North Carolina EMS
Education Standards:
AEMT Curriculum Map
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Funding for this Accreditation Alignment Project
Provided by a
Perkins Grant.
Grant Administrator: Kent Spitler, MSWd, RN, NRP, CPP
Grant Director: Carrie Stevenson, BS, NRP, CCEMT-P
Administrative Support: Diana Asbury, CIM
June 30, 2013
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Diana Asbury; CIM
Administrative Support, EMS Curriculum
Alignment
Administrative Support
Gaston College
Dallas, North Carolina
Sara Houston, BSc, NRP
EMS Program Director
Durham Technical Community College
Durham, North Carolina
William B. Lineback, BS, EMT-P
Department Head, EMS
Wake Technical Community College
Raleigh, North Carolina
Edward Page Chandler, RN, Paramedic, BS
EMS Program Coordinator
Forsyth Technical Community College
Winston-Salem, North Carolina
Eric Mayhew, BS, NRP, CICP, CEI-II
AEMT Curriculum Alignment Chair
EMS Curriculum Coordinator
EMS Program Coordinator/AHA Training
Center Coordinator
Carteret Community College
Morehead City, North Carolina
Greg Chapman, BS, RRT, CCEMT-P
Director
The Center for Prehospital Medicine
Department of Emergency Medicine
Carolinas Medical Center
Charlotte, North Carolina
Thomas McNeilly, BS, NRP
EMS Coordinator
Cleveland Community College
Shelby, North Carolina
Susan Crisp, BS, Med, EdD-Candidate
Assistant Professor
Western Carolina University
Cullowhee, North Carolina
Rick Criste, BHS, NRP
EMS Department Chair
Fayetteville Technical Community College
Fayetteville, North Carolina
Tonja Mikell-Pool, BS, NRP
Paramedic Curriculum Alignment Chair
EMS Program Director
Catawba Valley Community College
Hickory, North Carolina
Michael Ennis, NRP, AAS
Coordinator: EMS & Fire Programs
Stanly Community College
Albemarle, North Carolina
Greg Miller, AS, EMT-P
EMS Clinical Coordinator
Durham Technical Community College
Durham, North Carolina
Tom Ferrell, MS, NRP
EMS Program Director
Sandhills Community College
Pinehurst, North Carolina
Stacey Montelongo, BS, NRP
EMS Instructor -Adjunct
Catawba Valley Community College
Hickory, North Carolina
Ken Fields, BS, NRP
Clinical Coordinator/EMS Faculty
Sandhills Community College
Pinehurst, North Carolina
Keith Owens, M.Ed., EMT-P
EMS Department Chair
Asheville-Buncombe Technical Community
College
Asheville, North Carolina
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Chad Parlier, NRP, AAS, CCEMTP
EMS Curriculum Instructor - Adjunct
Gaston College
Dallas, North Carolina
Hank Stowe, BS, Paramedic
Faculty, EMS
Davidson County Community College
Lexington, North Carolina
Michael Price, BS, NRP
Program Director
Central Piedmont Community College
Charlotte, North Carolina
San Juan C. Timmons, EMT-P, BA, BCM
Department Chair EMS
Guilford Technical Community College
Jamestown, North Carolina
Ginny K. Renkiewicz, BS, EMT-P
EMS Coordinator
North Carolina State University
Raleigh, North Carolina
Advisory Committee
Christy Ridgill, Paramedic
EMS Training Supervisor
Guilford County EMS.
Rod Dorn
Program Director for Coastal Carolina
Community College
Renee Godwin Batts
North Carolina Community College System
Greensboro, North Carolina
Joel Faircloth
North Carolina Association of Rescue and
EMS
Robert Smith, MHS, NRP, CCEMT-P
EMR/EMT Curriculum Alignment Chair
EMS Curriculum Instructor - Adjunct
Med Center Air/Gaston College
Dallas, North Carolina
Henry Helton
North Carolina Association of Paramedics
Kent Spitler, MSWd, RN, NRP, CPP
Grant Administrator, EMS Curriculum
Alignment
Director for EMS Education
Gaston College
Dallas, North Carolina
Eric Hester
Southwestern Community College
Dr. Kevin D. Kupietz
Halifax Community College
William B. Lineback
Wake Technical Community College
Carrie Stevenson, BS, NRP, CCEMT-P
Grant Director, EMS Curriculum Alignment
Clinical Coordinator
Gaston College
Dallas, North Carolina
Dr. Darrell Nelson
North Carolina College of Emergency
Physicians
Mick Stewart, BS, NRP
EMS Curriculum Program Director
Johnston Community College
Smithfield, North Carolina
Keith Owens
Asheville-Buncombe Technical Community
College
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Kent Spitler
Gaston College
Dr. Dennis Taylor
North Carolina EMS Advisory Council
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Table of Contents
Preparatory ................................................................................................................................................... 9
EMS Systems ............................................................................................................................................. 9
Research .................................................................................................................................................. 13
Workforce Safety and Wellness .............................................................................................................. 14
Documentation ....................................................................................................................................... 16
EMS System Communication .................................................................................................................. 18
Therapeutic Communication .................................................................................................................. 21
Medical, Legal, and Ethics ....................................................................................................................... 22
Anatomy and Physiology............................................................................................................................. 24
Medical Terminology .................................................................................................................................. 31
Pathophysiology.......................................................................................................................................... 32
Life Span Development ............................................................................................................................... 33
Public Health ............................................................................................................................................... 34
Pharmacology ............................................................................................................................................. 35
Principles of Pharmacology ..................................................................................................................... 35
Medication Administration ..................................................................................................................... 40
Emergency Medications.......................................................................................................................... 42
Airway Management, Respiration and Artificial Ventilation ...................................................................... 44
Airway Management............................................................................................................................... 44
Respiration .............................................................................................................................................. 50
Artificial Ventilation ................................................................................................................................ 52
Assessment ................................................................................................................................................. 53
Scene Size-Up .......................................................................................................................................... 53
Primary Assessment ................................................................................................................................ 57
History Taking ......................................................................................................................................... 59
Secondary Assessment............................................................................................................................ 61
Monitoring Devices ................................................................................................................................. 65
Reassessment.......................................................................................................................................... 66
Medicine ..................................................................................................................................................... 67
Medical Overview ................................................................................................................................... 67
Neurology................................................................................................................................................ 70
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Abdominal and Gastrointestinal Disorders ............................................................................................. 73
Immunology ............................................................................................................................................ 76
Infectious Diseases.................................................................................................................................. 78
Endocrine Disorders ................................................................................................................................ 82
Psychiatric ............................................................................................................................................... 84
Cardiovascular......................................................................................................................................... 86
Toxicology ............................................................................................................................................... 91
Respiratory .............................................................................................................................................. 94
Hematology ............................................................................................................................................. 96
Genitourinary/Renal ............................................................................................................................... 98
Gynecology............................................................................................................................................ 100
Non-Traumatic Musculoskeletal Disorders........................................................................................... 101
Diseases of the Eyes, Ears, Nose and Throat ........................................................................................ 103
Shock and Resuscitation ........................................................................................................................... 104
Trauma ...................................................................................................................................................... 108
Trauma Overview .................................................................................................................................. 108
Bleeding ................................................................................................................................................ 110
Chest Trauma ........................................................................................................................................ 112
Abdominal and Genitourinary Trauma ................................................................................................. 116
Orthopedic Trauma ............................................................................................................................... 118
Soft Tissue Trauma................................................................................................................................ 120
Head, Facial, Neck and Spine Trauma ................................................................................................... 125
Nervous System Trauma ....................................................................................................................... 128
Special Considerations in Trauma ......................................................................................................... 130
Environmental Emergencies ................................................................................................................. 131
Multi-System Trauma............................................................................................................................ 134
Special Patient Populations ...................................................................................................................... 135
Obstetrics .............................................................................................................................................. 135
Neonatal Care ....................................................................................................................................... 138
Pediatrics............................................................................................................................................... 142
Geriatrics ............................................................................................................................................... 151
Patients with Special Challenges........................................................................................................... 154
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EMS Operations ........................................................................................................................................ 160
Principles of Safely Operating a Ground Ambulance ............................................................................ 160
Incident Management........................................................................................................................... 162
Multiple Casualty Incidents................................................................................................................... 164
Air Medical ............................................................................................................................................ 165
Vehicle Extrication ................................................................................................................................ 166
Hazardous Materials Awareness........................................................................................................... 167
Mass Casualty Incidents Due to Terrorism and Disaster ...................................................................... 169
8
Preparatory
EMS Systems
Summary: Applies fundamental knowledge of the EMS system, safety and well-being of the AEMT,
medical, legal, and ethical issues to the provision of emergency care.
TARGET SKILLS:
 EMS systems
 Roles, responsibilities, and professionalism of EMS personnel
 Quality Improvement
 History of EMS
 Patient safety
Key Terminology:
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Advanced emergency
medical technician
(AEMT)
Advanced life support
(ALS)
Americans with
Disabilities Act
Automated external
defibrillator
Certification
Continuous quality
improvement (CQI)
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Emergency medical
dispatch
Emergency medical
responder (EMR)
Emergency medical
services (EMS)
Emergency medical
technician (EMT)
Health Information
Portability and
Accountability Act
(HIPAA)
Licensure
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Medical control
Medical director
National EMS Scope of
Practice Model
Paramedic
Primary prevention
Primary service area
Public health
Public safety access point
Quality control
Reciprocity
Secondary prevention
Objectives:
DOT Objectives
 Understand his or her roles and
responsibilities within an EMS system, and
how these roles and responsibilities differ
from other levels of providers.
 Understand the role of medical direction in
the out-of-hospital environment.
 Understand and value the importance of
personal wellness in EMS and serve as a
healthy role model for peers.
 Be able to identify the importance of
primary injury prevention activities as an
effective way to reduce death, disabilities
and health care costs.
 Understand the legal issues that impact
EMS Education Standards
 Describe key historical events that influenced
the development of national Emergency
Medical Services (EMS) systems.
 Identify the standard components of an EMS
System as defined by the EMS Agenda for the
future and EMS Education Agenda for the
future
 Describe the role of the AEMT in health
education activities related to illness and injury
prevention
 Describe the need to serve as a patient
advocate inclusive to all patients
 Understand the role that family and
community dynamics play in total patient care.
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decisions made in the out-of-hospital
environment.
Value the role that ethics plays in decision
making in the out-of-hospital environment.
AEMT student will be able to define the
following terms:
 EMS Systems
 Certification
 Registration
 Profession
 Professionalism
 Health care professional
 Ethics
 Medical direction
 Protocols
 Licensure
Describe the attributes of an AEMT as a
health care professional.
Explain AEMT licensure/certification,
recertification, and reciprocity requirements
in his or her state.
Describe the benefits and requirements of
AEMT continuing education.
Describe examples of professional behaviors
in the following areas: integrity, empathy,
self-motivation, appearance and personal
hygiene, self-confidence, communications,
time management, teamwork and
diplomacy, respect, patient advocacy, and
careful delivery of service.
Provide examples of activities that constitute
appropriate professional behavior for an
AEMT.
Describe how professionalism applies to the
AEMT while on and off duty.
List and explain the primary and additional
roles and responsibilities of the AEMT.
Describe the importance and benefits of
quality EMS research to the future of EMS.
Describe the role of the EMS physician in
providing medical direction.
Describe the benefits of medical direction,
both on-line and off-line.
Describe the relationship between a
physician on the scene, the AEMT on the
scene, and the
EMS physician providing on-line medical
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direction.
Describe the components of continuous
quality assurance and improvement.
Review the importance of universal
precautions, body substance isolation
practices, and develop strategies to prevent
the transmission of diseases.
Describe the steps to take for personal
protection from airborne and blood borne
pathogens.
Explain the components of wellness for the
EMS provider.
Explain what is meant by an exposure and
describe principles for management.
Describe the incidence, morbidity and
mortality of preventable injury and illness.
Identify the human, environmental, and
socioeconomic impact of preventable injury
and illness.
Describe the feasibility of EMS involvement
in illness and injury prevention.
Develop strategies for the implementation
of EMS related illness and injury prevention
programs in the community.
Identify health hazards and potential crime
areas within the community.
Identify local municipal and community
resources available for physical and
socioeconomic crises.
Identify the role of EMS in local municipal
and community prevention programs.
Serve as a role model for other professionals
in EMS.
Value the need to advocate for all patients
to include those with special needs,
alternative lifestyles while displaying cultural
sensitivity.
Defend the importance of continuing
medical education and skills retention.
Advocate the need for supporting and
participating in research efforts aimed at
improving EMS systems.
Advocate the need for injury prevention,
including abusive situations.
Exhibit professional behaviors in the
following areas: integrity, empathy, selfmotivation, appearance and personal
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hygiene, self-confidence, communications,
time management, teamwork and
diplomacy, respect, patient advocacy, and
careful delivery of service.
Advocate the benefits of working toward the
goal of total personal wellness.
Serve as a role model for other EMS
providers in regard to a total wellness
lifestyle.
Understand the need to continually monitor
personal physical well-being through
achieving and maintaining proper body
weight, regular exercise and proper
nutrition.
Challenge him or herself to teach wellness
concept in his/her role as AEMT.
Assess his or her own prejudices related to
the various aspects of cultural diversity.
Demonstrate the proper procedures to take
for personal protection from disease.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
12
Research
Summary: Applies fundamental knowledge of the EMS system, safety/well-being of the AEMT, and
medical, legal, and ethical issues to the provision of emergency care.
TARGET SKILLS: Impact of research on AEMT care; data collections; and evidence-based decision making
Key Terminology:
 Evidence-based practices
 Validity
 Reliability
Objectives: Be able to identify the importance of primary injury prevention activities as an effective way
to reduce death, disabilities, and healthcare costs and to distinguish the importance and benefits of
evidence-based decision making in EMS.
DOT Objectives
 Discuss the importance of evidence-based
research as it pertains to EMS
 Discuss the methods of determining
treatments based on evidence-based decision
making.
 Emphasize the importance of documentation
that leads to data collection
EMS Education Standards
 Describe the aspects of the research process
and be able to recognize the importance and
necessity of quality EMS research for the
practice of EMS and EMS Education
 Understand and discuss the research principles
to interpret literature and advocate evidencebased practice.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
13
Workforce Safety and Wellness
Summary: Applies fundamental knowledge of the EMS system, safety/well-being of the AEMT, and the
medical, legal, and ethical issues to the provision of emergency care.
TARGET SKILLS: Standard safety precautions to include:
 Personal protective equipment
 Stress management
 Dealing with death and dying
 Prevention of response - related injuries
 Lifting and moving patients
 Disease transmission
 Wellness principles
Key Terminology:
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Acute stress reactions
Airborne transmission
Bloodborne pathogens
Centers for Disease
Control and Prevention
(CDC)
Communicable disease
Concealment
Contamination
Cover
Critical incident stress
management (CISM)
Cumulative stress
reactions
Delayed stress
reactions
Designated officer
Direct contact
Exposure
Foodborne
transmission
General adaptation
syndrome
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Hepatitis
Host
Human
immunodeficiency
virus (HIV)
Immunity
Indirect contact
Infection
Infection control
Infectious disease
Morbidity
Occupational Safety
and Health
Administration
(OSHA)
Pathogen
Personal protective
equipment (PPE)
Posttraumatic stress
disorder (PTSD)
Standard precautions
Transmission
Tuberculosis
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Vector-borne
transmission
Backboard
Bariatrics
Basket stretcher
Diamond carry
Direct carry method
Direct ground lift
Draw sheet method
Emergency move
Extremity lift
Flexible stretchers
Isolette
Portable stretcher
Power grip
Power lift
Rapid extrication
technique
Scoop stretcher
Stair chair
Wheeled ambulance
stretcher
Objectives:
DOT Objectives
 Discuss one-handed carrying techniques.
 Describe correct and safe carrying procedures
on stairs.
EMS Education Standards
 Understand, discuss, and demonstrate
knowledge of EMS Systems, the safety and
well-being of the AEMT, and the medical,
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legal, and ethical issues which is intended to
improve the health of EMS personnel,
patients, and the community to include:
 Provider safety and well-being
 Standard safety precautions
 Personal protective equipment
 Stress management
• Dealing with death & dying
 Prevention of work related injuries
 Lifting and moving patients
 Disease transmission
 Wellness principles
State the guidelines for reaching and their
application.
Describe correct reaching for log rolls.
State the guidelines for pushing and pulling.
Discuss the general considerations of moving
patients.
State three situations that may require the
use of an emergency move.
Identify and demonstrate proper technique
for the following patient carrying devices:
 Wheeled ambulance stretcher
 Portable ambulance; stretcher
 Stair chair
 Scoop stretcher
 Long spine board
 Basket stretcher
 Flexible stretcher
Explain the rationale for properly lifting and
moving patients.
Working with a partner, the EMT will
demonstrate techniques for the transfer of a
patient from an ambulance stretcher to a
hospital stretcher.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Documentation
Summary: Applies fundamental knowledge of the EMS system, safety/well-being of the AEMT, and the
medical, legal, and ethical issues to the provision of emergency care.
TARGET SKILLS: Recording patient findings and the principles of medical documentation and report
writing.
Key Terminology:
 Documentation
 Patient care report
(PCR)
 Pertinent negative
findings
 Objective
Information
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Subjective
Information
Health Insurance
Portability and
Accountability Act
(HIPAA)
Medical Necessity
Minimum data set
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Slander
SOAP Method
CHARTE Method
Pertinent negatives
Libel
Approved Medical
Abbreviations
Objectives:
DOT Objectives
 Identify the general principles regarding the
importance of EMS documentation and ways
in which documents are used.
 Identify and use medical terminology
correctly.
 Recite appropriate and accurate medical
abbreviations and acronyms as described in
current edition of the NCCEP EMS Standards
document.
 Record all pertinent administrative
information.
 Analyze the documentation for accuracy and
completeness, including spelling.
 Describe the differences between subjective
and objective elements of documentation.
 Evaluate a finished document for errors and
omissions.
 Evaluate a finished document for proper use
and spelling of abbreviations and acronyms.
 Evaluate the confidential nature of an EMS
report.
 Describe the potential consequences of
illegible, incomplete, or inaccurate
documentation.
 Describe special considerations and reporting
requirements concerning patient refusal of
EMS Education Standards
 Categorize the essential components of a
patient care report.
 Discuss the importance of thorough and
proper documentation in patients refusing
medical care.
 Demonstrate accurate documentation
required to make an effective legal
document and emphasize the importance of
same.
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transport.
Explain how to properly record direct patient
or bystander comments.
Describe special considerations concerning
mass casualty incident documentation.
Apply the principles of documentation to
electronic charting using appropriate
available technology
Identify and record the pertinent, reportable
clinical data of each patient interaction while
using a consistent narrative format.
Note and record “pertinent negative” clinical
findings.
Revise and amend documents, when
necessary, using locally-approved procedures.
Assume responsibility for self-assessment of
all documentation.
Demonstrate proper completion of an EMS
event record used locally.
Develop an understanding of the relevance
and importance of properly completed
documentation
Maintain accurate and professional reporting.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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EMS System Communication
Summary: Applies fundamental knowledge of the EMS system, safety/well-being of the AEMT, and the
medical, legal, and ethical issues to the provision of emergency care.
TARGET SKILLS: Communication needed to:
 Call for Resources
 Transfer care of the patient
 Interact within the team structure
 EMS communication system
 Communication with other health care professionals
 Team communication and dynamics
Key Terminology:
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Base station
Cellular telephone
Channel
Communication
Dedicated line
Duplex
Emergency medical
dispatcher (EMD)
Enhanced 9-1-1
Viper radio
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Federal
Communications
Commission (FCC)
MED channels
Mobile data
terminals
Noise
Paging
Prearrival
instructions
Repeater
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Scanner
Simplex
Standing orders
Telemetry
Trunking
UHF (ultra-high
frequency)
VHF (very high
frequency)
Objectives:
DOT Objectives
 Identify the importance of communications
when providing EMS.
 Identify the role of verbal, written, and
electronic communications in the provision of
EMS.
 Describe the phases of communications
necessary to complete a typical EMS event.
 Identify the importance of proper
terminology when communicating during an
EMS event.
 Identify the importance of proper verbal
communications during an EMS event.
 List factors that impede effective verbal
communications.
 List factors which enhance verbal
communications.
EMS Education Standards
 Demonstrate an accepted format for
dissemination of patient information in verbal
report.
 Identify technology used to collect and
exchange patient and/ or scene information
electronically.
 Recognize the legal status of patient medical
information exchanged electronically.
 Identify and differentiate among
communications systems used in EMS
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Identify the importance of proper written
communications during an EMS event.
List factors which impede effective written
communications.
List factors which enhance written
communications.
Recognize the legal status of written
communications related to an EMS event.
State the importance of data collection during
an EMS event.
Identify technology used to collect and
exchange patient and/ or scene information
electronically.
Recognize the legal status of patient medical
information exchanged electronically.
Identify and differentiate among the
following communications systems:
 Simplex
 Multiplex
 Duplex
 Trunked
 Digital communications
 Cellular telephone
 Facsimile
 Computer
Identify the components of the local
dispatch communications system and
describe their function and use.
Describe the functions and responsibilities
of the Federal Communications
Commission.
Describe how the Emergency Medical
Dispatcher functions as an integral part of
the EMS team.
List appropriate information to be gathered
by the Emergency Medical Dispatcher.
Identify the role of Emergency Medical
Dispatch in a typical EMS event.
Identify the importance of pre-arrival
instructions in a typical EMS event.
Describe the procedure of verbal
communication of patient information to
the hospital.
Describe information that should be
included in patient assessment information
verbally reported to medical direction.
Diagram a basic model of communications.
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Organize a list of patient assessment
information in the correct order for
electronic transmission to medical direction
according to the format used locally.
Demonstrate the ability to use the local
dispatch communications system.
Demonstrate the ability to use a radio.
Demonstrate the ability to use the
biotelemetry equipment used locally.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Therapeutic Communication
Summary: Applies fundamental knowledge of the EMS system, safety/well-being of the AEMT, and the
medical, legal, and ethical issues to the provision of emergency care.
TARGET SKILLS: Principles of communicating with patients in a manner that achieves a positive
relationship to include:
 Interviewing techniques
 Adjusting communication strategies for age, stage of development, patients with special needs,
and differing cultures
 Verbal defusing strategies
 Family presence issues
 Dealing with difficult patients
Key Terminology:
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Closed-ended
questions
Cultural imposition
Ethnocentrism
Open-ended
questions
Proxemics
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Rapport
Therapeutic
communication
Intimate zone
Personal distance
Social distance
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Public distance
Facilitation
Reflection
Clarification
Resistance
Objectives:
DOT Objectives
 Demonstrate therapeutic communication
in a prehospital environment.
EMS Education Standards
 Integrate the principles of therapeutic
communication to effectively communicate
with any patient while providing care.
 Discuss and describe various patient interview
techniques and communication strategies for
age, stage of development, patients with
special needs, and differing cultures.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
21
Medical, Legal, and Ethics
Summary: Applies fundamental knowledge of the EMS system, safety/well-being of the AEMT, and the
medical, legal, and ethical issues to the provisions of emergency care.
TARGET SKILLS:
 Consent/refusal of care
 Confidentiality
 Advanced directives
 Tort and criminal actions
 Evidence preservation
 Statutory responsibilities
 Mandatory reporting
 Ethical principles/moral obligations
 End-of-life issues
Key Terminology:
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Abandonment
Advanced directive
Applied ethics
Assault
Battery
Certification
Competent
Consent
Defamation
Dependent lividity
DNR (do not
resuscitate) order
Durable power of
attorney for health
care
Duty to act
Emancipated minor
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Emergency
Emergency medical
care
Ethics
Expressed consent
False imprisonment
Forcible restraint
Good samaritan laws
Gross negligence
Health care proxy
HIPAA
Implied consent
Informed consent
Kidnapping
Libel
Licensure
Medicolegal
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Morality
