for hands on training or classroom on their own prior to attendance which ties in to the
distributive education below.
Synchronous/Asynchronous distributive education -
Synchronous training involves real-time or “live” interaction with an instructor.
Asynchronous training allows students to train without real-time instructor interaction.
Asynchronous training can be facilitated or self-paced.
Facilitated asynchronous training requires a student to complete training on an instructor’s schedule.
Student progress or completion of assignments is monitored by an instructor and feedback is given although it is
not real-time interaction.
Self-paced asynchronous training does not require interaction with an instructor to complete and can be done on a
student’s own schedule.
Asynchronous computer-based training is more common as it allows for on-demand learning by the student. This
allows the most flexibility for the student and can be particularly beneficial for continuing adult education.
3) Provide the following components of instruction:
Didactic instruction -
Didactic Instruction is the delivery of factual information to facilitate the acquisition of organized knowledge. This can be accomplished by means of lecture, demonstration, videos, and reading. The goal is for students to acquire the basic "must know information" about a subject.
Skills laboratories -
Students practice and demonstrate hands on skills.
Action Training Systems Computer Based Training (CBT) courses and DVD programs are now and always have been
instructionally-designed to be standards based and competency driven. Our CBT courses provide didactic, self-paced,
asynchronous training to help students master core skills and prerequisite knowledge as it relates to national standards
such as the 2010 National EMS Education Standards. Our first EMS series will be Emergency Medical Responder to
be followed by Emergency Medical Technician.
For more information
about NEMSES visit the
National Highway Traffic
Safety EMS Website.