Negligence
Negligence per se
Ordinary negligence
Precedence
Protected health
information(PHI)
Protocols
Proximate cause
Putrefaction
Rigor mortis
Slander
Standard of care
Standing orders
Tort
Objectives:
DOT Objectives
 Define the AEMT scope of practice.
 Discuss the importance of Do Not Resuscitate
[DNR] (advance directives) and local or state
provisions regarding EMS application.
 Define consent and discuss the methods of
obtaining consent.
 Differentiate between expressed and implied
EMS Education Standards
 Discuss, demonstrate, and understand the
legal and ethical issues that impact decisions
made in the out-of-hospital environment to
include but not limited to the following:
 Consent/refusal of care
 Confidentiality
 Advanced directives
22
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consent.
Explain the role of consent of minors in
providing care.
Discuss the implications for the AEMT in
patient refusal of transport.
Discuss the issues of abandonment,
negligence, battery and their implications to
the AEMT.
State the conditions necessary for the AEMT
to have a duty to act.
Explain the importance, necessity, and
legality of patient confidentiality.
Discuss the considerations of the AEMT in
issues of organ retrieval.
Differentiate the actions that an AEMT should
take to assist in the preservation of a crime
scene.
State the conditions that require an AEMT to
notify local law enforcement officials.
Explain the role of EMS and the AEMT
regarding patients with DNR orders.
Explain the rationale for the needs, benefits,
and usage of advance directives.
Explain the rationale for the concept of varying
degrees of DNR.
Tort &criminal actions
Evidence preservation
Statutory responsibilities
Mandatory reporting
Ethical principles
Moral obligations
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
23
Anatomy and Physiology
Summary: Integrates complex knowledge of the anatomy and physiology of the airway, respiratory and
circulatory systems to the practice of EMS.
Key Terminology:
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Abdomen
Abduction
Acetabulum
Acid
Acidotic
Acromioclavicular
separation (AC
separation)
Acromion process
Active transport
Adam’s apple
Adduction
Adenosine
triphosphate (ATP)
Adrenal cortex
Adrenal glands
Adrenaline
Adrenocorticotropic
hormone (ACTH)
Aerobic metabolism
Afterload
Agonal respirations
Agonist
Agranulocytes
Alkalotic
Alpha cells
Alpha effects
Alveolar duts
Alveoli
Alveolocapillary
membrane
Anaerobic
metabolism
Anatomic position
Anatomy
Antagonist
Anterior
Antibodies
Antigens
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Aorta
Aortic arch
Aortic valve
Apex
Appendicular
skeleton
Appendix
Arachnoid
Arteries
Arterioles
Ascending aorta
Atlanto-occipital
joint
Atlas
Atrioventricular (AV)
node
Atrioventricular
valves
Atrium
Auditory ossicles
Autonomic nervous
system
Axial skeleton
Axillary vein
Axis
Ball-and-socket joint
Baroreceptors
Base
Basilic vein
Basophils
Beta cells
Beta effects
Biceps
Bilateral
Bile ducts
Bilirubin
Blood
Blood pressure (BP)
Blowout fracture
24
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Bone marrow
Brachial artery
Brain
Brainstem
Bronchioles
Bronchospasm
Bruit
Buffer
Buffer system
Bundle of HIS
Bursa
Calcitonin
Cancellous bone
Capillaries
Cardiac cycle
Cardiac muscle
Cardiac output
Cardiogenic shock
Carotid artery
Carotid bifurcation
Carpometacarpal
joint
Cartilage
Catecholamines
Cecum
Cell membrane
Cellular respiration
Central nervous
system (CNS)
Cephalic vein
Cerebellum
Cerebrospinal fluid
(CSF)
Cerebrum
Cervical spine
Chemoreceptors
Chordae tendineae
Choroid plexus
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Chronic obstructive
pulmonary disease
(COPD)
Chronotropic state
Chyme
Circulatory system
Circumflex coronary
arteries
Clavicle
Coccyx
Compact bone
Concentration
gradient
Conduction system
Contractility
Coronal plane
Coronary arteries
Coronary sinus
Corticosteroids
Cortisol
Cranial nerves
Cranial vault
Cranium
Crenation
Cribriform plate
Cricoid cartilage
Cricothyroid
membrane
Crista galli
Cusps
Dead space
Deep
Dermis
Descending aorta
Diapedesis
Diaphragm
Diastole
Diffusion
Digestion
Distal
Distributive shock
Dorsal
Dorsal respiratory
group (DRG)
Dorsalispedis artery
Dromotropic state
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Dura mater
Ejection fraction
Electrolytes
Endocardium
Endocrine system
Endosteum
Enzymes
Eosinophils
Epicardium
Epidermis
Epiglottis
Epinephrine
Epiphyses
Erythropoiesis
Esophagus
Estrogen
Expiratory reserve
volume
Extension
External rotation
Extracellular fluid
(ECF)
Facilitated diffusion
Fallopian tubes
Fascia
Femoral artery
Femoral head
Femoral vein
Femur
Fibrin
Fibula
Flexion
Fluid balance
Fontanelles
Foramen magnum
Foramen ovale
Foramina
Fossa ovalis
Fowler’s position
Gallbladder
Genital system
Germinal layer
Glands
Glenoid fossa
Gluconeogenesis
Glycogen
25
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Glycogenolysis
Gonads
Granulocytes
Greater trochanter
Hair follicles
Heart
Heart rate
Hemoglobin
Hemostasis
Heparin
Hepatic portal
system
Hepatic veins
Hering-Breuer reflex
Hilum
Hinge joints
Histamine
Hormones
Human chorionic
gonadotropin (hCG)
Humerus
Hydrostatic pressure
Hyoid bone
Hyperextension
Hyperflexion
Hypothalamus
Hypovolemic shock
Hypoxic drive
Ilium
Inferior
Inferior vena cava
Inotropic state
Inspiratory reserve
volume
Interatrial septum
Internal rotation
Interstitial fluid
Interstitial space
Interventricular
septum
Intracellular fluid
(ICF)
Intravascular fluid
(Plasma)
Involuntary muscle
Ischium
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Joint (articulation)
Joint capsule
Jugular vein
Kidneys
Labored breathing
Lactic acid
Large intestine
Lateral
Lateral malleolus
Left anterior
descending (LAD)
artery
Lesser trochanter
Ligament
Liver
Lumbar spine
Lungs
Lymph
Lymph nodes
Lymph vessels
Lymphatic system
Lymphocytes
Lysis
Macrophages
Mainstem bronchi
Mandible
Manubrium
Mastoid process
Maxillae
Medial
Medial malleolus
Mediastinum
Medulla oblongata
Medullary cavity
Meninges
Metabolic acidosis
Metabolic alkalosis
Metacarpal bones
Midbrain
Midsagittal plane
(midline)
Minute volume
Mitral valve
Monocytes
Motor nerves
Mucous membranes
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Mucus
Murmur
Musculoskeletal
system
Myocardial infarction
Myocardium
Nasal cavity
Nasal septum
Nasopharynx
Nervous system
Neutrophils
Norepinephrine
Oculomotor nerve
Olfactory bulb
Oncotic pressure
Orbit
Oropharynx
Osmosis
Osmotic pressure
Ovaries
Palmar
Pancreas
Papillary muscles
Paranasal sinuses
Parasympathetic
nervous system
Parathyroid glands
Parathyroid
hormone
Parietal pleura
Partial pressure of
carbon dioxide
(Paco2)
Partial pressure of
oxygen (Pao2)
Patella
Pathophysiology
Pelvis
Perfusion
Pericardium
Periosteum
Peripheral nervous
system (PNS)
Peristalsis
pH
Phalanges
26
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Physiology
Pia mater
Pituitary gland
Plantar
Plasma
Plasmin
Platelets
Pleura
Pleural cavity
Pleural space
Pneumotaxic
(pontine) center
Pons
Popliteal artery
Popliteal vein
Posterior
Posterior tibial artery
Preload
Progesterone
Pronation
Prone
Prostate gland
Proximal
Pubic symphysis
Pubis
Pulmonary artery
Pulmonary
circulation
Pulmonary veins
Pulmonic valve
Pulse
Pulse pressure
Quadrants
Radius
Range of motion
Rectum
Red blood cells
Renal pelvis
Renin-angiotensin
system
Residual volume
Respiration
Respiratory acidosis
Respiratory alkalosis
Respiratory system
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Reticular activating
system
Retroperitoneal
Retroperitoneum
Sacroiliac joint
Sacrum
Saddle joint
Sagittal (lateral)
plane
Salivary glands
Saphenous vein
Scalp
Scapula
Sebaceous glands
Secondary bronchi
Semen
Semilunar valves
Seminal vesicles
Sensory nerves
Shock
Shock position
Shoulder girdle
Sinoatrial (SA) node
Sinusitis
Skeletal muscle
Skeleton
Skull
Small intestine
Smooth muscle
Solute
Somatic nervous
system
Sphincters
Sphygmomanometer
Spinal cord
Starling’s law
Sternocleidomastoid
muscles
Sternum
Stratum corneal
layer
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Stroke volume (SV)
Subarachnoid
hemorrhage
Subarachnoid space
Subclavian artery
Subclavian vein
Subcutaneous tissue
Superficial
Superior
Superior vena cava
Supination
Supine
Surfactant
Sutures
Sweat glands
Sympathetic nervous
system
Symphysis
Synovial fluid
Synovial membrane
Systemic circulation
Systemic vascular
resistant (SVR)
Systole
Temporomandibular
joint (TMJ)
Tendons
Tertiary bronchi
Testes
Testicle
Thoracic cage
Thoracic duct
Thoracic spine
Thorax
Thrombin
Thyroid cartilage
Thyroid gland
Tibia
Tidal volume
Tissue plasminogen
activator (t-PA)
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Topographic
anatomy
Torso
Trabeculae
Trachea
Transverse (axial)
plane
Trendelenburg’s
position
Triceps
Tricuspid valve
Tunica adventitia
Tunica intima
Tunica media
Ulna
Unilateral
Ureter
Urethra
Urinary bladder
Urinary system
Uterus
Vagina
Vagus nerve
Vasa deferentia
Veins
Venous sinuses
Ventilation
Ventral
Ventral respiratory
group (VRG)
Ventricle
Vertebrae
Vertebral column
Visceral pleura
Vital capacity
voluntary muscle
V/Q ratio
White blood cells
Xiphoid process
Zygomas
Objectives:
DOT Objectives
EMS Education Standards
 Integrates a complex knowledge of the
27
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anatomy and physiology of the airway,
respiratory, and circulatory systems to the
practice of EMS.
Define anatomy, physiology, and
pathophysiology.
Name the levels of organization of the body
from simplest to most complex and explain
each.
Define homeostasis.
State the anatomical terms for the parts of
the body.
Identify terminology to describe the location
of body parts with respect to one another.
Review the body cavities and the major
organs within each.
Identify the anatomical planes.
Identify areas of the abdomen and underlying
organs.
Define each of the cellular transport
mechanisms and give an example of the role
of each in the body:
 Diffusion
 Osmosis
 Facilitated diffusion
 Active transport.
Define metabolism, anabolism, catabolism.
Describe how glucose is converted to energy
during cellular respiration.
Describe the general characteristics of each
of the four major categories of tissues.
Name the three major layers of the skin.
Describe the functions of the skeleton.
Explain how bones are classified.
Explain how joints are classified.
Describe the structure and function of
muscles.
List the three types of muscles.
Name the divisions of the nervous system.
Explain the structure of neurons.
Describe the types of nerves.
Describe the role of polarization,
depolarization, and repolarization in nerve
impulse transmission.
Identify the components of the central
nervous system.
State the function of the meninges and
cerebrospinal fluid.
Identify the divisions of the autonomic
nervous system and define their functions.
28
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Discuss the regulator processes of hormonal
secretion.
State the functions of hormones.
State the function of the hormones of the
pancreas.
State the functions of epinephrine and
norepinephrine and explain their relationship
to the sympathetic division of the autonomic
nervous system.
Describe the characteristics of blood and its
composition.
Explain the function of red blood cells, white
blood cells and platelets.
State the importance of blood clotting.
Describe the function of the pericardium.
Identify the major vessels and chambers of
the heart.
Identify the valves of the heart, and explain
their functions.
Describe coronary circulation, and explain its
purpose.
Describe the cardiac cycle.
Name the parts of the cardiac conduction
pathway.
Explain the relationship between stroke
volume, heart rate, and cardiac output.
Explain how the nervous system regulates
heart rate and force of contraction.
Describe the structure of arteries and veins,
and relate their structure to function.
Describe the structure of capillaries, and
explain the exchange processes that take
place in capillaries.
Describe the pathway and purpose of
pulmonary circulation.
Describe the pathway and purpose of
systemic circulation.
Define blood pressure.
Explain the factors that maintain and regulate
blood pressure.
Describe the functions of the lymphatic
system.
Describe the immune response.
State the function of the respiratory system.
Describe the structure and functions of the
components of the respiratory system.
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Describe normal inhalation and exhalation.
Differentiate between ventilation and
respiration.
Explain the diffusion of gases across the
alveolar-capillary junction.
Describe how oxygen and carbon dioxide are
transported in the blood.
Explain the nervous and chemical
mechanisms that regulate respiration.
Describe the functions of the digestive system
and name its major divisions.
Describe the water compartments and the
name for the fluid in each.
Explain how water moves between
compartments.
Explain the regulation of the intake and
output of water.
Describe the three buffer systems in body
fluids.
Explain why the respiratory system has an
effect on pH, and describe respiratory
compensating mechanisms.
Explain the renal mechanisms for pH
regulation of extracellular fluid.
Describe the effects of acidosis and alkalosis.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
30
Medical Terminology
Summary: Uses foundational anatomical and medical terms and abbreviations in written and oral
communication with colleagues and other health care professionals.
Key Terminology:
 Combining form
 Prefix
 Root
 Suffix
Objectives:
DOT Objectives
 Recognizes simple medical prefixes, suffixes,
and combination of words.
EMS Education Standards
 Uses foundational anatomical and medical
terminology and abbreviations into the
written and oral communication with
colleagues and other health care
professionals.
 Medical terminology
 Medical terms
 Standard medical abbreviations and
acronyms
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments : Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
31
Pathophysiology
Summary: Applies comprehensive knowledge of the pathophysiology of respiration and perfusion to
patient assessment and management.
Key Terminology:
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Aerobic metabolism
Anaerobic metabolism
Cardiac output
Chemoreceptors
Dead air space
Dehydration
Edema
Electrolyte
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FiO2
Hydrostatic pressure
Hypersensitivity
Hypoperfusion
Minute volume
Pathophysiology
Perfusion
Plasma oncotic pressure
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Shock
Stretch receptors
Stroke volume
Systemic vascular
resistance (SVR)
Tidal volume
V/Q match
Objectives: At the completion of this unit, the AEMT student will be able to apply the general concepts
of pathophysiology for the assessment and management of emergency patients.
DOT Objectives
 Uses simple knowledge of shock and
respiratory compromise to respond to life
threats.
 Apply the general concepts of
pathophysiology for the assessment and
management of emergency patients.
 Describe the factors that precipitate
disease in the human body.
 Describe Multiple Organ Dysfunction
Syndrome (MODS).
 Describe the inflammation response.
 Discuss the role of mast cells as part of the
inflammation response.
 Describe the systemic manifestations of
the inflammation response.
 Describe deficiencies in immunity and
inflammation.
 List types of tissue.
 Describe the systemic manifestations that
result from cellular injury.
EMS Education Standards
 Applies comprehensive knowledge of the
pathophysiology of respiration & perfusion
to patient assessment and management.
 understands the correlation between
pathophysiology and disease processes:
 Basic cellular review
 Alteration in cells and tissues
 Cellular injury
 Hypoperfusion
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
32
Life Span Development
Summary: Applies fundamental knowledge of life span development to patient assessment and
management.
Key Terminology:
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Adolescents
Anxious-avoidance
attachment
Bonding
Conventional
reasoning
Early adults
Fontanelles
Growth plates
Infants
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Late adults
Life expectancy
Middle adults
Moro reflex
Neonates
Palmar grasp
Postconventional
reasoning
Preconventional
reasoning
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Preschoolers
Rooting reflex
School age
Secure attachment
Sucking reflex
Terminal drop
hypothesis
Toddlers
Trust and mistrust
Objectives:
DOT Objectives
 Uses simple knowledge of age related
differences to assess and care for patients
EMS Education Standards
 Understand, discuss and demonstrate
comprehensive knowledge of life span
development to include
 Infancy (birth to 1 year)
 Toddler (12-36 months)
 Pre-school (3-5 years)
 School-age children (6-12 years)
 Adolescents (13-18 years)
 Early adulthood (20-40 years)
 Middle adulthood (41-60 years)
 Late adulthood (61 years and older)
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
33
Public Health
Summary: Uses simple knowledge of the principles of the role of EMS during public health emergencies.
TARGET SKILLS: Community needs assessment.
Key Terminology:
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Injury prevention
Health promotion
Disease surveillance
Objectives: Describe the role of EMS in the response of public health emergencies.
DOT Objectives
 Have an awareness of local public health
resources and the role EMS personnel play in
public health emergencies and education
 Define primary prevention and secondary
prevention and give examples of each
EMS Education Standards
 Uses simple knowledge of the principles of
the role of EMS during public health
emergencies.
 Role of public health
 Public health laws
 EMS interface with public health
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
34
Pharmacology
Principles of Pharmacology
Summary: Applies to patient assessment and management fundamental knowledge of the medications
carried by AEMTs that may be administered to a patient during an emergency.
TARGET SKILLS: Medication safety and kinds of medications used during an emergency to include:
 Medication legislation
 Naming
 Drug classifications by body system
 Storage and security
 Autonomic pharmacology
 Metabolism and excretion
 Mechanism of action
 Medication response Relationships
 Medication interactions
 Toxicity
 Common prescription medications
Key Terminology:
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Absorption
Acetylcholine (Ach)
Acetylcholinesterase
(AchE)
Action
Adrenergics
Anti-adrenergics
(alpha and beta
blockers)
Adsorption
Adsorbent
medications
Agonists
Analgesics
Angiotensinconverting enzyme
(ACE) inhibitors
Antagonists
Antianginal
medications
Anticholinergics
Anticoagulant drugs
Anticonvulsant
medications
Anti-dysrhythmics
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Antihistamines
Antihypertensive
medications
Antiplatelet agents
Atropinization
Autonomic nervous
system (ANS)
Barbiturates
Benzodiazepines
Bioavailability
Biotransformation
Buccal
Calcium channel
blockers
Cardiac glycosides
Chemical name
Cholinergics
Chronotropy
Contraindications
Cross-tolerance
Cumulative effect
Depressants
Diffusion
Diuretic medications
Dose
35
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Dromotropy
Drug antagonism
Drug dependence
Drug interaction
Drugs
Duration of action
Enteral
Excretion
Extrapyramidal
symptoms
Fibrinolytic agent
Filtration
Gel
Generic name
Habituation
Half-life
Homeopathic
remedies/herbal
preparations
Hypersensitivity
Latrogenic response
Idiosyncrasy
Idiosyncratic reaction
Immunosuppressant
medications
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Indications
Inhalation
Inotropy
Intended effect
Interference
Intramuscular (IM)
injection
Intranasal (IN)
Intraosseous (IO)
Intravenous (IV)
injection
Insulin
Mechanism of action
Medication
Metered-dose inhaler
(MDI)
Mucosal atomizer
device (MAD)
Mucolytics
Muscarinic Receptors
Nicotinic Receptors
Nonsteroidal antiinflammatory drugs
(NSAIDS)
Official name
Onset of action
Opioid agonistantagonists
Opioid agonists
Opioid antagonists
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Oral
Oral glucose
Osmosis
Over-the-counter
(OTC) medications
Parasympathetic
nervous system
Parasympatholytics
Parasympathomimetic
Parenteral
pH
Pharmacodynamics
Pharmacokinetics
Pharmacology
Polypharmacy
Potassium channel
blockers
Potentiation
Prescription
medications
Rectal (PR)
Refractory
Sedative hypnotics
Serum sickness
Side effects
Sodium channel
blockers
Solution
Stimulants
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Subcutaneous (SC)
injection
Sublingual (SL)
Summation effect
Suspension
Sympathetic blocking
agents
Sympathetic nervous
system
Sympatholytics
Sympathomimetics
Synergism
Teratogenic
Termination of action
Therapeutic action
Therapeutic index
Therapeutic threshold
Tolerance
Topical medications
Toxicity
Trade name
Transcutaneous
Unintended effect
Untoward effects
Vasoconstricting
medications
Vasodilating
medications
Xanthines
Objectives:
DOT Objectives
 Review the specific anatomy and physiology
pertinent to pharmacology.
 Discuss the standardization of drugs.
 Differentiate among the chemical, generic
(nonproprietary), and trade (proprietary)
names of a drug.
 List the four main sources of drug products.
 Describe how drugs are classified.
 List the authoritative sources for drug
information.
 Discuss special consideration in drug
treatment with regard to pregnant, pediatric
EMS Education Standards
 Applies to patient assessment and
management fundamental knowledge of the
medications carried by AEMTs that may be
administered to a patient during an
emergency.
 Medication safety
 Medication legislation
 Naming
 Classification
 Storage and security
 Medication terminology
 Pharmacological concepts
36
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and geriatric patients.
Discuss the AEMT-Intermediate's
responsibilities and scope of management
pertinent to the administration of
medications.
List and describe general properties of drugs.
List and describe liquid, solid, and gas drug
forms.
List and differentiate routes of drug
administration.
Differentiate between enteral and parenteral
routes of drug administration.
Describe mechanisms of drug action.
List and differentiate the phases of drug
activity, including the pharmaceutical,
pharmacokinetic, and pharmacodynamic
phases.
Describe the following:
 Pharmacokinetics
 Pharmacodynamics
 Theories of drug action
 Drug-response relationship
 Factors altering drug responses
 Predictable drug responses
 Tetrogenic drug responses
 Unpredictable adverse drug responses.
Discuss considerations for storing drugs.
List the components of a drug profile.
List and describe drugs which the AEMT may
administer in a pharmacological management
plan according to local protocol.
Discuss procedures and measures to ensure
security of controlled substances the AEMT
may administer.
Defend medication administration by an
AEMT to affect positive therapeutic effect.
Review the specific anatomy and physiology
pertinent to medication administration.
Review mathematical principles.
Review mathematical equivalents.
Differentiate temperature readings between
the Centigrade and Fahrenheit scales.
Discuss formulas as a basis for performing
drug calculations.
Calculate oral and parenteral drug dosages
for all emergency medications administered
to adults, infants and children.
37
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Calculate intravenous infusion rates for
adults, infants, and children.
Discuss legal aspects affecting medication
administration.
Discuss the "six rights" of drug administration
and correlate these with the principles of
medication administration.
Discuss medical asepsis and the differences
between clean and sterile techniques.
Describe use of antiseptics and disinfectants.
Describe the use of universal precautions and
body substance isolation (BSI) procedures
when administering a medication.
Describe the indications, equipment needed,
techniques utilized, precautions, and general
principles of peripheral venous cannulation.
Describe the indications, equipment needed,
techniques utilized, precautions, and general
principles of intraosseous needle placement
and infusion.
Describe the indications, equipment needed,
techniques utilized, precautions, and general
principles of administering medications by
the inhalation route.
Differentiate among the different dosage
forms of oral medications.
Describe the equipment needed and general
principles of administering oral medications.
Describe the indications, equipment needed,
techniques utilized, precautions, and general
principles of rectal medication
administration.
Differentiate among the different parenteral
routes of medication administration.
Describe the equipment needed, techniques
utilized, complications, and general principles
for the preparation and administration of
parenteral medications.
Differentiate among the different
percutaneous routes of medication
administration.
Describe the purpose, equipment needed,
techniques utilized, complications, and
general principles for obtaining a blood
sample.
Describe disposal of contaminated items and
sharps.
38
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Synthesize a pharmacologic management
plan including medication administration.
Integrate pathophysiological principles of
medication administration with patient
management.
Comply with AEMT-Intermediate standards of
medication administration.
Comply with universal precautions and body
substance isolation (BSI).
Defend a pharmacologic management plan
for medication administration.
Serve as a model for medical asepsis.
Serve as a model for advocacy while
performing medication administration.
Serve as a model for disposing of
contaminated items and sharps.
Use universal precautions and body
substance isolation (BSI) procedures during
medication administration.
Demonstrate cannulation of peripheral veins.
Demonstrate intraosseous needle placement
and infusion.
Demonstrate clean technique during
medication administration.
Demonstrate administration of medications
by the inhalation route.
Demonstrate administration of oral
medications.
Demonstrate rectal administration of
medications.
Demonstrate preparation and administration
of parenteral medications.
Demonstrate preparation and techniques for
obtaining a blood sample.
Perfect disposal of contaminated items and
sharps.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
39
Medication Administration
Summary: Applies (to patient assessment and management) fundamental knowledge of the medications
carried by AEMT’s that may be administered to a patient during an emergency.
TARGET SKILLS: Within the scope of practice of the AEMT, how to:
 Assist/administer medications
 Routes of administration
Key Terminology:
 Access port
 Acidosis
 Active transport
 Administration set
 Air embolus
 Alkalosis
 Ampules
 Anion
 Antecubital
 Aseptic technique
 Bolus
 Buccal
 Buffer
 Butterfly catheter
 Cannulation
 Capillary beds
 Catheter
 Catheter shear
 Cation
 Cellular perfusion
 Colloid solution
 Concentration
 Contaminated stick
 Crystalloid solution
 D5W
 Depolarization
 Diffusion
 Drip chamber
 Drip rate
 Drip set
 Drug reconstitution
 Electrolyte
 Enteral medications
 External jugular IV
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Fascia
Filtration
Flash chamber
Gauge
gtt(s)
Hematoma
Homeostasis
Hypercalcemia
Hyperkalemia
Hypertonic solution
Hypocalcemia
Hypokalemia
Hypotonic solution
Infiltration
Inhalation
Interstitial
Intramuscular (IM)
Intranasal
Intraosseous (IO)
Intravascular
Ion
Isotonic solution
Lactated Ringer’s
solution
Local reaction
Lysis
Macrodrip set
Metabolic
Metered-dose
inhaler
Metric system
Microdrip set
Milliliter
Mucosal atomizer
device (MAD)
40
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Nebulizer
Normal saline
Occlusion
Osmosis
Over-the-needle
catheter
Parenteral
medications
pH
Phlebitis
Phospholipid bilayer
Piercing spike
Polyuria
Postural hypotension
Pulmonary embolus
Saline lock
Sclerosis
Selective
permeability
Sodium/potassium
(Na+/K+) pump
Subcutaneous
Sublingual
Syncopal episode
Systemic
complications
Third spacing
Tonicity
Varicose veins
Vasovagal reaction
Venous thrombosis
Vials
Volume on hand
Objectives: At the completion of this unit, the AEMT student will be able to safely and precisely access
the venous circulation and administer medications.
DOT Objectives
 Read the labels and inspect each type of
medication.
 Demonstrate the proper steps in medication
administration.
 Differentiate between administering and
assisting with self- administration and to
that of others.
EMS Education Standards
 Describe, demonstrate, and integrate within
the scope of practice of the AEMT
 Routes of medication administration
 Administration of medications to a
patient
 Safely and precisely access the venous
circulation and administer medications.
 Discuss the "six rights" of drug administration
and correlate these with the principles of
medication administration.
 Describe the use of universal precautions and
body substance isolation (BSI) procedures
when administering a medication.
 Describe the indications, equipment needed,
techniques used, precautions, and general
principles of administering medications
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
41
Emergency Medications
Summary: Within the scope of practice of the AEMT:
 Names
 Dosages for the
medications
 Classes
administered
 Mechanism of Action
 Actions
 Indications
 Indications
 Routes of
 Contraindications
administration
 Complications
Key Terminology:
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Adverse
reactions/side
effects
Class
Volume
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Concentration
Contraindications
Desired dose
Drug interactions
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Side effects
Interactions
Dosages for the
medications
administered
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Duration of action
Indications
Mechanism of action
Pregnancy Category Ratings for Drugs:
 Category A
 Category B
 Category C
 Category D
 Category X
Objectives:
DOT Objectives
 Identify the appropriate routes of medication
administration
 Be able to describe all drugs an can AEMT can
administer using the state formulary.
 Demonstrate the administration of emergency
medications with the state formulary
EMS Education Standards
 Proper use of approved medications in the
EMS profession setting.
 Describe and integrate emergency
medications within the scope of practice of
the AEMT, to include:
 Names
 Actions
 Indications
 Contraindications
 Complications
 Routes of administration
 Side effects
 Interactions
 Dosages for medications administered
42
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
43
Airway Management, Respiration and Artificial Ventilation
Airway Management
Summary: Applies knowledge (fundamental depth and foundational breadth) of additional upper airway
anatomy and physiology to patient assessment and management in order to assure a patent’s airway,
adequate mechanical ventilation, and respiration for patients of all ages.
TARGET SKILLS: Within the scope of practice of the AEMT:
 Airway anatomy
 Difficult airway assessment
 Techniques of assuring a patent airway
Key Terminology:
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Agonalrespiration
Airway
Alveoli
Apnea
Aspiration
Ataxic respirations
Blind-Insertion
Airway Devices
(BIADs) (ie:
Combitube, King LT,
Laryngeal Mask
Airway {LMA})
Bilateral
Bradypnea
Bronchioles
Carina
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Dyspnea
Foreign body airway
obstruction (FBAO)
Glottic opening
Head-tilt chin-lift
maneuver
Jaw-thrust maneuver
Laryngospasm
Larynx
Mediastinum
Multilumen airways
Nasopharyngeal
(nasal) airway (NPA)
Oropharyngeal (oral)
airway (OPA)
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Parietal Pleura
Patent
Pulse oximetry
Recovery position
Stoma
surfactant
Tongue-jaw lift
Tonsil-tip catheter
Trachea
Tracheostomy
Tracheostomy tube
Turbinates
Visceral pleura
Objectives:
DOT Objectives
 Explain the primary objective of airway
maintenance.
 Identify commonly neglected prehospital
skills related to airway.
 Identify the anatomy and functions of the
upper airway.
 Describe the anatomy and functions of the
lower airway.
 Explain the differences between adult and
pediatric airway anatomy.
 Define normal tidal volumes for the adult,
child, and infant.
 Define atelectasis.
EMS Education Standards
 Applies knowledge of additional upper airway
anatomy & physiology to patient assessment
and management in order to assure a
patent’s airway, adequate mechanical
ventilation, and respiration for patients of all
ages.
 Differentiate and formulate age related
variations as it pertains to airway
management, respiration, and artificial
ventilation.
44
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Define FiO2.
Explain the relationship between pulmonary
circulation and respiration.
List factors which cause decreased oxygen
concentrations in the blood.
List the factors which increase and decrease
carbon dioxide production in the body.
Describe the measurement of oxygen in the
blood.
Describe the measurement of carbon dioxide
in the blood.
List the concentration of gases which
comprise atmospheric air.
List the factors which affect respiratory rate
and depth.
Describe the voluntary and involuntary
regulation of respiration.
Describe causes of upper airway obstruction.
Define normal respiratory rates for adult,
child, and infant.
Describe causes of respiratory distress.
Define and differentiate between hypoxia and
hypoxemia.
Define pulsusparadoxus.
Describe the modified forms of respiration.
Define gag reflex.
Explain safety considerations of oxygen
storage and delivery.
Identify types of oxygen cylinders and
pressure regulators (including a high-pressure
regulator and a therapy regulator).
List the steps for delivering oxygen from a
cylinder and regulator.
Describe the indications, contraindications,
advantages, disadvantages, complications,
liter flow range, and concentration of
delivered oxygen for supplemental oxygen
delivery devices.
Describe the use, advantages and
disadvantages of an oxygen humidifier.
Define, identify and describe a tracheostomy,
stoma, and tracheostomy tube.
Explain the risk of infection to EMS providers
associated with ventilation.
Describe the indications, contraindications,
advantages, disadvantages, complications,
and technique for ventilating a patient by:
45
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Mouth-to-mouth
Mouth-to-nose
Mouth-to-mask
One person bag-valve-mask
Two person bag-valve-mask
Three person bag-valve-mask
Flow-restricted, oxygen-powered
ventilation device
Explain the advantage of the two person
method when ventilating with the bag-valvemask.
Describe indications, contraindications,
advantages, disadvantages, complications,
and technique for ventilating a patient with
an automatic transport ventilator (ATV).
Describe the Sellick (cricoid pressure)
maneuver.
Describe the use of cricoid pressure during
intubation.
Compare the ventilation techniques used for
an adult patient to those used for pediatric
patients.
Define how to ventilate a patient with a
stoma, including mouth-to-stoma and bagvalve-mask-to-stoma ventilation.
Define complete airway obstruction.
Define and explain the implications of partial
airway obstruction with good and poor air
exchange.
Describe complete airway obstruction
maneuvers.
Describe laryngoscopy for the removal of a
foreign body airway obstruction.
Identify types of suction catheters, including
hard or rigid catheters and soft catheters.
Explain the purpose for suctioning the upper
airway.
Identify types of suction equipment.
Describe the indications for suctioning the
upper airway.
Identify techniques of suctioning the upper
airway.
Identify special considerations of suctioning
the upper airway.
Describe the technique of tracheobronchial
suctioning in the intubated patient.
Define gastric distention.
46
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Describe the indications, contraindications,
advantages, disadvantages, complications,
equipment and technique for inserting a
nasogastric tube and an orogastric tube.
Describe manual airway maneuvers.
Describe the use of an oral and nasal airway.
Describe the indications, contraindications,
advantages, disadvantages, complications,
and technique for inserting an oropharyngeal
and a nasopharyngeal airway.
Differentiate endotracheal intubation from
other methods of advanced airway
management.
Describe the indications, contraindications,
advantages, disadvantages and complications
of endotracheal intubation.
Describe the visual landmarks for direct
laryngoscopy.
Describe the methods of assessment for
confirming correct placement of an
endotracheal tube.
Describe methods for securing an
endotracheal tube.
Describe the indications, contraindications,
advantages, disadvantages, complications,
equipment and technique for extubation.
Describe methods of endotracheal intubation
in the pediatric patient.
Describe the indications, contraindications,
advantages, disadvantages, complications,
equipment, and technique for using a dual
lumen airway.
Define, identify, and describe a laryngectomy.
Describe the special considerations in airway
management and ventilation for patients with
facial injuries.
Describe the special considerations in airway
management and ventilation for the pediatric
patient.
Defend oxygenation and ventilation.
Defend the necessity of establishing and/ or
maintaining patency of a patient’s airway.
Comply with standard precautions to defend
against infectious and communicable
diseases.
Perform body substance isolation (BSI)
procedures during basic airway management,
47
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advanced airway management, and
ventilation.
Perform pulse oximetry.
Perform end-tidal CO2 detection.
Perform oxygen delivery from a cylinder and
regulator with an oxygen delivery device.
Deliver supplemental oxygen to a breathing
patient using the following devices:
 Nasal cannula
 Simple face mask
 Partial rebreather mask
 Non-rebreather mask
 Venturi mask.
Perform oxygen delivery with an oxygen
humidifier.
Perform medication administration with an
in-line small-volume nebulizer.
Demonstrate ventilating a patient by the
following techniques:
 Mouth-to-mask ventilation
 One person bag-valve-mask
 Two person bag-valve-mask
 Three person bag-valve-mask
 Flow-restricted, oxygen-powered
ventilation device
 Automatic transport ventilator
 Mouth-to-stoma
 Bag-valve-mask-to-stoma ventilation
Perform the Sellick maneuver (cricoid
pressure).
Ventilate a pediatric patient using the one
and two person techniques.
Perform complete airway obstruction
maneuvers, including:
 Heimlich maneuver
 Finger sweep
 Chest thrusts
 Removal with Magill forceps
Perform retrieval of foreign bodies from the
upper airway.
Demonstrate suctioning the upper airway by
selecting a suction device, catheter and
technique.
Perform tracheobronchial suctioning in the
intubated patient by selecting a suction
device, catheter and technique.
Demonstrate insertion of a nasogastric tube.
48
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Demonstrate insertion of an orogastric tube.
Perform gastric decompression by selecting a
suction device, catheter and technique.
Perform manual airway maneuvers, including:
 Opening the mouth
 Head-tilt/ chin-lift maneuver
 Jaw-thrust without head-tilt maneuver
 Modified jaw-thrust maneuver
Perform manual airway maneuvers for
pediatric patients, including:
 Opening the mouth
 Head-tilt/ chin-lift maneuver
 Jaw-thrust without head-tilt maneuver
 Modified jaw-thrust maneuver
Demonstrate insertion of an oropharyngeal
airway.
Demonstrate insertion of a nasopharyngeal
airway.
Intubate the trachea by direct orotracheal
intubation.
Perform assessment to confirm correct
placement of the endotracheal tube.
Adequately secure an endotracheal tube.
Perform extubation.
Perform endotracheal intubation in the
pediatric patient.
Insert a dual lumen airway.
Perform stoma suctioning.
Perform replacement of a tracheostomy tube
through a stoma.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
49
Respiration
Summary: Applies knowledge (fundamental depth, foundational breadth) of upper airway anatomy and
physiology to patient assessment and management in order to assure a patent airway, adequate
mechanical ventilation, and respiration for patients of all ages.
TARGET SKILLS: Anatomy of the respiratory system to include:
 Physiology and pathophysiology of respiration
 Pulmonary ventilation
 Oxygenation
 Respiration
• External
• Internal
• Cellular
 Assessment and management of adequate and inadequate respiration
 Supplemental oxygen therapy
Key Terminology:
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Acidosis
Aerobic metabolism
Alcoholic
ketoacidosis
Alkalosis
Anaerobic
metabolism
Apnea
Ataxic respiration
Atelectasis
Bradypnea
Cellular respiration
Central nervous
system depression
Cerebral perfusion
Cerebral vasodilation
Chemoreceptors
Dead space
Dissociate
Dorsal respiratory
group
Dyspnea
Dysrhythmia
Exhalation
External respiration
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Gag reflex
Hering-Breur reflex
Hypercarbia
Hypoperfusion
Hypovolemic shock
Hypoxemia
Hypoxia
Hypoxic drive
Inhalation
Internal respiration
Intrapulmonary
shinting
Ketoacidosis
Ketones
Kussmaul
Labored breathing
Lactic acidosis
Lung compliance
Metabolic acidosis
Metabolic alkalosis
Metabolism
Minute volume
Nasal cannula
50
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Nonrebreathing
mask
Oxygenation
Oxygen saturation
(SPO2)
Paradoxical motion
Parietal pleura
Partial pressure
Phrenic nerve
Pin-indexing system
Pulmonary edema
Pulse oximetry
Residual volume
Respiration
Respiratory acidosis
Respiratory alkalosis
Respiratory rate
Retractions
Surfactant
Tidal volume
Ventral respiratory
group
Vital capacity
V/Q mismatch
Objectives:
DOT Objectives
 Integrate pathophysiological principles and
assessment findings to formulate a field
impression and implement the treatment
plan for the patient with respiratory
problems.
 Demonstrate the application of a CPAP/
BiPAP unit
EMS Education Standards
 Understand, discuss, and demonstrate the
complex knowledge of anatomy, physiology,
and fundamental knowledge of
pathophysiology into the assessment to
develop and implement a treatment plan with
the goal of assuring a patent airway,
adequate mechanical ventilation, and
respiration for patients of all ages.
 Demonstrate the various applications of
airway adjuncts and ventilation assist devices
to include:
 Anatomy of the Respiratory System
 Physiology of Respiration
 Pathophysiology of Respiration
 Assessment of Adequate and Inadequate
Respiration
 Management of Adequate and
Inadequate Respiration
 Supplemental Oxygen Therapy.
 Differentiates and formulates age related
variations as it pertains to airway
management, respiration, and Artificial
Ventilation.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
51
Artificial Ventilation
Summary: Applies knowledge (fundamental depth, foundational breadth) of upper airway anatomy and
physiology to patient assessment and management in order to assure a patent airway, adequate
mechanical ventilation, and respiration for patients of all ages.
TARGET SKILLS: Assessment and management of adequate and inadequate ventilation to include:
 Artificial ventilation
 Minute ventilation
 Alveolar ventilation
 Effect of artificial ventilation on cardiac output
Key Terminology:
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Alveolar ventilation
Automatic transport
ventilator (ATV)
Bag-valve mask
(BVM) device
Barrier device
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Continuous positive
airway pressure
(CPAP)
Expiration
Hyperventilation
Inspiration
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Manually triggered
ventilation device
Positive endexpiratory pressure
(PEEP)
Tidal volume
ventilation
Objectives:
DOT Objectives
 Differentiate between ventilation as it relates
to inspiration and expiration.
 Differentiate between adequate and
inadequate ventilation.
 Describe the effects of artificial ventilation on
cardiac output.
 Demonstrate use of adequate manual
ventilation with appropriate device to sustain
adequate vital signs.
EMS Education Standards
 Understand, discuss, and demonstrate the
complex knowledge of anatomy, physiology,
and pathophysiology into the assessment to
develop and implement a treatment plan with
the goal of assuring a patent airway,
adequate mechanical ventilation, and
respiration for patients of all ages as it
pertains to foundational ventilation
assessment, use of manual and mechanical
airway devices, assisting patient ventilations.
 Differentiate and formulate age related
variations as it pertains to airway
management, respiration and artificial
ventilation.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
52
Assessment
Scene Size-Up
Summary: Applies scene information and patient assessment findings (scene size up, primary and
secondary assessment, patient history, and reassessment) to guide emergency management..
TARGET SKILLS: Scene safety and Scene management to include:
 Impact of the environment on patient care
 Addressing hazards
 Violence
 Need for additional or specialized resources
 Standard precautions
 Multiple patient situations
Key Terminology:
 Golden Period
 Incident command
system (ICS)
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Personal protective
equipment (PPE)
Scene size-up
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Standard precautions
triage
Objectives:
DOT Objectives
EMS Education Standards
 Recognize hazards/ potential hazards.
 Applies scene information and patient
assessment findings (scene size up, primary
 Describe common hazards found at the scene
and secondary assessment, patient history &
of a trauma and a medical patient.
reassessment) to guide emergency
 Determine hazards found at the scene of a
management.
medical or trauma patient.
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 Differentiate safe from unsafe scenes.
 Describe methods to making an unsafe scene
safe.
 Discuss common mechanisms of injury/ nature
of illness.
 Recognize the importance of determining the
mechanism of injury.
 Discuss the reason for identifying the total
number of patients at the scene.
 Organize the management of a scene following
size-up.
 Explain the reasons for identifying the need for
additional help or assistance.
 Summarize the reasons for forming a general
impression of the patient.
 Discuss methods of assessing mental status.
 Categorize levels of consciousness.
 Discuss methods of assessing the airway.
 Describe why the cervical spine is immobilized
53
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during the assessment of the trauma patient.
Analyze a scene to determine if spinal
precautions are required.
Describe methods used for assessing if a
patient is breathing.
Differentiate between a patient with adequate
and inadequate minute ventilation.
Discuss the need for assessing the patient for
external bleeding.
Describe normal and abnormal findings when
assessing skin color.
Describe normal and abnormal findings when
assessing skin temperature.
Describe normal and abnormal findings when
assessing skin condition.
Explain the reason for prioritizing a patient for
care and transport.
Identify patients who require expeditious
transport.
Describe orthostatic vital signs and evaluate
their usefulness in assessing a patient in shock.
Apply the techniques of physical examination
to the medical patient.
Differentiate between the assessment that is
performed for a patient who is has an altered
mental status and other medical patients.
Discuss the reasons for reconsidering the
mechanism of injury.
State the reasons for performing a rapid
trauma assessment.
Recite examples and explain why patients
should receive a rapid trauma assessment.
Apply the techniques of physical examination
to the trauma patient.
Describe the areas included in the rapid
trauma assessment and discuss what should
be evaluated.
Differentiate cases when the rapid assessment
may be altered in order to provide patient
care.
Discuss the reason for performing a focused
history and physical exam.
Describe when and why a detailed physical
examination is necessary.
Discuss the components of the detailed
physical exam in relation to the techniques of
examination.
54
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State the areas of the body that are evaluated
during the detailed physical exam.
Explain what additional care should be
provided while performing the detailed
physical exam.
Distinguish between the detailed physical
exam that is performed on a trauma patient
and that of the medical patient.
Differentiate between patients requiring a
detailed physical exam from those who do not.
Discuss the reasons for repeating the initial
assessment as part of the on-going
assessment.
Describe the components of the on-going
assessment.
Discuss medical identification devices/
systems.
Explain the rationale for crew members to
evaluate scene safety prior to entering.
Serve as a model for others explaining how
patient situations affect your evaluation of
mechanism of injury or illness.
Explain the importance of forming a general
impression of the patient.
Explain the value of performing an initial
assessment.
Demonstrate a caring attitude when
performing an initial assessment.
Attend to the feelings that patients with
medical conditions might be experiencing.
Value the need for maintaining a professional
caring attitude when performing a focused
history and physical examination.
Explain the rationale for the feelings that these
patients might be experiencing.
Demonstrate a caring attitude when
performing a detailed physical examination.
Explain the value of performing an on-going
assessment.
Recognize and respect the feelings that
patients might experience during assessment.
Explain the value of trending assessment
components to other health professionals who
assume care of the patient.
Demonstrate the techniques for assessing
mental status.
Demonstrate the techniques for assessing the
55
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airway.
Demonstrate the techniques for determining if
the patient is breathing.
Demonstrate the techniques for determining if
the patient has a pulse.
Demonstrate the techniques for determining
the patient for external bleeding.
Demonstrate the techniques for determining
the patient's skin color, temperature, and
condition.
Using the techniques of examination,
demonstrate the assessment of a medical
patient.
Demonstrate the techniques for assessing a
patient who is responsive with no known
history.
Demonstrate the techniques for assessing a
patient who has a altered metal status.
Perform a rapid medical assessment.
Perform a focused history and physical exam
of the medical patient.
Using the techniques of physical examination
and demonstrate the assessment of a trauma
patient.
Demonstrate the rapid trauma assessment
used to assess a patient based on mechanism
of injury.
Perform a focused history and physical exam
on a non-critically injured patient.
Perform a focused history and physical exam
on a patient with life-threatening injuries.
Perform a detailed physical examination.
Demonstrate the skills involved in performing
the on-going assessment.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
56
Primary Assessment
Summary: Applies scene information and patient assessment findings (scene size-up, primary and
secondary assessment, patient history, reassessment) to guide emergency management.
TARGET SKILLS: Primary assessment for all patient situations to include:
 Level of consciousness
 ABCs
 Identifying life threats
 Assessment of vital functions
 Initial general impressions
 Begin interventions needed to preserve life
 Integration of treatment/procedures needed to preserve life.
Key Terminology:
 AVPU scale
 General impression
 Primary assessment
 AVPU
 Perfusion
 Rapid exam
 Inspection
 Palpation
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Auscultation
DCAP-BTLS
Crepitus
Poor general impression
Difficulty breathing
Hypoperfusion or shock
Complicated childbirth
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Chest pain with a systolic
blood pressure of less
than 100 mm Hg
Uncontrolled bleeding
Severe pain anywhere
Multiple injuries
Primary assessment
Objectives:
DOT Objectives
 Summarize the reasons for forming a general
impression of the patient.
 Discuss methods of assessing altered mental
status.
 Differentiate between assessing the altered
mental status in the adult, child, and infant
patient.
 Discuss methods of assessing the airway in
the adult, child, and infant patient.
 State reasons for management of the cervical
spine once the patient has been determined
to be a trauma patient.
 Describe methods used for assessing if a
patient is breathing.
 State what care should be provided to the
adult, child, and infant patient with adequate
breathing.
 State what care should be provided to the
adult, child, and infant patient without
EMS Education Standards
 Understand, demonstrate, and discuss scene
and patient assessment findings to form a
field impression.
 Initial general impression
 Level of consciousness
 ABC’s
 Identifying life threats
 Assessment of vital functions
 Develop a treatment plan based on the
primary survey/primary assessment,
integration of treatment/procedures needed
to preserve life, and evaluation of patient
care and transport.
57
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adequate breathing.
Differentiate between a patient with
adequate and inadequate breathing.
Distinguish between methods of assessing
breathing in the adult, child, and infant
patient.
Compare the methods of providing airway
care to the adult, child, and infant patient.
Describe the methods used to obtain a pulse.
Differentiate between obtaining a pulse in an
adult, child, and infant patient.
Discuss the need for assessing the patient for
external bleeding.
Describe normal and abnormal findings when
assessing skin color, skin temperature, and
skin condition.
Describe normal and abnormal findings when
assessing skin capillary refill in the infant and
child patient.
Explain the reason for prioritizing a patient
for care and transport.
Explain the importance of forming a general
impression of the patient.
Explain the value of performing an initial
assessment.
Demonstrate the techniques for assessing
mental status.
Demonstrate the techniques for assessing the
airway.
Demonstrate the techniques for assessing if
the patient is breathing.
Demonstrate the techniques for assessing if
the patient has a pulse.
Demonstrate the techniques for assessing the
patient for external bleeding.
Demonstrate the techniques for assessing the
patient’s skin color, temperature, condition
and capillary refill (infants and children only).
Demonstrate the ability to prioritize patients.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
58
History Taking
Summary: Applies scene information and patient assessment findings (scene size-up, primary and
secondary assessment, patient history, reassessment) to guide emergency management.
TARGET SKILLS: Determining the chief complaint to include:
 Mechanism of injury/nature of illness
 Associated signs and symptoms
 Investigation of the chief complaint
 Past medical history
 Associated signs and symptoms
 Pertinent negatives
Key Terminology:
 Chief complaint
 Guarding
 History taking
 Mechanism of injury
(MOI)
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Nature of illness
(NOI)
Orientation
Pertinent negatives
Responsiveness
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SAMPLE history
Sign
symptom
Objectives:
DOT Objectives
 Describe the factors that influence the AEMTIntermediate’s ability to collect medical
history.
 Describe the techniques of history taking.
 Discuss the importance of using open and
closed ended questions.
 Describe the use of facilitation, reflection,
clarification, empathetic responses,
confrontation, and interpretation.
 Differentiate between facilitation, reflection,
clarification, sympathetic responses,
confrontation, and interpretation.
 Describe the structure and purpose of a
health history.
 Describe how to obtain a health history.
 List the components of a history of an adult
patient.
 List and describe strategies to overcome
situations that represent special challenges in
obtaining a medical history.
 Demonstrate the importance of empathy
when obtaining a health history.
 Demonstrate the importance of
EMS Education Standards
 Understand, demonstrate, and discuss
fundamentally:
 Patient’s chief complaint
 Mechanism of injury or nature of
illness
 Past medical history
 Associated signs & symptoms
 Pertinent negatives
 Develop a list of differential diagnoses
through clinical reasoning to modify the
assessment and formulate a treatment
plan to include components of:
 Patient’s chief complaint
 Mechanism of injury or nature of
illness
 Past medical history
 Associated signs & symptoms
 Pertinent negatives
59
confidentiality when obtaining a history.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
60
Secondary Assessment
Summary: Applies scene information and patient assessment findings (scene size-up, primary and
secondary assessment, patient history, reassessment) to guide emergency management.
TARGET SKILLS: Performing a rapid full body scan to include:
 Focused assessment of pain
 Assessment of vital signs
Techniques of physical examination including:
 Respiratory system
• Presence of breath sounds
 Cardiovascular system
 Neurological system
 Musculoskeletal system
 All anatomical regions
Assessment of:
 Lung sounds
Key Terminology:
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Auscultation
Blood pressure
Bradycardia
Bradypnea
Breath sounds
Bronchiovesicular
sounds
Capillary refill
Capnography
Capnometry
Carbon dioxide (CO2)
Colorometric devices
Conjunctiva
Crepitus
Cyanosis
DCAP-BTLS
Diaphoretic
Diastolic pressure
Diffuse pain
End-tidal CO2
Entrance wound
Eupneic
Exit wound
Focal pain
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Focused assessment
Guarding
Hypertension
Hypotension
Jaundice
Labored breathing
Nasal flaring
OPQRST-I
Orientation
Palpate
Paradoxical motion
Perfusion
Pleural friction rubs
Pulse
Pulse oximetry
Radiation
rales
Rapid scan
Reassessment
Rebound tenderness
Referred pain
Respiratory distress
Respiratory failure
Retractions
61
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Rhonchi
Sclera
Secondary
assessment
Sepsis
Shallow respirations
Sniffing position
Spontaneous
respirations
Stridor
Subcutaneous
emphysema
Systolic pressure
Tachycardia
Tachypnea
Tidal volume
Tripod position
Two- to three-word
dyspnea
Vasoconstriction
Vesicular sounds
Vital sign
Wheezing
Objectives:
DOT Objectives
 Define the terms and techniques of inspection,
palpation, percussion, auscultation.
 Review the procedure for taking and
significance of vital signs (pulse, respiration,
and blood pressure.)
 Describe the evaluation of mental status.
 Evaluate the importance of a general survey.
 Describe the examination of skin and nails.
 Differentiate normal and abnormal findings of
the assessment of the skin.
 Distinguish the importance of abnormal
findings of the assessment of the skin.
 Describe the normal and abnormal assessment
findings of the head (including the scalp, skull,
face and skin).
 Describe the examination of the head
(including the scalp, skull, face, and skin).
 Describe the examination of the eyes.
 Distinguish between normal and abnormal
assessment findings of the eyes.
 Describe the examination of the ears.
 Differentiate normal and abnormal
assessment findings of the ears.
 Describe the examination of the nose.
 Differentiate normal and abnormal
assessment findings of the nose.
 Describe the examination of the mouth and
pharynx.
 Differentiate normal and abnormal
assessment findings of the mouth and
pharynx.
 Describe the examination of the neck and
cervical spine.
 Differentiate normal and abnormal
assessment findings the neck and cervical
spine.
 Describe the inspection, palpation, percussion,
and auscultation of the chest.
 Describe the examination of the thorax and
ventilation.
 Describe the examination of the anterior and
posterior chest.
 Differentiate the percussion sounds and their
characteristics.
EMS Education Standards
 Understand, demonstrate, and discuss scene
and patient assessment findings to form a
field impression.
 Develop clinical understanding of patient
presentation based on the complete patient
assessment. Use techniques of physical
examination such as examination by
anatomical region or complaint specific body
system.
62
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Differentiate the characteristics of breath
sounds.
Differentiate normal and abnormal
assessment findings of the chest examination.
Describe the examination of the arterial pulse
including rate, rhythm, and amplitude.
Distinguish normal and abnormal findings of
arterial pulse.
Describe the assessment and distinguish
normal and abnormal examination findings of
jugular venous distention.
Describe the examination of the heart.
Differentiate normal and abnormal
assessment findings of the heart.
Describe the auscultation of the heart.
Differentiate the characteristics of normal and
abnormal findings associated with the
auscultation of the heart.
Describe the examination of the abdomen.
Differentiate normal and abnormal
assessment findings of the abdomen.
Describe the examination of the female
external genitalia.
Differentiate normal and abnormal
assessment findings of the female external
genitalia.
Describe the examination of the male
genitalia.
Differentiate normal and abnormal findings of
the male genitalia.
Describe the examination of the extremities.
Differentiate normal and abnormal findings of
the extremities.
Describe the examination of the peripheral
vascular system.
Differentiate normal and abnormal findings of
the peripheral vascular system.
Describe the examination of the nervous
system.
Differentiate normal and abnormal findings of
the nervous system.
Discuss the considerations of examination of
an infant or child.
Describe the general guidelines of recording
examination information.
Demonstrate a caring attitude when
performing physical examination skills.
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Discuss the importance of a professional
appearance and demeanor when performing
physical examination skills.
Appreciate the limitations of conducting a
physical exam in the out-of-hospital
environment.
Demonstrate the examination of skin and
nails.
Demonstrate the examination of the head and
neck.
Demonstrate the examination of the eyes,
ears, nose, and mouth.
Demonstrate the examination of the neck.
Demonstrate the examination of the thorax
and ventilation.
Demonstrate the examination of the anterior
and posterior chest.
Demonstrate auscultation of the chest.
Demonstrate percussion of the chest.
Demonstrate the examination of the arterial
pulse including location, rate, rhythm, and
amplitude.
Demonstrate the assessment of jugular venous
pressure and pulsations.
Demonstrate the examination of the heart.
Demonstrate the examination of the
abdomen.
Demonstrate auscultation of the abdomen.
Demonstrate the external visual examination
of the female external genitalia.
Demonstrate the examination of the male
genitalia.
Demonstrate the examination of the
peripheral vascular system.
Demonstrate the examination of the
extremities.
Demonstrate the examination of the nervous
system.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
64
Monitoring Devices
Summary: Applies scene information and patient assessment findings (scene size-up, primary and
secondary assessment, patient history, reassessment) to guide emergency management.
TARGET SKILLS: Within the scope of practice of the AEMT
 Obtaining and using information from patient monitoring devices including (but not limited to)
 Pulse oximetry
 Non-invasive blood pressure
 Blood glucose determination
Objectives:
DOT Objectives
 Demonstrate use of monitoring devices to
assist with formulating a field impression
and proper treatment of patients in an
emergent situation.
 Demonstrate the use of monitoring
devices per state formulary.
EMS Education Standards
 Obtain and use information from a
monitoring device to include (but not limited
to):
 Pulse oximetry
 Non-invasive blood pressure
 Blood glucose determination
 12-Lead acquisition and transmission
 Capnography (ETC02)
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
65
Reassessment
Summary: Applies scene information and patient assessment findings (scene size-up, primary and
secondary assessment, patient history, reassessment) to guide emergency management.
TARGET SKILLS: How and when to reassess patients for all patient situations.
Key Terminology:
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Reassessment
Trending
Objectives:
DOT Objectives
 Describe why reassessment of patients is
vital to prehospital care.
 Explain how trending can guide a
treatment plan.
EMS Education Standards
 Develop an understanding of how and when
to perform a reassessment for all patient
situations.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
66
Medicine
Medical Overview
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Assessment and management of a medical complaint. Pathophysiology, assessment,
and management of a medical complaint to include:
 Transport mode
 Destination decisions
Key Terminology:
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Acquired
immunodeficiency
syndrome (AIDS)
AEMT attitude
Hepatitis
Herpes simplex
Human
immunodeficiency
virus (HIV)
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Index of suspicion
Medical emergencies
Meningitis
Methicillin-resistant
staphylococcus
aureus (MRSA)
Nature of illness
(NOI)
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SARS (severe acute
respiratory
syndrome)
Trauma emergencies
Tuberculosis
Virulence
Whooping cough
Objectives:
DOT Objectives
EMS Education Standards
 Explain how effective assessment is critical to
 Understand, demonstrate, and discuss
clinical decision making.
assessment findings with the principles of
epidemiology and pathophysiology to
 Explain how the AEMT attitude affects
formulate a field impression and implement a
assessment and decision making.
comprehensive treatment/disposition plan
 Explain how uncooperative patients affect
for a patient with a medical complaint to
assessment and decision making.
include transport mode and destination
 Explain strategies to prevent labeling and
decisions.
tunnel vision.
 Develop strategies to decrease environmental
distractions.
 Describe how manpower considerations and
staffing configurations affect assessment and
decision making.
 Synthesize concepts of scene management
and choreography to simulated emergency
calls.
 Explain the roles of the team leader and the
patient care person.
 List and explain the rationale for carrying the
essential patient care items.
 When given a simulated call, list the
67
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appropriate equipment to be taken to the
patient.
Explain the general approach to the
emergency patient.
Describe how to effectively communicate
patient information face to face, over the
telephone, by radio, and in writing.
Explain the general approach, patient
assessment, and management priorities for
patients who complain of chest pain.
Explain the general approach, patient
assessment, and management priorities for
medical and traumatic cardiac arrest patients.
Explain the general approach, patient
assessment, and management priorities for
patients who complain of acute abdominal
pain.
Explain the general approach, patient
assessment, and management priorities for
patients who complain of GI bleeding.
Explain the general approach, patient
assessment, and management priorities for
altered mental status patients.
Explain the general approach, patient
assessment, and management priorities for
patients who complain of dyspnea.
Explain the general approach, patient
assessment, and management priorities for
trauma or multi trauma patients.
Explain the general approach, patient
assessment, and management priorities for a
patient who is having an allergic reaction.
Explain the general approach, patient
assessment, and management priorities for
pediatric patients.
Appreciate the use of scenarios to develop
high level clinical decision making skills.
Advocate and practice the process of
complete patient assessment on all patients
Value the importance of presenting the
patient accurately and clearly.
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Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
69
Neurology
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Anatomy, presentations, and management of:
 Decreased level of responsiveness
 Seizure
 Stroke
Anatomy, physiology, pathophysiology, assessment and management of:
 Stroke/transient ischemic attack
 Seizure
 Status epilepticus
 Headache
Key Terminology:
 Absence seizure
 Aphasia
 Arterial rupture
 Atherosclerosis
 Aura
 Axon
 Cerebral embolism
 Cerebrovascular
accident (CVA)
 Clonic phase
 Complex partial
seizures
 Decerebrate
posturing
 Decorticate
posturing
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Dysarthria
Febrile seizures
Hemiparesis
Hemiplegia
Hemorrhagic stroke
Hypoglycemia
Incontinence
Infarcted cells
Intracranial pressure
(ICP)
Ischemic cells
Ischemic stroke
Neurotransmitters
Partial seizures
Postictal state
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Pronation
Seizures
Simple partial
seizures
Status epilepticus
Stroke
Synapses
Syncope
Thrombus
Tonic-clonic seizures
Tonic phase
Transient ischemic
attach (TIA)
Trismus
Objectives:
DOT Objectives
 Integrate pathophysiological principles and
assessment findings to formulate a field
impression and implement the treatment
plan for the patient with a neurological
problem.
 Describe the incidence, morbidity, and
mortality of neurological emergencies.
 Discuss the pathophysiology of headache.
 Discuss the management/treatment plan of
headache.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
presentations, prognosis and management of
a patient with a neurological complaint at the
AEMT level to include:
 Stroke/intracranial
hemorrhage/transient ischemic attack
 Altered mental status
 Seizure
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Describe the epidemiology, including the
morbidity/mortality and prevention strategies
for neoplasms.
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Discuss the pathophysiology of neoplasms.
Describe the types of neoplasms.
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Discuss the management/treatment plan of
neoplasms.
Recognize the signs and symptoms related to
neoplasms.
Differentiate among the various treatment
and pharmacological interventions used in
the management of neoplasms.
Describe the epidemiology, including the
morbidity/mortality and prevention
strategies, for abscess.
Discuss the pathophysiology of abscess.
Discuss the management/ treatment plan of
abscess.
Recognize the signs and symptoms related to
abscess.
Differentiate among the various treatment
and pharmacological interventions used in
the management of abscess.
Describe the epidemiology, including the
morbidity/mortality and prevention
strategies, for degenerative neurological
diseases.
Discuss the pathophysiology of degenerative
neurological diseases.
Discuss the management/ treatment plan of
degenerative neurological diseases.
Define the following:
 Muscular dystrophy
 Multiple sclerosis
 Parkinson’s disease
 Trigeminal neuralgia
 Bell’s palsy
 Amyotrophic lateral sclerosis
 Peripheral neuropathy
 Myoclonus
 Spina bifida
Recognize the signs and symptoms related to
degenerative neurological diseases.
Differentiate among the various treatment
and pharmacological interventions used in
the management of degenerative
neurological diseases.
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 Status epilepticus
 Headache
Differentiate and formulate age related
variations as it pertains to the management of
neurological disorders at the AEMT level.
Discuss considerations of patient with
neurological disorders as it pertains to
communication/documentation
 Transport decisions
 Patient education
 Prevention of further neurological
complications
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Integrate the pathophysiological principles of
the patient with a neurological emergency.
 Develop a patient management plan based on
field impression in the patient with
neurological emergencies.
 Characterize the feelings of a patient who
regains consciousness among strangers.
Formulate means of conveying empathy to
patients whose ability to communicate is limited
by their condition.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
72
Abdominal and Gastrointestinal Disorders
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Anatomy, presentations and management of shock associated with abdominal
emergencies including gastrointestinal bleeding.
Anatomy, physiology, pathophysiology, assessment, and management of:
 Acute and chronic gastrointestinal hemorrhage
 Peritonitis
 Ulcerative diseases
Key Terminology:
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Acute abdomen
Acute renal failure
(ARF)
Aneurysm
Anuria
Appendicitis
Cholecystitis
Chronic renal failure
(CRF)
Colic
Diverticulitis
Ectopic pregnancy
Emesis
Esophageal varices
Esophagitis
Gastroenteritis
Guarding
Hematuria
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Hernia
Hilus
Ileus
Kidneys
Kidney stones
Mallory-Weis
syndrome
Mittelschmerz
Nephrons
Oliguria
Orthostatic
hypotension
Orthostatic vital
signs
Pancreatitis
Pelvic inflammatory
disease (PID)
Peristalsis
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Peritoneum
Peritonitis
Pyelonephritits
Rebound tenderness
Referred pain
Renal dialysis
Renal fascia
Strangulation
Ulcers
Uremic frost
Ureters
Urethra
Urinary bladder
Urinary tract
infection (UTI)
Urine
Visceral discomfort
Objectives:
DOT Objectives
 Integrate pathophysiological principles and
assessment findings to formulate a field
impression and implement the treatment
plan for the patient with a gastroenterologic
problem.
 Describe the incidence, morbidity, and
mortality of gastrointestinal emergencies.
 Identify the risk factors most predisposing to
gastrointestinal emergencies.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
presentations, prognosis and management at
the AEMT level of a patient with
abdominal/gastrointestinal symptoms and/or
disorders to include:
 Nausea/vomiting
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Define somatic pain as it relates to
gastroenterology.
Define visceral pain as it relates to
gastroenterology.
Define referred pain as it relates to
gastroenterology.
Define acute gastroenteritis.
Discuss the pathophysiology of acute
gastroenteritis.
Recognize the signs and symptoms related to
acute gastroenteritis.
Describe the management for acute
gastroenteritis.
Define colitis.
Discuss the pathophysiology of colitis.
Recognize the signs and symptoms related to
colitis.
Describe the management for colitis.
Define gastroenteritis.
Discuss the pathophysiology of
gastroenteritis.
Recognize the signs and symptoms related to
gastroenteritis.
Describe the management for gastroenteritis.
Define appendicitis.
Discuss the pathophysiology of appendicitis.
Recognize the signs and symptoms related to
appendicitis.
Describe the management for appendicitis.
Define Crohn’s disease.
Discuss the pathophysiology of Crohn’s
disease.
Recognize the signs and symptoms related to
Crohn’s disease.
Describe the management for Crohn’s
disease.
Define hemorrhoids.
Discuss the pathophysiology of hemorrhoids.
Recognize the signs and symptoms related to
hemorrhoids.
Describe the management for hemorrhoids.
Define cholecystitis.
Discuss the pathophysiology of cholecystitis.
Recognize the signs and symptoms related to
cholecystitis.
Describe the management for cholecystitis.
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74
Change in bowel habits/stool
Constipation
Diarrhea
Dark, tarry stool
Changes in urinary habitus.
Acute and chronic gastrointestinal
hemorrhage
 Peritonitis
 Ulcerative diseases
Differentiate and formulate age related
variations as it pertains to the management of
abdominal/gastrointestinal disorders.
Discuss considerations of patient with
abdominal and gastrointestinal disorders as it
pertains to:
 Communication/documentation
 Transport decisions
 Patient education
 Prevention of further
abdominal/gastrointestinal disorders
complications.
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Define acute hepatitis.
Discuss the pathophysiology of acute
hepatitis.
Recognize the signs and symptoms related to
acute hepatitis.
Describe the management for acute hepatitis.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
75
Immunology
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Recognition and management of shock and difficulty breathing related to anaphylactic
reactions. Anatomy, physiology, pathophysiology, assessment, and management of hypersensitivity
disorders and/or emergencies in allergic and anaphylactic reactions
Key Terminology:
 Acquired immunity
 Allergen
 Allergic reaction
 Anaphylaxis
 Angioedema
 Basophils
 Chemical mediators
 Envenomation
 Epinephrine
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Histamines
Hypersensitivity
Immune system
Immunity
Leukotrienes
Mast cells
Natural immunity
Primary response
Pruritis
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Secondary response
Sensitivity
Stridor
Toxin
Urticarial
Wheal
Wheezing
Objectives:
DOT Objectives
 Define allergic reaction.
 Define anaphylaxis.
 Define allergens.
 Describe the common methods of entry of
substances into the body.
 List common antigens most frequently
associated with anaphylaxis.
 Describe physical manifestations in
anaphylaxis.
 Recognize the signs and symptoms related to
anaphylaxis.
 Differentiate among the various treatment
and pharmacological interventions used in
the management of anaphylaxis.
 Integrate the pathophysiological principles of
the patient with anaphylaxis.
 Correlate abnormal findings in assessment
with the clinical significance in the patient
with anaphylaxis.
 Develop a treatment plan based on field
impression in the patient with allergic
reaction and anaphylaxis.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
presentations, prognosis and management of
a patient at the AEMT level with common or
major immune system disorders and/or
emergencies to include:
 Hypersensitivity
 Allergic and anaphylactic reactions
 Anaphylactic reactions
 Differentiate and formulate age related
variations as it pertains to the management of
a patient with common or major immune
system disorders and/or emergencies.
 Discuss considerations of patient with
immunological disorders as it pertains to:
 Communication/documentation
 Transport decisions
 Patient education
 Prevention of further common or major
immune system disorders and/or
emergencies.
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Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
77
Infectious Diseases
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Awareness, assessment, and management of:
 A patient who may have an infectious disease
 How to decontaminate the ambulance and equipment after treating a patient
 Management and prevention exposure to a patient with
 Hepatitis A,B,C,D,E,G
 A patient who may be infected with a bloodborne pathogen
 HIV and AIDS
 Hepatitis B
Antibiotic resistant infections
 Current infectious diseases prevalent in the community
Key Terminology:
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Communicable disease
Infectious disease
Endemic
Epidemic
Pandemic
Bacteria
Viruses
Fungi
Parasites
Contact transmission
Bloodborne pathogens
Fomites
Droplet transmission
Airborne transmission
Vector
Other potential
infectious materials
(OPIM)
Needleless systems
Designated infection
control officer (DICO)
Source individual
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Standard precautions
Vaccines
Vaccinations
Immunization
Contaminated
Carriers
Virulence
Host resistance
Incubation period
Communicable period
Vesicles
Infection
Meningitis
Meningococcal
meningitis
Tuberculosis (TB)
Tuberculin skin test
Pneumonia
Respiratory syncytial
virus (RSV)
Mononucleosis
Influenza
78
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Sexually transmitted
diseases (STDs)
Gonorrhea
Syphilis
Chancre
Chlamydia
Scabies
Lice
Viral hepatitis
Serum hepatitis
Jaundice
Icterus
Human
immunodeficiency virus
(HIV)
Seropositive
Acquired
immunodeficiency
syndrome (AIDS)
Opportunistic infections
Infectious hepatitis
Zoonotic
Objectives:
DOT Objectives
 Integrate pathophysiological principles and
assessment findings toformulate a field
impression and implement a management
plan for thepatient with infectious and
communicable diseases.
 Discuss public health principles relevant to
infectious/ communicable disease.
 Identify public health agencies involved in the
prevention and management of disease
outbreaks.
 In specific diseases, identify and discuss the
issues of personal isolation.
 Describe and discuss the rationale for the
various types of PPE.
 Discuss what constitutes a significant
exposure to an infectious agent.
 Discuss Hepatitis C including:
 The causative agent
 The organ affected
 Routes of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management and protective
measures
 Immunization and control measures.
 Discuss tetanus including:
 The causative organism
 The body system affected
 Modes of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management
 Protective measures
 Immunization.
 Discuss rabies and hantavirus as they apply to
regional environmental exposures including:
 The causative organisms
 The body systems affected
 Routes of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management and protective
measures
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
reporting requirements, presentations,
prognosis and management of a patient at
the AEMT level with infectious disorders to
include:
 HIV-related disease
 Hepatitis
 Pneumonia
 Meningococcal meningitis
 Tuberculosis
 Tetanus
 Viral Infections
 Fungal Infections
 Bacterial Infections
 Protozoan Infections
 Helminth Infections
 Antibiotic resistant infections
 Discuss and identify public health principles
and agencies involved in the prevention and
management of disease outbreaks.
 Differentiate and formulate age related
variations as it pertains to the management of
Infectious Diseases at the AEMT level.
 Discuss considerations of patient with
infectious diseases as it pertains to:
 Communication
 Documentation
 Transport decisions
 Patient/family teaching
 Legal requirements regarding
reporting of communicable or
infectious diseases regarding their
spread.
79
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 Immunization and control measures.
Identify pediatric viral diseases.
Discuss the importance of immunization and
those diseases, especially in the pediatric
population, which warrant widespread
immunization (MMR).
Discuss pertussis (whooping cough) including:
 The causative organism
 The body organs affected
 Mode of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management and protective
measures
 Immunization.
Discuss influenza including:
 Causative organisms
 The body system affected
 Mode of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management and protective
measures
 Immunization.
Discuss mononucleosis including the:
 Causative organisms
 Body regions
 Organs
 Systems affected
 Modes of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management
 Protective measures
 Immunization.
Discuss chlamydia including the:
 Causative organism
 Body regions
 Organs and systems affected
 Modes of transmission
 Susceptibility and resistance
 Signs and symptoms
 Patient management and protective
measures
 Immunization.
Articulate the pathophysiological principles of
an infectious process given a case study of a
80
patient with an infectious/communicable
disease.
 Value the importance of immunization,
especially in children and populations at risk.
 Advocate respect for the feelings of patients,
family, and others at the scene of an
infectious/communicable disease.
 Advocate empathy for a patient with an
infectious/communicable disease.
 Value the importance of
infectious/communicable disease control.
 Consistently demonstrate the use of body
substance isolation.
Demonstrate the ability to comply with body
substance isolation guidelines.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
81
Endocrine Disorders
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Awareness that diabetic emergencies can cause altered mental status. Anatomy,
physiology, pathophysiology, assessment, and management of acute diabetic emergencies.
Key Terminology:
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Acidosis
Acute chest
syndrome
Aerobic metabolism
Aplastic crisis
Clotting factors
Diabetes mellitus
Diabetic ketoacidosis
(DKA)
Endocrine glands
Endocrine system
Exocrine system
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Glucagon
Gluconeogenesis
Glucose
Glycogenolysis
Hormone
Hyperglycemia
Hyperglycemic crisis
Hyperosmolar
hyperglycemic
nonketotic coma
(HHNC)
Hypoglycemia
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Hypoglycemic crisis
Insulin
Islets of Langerhans
Kussmaul
respirations
Pancreas
Polydipsia
Polyphagia
Polyuria
Type 1 Diabetes
Type 2 Diabetes
Objectives:
DOT Objectives
 Describe the pathophysiology of diabetes
mellitus.
 Describe the effects of decreased levels of
insulin on the body.
 Correlate abnormal findings in assessment
with clinical significance in the patient with a
diabetic emergency.
 Discuss the management of diabetic
emergencies.
 Describe the mechanism of ketone body
formation and its relationship to ketoacidosis.
 Describe the effects of decreased levels of
insulin on the body.
 Discuss the pathophysiology of hypoglycemia.
 Recognize the signs and symptoms of the
patient with hypoglycemia.
 Describe the management of a hypoglycemic
patient.
 Integrate the pathophysiological principles
and the assessment findings to formulate a
field impression and implement a treatment
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology, psychosocial impact,
presentations, prognosis, and management of
a patient at the AEMT level with Endocrine
Disorders to include:
 Acute diabetic emergencies
 Hypoglycemia
 Hyperglycemia (DKA/HHNS)
 Diabetes
 Differentiate and formulate age related
variations as it pertains to the management of
endocrine disorders at the AEMT level.
 Discuss considerations of patient with
Endocrine Disorders as it pertains to
communication and documentation,
transport decisions, patient education and
prevention at the AEMT level.
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plan for the patient with hypoglycemia.
Discuss the pathophysiology of
hyperglycemia.
Recognize the signs and symptoms of the
patient with hyperglycemia.
Describe the management of the
hyperglycemic patient.
Differentiate between diabetic emergencies
based on assessment and history.
Correlate abnormal findings in the
assessment with clinical significance in the
patient with a diabetic emergencies.
Develop a patient management plan based
on field impression in the patient with a
diabetic emergency.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
83
Psychiatric
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Recognition of behaviors that pose a risk to the EMR, patient or others and the basic
principles of the mental health system to include the assessment and management of:
 Acute psychosis
 Suicidal/risk
 Agitated delirium
Key Terminology:
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Activities of daily
living (ADLs)
Agitated delirium
Altered mental
status
Behavior
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Behavioral crisis
Depression
Functional disorder
Mental disorder
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Organic brain
syndrome
Psychogenic
Psychosis
Objectives:
DOT Objectives
 Distinguish between normal and abnormal
behavior.
 Discuss the pathophysiology of behavioral
emergencies.
 Discuss appropriate measures to ensure the
safety of the patient and others.
 Identify techniques for a physical assessment
in a patient with behavioral problems.
 Describe therapeutic interviewing techniques
for gathering information from a patient with
a behavioral emergency.
 List factors that may indicate a patient is at
increased risk for suicide.
 Describe circumstances in which relatives,
bystanders, and others should be removed
from the scene.
 Describe medical/ legal considerations for
managing a patient with a behavioral
emergency.
 List situations in which the AEMTIntermediate is expected to transport a
patient against his will.
 Describe methods of restraint that may be
necessary in managing a patient with a
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology, psychosocial impact,
presentations, prognosis and management at
the AEMT level of a patient with a Psychiatric
emergency/disorder to include:
 Acute Psychosis
 Agitated Delirium
 Cognitive Disorders
 Thought Disorders
 Mood Disorders
 Neurotic Disorders
 Substance-related disorders/addictive
behavior
 Suicide
 Discuss and consider assessment findings for
patients with psychiatric conditions such as:
 mental status exam
 physiological changes
 medical/social history
 consider if patient is danger to self
and/or others
 consider medical causes of acute
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behavioral emergency.
Formulate a field impression based on the
assessment findings for patients with
behavioral emergencies.
Develop a patient management plan based
on the field impression for patients with
behavioral emergencies.
Advocate for empathetic and respectful
treatment for individuals experiencing
behavioral emergencies.
Demonstrate safe techniques for managing
and restraining a violent patient.
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crises.
Discuss and demonstrate the provision of
empathetic and respectful management at
the AEMT level of the psychiatric patient
through communication techniques, crisis
intervention skills, and the use of
force/restraints.
Discuss consideration of patients with
psychiatric disorders at the AEMT level as it
pertains to age related variations in pediatric
and geriatric patients, communication to
medical facility and documentation, and
transport decisions.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
85
Cardiovascular
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Anatomy, signs, symptoms, and management of:
 Chest pain
 Cardiac arrest
 Acute coronary syndrome
 Angina pectoris
 Myocardial infarction
 Aortic aneurysm/dissection
 Thromboembolism
 Heart failure
 Hypertensive emergencies
Key Terminology:
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Acute coronary
syndrome (ACS)
Acute myocardial
infarction (AMI)
Afterload
Angina pectoris
Aorta
Aortic aneurysm
Aortic arch
Aortic valve
Arrhythmia
Arteries
Arterioles
Arteriosclerosis
Ascending aorta
Asystole
Atherosclerosis
Atrioventricular (AV)
node
Atrioventricular
valves
Atrium
Automaticity
Autonomic nervous
system
Baroreceptors
Bradycardia
Capillaries
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Cardiac arrest
Cardiac cycle
Cardiac output
Cardiogenic shock
Chemoreceptors
Chordae tendineae
Chronotropic state
Conduction system
Conductivity
Congestive heart
failure (CHF)
Contractility
Coronary arteries
Coronary artery
disease
Coronary sinus
Cusps
Defibrillate
Dependent edema
Descending aorta
Diastole
Dissecting aneurysm
Dromotropic state
Dysrhythmia
Epicardium
Excitability
Fibrin
Heart
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Hemoglobin
Hemostasis
Hypertensive
emergency
Inferior vena cava
Inotropic state
Interatrial septum
Interventricular
septum
Ischemia
Lumen
Mediastinum
Mitral valve
Myocardium
Occlusion
Papillary muscles
Parasympathetic
nervous system
Pedal edema
Perfusion
Pericardial fluid
Pericardial sac
Pericardium
Plasma
Platelets
Preload
Pulmonary
circulation
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Pulmonic valve
Red blood cells
(RBCs)
Semilunar valves
Sinoatrial (SA) node
Starling’s Law
Stroke volume
Superior vena cava
Sympathetic nervous
system
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Systemic circulation
Systole
Tachycardia
Thrombin
Thromboembolism
Tricuspid valve
Tunica adventitia
Tunica intima
Tunica media
Veins
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Ventricle
Ventricular
fibrillation (V-Fib or
VF)
Ventricular
tachycardia (V-Tach
or VT)
Venule
While blood cells
(WBCs)
Objectives:
DOT Objectives
 Describe the structure and function of the
cardiovascular system.
 Describe the emergency medical care of the
patient experiencing chest pain/discomfort.
 List the indications for automated external
defibrillation (AED).
 List the contraindications for automated
external defibrillation.
 Define the role of AEMT-B in the emergency
cardiac care system.
 Explain the impact of age and weight on
defibrillation.
 Discuss the position of comfort for patients
with various cardiac emergencies.
 Establish the relationship between airway
management and the patient with
cardiovascular compromise.
 Predict the relationship between the patient
experiencing cardiovascular compromise and
basic life support.
 Discuss the fundamentals of early
defibrillation.
 Explain the rationale for early defibrillation.
 Explain that not all chest pain patients result
in cardiac arrest and do not need to be
attached to an automated external
defibrillator.
 Explain the importance of prehospital ACLS
intervention if it is available.
 Explain the importance of urgent transport to
a facility with Advanced Cardiac Life Support
if it is not available in the prehospital setting.
EMS Education Standards
 Understands, demonstrates, and discusses
the assessment findings with principles of
anatomy, physiology, electrophysiology,
epidemiology, pathophysiology, psychosocial
impact, presentations, prognosis and
management at the AEMT level of a patient
with Cardiovascular Disorders/Disease to
include:
 Primary survey for cardiovascular
assessment
 History and physical
 Secondary survey for cardiovascular
assessment
 Electrocardiographic monitoring
 Recognition and management of the
patient with a dysrhythmia at the AEMT
level.
 Acute coronary syndrome
 Angina pectoris
 Myocardial infarction
 Heart failure
 Thromboembolism
 Cardiogenic shock
 Cardiac arrest
 Vascular disorders
 Aortic aneurysm/dissection
 Cardiac Rhythm Disturbances
 Coronary Artery Disease
 Integration and application of
pathophysiological principles to the
assessment of a patient with cardiovascular
disease at the AEMT level.
 Differentiate and formulate age related
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Discuss the various types of automated
external defibrillators.
Differentiate between the fully automated
and the semi-automated defibrillator.
Discuss the procedures that must be taken
into consideration for standard operations of
the various types of automated external
defibrillators.
State the reasons for assuring that the patient
is pulseless and apneic when using the
automated external defibrillator.
Discuss the circumstances which may result in
inappropriate shocks.
Explain the considerations for interruption of
CPR when using the automated external
defibrillator.
Discuss the advantages and disadvantages of
automated external defibrillators.
Summarize the speed of operation of
automated external defibrillation.
Discuss the use of remote defibrillation
through adhesive pads.
Discuss the special considerations for rhythm
monitoring.
List the steps in the operation of the
automated external defibrillator.
Discuss the standard of care that should be
used to provide care to a patient with
persistent ventricular fibrillation and no
available ACLS.
Discuss the standard of care that should be
used to provide care to a patient with
recurrent ventricular fibrillation and no
available ACLS.
Differentiate between the single rescuer and
multi-rescuer care with an automated
external defibrillator.
Explain the reason for pulses not being
checked between shocks with an automated
external defibrillator.
Discuss the importance of coordinating ACLS
trained providers with personnel using
automated external defibrillators.
Discuss the importance of post-resuscitation
care.
List the components of post-resuscitation
care.
88
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variations as it pertains to the management of
cardiovascular disorders and disease at the
AEMT level.
Discuss considerations of patient with
cardiovascular disorders and disease at the
AEMT level as it pertains to communication
and documentation, transport decisions,
patient education and prevention
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Explain the importance of frequent practice
with the automated external defibrillator.
Discuss the need to complete the Automated
Defibrillator: Operator's Shift Checklist.
Discuss the role of the American Heart
Association (AHA) in the use of automated
external defibrillation.
Explain the role medical direction plays in the
use of automated external defibrillation.
State the reasons why a case review should
be completed following the use of the
automated external defibrillator.
Discuss the components that should be
included in a case review.
Discuss the goal of quality improvement in
automated external defibrillation
Recognize the need for medical direction of
protocols to assist in the emergency medical
care of the patient with chest pain.
List the indications for the use of
nitroglycerin.
State the contraindications and side effects
for the use of nitroglycerin.
Define the function of all controls on an
automated external defibrillator, and
describe event documentation and battery
defibrillator maintenance.
Defend the reasons for obtaining initial
training in automated external defibrillation
and the importance of continuing education.
Defend the reason for maintenance of
automated external defibrillators.
Explain the rationale for administering
nitroglycerin to a patient with chest pain or
discomfort.
Demonstrate the assessment and emergency
medical care of a patient experiencing chest
pain/discomfort
Demonstrate the application and operation of
the automated external defibrillator.
Demonstrate the maintenance of an
automated external defibrillator
Demonstrate the assessment and
documentation of patient response to the
automated external defibrillator.
Demonstrate the skills necessary to complete
the Automated Defibrillator: Operator's Shift
89
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Checklist.
Perform the steps in facilitating the use of
nitroglycerin for chest pain or discomfort.
Demonstrate the assessment and
documentation of patient response to
nitroglycerin.
Practice completing a prehospital care report
for patients with cardiac emergencies.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
90
Toxicology
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Recognition and management of carbon monoxide poisoning and nerve agent
poisoning; and how and when to contact a poison control center.
Anatomy, physiology, pathophysiology, assessment, and management of:
 Inhaled poisons
 Ingested poisons
 Injected poisons
 Absorbed poisons
 Alcohol intoxication and withdrawal
 Opiate toxidrome
Key Terminology:
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Alcoholism
Amphetamines
Antagonist
Bartiturates
Benzodiazepines
Carbon monoxide
(CO)
Caustics
Delirium tremens
(DTs)
Dieffenbachia
Drug
Drug abuse
Drug addiction
Gammahydroxybutyrate
(GHB)
Habituation
Hallucinogen
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Hydrocarbons
Illicit
Licit
Lithium
Marijuana
Methamphetamines
Monoamine oxidase
inhibitors (MAOIs)
Narcotic
Opiate
Opioid
Organophosphates
Overdose
Physical dependence
Poison
Potentiation
Psychological
dependence
Salicylates
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Sedative-hypnotic
Selective serotonin
reuptake inhibitors
(SSRIs)
Stimulant
Synergism
Tolerance
Toxicologic
emergencies
Toxicology
Toxidrome
Toxin
Tricyclic
antidepressants
(TCAs)
Withdrawal
syndrome
Objectives:
DOT Objectives
 Identify appropriate personal protective
equipment and scene safety awareness
concerns in dealing with toxicologic
emergencies.
 Identify the appropriate situations in which
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of anatomy,
physiology, electrophysiology, epidemiology,
pathophysiology, psychosocial impact,
presentations and toxidromes, prognosis and
91
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additional non-EMS resources need to be
contacted.
Review the routes of entry of toxic
substances into the body.
Discuss the role of the Poison Control
Center in the United States.
List the toxic substances that are specific to
your region.
Identify the need for rapid intervention and
transport of the patient with a toxic
substance emergency.
Review the management of toxic
substances.
Differentiate among the various treatments
and pharmacological interventions in the
management of the most common
poisonings by:
 Inhalation
 Ingestion
 Absorption
 Injection
Utilize assessment findings to formulate a
field impression and implement a
treatment plan for patients with the most
common poisonings by inhalation,
ingestion, absorption, and injection.
Review poisoning by overdose.
Review the signs and symptoms related to
the most common poisonings by overdose.
Correlate the abnormal findings in
assessment with the clinical significance in
patients with the most common poisonings
by overdose.
Differentiate among the various treatments
and pharmacological interventions in the
management of the most common
poisonings by overdose.
Utilize assessment findings to formulate a
field impression and implement a
treatment plan for patients with the most
common poisonings by overdose.
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92
management at the AEMT level of a patient
with toxicologic emergencies to include:
 Cholinergics
 Anticholinergics
 Marijuana &cannabis compounds
 Sympathomimetics/stimulants
 Barbiturates/sedatives/hypnotics
 Hallucinogens
 Opiates
 Huffing agent (halogenated
hydrocarbons)
 Alcohol intoxication and withdrawal
 Over-the-counter and prescription
medications
 Carbon monoxide
 Illegal drugs
 Chemical poisons
 Household preparations
 Medication overdoses.
Consider general treatment modalities to
include facilitated airway control, respiratory
support, circulatory support, antidote therapy
and decontamination.
Differentiate and formulate age related
variations as it pertains to the management of
Toxicological Emergencies at the AEMT level.
Discuss considerations of patient with
Toxicological Emergencies at the AEMT level as
it pertains to communication and
documentation, transport decisions, patient
education and prevention
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
93
Respiratory
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Anatomy, signs, symptoms, and management of respiratory emergencies including
those that affect the upper and lower airways. Anatomy, physiology, pathophysiology, assessment, and
management of:
 Epiglottitis
 Spontaneous pneumothorax
 Pulmonary edema
 Asthma
 Chronic obstructive pulmonary disease
 Environmental/industrial exposure
 Toxic gas
 Pertussis
 Cystic fibrosis
 Pulmonary embolism
 Pneumonia
 Viral respiratory infections
 Obstructive/restrictive disease
Key Terminology:
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











Acidosis
Adventitious breath
sounds
Alkalosis
Allergen
Asthma
Atelectasis
Bronchial breath
sounds
Bronchiolitis
Carbon dioxide
retention
Carpopedal spasm
Chronic bronchitis
Chronic obstructive
pulmonary disease
(COPD)
Common cold
Croup
Cystic fibrosis
Diffusion
Diphtheria
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Dyspnea
Embolus
Emphysema
Epidemic
Epiglottis
Hering-Breur reflex
Hyperventilation
Hyperventilation
syndrome (panic
attack)
Hypoxia
Hypoxic drive
Influzena type A
Meningococcal
meningitis
Metered dose
inhaler (MDI)
Methicillin-resistant
staphylococcus
aureus (MRSA)
Orthopnea
Pandemic
94
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Perfusion
Pertussis (whooping
cough)
Pleural effusion
Pleuritic chest pain
Pneumonia
Pneumothorax
Pulmonary edema
Pulmonary embolism
Rales
Respiration
Respiratory syncytial
virus (RSV)
Rhonchi
Severe acute
respiratory
syndrome (SARS)
Small-volume
nebulizer
Status asthmaticus
Stridor



Subcutaneous
emphysema
Tuberculosis


Ventilation
Vesicular breath
sounds

Wheezing
Objectives:
DOT Objectives
 List the structure and function of the
respiratory system.
 State the signs and symptoms of a patient with
breathing difficulty.
 Describe the emergency medical care of the
patient with breathing difficulty.
 Recognize the need for medical direction to
assist in the emergency medical care of the
patient with breathing difficulty.
 Describe the emergency medical care of the
patient with breathing distress.
 Establish the relationship between airway
management and the patient with breathing
difficulty.
 List signs of adequate air exchange.
 State the generic name, medication forms,
dose, administration, action, indications, and
contraindications for the prescribed inhaler.
 Distinguish between the emergency medical
care of the infant, child, and adult patient with
breathing difficulty.
 Differentiate between upper airway
obstruction and lower airway disease in the
infant and child patient.
 Defend AEMT treatment regimens for various
respiratory emergencies.
 Explain the rationale for administering an
inhaler.
 Demonstrate the emergency medical care for
breathing difficulty.
 Perform the steps in facilitating the use of an
inhaler.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, electrophysiology,
epidemiology, pathophysiology, psychosocial
impact, presentations, prognosis and
management of a patient at the AEMT level
with a respiratory emergency to include:
 General system pathophysiology,
assessment and management
 Upper airway disease
 Lower airway disease
 Epiglottitis
 Spontaneous pneumothorax
 Obstructive/restrictive lung disease
 Pulmonary infections
 Pneumonia
 Pulmonary Edema
 Asthma
 Environmental/industrial exposure
 Pulmonary Embolism
 Viral Respiratory Infections
 Hyperventilation Syndrome.
 Differentiate and formulate age related
variations as it pertains to the management
at the AEMT level of Respiratory
Emergencies.
 Discuss considerations of patient with
Respiratory Emergencies as it pertains to
communication and documentation,
transport decisions, patient education and
prevention.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
95
Hematology
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Anatomy, physiology, pathophysiology, assessment, and management of:
 Sickle cell crisis
 Clotting disorders
Key Terminology:
 ABO system
 Hematology
 Hematopoietic
system
 Hemolytic crisis
 Hemophilia
 Plasma





Platelets
Red blood cells
(RBCs)
Sickle cell disease
Splenic sequestration
crisis
Stem cells




Thrombophilia
Thrombosis
Vasoocclusive crisis
While blood cells
(WBCs)
Objectives:
DOT Objectives
 Integrate the pathophysiological principles of
the hematopoietic system to formulate a field
impression and implement a treatment plan.
 Explain the significance of the hematocrit
with respect to red cell size and number.
 Explain the correlation of the RBC count,
hematocrit, and hemoglobin values.
 Define anemia.
 Describe normal white blood cell (WBC)
production, function, and destruction.
 Identify alterations in immunologic response.
 Describe the components of the hemostatic
mechanism.
 Describe the function of coagulation factors,
platelets and blood vessels necessary for
normal coagulation.
 Describe the intrinsic and extrinsic clotting
systems with respect to identification of
factor deficiencies in each stage.
 Identify blood groups.
 Describe how acquired factor deficiencies
may occur.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, electrophysiology,
epidemiology, pathophysiology, psychosocial
impact, presentations, prognosis and
management of a patient at the AEMT level
with a major hematological disease and/or
emergency to include:
 Sickle Cell Disease
 Differentiate and formulate age related
variations as it pertains to the management at
the AEMT level of Hematological
Emergencies.
 Discuss considerations of patient with
Hematological Emergencies as it pertains to
communication and documentation,
transport decisions, patient education and
prevention.
96
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
97
Genitourinary/Renal
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely ill patient.
TARGET SKILLS: Blood pressure assessment in hemodialysis patients. Anatomy, physiology,
pathophysiology, assessment, and management of complications related to:
 Renal dialysis
 Urinary catheter management (not insertion)
 Kidney stones
Key Terminology:
 Kidneys
 Urine
 Ureters
 Urinary bladder
 Urethra
 Renin
 Antidiuretic hormone
(ADH)
 Aldosterone
 Adrenal glands
 Diuretics
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




Visceral pain
Referred pain
Urinary tract infections
(UTIs)
Pyelonephritis
Urinary incontinence
Kidney stones
Hematuria
Acute renal failure (ARF)
Oliguria
Anuria
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
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


Chronic renal failure
(CRF)
Uremia
End-stage renal disease
(ESRD)
Renal dialysis
Internal shunt
Air embolism
Epididymitis
Orchitis
Fournier gangrene
Objectives:
DOT Objectives
 Integrate pathophysiological principles and
the assessment findings to formulate a field
impression and implement a treatment plan
for the patient with a renal or urologic
problem.
 Apply the epidemiology to develop
prevention strategies for urological
emergencies.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, electrophysiology,
epidemiology, pathophysiology, psychosocial
impact, presentations, prognosis and
management of a patient with
genitourinary/renal emergencies to include:
 Renal failure (acute, chronic, endstage)
 Dialysis
 Renal calculi
 Acid base disturbances
 Fluid and electrolyte disturbances
 Differentiate and formulate age related
variations as it pertains to the management at
the AEMT level of genitourinary/renal
emergencies.
 Discuss considerations of patient with
genitourinary/renal emergencies as it pertains
to communication and documentation,
98
transport decisions, patient education and
prevention.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
99
Gynecology
Summary: Applies fundamental knowledge to provide basic emergency care and transportation based
on assessment findings for an acutely ill patient.
TARGET SKILLS: Recognition and management of shock associated with vaginal bleeding. Anatomy,
physiology, assessment findings, and management of fundamental depth and foundational breadth to
include:
 Vaginal bleeding
 Sexual assault (to include appropriate emotional support)
 Infection
Key Terminology:
 Ovaries
 Ovulation
 Fallopian Tubes
 Uterus
 Cervix





Vagina
Pelvic Inflammatory
Disease (PID)
Chlamydia
Bacterial Vaginosis
Gonorrhea



Sexual Assault
Rape
SANE (Sexual Assault
Nurse Examiner)
Objectives:
DOT Objectives
 Describe the anatomy and physiology of the
female reproductive system including the
developmental changes that occur during
puberty and menopause
 Describe the gynecological emergencies,
Including their causes, risk factors,
assessment findings, and patient
management considerations
 Discuss the importance of patient privacy and
communication of the gynecological patient
 Assessment and scene management of a
sexual assault/rape patient
EMS Education Standards
 Introduction of female reproductive system
(anatomy and physiology)
 Assessment findings
 General management
 Specific gynecological emergencies—
definition, causes, risk factors, assessment
findings, management
 Age-related variations of pediatric and
geriatric assessment and management
 Communications and documentation
 Preservation of evidence in assault
 Transport decisions
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
 Using simulated cases of patient presentations, discuss treatment of patients with gynecology
emergencies.
Assessments: Scenario based training pertinent to topic of instruction, quiz, and exam (didactic and
skills).
100
Non-Traumatic Musculoskeletal Disorders
Summary: Applies fundamental knowledge to provide basic emergency care and transportation based
on assessment findings for an acutely ill patient. Discuss the different methods of moving these types of
patients.
TARGET SKILLS: Anatomy, physiology, pathophysiology, assessment and management of non-traumatic
fractures.
Key Terminology:



Cancer
Osteoporosis
Contractures
Objectives:
DOT Objectives
 Describe the function of the skeletal system.
 List the major bones or bone groupings of the
spinal column, the thorax, the upper
extremities, and the lower extremities.
 Differentiate between an open and a closed,
painful, swollen, and deformed extremity.
 State the reasons for splinting.
 List the general rules of splinting.
 List the complications of splinting.
 List the emergency medical care for a patient
with a painful, swollen, deformed extremity.
 Explain the rationale for splinting at the scene
versus load and go.
 Explain the rationale for immobilization of the
painful, swollen, deformed extremity.
 Demonstrate the emergency medical care of
a patient with a painful, swollen, deformed
extremity.
 Demonstrate completing a prehospital care
report for patients with musculoskeletal
injuries.
EMS Education Standards
 Anatomy and physiology review
 Pathophysiology
 Assessment
 Management
 Special transport and packaging
considerations
 Consider age related variations
101
Activities/Resources: Use of auditory, visual and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
 Using simulated cases of patient presentations, discuss treatment of patients with
musculoskeletal disorders.
 Consider the different stages of grieving of patients and family during the care of a cancer
patient.
Assessments: Scenario based training pertinent to topic of instruction, quiz, and exam (didactic and
skills).
102
Diseases of the Eyes, Ears, Nose and Throat
Summary: Applies fundamental knowledge to provide basic emergency care and transportation based
on assessment findings for an acutely ill patient.
TARGET SKILLS: Recognition and management of Nose bleed, eye injuries, and bleeding in the airway
Key Terminology:
 Epistaxis
Objectives:
DOT Objectives
 Demonstrate the care of the patient
exhibiting signs and symptoms of a nose
bleed/epistaxis
EMS Education Standards
 Nose bleed
 Eye injuries
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
 Using simulated cases of patient presentations, discuss treatment of patient with a nose bleed.
Assessments: Scenario based training pertinent to topic of instruction, quiz, and exam (didactic and
skills).
103
Shock and Resuscitation
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for a patient in shock, respiratory failure or arrest, cardiac
failure or arrest, and post resuscitation management.
Key Terminology:
 Anaphylactic shock
 Anaphylaxis
 Autonomic nervous
system
 Baroreceptors
 Cardiac output (CO)
 Cardiac tamponade
 Cardiogenic shock
 Chemoreceptors
 Chronotropic effects
 Compensated shock
 Cyanosis
 Decompensated
shock
 Dehydration
 Distributive shock
 Dromotropic effects
 Edema
 Fick principle
 Homeostasis
 Hypothermia
 Hypovolemic shock
 Inotropic effects
 Irreversible shock
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
Mean arterial
pressure (MAP)
Multiple-organ
dysfunction
syndrome (MODS)
Myocardial
contractility
Neurogenic shock
Obstructive shock
Orthostatic vital
signs
Perfusion
Preload
Psychogenic shock
Pulse pressure
Sensitization
Septic shock
Shock
Sphincters
Syncope
Systemic vascular
resistance (SVR)
Tension
pneumothorax
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
Abdominal thrust
maneuver
Advanced life
support (ALS)
Basic life support
(BLS)
Cardiopulmonary
resuscitation (CPR)
Chest thrust
Gastric distention
Head-tilt chin-lift
maneuver
Impedance threshold
device (ITD)
Jaw-thrust maneuver
Load-distributing
band (LDB)
Mechanical piston
device
Recovery position
Return of
spontaneous
circulation (ROSC)
Objectives:
DOT Objectives
 Describe the epidemiology, including the
morbidity, mortality and prevention
strategies for shock and hemorrhage.
 Discuss the various types and degrees of
hemorrhage and shock.
 Discuss the pathophysiology of hemorrhage
and shock.
 Discuss the assessment findings associated
with hemorrhage and shock.
 Identify the need for intervention and
transport of the patient with hemorrhage or
EMS Education Standards
 Understand, discuss, and demonstrate
comprehensive knowledge of causes and
pathophysiology into the management of
cardiac arrest and peri-arrest states, shock,
respiratory failure or arrest with an emphasis
on early intervention to prevention arrest to
include:
 Ethical issues in resuscitation
 Pre-morbid conditions
 Anatomy and physiology review
 Physiology of normal blood flow
104
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
shock.
Discuss the treatment plan and management
of hemorrhage and shock.
Discuss the management of external and
internal hemorrhage.
Differentiate between controlled and
uncontrolled hemorrhage.
Differentiate between the administration rate
and amount of IV fluid in a patient with
controlled versus uncontrolled hemorrhage.
Relate internal hemorrhage to the
pathophysiology of compensated and
decompensated hypovolemic shock.
Relate internal hemorrhage to the
assessment findings of compensated and
decompensated hypovolemic shock.
Describe the body's physiologic response to
changes in perfusion.
Describe the effects of decreased perfusion at
the capillary level.
Discuss the cellular ischemic phase related to
hemorrhagic shock.
Discuss the capillary stagnation phase related
to hypovolemic shock.
Discuss the capillary washout phase related
to hypovolemic shock.
Discuss the assessment findings of
hypovolemic shock.
Relate pulse pressure changes to perfusion
status.
Define compensated and decompensated
shock.
Discuss the pathophysiological changes
associated with compensated shock.
Discuss the assessment findings associated
with compensated shock.
Identify the need for intervention and
transport of the patient with compensated
shock.
Discuss the treatment plan and management
of compensated shock.
Discuss the pathophysiological changes
associated with decompensated shock.
Discuss the assessment findings associated
with decompensated shock.
Identify the need for intervention and
transport of the patient with decompensated
105
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

Physiology of blood flow during CPR
Cardiac arrest
Resuscitation
Automated external defibrillation
Advanced life support
Special arrest and peri-arrest situations
Post-resuscitation support
Shock states, stages, and management
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
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
shock.
Discuss the treatment plan and management
of the patient with decompensated shock.
Differentiate between compensated and
decompensated shock.
Relate external hemorrhage to the
pathophysiology of compensated and
decompensated hypovolemic shock.
Relate external hemorrhage to the
assessment findings of compensated and
decompensated hypovolemic shock.
Differentiate between the normotensive,
hypotensive, and profoundly hypotensive
patient.
Differentiate between the administration of
fluid in the normotensive, hypotensive, and
profoundly hypotensive patient.
Apply epidemiology to develop prevention
strategies for hemorrhage and shock.
Integrate the pathophysiological principles to
the assessment of a patient with hemorrhage
or shock.
Synthesize assessment findings and patient
history information to form a field impression
for the patient with hemorrhage or shock.
Develop, execute, and evaluate a treatment
plan based on the field impression for the
hemorrhage or shock patient.
Differentiate between the management of
compensated and decompensated shock.
Demonstrate the assessment of a patient
with signs and symptoms of hypovolemic
shock.
Demonstrate the management of a patient
with signs and symptoms of hypovolemic
shock.
Demonstrate the assessment of a patient
with signs and symptoms of compensated
hypovolemic shock.
Demonstrate the management of a patient
with signs and symptoms of compensated
hypovolemic shock.
Demonstrate the assessment of a patient
with signs and symptoms of decompensated
hypovolemic shock.
Demonstrate the management of a patient
with signs and symptoms of decompensated
106
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


hypovolemic shock.
Demonstrate the assessment of a patient
with signs and symptoms of external
hemorrhage.
Demonstrate the management of a patient
with signs and symptoms of external
hemorrhage.
Demonstrate the assessment of a patient
with signs and symptoms of internal
hemorrhage.
Demonstrate the management of a patient
with signs and symptoms of internal
hemorrhage.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
107
Trauma
Trauma Overview
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient.
TARGET SKILLS: No knowledge related to this competency is applicable at this level. Pathophysiology,
assessment, and management of the trauma patient to include:
 Trauma scoring
 Rapid transport and destination issues
 Transport mode
Key Terminology:
 Arterial air embolism
 Blast injuries
 Blunt trauma
 Cavitation
 Coup-contrecoup
 Deceleration
 Glasgow Coma Scale
(GCS) Score







Index of suspicion
Kinetic energy
Mechanism of injury
(MOI)
Multisystem trauma
Penetrating trauma
Potential energy
Pulmonary blast
injuries





Revised trauma
score (RTS)
Trajectory
Trauma score
Tympanic membrane
Work
Objectives:
DOT Objectives
 List and describe the components of a
comprehensive trauma system.
 Describe the role of and differences between
levels of trauma centers.
 Describe the criteria for transport to a trauma
center.
 Describe the criteria and procedure for air
medical transport.
 Define energy and force as they relate to
trauma.
 Define laws of motion and energy and
understand the role that increased speed has
on injuries.
 Describe each type of impact and its effect on
unrestrained victims to include:
 Frontal impacts
 Lateral impacts
 Rear impacts
 Rotational impacts
 Rollover
 Describe the pathophysiology of the head,
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient to include:
 Identification and categorization of
trauma patients, specifically the national
trauma triage protocol
108
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




spine, thorax, and abdomen that results from
the above forces.
Describe the organ collisions that occur in
blunt trauma and vehicular collisions.
Describe the effects that restraint systems
(including seat belts, airbags, and child safety
seats) have on the injury patterns found in
motor vehicle crashes.
List specific injuries and their causes as
related to interior and exterior vehicle
damage.
Describe the kinematics of penetrating
injuries.
List the motion and energy considerations of
mechanisms other than motor vehicle
crashes.
Define the role of kinematics as an additional
tool for patient assessment.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
109
Bleeding
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient.
TARGET SKILLS: Recognition, pathophysiology, assessment, and management of bleeding and fluid
resuscitation.
Key Terminology:
 Contusion
 Ecchymosis
 Epistaxis
 Hematemesis
 Hematochezia
 Hematoma
 Hematuria
 Hemophilia








Hemoptysis
Hemorrhage
Hemostasis
Hemostat
Hemostatic agent
Hypovolemic shock
Melena
Perfusion





Pneumatic antishock
garment (PASG)
Pressure point
Pulse pressure
Shock
Tourniquet
Objectives:
DOT Objectives
 List the structure and function of the
circulatory system.
 Differentiate between arterial, venous, and
capillary bleeding.
 State methods of emergency medical care of
external bleeding.
 Establish the relationship between body
substance isolation and bleeding.
 Establish the relationship between airway
management and the trauma patient.
 Establish the relationship between
mechanism of injury and internal bleeding.
 List the signs of internal bleeding.
 List the steps in the emergency medical care
of the patient with signs and symptoms of
internal bleeding.
 List signs and symptoms of shock
(hypoperfusion).
 State the steps in the emergency medical
care of the patient with signs and symptoms
of shock (hypoperfusion).
 Explain the sense of urgency to transport
patients that are bleeding and show signs of
shock (hypoperfusion).
 Demonstrate direct pressure as a method of
emergency medical care of external bleeding.
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan for
an acutely injured patient with bleeding to
include:
 Classifications of shock
 Assessment consideration in shock
 Shock management strategies and
considerations
 Bleeding considerations
110
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
Demonstrate the use of diffuse pressure as a
method of emergency medical care of
external bleeding
Demonstrate the use of pressure points and
tourniquets as a method of emergency
medical care of external bleeding.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
111
Chest Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient
TARGET SKILLS :Recognition, pathophysiology, assessment, and management of:
 Blunt versus penetrating mechanisms
 Open chest wound
 Impaled object
 Blunt versus penetrating mechanisms
 Hemothorax
 Pneumothorax
 Open
 Simple
 Tension
 Cardiac tamponade
 Rib fractures
 Flail chest
 Commotiocordis
 Traumatic aortic distruption
 Pulmonary contusion
 Blunt cardiac injury
 Traumatic asphyxia
Key Terminology:
 Atelectasis
 Bradypnea
 Cardiac output
 Cardiac tamponade
 Chemoreceptors
 Closed chest injury
 Commotiocordis
 Dyspnea
 Flail chest
 Hemopneumothorax
 Hemoptysis
 Hemothorax
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Jugular vein
distention (JVD)
Massive hemothorax
Minute volume
Myocardial
contusion
Myocardial rupture
Occlusive dressing
Open chest injury
Open pneumothorax
Paper bag syndrome
Paradoxical motion
Pericardium
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Pleural space
Pneumothorax
Pulmonary contusion
Pulsusparadoxus
Spontaneous
pneumothorax
Sucking chest wound
Tachypnea
Tension
pneumothorax
Traumatic aortic
disruption
Traumatic asphyxia
Objectives:
DOT Objectives
 Describe the incidence, morbidity, and
mortality of thoracic injuries in the trauma
patient.
 Discuss the anatomy and physiology of the
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
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organs and structures related to thoracic
injuries.
Predict thoracic injuries based on mechanism
of injury.
Discuss the types of thoracic injuries.
Discuss the pathophysiology of thoracic
injuries.
Discuss the assessment findings associated
with thoracic injuries.
Discuss the management of thoracic injuries.
Identify the need for rapid intervention and
transport of the patient with thoracic injuries.
Discuss the epidemiology and
pathophysiology of specific chest wall
injuries, including:
 Rib fracture
 Flail segment
 Sternal fracture
Discuss the assessment findings associated
with chest wall injuries.
Identify the need for rapid intervention and
transport of the patient with chest wall
injuries.
Discuss the management of chest wall
injuries.
Discuss the pathophysiology of injury to the
lung, including:
 Simple pneumothorax
 Open pneumothorax
 Tension pneumothorax
 Hemothorax
 Hemopneumothorax
 Pulmonary contusion
Discuss the assessment findings associated
with lung injuries.
Discuss the management of lung injuries.
Identify the need for rapid intervention and
transport of the patient with lung injuries.
Discuss the pathophysiology of myocardial
injuries, including:
 Pericardial tamponade
 Myocardial contusion
Discuss the assessment findings associated
with myocardial injuries.
Discuss the management of myocardial
injuries.
Identify the need for rapid intervention and
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comprehensive treatment/disposition plan
for an acutely injured patient with chest
trauma to include:
 Traumatic aortic disruption
 Pulmonary contusions
 Blunt cardiac injury
 Hemothorax
 Pneumothorax
 Cardiac tamponade
 Rib fractures
 Flail chest
 Commotiocordis
 Traumatic asphyxia.
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transport of the patient with myocardial
injuries.
Discuss the pathophysiology of vascular
injuries, including injuries to:
 Aorta disection/rupture
 Vena cava
 Pulmonary arteries/ veins
Discuss the assessment findings associated
with vascular injuries.
Discuss the management of vascular injuries.
Discuss the pathophysiology of diaphragmatic
injuries.
Discuss the assessment findings associated
with diaphragmatic injuries.
Discuss the management of diaphragmatic
injuries.
Discuss the pathophysiology of esophageal
injuries.
Discuss the assessment findings associated
with esophageal injuries.
Discuss the management of esophageal
injuries.
Discuss the pathophysiology of tracheobronchial injuries.
Discuss the assessment findings associated
with tracheo-bronchial injuries.
Discuss the management of tracheo-bronchial
injuries.
Discuss the pathophysiology of traumatic
asphyxia.
Discuss the assessment findings associated
with traumatic asphyxia.
Discuss the management of traumatic
asphyxia.
Differentiate between thoracic injuries based
on the assessment and history.
Value the implications of failing to initiate
timely interventions to patients with thoracic
trauma.
Demonstrate a clinical assessment for a
patient with suspected thoracic trauma.
Demonstrate the following techniques of
management for thoracic injuries:
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Needle decompression

Fracture stabilization
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ECG monitoring

Oxygenation and ventilation
114
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
115
Abdominal and Genitourinary Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient.
TARGET SKILLS: Recognition and management of:
 Blunt versus
 Solid and hollow
penetrating
organ injuries
mechanisms
 Injuries to the
 Evisceration
external genitalia
 Impaled object
 Vaginal bleeding due
to trauma
Key Terminology:
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Abdominal aortic
aneurysm
Closed abdominal
injury
Evisceration
Flank
Guarding
Hematochezia
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Hematuria
Hollow organs
Kehr sign
Melena
Open abdominal
injury
Peritoneal cavity
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Sexual assault
Vascular injury
Retroperitoneal
injuries
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Peritonitis
Pneumoperitoneum
Rebound tenderness
Solid organs
Supine hypotensive
syndrome
Objectives:
DOT Objectives
EMS Education Standards
 Integrate pathophysiologic principles and the
 Understand, discuss, and demonstrate
assessment findings to formulate a field
assessment findings with principles of
impression and implement the treatment
epidemiology and pathophysiology to
plan for the patient with suspected abdominal
formulate a field impression to implement a
trauma.
comprehensive treatment/disposition plan
for an acutely injured patient with abdominal
 Predict abdominal injuries based on blunt and
and genitourinary trauma to include:
penetrating mechanisms of injury.
 Incidence
 Describe the epidemiology, including the
 Vascular injury
morbidity/mortality and prevention strategies
 Solid and hollow organ injuries
for solid organ injuries.
 Blunt vs.penetrating abdominal injury
 Apply the epidemiologic principles to develop
 Evisceration
prevention strategies for abdominal injuries.
 Retroperitoneal Injuries
 Advocate the use of a thorough scene survey
 Injuries to external genitalia
to determine the forces involved in
 Vaginal bleeding due to trauma
abdominal trauma.
 Sexual Assault.
 Differentiate and formulate age related
variationsas it pertains to the management of
the patient with abdominal and genitourinary
trauma.
 Discuss considerations of patient with
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abdominal and genitourinary trauma as it
pertains to:
 Communication
 Documentation
 Transport decisions
 Patient education
 Prevention.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
117
Orthopedic Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient
TARGET SKILLS: Recognition and management of:
 Open fractures
 Closed fractures
 Dislocations
 Upper and lower extremity orthopedic trauma
 Sprains/strains
 Pelvic fractures
 Amputations/replantation
 Compartment syndrome
Key Terminology:
 Amputation
 Angulation
 Articulation
 Cartilage
 Closed fracture
 Compartment
syndrome
 Crepitus
 Crush syndrome
 Deep vein
thrombosis (DVT)
 Dislocation
 Displaced fracture
 Ecchymosis
 Fascia
 Fracture
 Hematuria
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Lactic acid
Lateral compression
Ligaments
Neurovascular
compromise
Nondisplaced
fracture
Open book pelvic
fracture
Open fracture
Osteoporosis
Parathesias
Pathologic fracture
Pelvic binders
Point tenderness
Position of function
Pulmonary embolism
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Retroperitoneal
space
Rhabdomyolysis
Sciatic nerve
Skeletal muscle
Sling
Splint
Sprain
Straddle fracture
Strain
Subluxation
Swathe
Tendons
Traction
Vertical shear
Objectives:
DOT Objectives
 Describe the function of the musculoskeletal
system.
 Explain the anatomy and physiology of the
musculoskeletal system.
 Describe the different types of
musculoskeletal injuries including:
 Fractures
 Dislocations
 Amputations
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient with
orthopedic trauma to include:
 Open fractures
 Closed fractures
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 Sprains
 Strains.
Describe the four mechanisms of injury.
Differentiate between open and closed
fractures.
Explain how to assess the severity of an
injury.
Describe the treatment of a patient
experiencing an orthopedic injury.
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Dislocations
Sprains &strains
Compartment syndrome
Upper and lower extremity orthopedic
trauma
Pelvic fractures
Amputations/replantation.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
119
Soft Tissue Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient
TARGET SKILLS: Recognition, pathophysiology, assessment, and management of:
 Wounds
 Avulsions
 Bite wounds
 Laceration
 Puncture Wounds
 Incisions
 Burns
 Electrical
 Chemical
 Thermal
 Radiation
 Chemicals in the eye and on the skin
 Crush Syndrome
Key Terminology:
 Abrasion
 Air embolism
 Amputation
 Avulsion
 Burns
 Closed injury
 Compartment
syndrome
 Contact burn
 Contamination
 Contusion
 Crush syndrome
 Dermis
 Ecchymosis
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Epidermis
Eschar
Evisceration
Flame burn
Flash burn
Full-thickness burn
(third-degree)
Hematoma
Inhalation injury
Laceration
Mucous membranes
Occlusive dressings
Open injury
Parkland Formula
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Partial-tickness
(second-degree)
burns
Penetrating wound
Rabid
Rule of nines
Rule of palms
Scald burn
Steam burn
Superficial (firstdegree) burns
Thermal burns
Objectives:
DOT Objectives
 Describe the anatomy and physiology
pertinent to burn injuries.
 Describe the epidemiology, including
incidence, morbidity/ mortality, risk factors,
and prevention strategies for the patient with
a burn injury.
 Describe the pathophysiologic complications
and systemic complications of a burn injury.
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient with soft tissue
trauma to include:
 Incidence of soft tissue injury
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Identify and describe types of burn injuries,
including a thermal burn, an inhalation burn, a
chemical burn, an electrical burn, and a
radiation exposure.
Identify and describe the depth classifications
of burn injuries, including a superficial burn, a
partialthickness burn, a full-thickness burn,
and other depth classifications described by
local protocol.
Identify and describe methods for determining
body surface area percentage of a burn injury
including the "rules of nines," the "rules of
palms," and other methods described by local
protocol.
Identify and describe the severity of a burn
including a minor burn, a moderate burn, a
severe burn, and other severity classifications
described by local protocol.
Differentiate criteria for determining the
severity of a burn injury between a pediatric
patient and an adult patient.
Describe special considerations for a pediatric
patient with a burn injury.
Discuss considerations which impact
management and prognosis of the burn
injured patient.
Discuss mechanisms of burn injuries.
Discuss conditions associated with burn
injuries, including trauma, blast injuries,
airway compromise, respiratory compromise,
and child abuse.
Describe the management of a burn injury,
including airway and ventilation, circulation,
pharmacologic, non-pharmacologic, transport
considerations, psychological
support/communication strategies, and other
management described by local protocol.
Describe the epidemiology of a thermal burn
injury.
Describe the specific anatomy and physiology
pertinent to a thermal burn injury.
Describe the pathophysiology of a thermal
burn injury.
Identify and describe the depth classifications
of a thermal burn injury.
Identify and describe the severity of a thermal
burn injury.
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Anatomy and physiology of soft tissue
injury
 Wounds
 Avulsions
 Bite wounds
 Lacerations
 Puncture wounds
 Incisions
 Burns (electrical, chemical, thermal,
radiation)
 Crush syndrome.
Differentiate and formulate age related
variations as it pertains to the management of
the patient with soft tissue trauma.
Discuss considerations of patient with soft
tissue trauma as it pertains to communication
and documentation, transport decisions,
patient education and prevention.
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Describe considerations which impact
management and prognosis of the patient
with a thermal burn injury.
Discuss mechanisms of burn injury and
conditions associated with a thermal burn
injury.
Describe the management of a thermal burn
injury, including airway and ventilation,
circulation,pharmacologic, non-pharmacologic,
transport considerations, and psychological
support/ communication strategies.
Describe the epidemiology of an inhalation
burn injury.
Describe the specific anatomy and physiology
pertinent to an inhalation burn injury.
Describe the pathophysiology of an inhalation
burn injury.
Differentiate between supraglottic and
infraglottic inhalation injuries.
Identify and describe the severity of an
inhalation burn injury.
Describe considerations which impact
management and prognosis of the patient
with an inhalation burn injury.
Discuss mechanisms of burn injury and
conditions associated with an inhalation burn
injury.
Describe the management of an inhalation
burn injury, including airway and ventilation,
circulation, pharmacologic, nonpharmacologic, transport considerations, and
psychological support/communication
strategies.
Describe the epidemiology of a chemical burn
injury and a chemical burn injury to the eye.
Describe the specific anatomy and physiology
pertinent to a chemical burn injury and a
chemical burn injury to the eye.
Describe the pathophysiology of a chemical
burn injury, including types of chemicals and
their burning processes and a chemical burn
injury to the eye.
Identify and describe the depth classifications
of a chemical burn injury.
Identify and describe the severity of a
chemical burn injury.
Describe considerations which impact
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management and prognosis of the patient
with a chemical burn injury and a chemical
burn injury to the eye.
Discuss mechanisms of burn injury and
conditions associated with a chemical burn
injury.
Describe the management of a chemical burn
injury and a chemical burn injury to the eye,
includingairway and ventilation, circulation,
pharmacologic, non-pharmacologic, transport
considerations, and psychological support/
communication strategies.
Describe the epidemiology of an electrical
burn injury.
Describe the specific anatomy and physiology
pertinent to an electrical burn injury.
Describe the pathophysiology of an electrical
burn injury.
Identify and describe the depth classifications
of an electrical burn injury.
Identify and describe the severity of an
electrical burn injury.
Describe considerations which impact
management and prognosis of the patient
with an electrical burn injury.
Discuss mechanisms of burn injury and
conditions associated with an electrical burn
injury.
Describe the management of an electrical burn
injury, including airway and ventilation,
circulation, pharmacologic, nonpharmacologic, transport considerations, and
psychological support/communication
strategies.
Describe the epidemiology of a radiation
exposure.
Describe the specific anatomy and physiology
pertinent to a radiation exposure.
Describe the pathophysiology of a radiation
exposure, including the types and
characteristics of ionizing radiation.
Identify and describe the depth classifications
of a radiation exposure.
Identify and describe the severity of a
radiation exposure.
Describe considerations which impact
management and prognosis of the patient
123
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with a radiation exposure.
Discuss mechanisms of burn injury associated
with a radiation exposure.
Describe the management of a radiation
exposure, including airway and ventilation,
circulation,pharmacologic, non-pharmacologic,
transport considerations, and psychological
support/communication strategies.
Apply and formulate a field impression and
implement the management plan for a
thermal burn injury, inhalation injury,
electrical burning injury, and radiation
exposure.
Value the changes of a patient's self-image
associated with a burn injury.
Value the impact of managing a burn injured
patient.
Advocate empathy for a burn injured patient.
Value and defend the sense of urgency in
burn injuries.
Take body substance isolation procedures
during assessment and management of
patients with a burn injury.
Perform assessment of a patient with a burn
injury.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of Instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
124
Head, Facial, Neck and Spine Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient
TARGET SKILLS: Recognition, pathophysiology, assessment, and management of
 Life threats
 Laryngeotracheal

injuries
 Spine trauma
 Spine trauma
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 Penetrating neck
trauma
 Facial fractures
 Skull fractures
Key Terminology:
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Air embolism
Anisocoria
Basilar skull fracture
Blowout fracture
Conjunctiva
Conjunctivitis
Cornea
Craniofacial
disjunction
Dysphagia
Epistaxis
Eustachian tube
External auditory
canal
Globe
Hemoptysis
Iris
Lacrimal glands
Le Fort fractures
Lens
Mastoid process
Optic nerve
Pinna
Pupil
Retina
Retinal detachment
Sclera
Sternocleidomastoid
muscles
Subcutaneous
emphysema
Temporomandibular
joint
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Tragus
Turbinates
Tympanic membrane
Anterograde
(posttraumatic)
amnesia
Autonomic
(involuntary)
nervous system
Basal ganglia
Basilar skull fracture
Battle’s sign
Biot respirations
Brainstem
Central nervous
system (CNS)
Central neurogenic
hyperventilation
Cerebellum
Cerebral contusion
Cerebral cortex
Cerebral edema
Cerebral perfusion
pressure (CPP)
Cerebrum
Cheyne-Stokes
respirations
Closed head injury
Concussion
Connecting nerves
Coup-contrecoup
injury
Cushing’s Triad
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Foreign bodies in the
eyes
Dental trauma
Decerebrate
(extensor) posturing
Decorticate (flexor)
posturing
Depressed skull
fracture
Diencephalon
Diffuse axonal injury
(DAI)
Distracted
Epidural hematoma
Eyes-forward
position
Flexion injuries
Four-person log roll
Frontal lobe
Glasgow Coma Scals
(GCS)
Herniation
Hyperextension
Hypothalamus
Intervertebral disks
Intracerebral
hematoma
Intracranial pressure
(ICP)
Involuntary activities
Kyphosis
Limbic system
Linear skull fracture
Mean arterial
pressure (MAP)
Medulla
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Meninges
Motor nerves
Neurogenic shock
Occipital love
Open head injury
Parietal lobe
Peripheral nervous
system
Pons
Primary brain injury
Primary spinal cord
injury
Raccoon eyes
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Reticular activating
system (RAS)
Retrograde amnesia
Secondary brain
injury
Secondary spinal
cord injury
Sensory nerves
Somatic (voluntary)
nervous system
Spinal cord
concussion
Spinal cord
contusion
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Spinal shock
Subarachnoid
hemorrhage
Subdural hematoma
Subluxation
Subthalamus
Temporal lobe
Thalamus
Traumatic brain
injury (TBI)
Vertical compression
Voluntary activities
Objectives:
DOT Objectives
 Integrate pathophysiological principles and
the assessment findings to formulate a field
impression and implement a treatment plan
for the trauma patient with a suspected head
injury.
 Predict facial injuries based on mechanism of
injury.
 Predict other injuries commonly associated
with facial injuries based on mechanism of
injury.
 Predict head injuries based on mechanism of
injury.
 Define and explain the process involved with
each of the levels of increasing ICP.
 Explain the pathophysiology of diffuse axonal
injury.
 Develop a management plan for a patient
with a moderate and severe diffuse axonal
injury.
 Describe the various types of helmets and
their purposes.
 Relate priorities of care to factors
determining the need for helmet removal in
various field situations including sports
related incidents.
 Develop a management plan for the removal
of a helmet for a head injured patient.
 Integrate pathophysiological principles and
the assessment findings to formulate a field
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient with Head,
Facial, Neck and Spine trauma to include:
 Incidence, MOI, Morbidity and
Mortality, Categories, Causes,
Associated Injuries and Prevention
 Facial fractures
 Skull fractures
 Penetrating neck trauma
 Laryngeotracheal injuries
 Spine trauma (non-CNS involvement)
 Foreign bodies in the eyes
 Dental trauma.
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impression and implement a treatment plan
for the patient with a suspected spinal injury.
Predict spinal injuries based on mechanism of
injury.
Describe the pathophysiology of nontraumatic spinal injury, including:
 Low back pain
 Herniated intervertebral disk
 Spinal cord tumors
Describe the management of non-traumatic
spinal injuries.
Develop a patient management plan for nontraumatic spinal injury based on the field
impression.
Demonstrate helmet removal techniques.
Integrate pathophysiological principles and
the assessment findings to formulate a field
impression and implement a treatment plan
for a patient with a thoracic injury.
Predict thoracic injuries based on mechanism
of injury.
Advocate the use of a thorough scene survey
to determine the forces involved in thoracic
trauma.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
127
Nervous System Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient.
TARGET SKILLS: Recognition, pathophysiology, assessment, and management of:
 Traumatic brain injury
 Spinal cord injury
Objectives:
DOT Objectives
 Discuss the general pathophysiology of nontraumatic neurologic emergencies.
 Discuss the general assessment findings
associated with non-traumatic neurologic
emergencies.
 Identify the need for rapid intervention and
transport of the patient with non-traumatic
emergencies.
 Discuss the epidemiology, assessment
findings, and management for stroke and
intracranial hemorrhage.
 Discuss the epidemiology, assessment
findings, and management for transient
ischemic attack.
 Discuss the epidemiology, assessment
findings, and management of
epilepsy/seizure.
 Discuss the epidemiology, assessment
findings, and management for non-specific
coma or altered level consciousness/
syncope/ weakness/ headache.
 Develop a patient management plan based
on field impression in the patient with
neurological emergencies.
 feelings of a patient who regains
consciousness among strangers.
 Formulate means of conveying empathy to
patients whose ability to communicate is
limited by their condition.
 Perform an appropriate assessment of a
patient with a non-traumatic neurological
emergency.
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan for
an acutely injured patient with Nervous
System trauma to include:
 Incidence
 Traumatic brain injury
 Spinal cord injury
 Spinal shock
 Discuss considerations of patient with nervous
system trauma as it pertains to communication
and documentation, transport decisions,
patient education and prevention.
128
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
129
Special Considerations in Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient
TARGET SKILLS: Recognition, pathophysiology, assessment, and management of trauma in:
 Pregnant patient
 Pediatric patient
 Geriatric patient
 Cognitively impaired patient
Key Terminology:
Objectives:
DOT Objectives
 Recognition and management of trauma in
the:
 Pregnant Patient
 Pediatric Patient’
 Geriatric Patient
 Cognitively Impaired Patient
 Pathophysiology, assessment, and
management of the trauma in the:
 Pregnant Patient
 Pediatric Patient’
 Geriatric Patient
 Cognitively Impaired Patient
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient with Special
Considerations in trauma to include:
 Trauma in pregnancy
 Pediatric trauma
 Geriatric trauma
 Cognitively impaired patient.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
130
Environmental Emergencies
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient
TARGET SKILLS: Recognition and management of:
 Submersion incidents
 Temperature-related illness
Pathophysiology, assessment, and management of:
 Near drowning
 Temperature-related illness
 Bites and envenomations
 Dysbarism
 High-altitude
 Diving injuries
 Electrical injury
 Radiation exposure
Key Terminology:
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Air embolism
Ambient
temperature
Antivenin
Bends
Breath-holding
syncope
Conduction
Convection
Core temperature
Decompression
sickness
Diving reflex
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Drowning
Dysbarisminjuryes
Electrolytes
Environmental
emergency
Evaporation
Frostbite
Frostnip
Heat cramps
Heat exhaustion
Heatstroke
Hymenoptera
Hyperbaric chamber
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Hyperthermia
Immersion foot
Laryngospasm
Radiation
Respiration
Reverse triage
SCUBA
Submersion
Thermogenesis
Thermolysis
Turgor
Objectives:
DOT Objectives
:
 Define "environmental emergency."
 Identify risk factors most predisposing to
environmental emergencies.
 Identify environmental factors that may
cause illness or exacerbate a pre-existing
illness.
 Identify environmental factors that may
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient with
environmental emergencies to include:
 Incidence
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complicate treatment or transport decisions.
List the principal types of environmental
illnesses.
Identify normal, critically high and critically
low body temperatures.
Describe several methods of temperature
monitoring.
Describe the body’s compensatory process
for overheating.
Describe the body’s compensatory process
for excess heat loss.
List the common forms of heat and cold
disorders.
List the common predisposing factors
associated with heat and cold disorders.
List the common preventative measures
associated with heat and cold disorders.
Define heat illness.
Identify signs and symptoms of heat illness.
List the predisposing factors for heat illness.
List measures to prevent heat illness.
Relate symptomatic findings to the commonly
used terms: heat cramps, heat exhaustion,
and heat stroke.
Discuss how one may differentiate between
fever and heat stroke.
Discuss the role of fluid therapy in the
treatment of heat disorders.
Differentiate among the various treatments
and interventions in the management of heat
disorders.
Integrate the pathophysiological principles
and the assessment findings to formulate a
field impression and implement a treatment
plan for the patient who has dehydration,
heat exhaustion, or heat stroke.
Define hypothermia.
List predisposing factors for hypothermia.
List measures to prevent hypothermia.
Identify differences between mild and severe
hypothermia.
Describe differences between chronic and
acute hypothermia.
List signs and symptoms of hypothermia.
Correlate abnormal findings in assessment
with their clinical significance in the patient
with hypothermia.
132
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Submersion incidents
Temperature-related illness
Bites and envenomation
Electrical injury-lightning strikes
Radiation exposure
Dysbarism
 High altitude
 Diving injuries
Differentiate and formulate age related
variations as it pertains to the management of
the patient with environmental emergencies.
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Discuss the impact of severe hypothermia on
standard BCLS and ACLS algorithms and
transport considerations.
Integrate pathophysiological principles and
the assessment findings to formulate a field
impression and implement a treatment plan
for the patient who has either mild or severe
hypothermia.
Define near-drowning.
List signs and symptoms of near-drowning.
Discuss the complications and protective role
of hypothermia in the context of neardrowning.
Correlate the abnormal findings in
assessment with the clinical significance in
the patient with neardrowning.
Integrate pathophysiological principles and
the assessment findings to formulate a field
impression and implement a treatment plan
for the near-drowning patient.
Integrate pathophysiological principles of the
patient affected by an environmental
emergency.
Differentiate between environmental
emergencies based on assessment findings.
Correlate abnormal findings in the
assessment with the clinical significance in
the patient affected by an environmental
emergency.
Develop a patient management plan based
on the field impression the patient affected
by an environmental emergency.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
133
Multi-System Trauma
Summary: Applies fundamental knowledge to provide basic and selected advanced emergency care and
transportation based on assessment findings for an acutely injured patient.
TARGET SKILLS: Recognition and management of:
 Multi-system trauma
 Blast Injuries
Key Terminology:
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Multiple trauma
Multisystem trauma
Trauma score
Velocity
Glascow coma scale
Objectives:
DOT Objectives
 Describe muti-system trauma and special
consideration that are required for
patients who fit this category.
 Demonstrate the ability to calculate a
trauma score and a glascow coma scale.
EMS Education Standards
 Understand, discuss, and demonstrate
assessment findings with principles of
epidemiology and pathophysiology to
formulate a field impression to implement a
comprehensive treatment/disposition plan
for an acutely injured patient with MultiSystem trauma to include:
 Kinematics of trauma
 Multi-system trauma
 Blast Injuries
 Specific injuries related to multisystem trauma
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
134
Special Patient Populations
Obstetrics
Summary: Applies a fundamental knowledge of growth, development, and aging and assessment
findings to provide basic and selected advanced emergency care and transportation for a patient with
special needs
TARGET SKILLS: Recognition and management of:
 Normal delivery
 Vagina bleeding in the pregnant patient.
Anatomy and physiology of normal pregnancy
 Pathophysiology of complications of pregnancy
 Assessment of the pregnant patient
 Management of normal and/or abnormal delivery to include:
 Normal delivery
 Abnormal delivery
 Nuchal cord
 Prolapsed cord
 Breech delivery
Third trimester bleeding
 Placenta previa
 Abruptio placenta
Spontaneous abortion/miscarriage
 Ectopic pregnancy
Preeclampsia/Eclampsia
Key Terminology:
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Abruptio placenta
Amniotic fluid
Amniotic sac
Areolar glands
Birth canal
Braxton-hicks
contractions
Breech presentation
Central cyanosis
Cervix
Clitoris
Corpus lutecum
Crowning
Ductusarteriosus
Eclampsia
Ectopic pregnancy
Embryo
Embryonic period
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Endometrium
Estrogen
Fallopian tubes
Fetal transition
Fetoscope
Fetus
Follicle-stimulating
hormone
Fundus
Gestation
Gestational diabetes
Gestational period
Grand multipara
Gravid
Gravida
Human chorionic
gonadotropin
Labia majora
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Labia minora
Lightening
Limb presentation
Luteinizing hormone
Mammary glands
Meconium
Menarche
Menopause
Menstrual cycle
Menstruation
Mons pubis
Multigravida
Multipara
Multipara
Myoclonus
Myometrium
Nuchal cord
Nullipara
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Oocytes
Oogenesis
Orthostatic vital signs
Ovaries
Ovulation
Ovum
Oxytocin
Para
Perineum
Placenta
Placenta previa
Portal venous system
Postpartum
eclampsia
Preeclampsia
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Premature
Premature rupture of
membranes
Prepuce
Presentation
Preterm
Primigravida
Progesterone
Prolapsed unbilical
cord
Rh factor
Rupture of
membranes
Sperm
Spontaneous
abortion
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Supine hypotensive
syndrome
Surfactant
Tactile stimulation
Term
Trimesters
Ultrasound
Unbilical cord
Uterine rupture
Uterus
Vagina
Vernixcaseosa
Vulva
Zygote
Objectives:
DOT Objectives
 Review the anatomic structures and
physiology of the reproductive system.
 Identify the normal events of pregnancy.
 Describe how to assess an obstetrical patient.
 Identify the stages of labor and the AEMTIntermediate's role in each stage.
 Differentiate between normal and abnormal
delivery.
 Identify and describe complications
associated with pregnancy and delivery.
 Identify pre-delivery emergencies.
 State indications of an imminent delivery.
 Differentiate the management of a patient
with pre-delivery emergencies from a normal
delivery.
 State the steps in the pre-delivery
preparation of the mother.
 State the steps to assist in the delivery of a
newborn.
 Describe how to care for the newborn.
 Describe how and when to cut the umbilical
cord.
 Discuss the steps in the delivery of the
placenta.
 Describe the management of the mother
post-delivery.
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
presentations, prognosis and management
of a patient with Obstetric needs to include:
 Anatomy and physiology of pregnancy
 Pathophysiology of complications of
pregnancy
 Assessment of the pregnant patient
 Normal delivery
 Abnormal delivery (nuchal cord,
prolapsed cord, breech)
 Spontaneous abortion/miscarriage
 Ectopic pregnancy
 Preeclampsia &eclampsia
 Antepartum hemorrhage
 Pregnancy induced hypertension
 Third trimester bleeding (placenta
previa, abruptio placenta)
 High risk pregnancy
 Complications of labor (fetal distress,
pre-term, premature rupture of
membranes, rupture of uterus)
 Complication of delivery
 Post-partum complication
136
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Describe the procedures for handling
abnormal deliveries.
Describe the procedures for handling
complications of pregnancy.
Describe the procedures for handling
maternal complications of labor.
Describe special considerations when
meconium is present in amniotic fluid or
during delivery.
Describe special considerations of a
premature baby.
Advocate the need for treating two patients
(mother and baby).
Value the importance of maintaining a
patient’s modesty and privacy during
assessment and management.
Serve as a role model for other EMS providers
when discussing or performing the steps of
childbirth.
Value the importance of body substance
insolation.
Demonstrate how to assess an obstetric
patient.
Demonstrate how to provide care for a
patient with:
 Excessive vaginal bleeding
 Abdominal pain
Demonstrate how to prepare the obstetric
patient for delivery.
Demonstrate how to assist in the normal
cephalic delivery of the fetus.
Demonstrate how to deliver the placenta.
Demonstrate how to provide post-delivery
care of the mother.
Demonstrate how to assist with abnormal
deliveries.
Demonstrate how to care for the mother with
delivery complications.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
137
Neonatal Care
Summary: Applies a fundamental knowledge of growth, development, and aging and assessment
findings to provide basic and selected advanced emergency care and transportation for a patient with
special needs
TARGET SKILLS: Assessment and management of:
 Newborn care and
 Neonatal resuscitations
Key Terminology:
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Bonding
Moro reflex
Rooting reflex
Sucking reflex
Palmar grasp
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Neonate
Newborn
Spina bifida
Umbilical vein
catheters (UVCs)
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Apgar score
Infant
Meconium staining
Tactile stimulation
Objectives:
DOT Objectives
 Define the term newborn.
 Define the term neonate.
 Identify important antepartum factors that
can affect childbirth.
 Identify important intrapartum factors that
can term the newborn high risk.
 Identify the primary signs utilized for
evaluating a newborn during resuscitation.
 Formulate an appropriate treatment plan
for providing initial care to a newborn.
 Identify the appropriate use of the
APGARscore in caring for a newborn.
 Calculate the APGAR score given various
newborn situations.
 Determine when ventilatory assistance is
appropriate for a newborn.
 Prepare appropriate ventilation equipment,
adjuncts and technique for a newborn.
 Determine when chest compressions are
appropriate for a newborn.
 Discuss appropriate chest compression
techniques for a newborn.
 Reassess a patient following chest
compressions and ventilations.
 Determine when blow-by oxygen delivery is
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
presentations, prognosis and management of
a Neonatal care patient to include:
 Anatomy and physiology of
• Neonatal cardiovascular
adaptations
• Neonatal respiration adaptations
• Neonatal temperature regulation
 Assessment of the newborn
 Management of the newborn
 Neonatal resuscitation
138
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appropriate for a newborn.
Discuss appropriate blow-by oxygen
delivery devices and technique for a
newborn.
Assess patient improvement due to assisted
ventilations.
Discuss the initial steps in resuscitation of a
newborn.
Assess patient improvement due to blowby oxygen delivery.
Discuss appropriate transport guidelines for
a newborn.
Describe the epidemiology, including the
incidence, morbidity/ mortality and risk
factors for meconium aspiration in the
neonate.
Discuss the pathophysiology of meconium
aspiration in the neonate.
Discuss the assessment findings associated
with meconium aspiration in the neonate.
Discuss the management/ treatment plan
for meconium aspiration in the neonate.
Describe the epidemiology, including the
incidence, morbidity/mortality and risk
factors forbradycardia in the neonate.
Discuss the pathophysiology of bradycardia
in the neonate.
Discuss the assessment findings associated
with bradycardia in the neonate.
Discuss the management/ treatment plan
for bradycardia in the neonate.
Describe the epidemiology, including the
incidence, morbidity/ mortality, and risk
factors for respiratory distress/ cyanosis in
the neonate.
Discuss the pathophysiology of respiratory
distress/ cyanosis in the neonate.
Discuss the assessment findings associated
with respiratory distress/ cyanosis in the
neonate.
Discuss the management/ treatment plan
for respiratory distress/ cyanosis in the
neonate.
Describe the epidemiology, including the
incidence, morbidity/ mortality, and risk
factors for hypothermia in the neonate.
Discuss the pathophysiology of
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hypothermia in the neonate.
 Discuss the assessment findings associated
with hypothermia in the neonate.
 Discuss the management/ treatment plan
for hypothermia in the neonate.
 Describe the epidemiology, including the
incidence, morbidity/ mortality, and risk
factors for cardiac arrest in the neonate.
 Discuss the pathophysiology of cardiac
arrest in the neonate.
 Discuss the assessment findings associated
with cardiac arrest in the neonate.
 Discuss the management/ treatment plan
for cardiac arrest in the neonate.
 Demonstrate and advocate appropriate
interaction with a newborn/ neonate that
conveys respect for their position in life.
 Recognize the emotional impact of
newborn/ neonate injuries/ illnesses on
parents/ guardians.
 Recognize and appreciate the physical and
emotional difficulties associated with
separation of the parent/ guardian and a
newborn/ neonate.
 Listen to the concerns expressed by
parents/ guardians.
 Attend to the need for reassurance,
empathy and compassion for the parent/
guardian.
Demonstrate preparation of a newborn
resuscitation area.
Demonstrate appropriate assessment
technique for examining a newborn.
Demonstrate appropriate assisted
ventilations for a newborn.
Demonstrate appropriate insertion of an
orogastric tube.
Demonstrate appropriate chest compression
and ventilation technique for a newborn.
Demonstrate the initial steps in resuscitation
of a newborn.
Demonstrate blow-by oxygen delivery for a
newborn.
140
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
141
Pediatrics
Summary: Applies a fundamental knowledge of growth, development, and aging and assessment
findings to provide basic and selected advanced emergency care and transportation for a patient with
special needs
TARGET SKILLS: Age-related assessment findings, and age-related and developmental stage related
assessment and treatment modifications for pediatric-specific major diseases and/or emergencies to
include:
 Upper airway obstruction
 Lower airway reactive disease
 Respiratory distress/failure/arrest
 Shock
 Seizures
 Sudden Infant Death Syndrome
 Gastrointestinal disease
Key Terminology:
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Adolescents
Anxious-avoidant
attachment
Conventional
reasoning
Early adults
Fontanelles
Growth plates
Infants
Postconventional
reasoning
Preconventional
reasoning
Preschoolers
School age
Secure attachment
Toddlers
Trust and mistrust
Acrocyanosis
Adolescent
Apical pulse
Apparent lifethreatening event
(ALTE)
Barotrauma
Blanching
Blow-by oxygen
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Bradycardia
Bradypnea
Capillary refill time
Central pulses
Child abuse
Croup
End-organ perfusion
Epiglottitis
Epiphyseal plate
Febrile seizure
Fontanelles
Functional aaresidual
capacity
Generalized tonicclonic seizure
Greenstick fracture
Grunting
Infancy
Intraosseous (IO)
infusion
Jamshidi needle
Mediastinum
Medullary canal
Meningitis
Nares
Neglect
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Neisseria
meningitides
Nuchal rigidity
Occiput
Osteomyelitis
Parenchyma
Pediatric assessment
triangle (PAT)
Pediatric
resuscitation tape
measure
Pertussis
Preschool-age
School-age
Septum
Shaken baby
syndrome
Sniffing position
Sudden infant death
syndrome (SIDS)
Tachypnea
Tenting
Tidal volume
Toddler
Tracheal tugging
Tragus
Volutrol
Objectives:
DOT Objectives
EMS Education Standards
 Identify methods/ mechanisms that prevent
 Understand, demonstrate, and discuss ageinjuries to infants and children.
related assessment findings with principles of
anatomy, physiology, epidemiology,
 Identify the growth and developmental
pathophysiology, psychosocial impact,
characteristics of infants and children.
presentations, age related assessment and
 Identify anatomy and physiology
treatment modifications of the pediatriccharacteristics of infants and children.
specific major or common diseases and/or
 Describe techniques for successful
emergencies to include:
assessment of infants and children.
 Pediatric anatomical variations and
 Identify the common responses of families to
assessments
acute illness and injury of an infant or child.
 Growth and development
 Describe techniques for successful interaction
 Respiratory/airway conditions
with families of acutely ill or injured infants
• Foreign body (upper and lower
and children.
airway) obstruction
 Outline differences in adult and childhood
• Bacterial tracheitis
anatomy and physiology.
• Asthma
 Discuss pediatric patient assessment.
• Bronchiolitis (RSV)
 Identify "normal" age group related vital
• Pneumonia
signs.
• Croup
 Discuss the appropriate equipment utilized to
• Epiglottitis
obtain pediatric vital signs.
• Respiratory distress/failure/arrest
 Determine appropriate airway adjuncts for
• Pertussis
infants and children.
 Discuss complications of improper utilization  Neurologic conditions
• Shock
of airway adjuncts with infants and children.
• Seizures
 Discuss appropriate ventilation devices for
 Other pediatric conditions
infants and children.
• Sudden Infant Death Syndrome
 Discuss complications of improper utilization
• GI Disease
of ventilation devices with infants and
• Toxicologicexposures
children.
• Trauma
 Discuss appropriate endotracheal intubation
• Abuse and neglect
equipment for infants and children.

Discuss
considerations
of the pediatric patient
 Identify complications of improper
as
it
pertains
to:
endotracheal intubation procedure in infants
 Communication
and children.
 Documentation
 Define respiratory distress.
 Transport decisions
 Define respiratory failure.
 Psychological support
 Define respiratory arrest.
 Communication strategies.
 Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for respiratory
distress/ failure in infants and children.
 Discuss the pathophysiology of respiratory
distress/ failure in infants and children.
143
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Discuss the assessment findings associated
with respiratory distress/ failure in infants
and children.
Discuss the management/ treatment plan for
respiratory distress/ failure in infants and
children.
List the indications for gastric decompression
for infants and children.
Differentiate between upper and lower
airway obstruction.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for croup in infants
and children.
Discuss the pathophysiology of croup in
infants and children.
Discuss the assessment findings associated
with croup in infants and children.
Discuss the management/ treatment plan for
croup in infants and children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for foreign body
aspiration in infants and children.
Discuss the pathophysiology of foreign body
aspiration in infants and children.
Discuss the assessment findings associated
with foreign body aspiration in infants and
children.
Discuss the management/ treatment plan for
foreign body aspiration in infants and
children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for epiglottitis in
infants and children.
Discuss the pathophysiology of epiglottitis in
infants and children.
Discuss the assessment findings associated
with epiglottitis in infants and children.
Discuss the management/ treatment plan for
epiglottitis in infants and children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for
asthma/bronchiolitis in infants and children.
Discuss the pathophysiology of
144
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asthma/bronchiolitis in infants and children.
Discuss the assessment findings associated
with asthma/bronchiolitis in infants and
children.
Discuss the management/treatment plan for
asthma/bronchiolitis in infants and children.
Describe the epidemiology, including the
incidence, morbidity/mortality, risk factors
and prevention strategies for pneumonia in
infants and children.
Discuss the pathophysiology of pneumonia in
infants and children.
Discuss the assessment findings associated
with pneumonia in infants and children.
Discuss the management/ treatment plan for
pneumonia in infants and children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for foreign body
lower airway obstruction in infants and
children.
Discuss the pathophysiology of foreign body
lower airway obstruction in infants and
children.
Discuss the assessment findings associated
with foreign body lower airway obstruction in
infants and children.
Discuss the management/ treatment plan for
foreign body lower airway obstruction in
infants and children.
Discuss the common causes of shock in
infants and children.
Evaluate the severity of shock in infants and
children.
Describe the epidemiology, including the
incidence, morbidity/mortality, risk factors
and prevention strategies for shock in infants
and children.
Discuss the pathophysiology of shock in
infants and children.
Discuss the assessment findings associated
with shock in infants and children.
Discuss the management/ treatment plan for
shock in infants and children.
Identify the major classifications of pediatric
cardiac rhythms.
Describe the epidemiology, including the
145
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incidence, morbidity/ mortality, risk factors
and prevention strategies for cardiac
dysrhythmias in infants and children.
Discuss the pathophysiology of cardiac
dysrhythmias in infants and children.
Discuss the assessment findings associated
with cardiac dysrhythmias in infants and
children.
Discuss the management/ treatment plan for
cardiac dysrhythmias in infants and children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for
tachydysrythmias in infants and children.
Discuss the pathophysiology of
tachydysrythmias in infants and children.
Discuss the assessment findings associated
with tachydysrythmias in infants and children.
Discuss the management/treatment plan for
tachydysrythmias in infants and children.
Describe the epidemiology, including the
incidence, morbidity/mortality, risk factors
and prevention strategies for
bradydysrythmias in infants and children.
Discuss the pathophysiology of
bradydysrythmias in infants and children.
Discuss the assessment findings associated
with bradydysrythmias in infants and
children.
Discuss the management/treatment plan for
bradydysrythmias in infants and children.
Discuss the primary etiologies of
cardiopulmonary arrest in infants and
children.
Discuss basic cardiac life support (CPR)
guidelines for infants and children.
Identify appropriate parameters for
performing infant and child CPR.
Integrate advanced life support skills with
basic cardiac life support for infants and
children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for seizures in
infants and children.
Discuss the pathophysiology of seizures in
infants and children.
146
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Discuss the assessment findings associated
with seizures in infants and children.
Discuss the management/ treatment plan for
seizures in infants and children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for hypoglycemia in
infants and children.
Discuss the pathophysiology of hypoglycemia
in infants and children.
Discuss the assessment findings associated
with hypoglycemia in infants and children.
Discuss the management/ treatment plan for
hypoglycemia in infants and children.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for hyperglycemia
in infants and children.
Discuss the pathophysiology of hyperglycemia
in infants and children.
Discuss the assessment findings associated
with hyperglycemia in infants and children.
Discuss the management/ treatment plan for
hyperglycemia in infants and children.
Discuss age appropriate vascular access sites
for infants and children.
Discuss the appropriate equipment for
vascular access in infants and children.
Identify complications of vascular access for
infants and children.
Identify common lethal mechanisms of injury
in infants and children.
Discuss anatomical features of children that
predispose or protect them from certain
injuries.
Describe aspects of infant and children airway
management that are affected by potential
cervical spine injury.
Identify infant and child trauma patients who
require spinal immobilization.
Discuss fluid management and shock
treatment for infant and child trauma patient.
Discuss the pathophysiology of trauma in
infants and children.
Discuss the assessment findings associated
with trauma in infants and children.
Discuss the management/treatment plan for
147
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trauma in infants and children.
Discuss the assessment findings and
management considerations for pediatric
trauma patients with thefollowing specific
injuries: head/neck injuries, chest injuries,
abdominal injuries, extremities injuries,
burns.
Define child abuse.
Define child neglect.
Describe the epidemiology, including the
incidence, morbidity/ mortality, risk factors
and prevention strategies for abuse and
neglect in infants and children.
Discuss the assessment findings associated
with abuse and neglect in infants and
children.
Discuss the management/treatment plan for
abuse and neglect in infants and children.
Define sudden infant death syndrome (SIDS).
Discuss the parent/caregiver responses to the
death of an infant or child.
Describe the epidemiology, including the
incidence, morbidity/mortality, risk factors
and prevention strategies for SIDS infants.
Discuss the pathophysiology of SIDS in
infants.
Discuss the assessment findings associated
with SIDS infants.
Discuss the management/ treatment plan for
SIDS in infants.
Demonstrate and advocate appropriate
interactions with the infant/child that
conveys an understanding of their
developmental stage.
Recognize the emotional dependence of the
infant/child to their parent/guardian.
Recognize the emotional impact of the
infant/child injuries and illnesses on the
parent/guardian.
Recognize and appreciate the physical and
emotional difficulties associated with
separation of the parent/guardian of a special
needs child.
Demonstrate the ability to provide
reassurance, empathy and compassion for
the parent/guardian.
148
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Demonstrate the appropriate approach for
treating infants and children.
Demonstrate appropriate intervention
techniques with families of acutely ill or
injured infants and children.
Demonstrate an appropriate assessment
for different developmental age groups.
Demonstrate appropriate technique for
measuring pediatric vital signs.
Demonstrate the use of a length-based
resuscitation device for determining
equipment sizes, drug doses and other
pertinent information for a pediatric
patient.
Demonstrate the techniques/procedures
for treating infants and children with
respiratory distress.
Demonstrate proper technique for
administering blow-by oxygen to infants
and children.
Demonstrate the proper utilization of a
pediatric non-rebreather oxygen mask.
Demonstrate appropriate use of airway
adjuncts with infants and children.
Demonstrate appropriate use of
ventilation devices for infants and
children.
Demonstrate endotracheal intubation
procedures in infants and children.
Demonstrate appropriate
treatment/management of intubation
complications for infants and children.
Demonstrate proper placement of a
gastric tube in infants and children.
Demonstrate appropriate technique for
insertion of peripheral intravenous
catheters for infants and children.
Demonstrate appropriate technique for
administration of intramuscular,
subcutaneous, rectal, endotracheal and
oral medication for infants and children.
Demonstrate appropriate technique for
insertion of an intraosseous line for infants
and children.
Demonstrate age appropriate
interventions for infants and children with
an obstructed airway.
149
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Demonstrate appropriate airway control
maneuvers for infant and child trauma
patients.
Demonstrate appropriate treatment of
infants and children requiring advanced
airway and breathing control.
Demonstrate appropriate immobilization
techniques for infant and child trauma
patients.
Demonstrate treatment of infants and
children with head injuries.
Demonstrate appropriate treatment of
infants and children with chest injuries.
Demonstrate appropriate treatment of
infants and children with abdominal
injuries.
Demonstrate appropriate treatment of
infants and children with extremity
injuries.
Demonstrate appropriate treatment of
infants and children with burns.
Demonstrate appropriate parent/
caregiver interviewing techniques for
infant and child death situations.
Demonstrate proper infant and child CPR.
Demonstrate proper techniques for
performing infant and child defibrillation.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
150
Geriatrics
Summary: Applies a fundamental knowledge of growth, development, and aging and assessment
findings to provide basic and selected advanced emergency care and transportation for a patient with
special needs
TARGET SKILLS: Impact of age-related changes on assessment and care. Changes associated with aging,
psychosocial aspects of aging, and age-related assessment and treatment modifications for the major or
common geriatric diseases and/or emergencies
 Cardiovascular diseases
 Respiratory diseases
 Neurological diseases
 Endocrine diseases
 Alzheimer’s
 Dementia
 Fluid resuscitation in the elderly
Key Terminology:
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Late adults
Life expectancy
Terminal drop hypothesis
Abdominal aortic
aneurysm (AAA)
Activities of daily living
(ADLs)
Advance directives
Aneurysm
Arteriosclerosis
Atherosclerosis
Cataract
Collagen
Compensated shock
Decompensated shock
Delirium
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Dementia
Dependent living
Dyspnea
Elder abuse
Glaucoma
Hematemesis
Homeostasis
Hyperosmolar
hyperglycemic nonketotic
come (HHNC)
Hypoxia
Kyphosis
Macular degeneration
Melena
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Methicillin-resistant
Staphylococcus aureus
(MRSA)
Neglect
Neuropathy
Osteoporosis
Pneumonia
Polypharmacy
Presbycusis
Proprioception
Pulmonary embolism
Respiratory syncytial virus
Syncope
Vasodilation
Vasoconstriction
Objectives:
DOT Objectives
 Describe dependent and independent living
environments.
 Identify local resources available to assist the
elderly and discuss strategies to refer at-risk
patients to appropriate community services.
 Discuss expected physiological changes
associated with aging.
EMS Education Standards
 Understand, discuss, and demonstrate normal
and abnormal changes associated with aging,
pharmacokinetic changes, psychosocial and
economic aspects of aging, polypharmacy,
and age-related assessment and treatment
modification for the major or common
geriatric diseases and/or emergencies to
151
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Describe common psychological reactions
associated with aging.
Discuss problems with mobility in the elderly.
Discuss problems with continence and
elimination.
Describe communication strategies used to
provide psychological support.
Discuss factors that may complicate the
assessment of the elderly patient.
Discuss common complaints, injuries, and
illnesses of elderly patients.
Discuss pathophysiology changes associated
with the elderly in regards to drug
distribution, metabolism, and elimination.
Discuss the impact of polypharmacy, dosing
errors, medication non-compliance, and drug
sensitivity on patient assessment and
management.
Discuss various body system changes
associated with age.
Discuss the assessment and management of
the elderly patient with complaints related to
the following body systems:
 Respiratory
 Cardiovascular
 Nervous
 Endocrine
 Gastrointestinal
Describe the assessment of nervous system
diseases in the elderly, including cerebral
vascular disease, delirium, dementia,
Alzheimer’s disease and Parkinson’s disease.
Discuss the assessment of an elderly patient
with gastrointestinal problems, including GI
hemorrhage and bowel obstruction.
Discuss the normal and abnormal changes
with age related to toxicology.
Discuss the assessment of the elderly patient
with complaints related to toxicology.
Describe the assessment and management of
the elderly patient with toxicological
problems.
Discuss the assessment and management of
the patient with environmental
considerations.
Discuss the normal and abnormal changes of
the musculoskeletal system with age.
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152
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include:
 Cardiovascular disease
 Respiratory disease
 Neurological disease
 Endocrine diseases
 Alzheimer’s
 Dementia
 Delirium
Discuss fluid resuscitation in the elderly as it
relates to the patient’s other specific disease
processes.
Discuss considerations of the geriatric patient
as it pertains to:
 Communication
 Documentation
 Transport decisions
 Psychological support
 Communication strategies.
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Discuss the assessment and management of
the elderly patient with complaints
associated with trauma.
Demonstrate and advocate appropriate
interactions with the elderly that convey
respect for their position in life.
Recognize and appreciate the many
impediments to physical and emotional wellbeing in the elderly.
Demonstrate the ability to assess a geriatric
patient.
Demonstrate the ability to apply assessment
findings to the management plan for a
geriatric patient.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
153
Patients with Special Challenges
Summary: Applies a fundamental knowledge of growth, development, and aging and assessment
findings to provide basic and selected advanced emergency care and transportation for a patient with
special needs.
TARGET SKILLS: Recognizing and reporting abuse and neglect; and, healthcare implications of:
 Abuse
 Neglect
 Homelessness
 Poverty
 Bariatrics
 Technology dependent
 Hospice/ terminally ill
• Tracheostomy care/dysfunction
• Homecare
• Sensory deficit/loss
• Developmental disability
Key Terminology:
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Autism
Bariatrics
Cerebral palsy
Colostomy
Developmental
disability
Down syndrome
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Hemiplegia
Ileostomy
Laryngectomy
Obesity
Paraplegia
Quadriplegia
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Sensorineural
deafness
Shunts
Spina bifida
Stoma
Terminal illness
Tracheostomy tube
Objectives:
DOT Objectives
 Integrate the assessment findings to
formulate a field impression and implement a
treatment plan for the patient who has
sustained abuse or assault.
 Discuss the incidence of abuse and assault.
 Describe the categories of abuse.
 Describe the characteristics associated with
the profile of the typical abuser of a spouse.
 Identify the profile of the "at-risk'' spouse.
 Discuss the legal aspects associated with
abuse situations.
 Identify community resources that are able to
assist victims of abuse and assault.
 Discuss the documentation associated with
EMS Education Standards
 Understand, demonstrate, and discuss the
assessment findings with principles of
anatomy, physiology, epidemiology,
pathophysiology psychosocial impact,
presentations, prognosis and management of
patient with special needs to include:
 Abuse and neglect
 Homelessness/poverty
 Bariatric patients
 Technology assisted/dependent
 Hospice care and terminally ill
 Tracheostomy care/dysfunction
 Sensory deficit/loss
 Developmental disabilities
 Emotionally impaired
154
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abused and assaulted patient.
Demonstrate sensitivity to the abused
patient.
Value the behavior of the abused patient.
Attend to the emotional state of the abused
patient.
Recognize the value of non-verbal
communication with the abused patient.
Attend to the needs for reassurance,
empathy and compassion with the abused
patient.
Listen to the concerns expressed by the
abused patient.
Demonstrate the ability to assess a spouse,
elder or child-abused patient.
Integrate pathophysiological and psychosocial
principles to adapt the assessment and
treatment plan for diverse patients and those
who face physical, mental, social and financial
challenges.
Describe the various etiologies and types of
hearing impairments.
Recognize the patient with a hearing
impairment.
Anticipate accommodations that may be
needed in order to properly manage the
patient with a hearing impairment.
Describe the various etiologies of visual
impairments.
Recognize the patient with a visual
impairment.
Anticipate accommodations that may be
needed in order to properly manage the
patient with a visual impairment.
Describe the various etiologies and types of
speech impairments.
Recognize the patient with a speech
impairment.
Anticipate accommodations that may be
needed in order to properly manage the
patient with a speech impairment.
Describe the various etiologies of obesity.
Anticipate accommodations that may be
needed it order to properly manage the
patient with obesity.
Describe paraplegia/quadriplegia.
Anticipate accommodations that may be
155
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 Physical needs/challenges
 Homecare patients
Discuss considerations of the patient with
special needs as it pertains to:
 Communication
 Documentation
 Transport decisions
 Psychological support
 Communication strategies.
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needed in order to properly manage the
patient with paraplegia/quadriplegia.
Define mental illness.
Describe the various etiologies of mental
illness.
Recognize the presenting signs of the various
mental illnesses.
Anticipate accommodations that may be
needed in order to properly manage the
patient with a mental illness.
Define the term developmentally disabled.
Recognize the patient with a developmental
disability.
Anticipate accommodations that may be
needed in order to properly manage the
patient with a developmental disability.
Describe Down’s syndrome.
Recognize the patient with Down’s syndrome.
Anticipate accommodations that may be
needed in order to properly manage the
patient with Down’s syndrome.
Describe the various etiologies of emotional
impairment.
Recognize the patient with an emotional
impairment.
Anticipate accommodations that may be
needed in order to properly manage the
patient with an emotional impairment.
Define emotional/ mental impairment (EMI).
Recognize the patient with an emotional or
mental impairment.
Anticipate accommodations that may be
needed in order to properly manage patients
with an emotional or mental impairment.
Define cultural diversity.
Recognize a patient who is culturally diverse.
Anticipate accommodations that may be
needed in order to properly manage a patient
who is culturally diverse.
Identify a patient that is terminally ill.
Anticipate accommodations that may be
needed in order to properly manage a patient
who is terminally ill.
Identify a patient with a communicable
disease.
Recognize the presenting signs of a patient
with a communicable disease.
156
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Anticipate accommodations that may be
needed in order to properly manage a patient
with a communicable disease.
Recognize sign(s) of financial impairments.
Anticipate accommodations that may be
needed in order to properly manage the
patient with a financial impairment.
Integrate the pathophysiological principles
and the assessment findings to formulate a
field impression and implement a treatment
plan for the acute deterioration of a chronic
care patient.
Compare and contrast the primary objectives
of the ALS professional and the home care
professional.
Identify the importance of home health care
medicine as related to the ALS level of care.
Differentiate between the role of EMS
provider and the role of the home care
provider.
Compare and contrast the primary objectives
of acute care, home care and hospice care.
Summarize the types of home health care
available in your area and the services
provided.
Discuss the aspects of home care that result
in enhanced quality of care for a given
patient.
Discuss the aspects of home care that have a
potential to become a detriment to the
quality of care for a given patient.
List complications commonly seen in the
home care patients which result in their
hospitalization.
Compare the cost, mortality and quality of
care for a given patient in the hospital versus
the home care setting.
Discuss the significance of palliative care
programs as related to a patient in a home
health care setting.
Define hospice care, comfort care and
DNR/DNAR as they relate to local practice,
law and policy
List the stages of the grief process and relate
them to an individual in hospice care
List pathologies and complications typical to
home care patients.
157
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Given a home care scenario, predict
complications requiring ALS intervention.
Given a series of home care scenarios,
determine which patients should receive
follow-up home care and which should be
transported to an emergency care facility.
Describe airway maintenance devices
typically found in the home care
environment.
Describe devices that provide or enhance
alveolar ventilation in the home care setting.
List modes of artificial ventilation and an outof-hospital situation where each might be
employed.
List vascular access devices found in the
home care setting.
Recognize standard central venous access
devices utilized in home health care.
Describe the basic universal characteristics of
central venous catheters.
Describe the basic universal characteristics of
implantable injection devices.
List devices found in the home care setting
that are used to empty, irrigate or deliver
nutrition or medication to the GI/ GU tract.
Given a series of scenarios, demonstrate the
appropriate ALS interventions.
Given a series of scenarios, demonstrate
interaction and support with the family
members/ support persons for a patient who
has died.
Describe common complications with central
venous access and implantable drug
administration ports in the out-of-hospital
setting.
Describe the indications and
contraindications for urinary catheter
insertion in an out-of-hospital setting.
Identify the proper anatomy for placement of
urinary catheters in males or females.
Identify failure of GI/GU devices found in the
home care setting.
Identify failure of ventilatory devices found in
the home care setting.
Identify failure of vascular access devices
found in the home care setting.
Identify failure of drains.
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Differentiate between home care and acute
care as preferable situations for a given
patient scenario.
Discuss the relationship between local home
care treatment protocols/SOPs and local EMS
Protocols/SOPs.
Discuss differences in individual’s ability to
accept and cope with their own impending
death.
Discuss the rights of the terminally ill.
Value the role of the home-care professional
and understand their role in patient care
along the life-span continuum.
Value the patient=s desire to remain in the
home setting.
Value the patient’s desire to accept or deny
hospice care.
Value the uses of long term venous access in
the home health setting, including but not
limited to:
Chemotherapy
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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EMS Operations
Principles of Safely Operating a Ground Ambulance
Summary :Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety
TARGET SKILLS: Risks and responsibilities of emergency response.
Key Terminology:
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Air ambulance
Ambulance
Blind spots
Cleaning
CPR board
Cushion of safety
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Decontaminate
Disinfection
First-responder vehicle
High-level disinfection
Hydroplaning
Jump kit
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Medevac
Spotter
Star of Life®
sterilization
Objectives:
DOT Objectives
 Discuss the medical and non-medical
equipment needed to respond to a call.
 List the phases of an ambulance call.
 Describe the general provisions of state laws
relating to the operation of the ambulance
and privileges in any or all of the following
categories:
 Speed
 Warning lights
 Sirens
 Right-of-way
 Parking
 Turning
 List contributing factors to unsafe driving
conditions.
 Describe the considerations that should be
given to:
 Request for escorts.
 Following an escort vehicle.
 Intersections.
 Discuss "Due Regard for Safety of All Others"
while operating an emergency vehicle.
 State what information is essential in order
to respond to a call.
 Discuss various situations that may affect
response to a call.
 Differentiate between the various methods
EMS Education Standards
 Understand, demonstrate, and discuss the
knowledge of operations roles and
responsibilities to ensure safe patient, public,
and personnel safety to include risk and
responsibilities of the emergency response
and transport.
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of moving a patient to the unit based upon
injury or illness.
Apply the components of the essential
patient information in a written report.
Summarize the importance of preparing the
unit for the next response.
Identify what is essential for completion of a
call.
Distinguish among the terms:
 Cleaning
 Disinfection
 High-level disinfection
 Sterilization
Describe how to clean or disinfect items
following patient care.
Explain the rationale for appropriate report
of patient information.
Explain the rationale for having the unit
prepared to respond.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Incident Management
Summary: Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety.
TARGET SKILLS: Establish and work within the incident management system.
Key Terminology:
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Bills of lading
Carboys
Casualty collection area
Chemical Transportation
Emergency Center
(CHEMTREC)
Cold zone
Command
Command post
Container
Control zones
Cylinders
Danger zone
Decontamination
Decontamination area
Demobilization
Disaster
Drums
Emergency Response
Guidebook
Extrication supervisor
Finance
Freelancing
Freight bills
Hazardous material
Hazardous materials
(HazMat) incident
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Hot zone
Incident action plan
Incident commander (IC)
Incident command
system (ICS)
Intermodal tanks
Joint information center
(JIC)
JumpSTART triage
Liaison officer
Logistics
Mass-casualty incident
(MCI)
Material safety data
sheet (MSDS)
Medical incident
command
Morgue supervisor
Mutual aid response
National Incident
Management System
(NIMS)
Non-bulk storage vessels
Operations
Personal protective
equipment (PPE) levels
Placards
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Planning
Primary triage
Public information
officer (PIO)
Rehabilitation area
Rehabilitation supervisor
Rescue supervisor
Safety officer
Secondary containment
Secondary triage
Single command system
Span of control
Staging supervisor
START triage
Termination of command
Toxicity levels
Transportation area
Transportation
supervisor
Treatment area
Treatment supervisor
Triage
Triage supervisor
Unified command system
Warm zone
Objectives:
DOT Objectives
EMS Education Standards
 Describe basic concepts of the national
 Understand, demonstrate, and discuss the
incident management system and its
knowledge of operations roles and
components.
responsibilities to ensure safe patient, public,
and personnel safety to include establishing
 Describe the ICS structure and the role of
and working within the Incident Management
EMS response within it.
System.
 Describe how ICS provides safety to patients,
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providers, and bystanders at an incident
Describe the Role of the AEMT in
establishing command under ICS.
Explain the medical incident command
system and its structure.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Multiple Casualty Incidents
Summary: Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety.
TARGET SKILLS: Triage principles including:
 Performing
 Re-Triage
 Destination Decisions
 Post Traumatic and Cumulative Stress
 Resource management
Key Terminology:
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Mass causality incidents
Mutual aid response
Triage
Objectives:
DOT Objectives
 Describe the criteria for a multiple-casualty
situation.
 Evaluate the role of the AEMT in the multiplecasualty situation.
 Summarize the components of basic triage.
 Describe the different types of triage methods
 Define the role of the AEMT in a disaster
operation.
 Discuss different conditions that would define
the incident as mass causality and give
examples.
 Describe the triage principals as it pertains to
patients within an incident.
EMS Education Standards
 Understand, demonstrate, and discuss the
knowledge of operations roles and
responsibilities to ensure safe patient, public,
and personnel safety to include triage
principles and resource management.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Air Medical
Summary: Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety
TARGET SKILLS: Safe air medical operations; Criteria for utilizing air medical response
Key Terminology:
 Air transportation
 Landing zone
Objectives:
DOT Objectives
 Describe key scene safety considerations
when preparing for a helicopter including:
 Establishing a landing zone
 Securing loose objects
 Mitigating onsite hazards
 Approaching the aircraft.
Describe the capabilities, protocols, and methods
for accessing air ambulances
EMS Education Standards
 Understand, demonstrate, and discuss the
knowledge of operations roles and
responsibilities to ensure safe patient, public,
and personnel safety to include safe air
medical operations, criteria for utilizing air
medical response.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Vehicle Extrication
Summary: Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety.
TARGET SKILLS: Safe vehicle extrication and the use of simple hand tools.
Key Terminology:
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Access
Complex access
Danger zone (hot zone)
Entrapment
Extrication
Hazardous material
Incident commander
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Safe zone
Self-contained breathing
apparatus (SCBA)
Simple access
Size-up
Special weapons and
tactics (SWAT) team
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Structure fire
Tactical situation
Technical rescue group
Technical rescue
situation
Trench rescue
Objectives:
DOT Objectives
 Describe the purpose of extrication.
 Discuss the role of the AEMT in extrication.
 Identify what equipment for personal safety
is required for the AEMT.
 Define the fundamental components of
extrication.
 State the steps that should be taken to
protect the patient during extrication.
 Evaluate various methods of gaining access to
the patient.
 Distinguish between simple and complex
access.
EMS Education Standards
 Understand, demonstrate, and discuss the
knowledge of operations roles and
responsibilities to ensure safe patient, public,
and personnel safety.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Hazardous Materials Awareness
Summary: Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety
TARGET SKILLS: Risks and responsibilities of operating in a cold zone at a hazardous material or other
special incident.
Key Terminology:
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Cold zone
Command
Decontamination
Disaster plan
Hazardous material
Hot zone
Incident command
Incident command
system (ICS)
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Multiple-casualty
incident
National Incident
Command System
(NIMS)
Single incident
command
Staging supervisor
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Transportation
supervisor
Treatment
supervisor
Triage
Triage supervisor
Unified command
Warm zone
Objectives:
DOT Objectives
 Explain the AEMT's role during a call involving
hazardous materials.
 Describe what the AEMT should do if there is
reason to believe that there is a hazard at the
scene.
 State the role the AEMT should perform to
protect self, crew, and bystanders until and
after appropriately trained personnel arrive
at the scene of a hazardous materials
situation.
 Discuss the various environmental hazards
that affect EMS.
 Explain the methods for preventing
contamination of self, equipment, and
facilities.
 Given a scenario of a mass casualty incident,
perform triage.
 Define the term Hazardous Material including
the classification system used by the NFPA
 List different reference material that is used
to assist those who respond to a Hazmat
incident
 Explain the role of the AEMT during the
EMS Education Standards
 Understand, demonstrate, and discuss the
knowledge of operations roles and
responsibilities to ensure safe patient, public,
and personnel safety.
 Understand, demonstrate, and discuss
treatment of the exposed patient after
decontamination and the cold zone.
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Hazmat incident before, during, and after the
incident team arrives including precautions
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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Mass Casualty Incidents Due to Terrorism and Disaster
Summary: Knowledge of operational roles and responsibilities to ensure safe patient, public, and
personnel safety
TARGET SKILLS: Risks and responsibilities of operating on the scene of a natural or man-made disaster
(this section subject to ongoing collective and cooperative review and input from all stakeholders
including the Department of Transportation, Department of Homeland Security, and the Department of
Health and Human Services)
Key Terminology:
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Aging
Alpha
Anthrax
Bacteria
Beta
B-NICE
Botulinum
Buboes
Bubonic plague
Chloring (CL)
Contact hazard
Contagious
Convert
Cross-contamination
Cyanide
Decay
Dirty bomb
Disease vector
Dissemination
DuoDote autoinjector
G agents
Gamma (x-ray)
Incubation
International
terrorism
Ionizing radiation
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LD50
Lewisite (L)
Lymph nodes
Lymphatic system
Mark 1 Nerve Agent
Antidote Kit (NAAK)
Miosis
Mutagen
Nerve agents
Neurotoxins
Neutron radiation
Off-gassing
Persistency
Phosgene
Phosgene oxime (CX)
Pneumonic plague
Points of distribution
(PODs)
Primary blast injury
Pulmonary blast
injuries
Radioactive material
Radiologic dispersal
device (RDD)
Ricin
Route of exposure
Sarin (GB)
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Secondary blast
injury
Secondary device
Smallpox
Soman (GD)
Special Atomic
Demolition
Munitions (SADM)
State-sponsored
terrorism
Sulfur mustard (H)
Syndromic
surveillance
Tabun (GA)
Tertiary blast injury
V agent (VX)
Vapor hazard
Vesicants
Viral hemorrhagic
fevers (VHF)
Viruses
Volatility
Weapon of mass
casualty (WMC)
Weapon of mass
destruction (WMD)
Weaponization
Objectives:
DOT Objectives
 Provide some examples of domestic and
international terrorism
 Provide examples of four different types of
EMS Education Standards
 Understand, demonstrate, and discuss the
knowledge of operations roles and
responsibilities to ensure safe patient, public,
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goals that commonly motivate terrorist
groups to stage a terrorist attack.
 Define the terms weapons of mass
destruction (WMD) and weapons of mass
casualty (WMC), and list weapons that may
be utilized by terrorists.
 Discuss the history of chemical agents, their
four main classifications, routes of exposure,
effects on the patient, and patient care.
 Discuss three categories of biological agents,
routes of exposure, effects on the patient,
and patient care.
 Describe the history of nuclear/radiologic
devices, sources of radiological materials and
dispersal devices, medical management of
the patient, and protective measures that can
be taken by personnel.
 Describe how the Department of Homeland
Security (DHS) and Homeland Security
Advisory System relate to the daily activities
of the EMS provider and their ability to
respond to and survive a terrorist attack.
 Describe the key observations an EMS
provider must make on each call to assist in
the determination of whether an incident is
related to terrorism.
 Explain the colors and threat levels that are
used by the DHS daily to heighten awareness
of the current terrorist threat.
 Describe the critical response actions related
to establishing and reassessing scene safety,
personnel protection, notification
procedures, and establishing command an
EMS provider must perform at a suspected
terrorist event.
 Explain the role of EMS in relation to
syndromic surveillance and points of
distribution (PODS) during a biological event.
Describe the mechanisms of injury caused by
incendiary and explosive devices, including the
types of wounds and their severity.
and personnel safety.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning
environment for the topic of instruction.
Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and
skills).
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