Program(s) represented in this Group?
EMS, PARAMEDIC
South Central College
Faculty In-Service February 24, 2012
Discussion Questions
South Central College
Faculty In-Service February 24, 2012
Discussion Questions
Topic 1: Signature Learning Experiences
1. Is our department/program already known for certain teaching strengths?
We believe some faculties have seen our innovative methods. Our department has often
shared some our strategies with other faculty. We have discussed various teaching methods
with other faculty during department and simulation meetings, and in informal conversations
with fellow EMS-Paramedic faculty and other department educators.
a. What are some examples?
Our department has incorporated some very innovative teaching strategies. The SCC
Paramedic Faculty are constantly seeking new ideas and methods. We have developed
an Access program to generate cardiac scenarios for students to review. We utilize
interactive PowerPoint presentations posted on D2L to assist students in practicing
static cardiology. Faculty have put complicated cardiac/treatment algorhythms to
music and song for easier memorization, and have created innovative assessment
worksheets for use in simulation with the Simulation Lab. We have created games,
unusual demonstrations, and built a model town for use in table-top disaster
exercises. We continue to develop scenarios for simulation practice, and also
incorporate ‘capstone’ scenario experiences for the students that allow them to
operate the Ambulance, interact with the public, and demonstrate final scene
management, assessment, and treatment skills. All of these techniques are tracked in
our Paramedic Program Assessment Plan, and determine Program goals and
outcomes.
b. Could students identify them if asked?
Students consistently comment on teaching strategies in the end-of-semester Course
and Faculty Evaluations. Graduates promote our SCC Program due to the variety of
innovative teaching techniques utilized.
2. What would it mean for our department/program to be known for its “signature learning
experiences?”
Our Paramedic department has the potential to be a leader in innovative teaching techniques.
The “signature learning experience” is a concept that becomes a key marketing tool. Students
recognize the value of a variety of teaching and learning strategies, and this is shared with
potential students. Employers also recognize the quality of graduates who have been trained
and educated using signature learning experiences. Utilizing a ‘signature learning experience’
to challenge students creates an atmosphere for success, and assists in student learning and
retention. It is however, one piece of a successful learning experience. The learning
experience must be accompanied by a reliable Assessment process.
a. How might project-based, active, or problem-based learning be used more widely in
the department/program?
The Paramedic Program is always seeking to build on, or improve our existing teaching
methodology. We currently provide a wide variety of ‘active learning’ strategies, but
are constantly seeking input from communities of interest to augment the curriculum.
Communities of interest include our EMS-Paramedic Advisory Committee, students,
employers, faculty, and the public at large. Expanding the on-campus scenario
training, and use of high-fidelity Simulation is a current focus. The Paramedic Program
needs to launch an initiative to train our faculty in improving an understanding of the
basis of Active Learning, its implementation process, tools, and evaluation.
b. What forms of learning that actively engage students are most appropriate to our
discipline?
The Paramedic Program recognizes Active Learning as a key component to EMSParamedic education. It is a vital form of delivery necessary in integrating cognitive,
psychomotor, and affective paramedic skill domains. Active and Problem-Based
Learning are time-consuming methodologies, and require innovative Assessment
strategies. These strategies include case study, high-fidelity simulation, and capstone
simulation. One-on-One student evaluations are necessary in this field to evaluate and
determine individual competency. Constructing the physical setting, mock ‘victim’
moulage, equipment set-up and preparation, time utilized in conducting the learning
experience, clean-up and equipment maintenance and repair, and time allotted for
post-scenario critique are keys to the success of Active Learning.
3. What steps should our department take to increase student engagement with learning,
improve pedagogy, and increase the efficacy of our faculty?
It would be helpful to be allotted time to provide regular Program-specific faculty in-service
on student evaluation, assessment, and techniques. This could be done as part of institutionwide faculty in-service days. Many departments in our institution could benefit from time
allotted to train program faculty on various teaching and evaluation techniques for affective,
cognitive, and psychomotor skill performance.
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a. What can we do with existing resources?
The Paramedic Program has a variety of existing resources that could be used in the
development of student engagement opportunities. The Health Simulation Lab, Crisis
Manikins, Ambulances, and Paramedic-Program specific training tools can be used to
build new Active Learning pedagogy. To increase faculty awareness of the endless
possibilities in utilizing learning and Assessment tools such as PowerPoint, D2L, and
Turning Point, Adobe Presenter, Access, and Excel software is vital. Many of these
resources are under-utilized. Many faculty are either unaware of the potential uses of
such tools, or don’t have the time or knowledge to develop their use. Increased
sharing of Best Practice strategies, and availability of faculty training is key.
b. What additional resources (whether technological, financial, or other) would be
optimal?
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Interaction with IT to complete development of our Palm-Based Scenario Assessment
Program.
Access and time with expert computer technology/software personnel such Juliann
Brueske to increase faculty training on the potential uses of D2L, Camtasia, Adobe
Connect, Dream Weaver, and many other programs available for development of
innovative teaching strategies.
Access and time with experts in Web creation to develop class-specific websites that
could post study aids, useful web-links, animations, videos, and discussion boards.
Time with Steve Pottinger to improve upon and maintain our existing Web-based
Preceptor Training Program.
Time with the Simulation Specialist to develop paramedic-level, high-fidelity field,
hospital, and home-based simulation scenarios, and new ideas for incorporating
scenario practice and post-event critique.
The time and financial resources to develop a web-based, electronic patient care
reporting system.
The financial resources to fund the purchase of a new ambulance for training and field
scenario simulation.
Time with the Research and Planning Department to improve development of our
existing clinical tracking procedures.
c. What are some ways in which we could work with other programs, departments or
institutions to be more effective?
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Increase collaboration with other departments to utilize project-based learning.
Students could be assigned to assist Programs that have specific needs for
development of projects, assist the programs in development, implementation, and
maintenance of these projects, and allow credit for their work. An example of such
collaboration is the Paramedic Program’s current need for assistance in developing our
Palm-Based Scenario Assessment tool. Another example is utilizing students in a
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course on Access to help faculty develop an access program for student skill tracking,
or other creative idea for teaching and learning.
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Collaboration with Graphic Arts or photography students to provide expertise with
still-shot or video-taping of remote scenarios for the purposes of post-event critique.
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Increase collaboration with Nursing on clinical administration and use of Health
Simulation Lab issues.
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Further collaboration with EMS to provide opportunities for cross-training, curriculum
development, marketing, and faculty training.
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Collaboration with Theatre Arts for actors utilized in scenario-based training.
Topic 2: Learning Outcomes
1. What capabilities and competencies do we expect students to have when they graduate
from our department/program?
The goal of the Paramedic Program at South Central College is to train competent
entry-level paramedics to serve in career and volunteer positions.
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Conduct assessment to determine differential diagnosis, and
provide treatment for patients in a pre-hospital setting.
Demonstrate technical competence in the performance of
paramedic skills.
Demonstrate effective communication skills in interaction with patients,
families, and other Health Care Team members.
Demonstrate the ability to adapt, anticipate, and accommodate changing
circumstance.
Demonstrate environmental and cultural understanding in the delivery of
Paramedic care.
Measure and evaluate personal and professional performance of paramedic
responsibilities.
Demonstrate skills essential to the operation of EMS systems and other agencies.
2. What data do we already have about learning outcomes, and how are we using them?
Learning outcomes for the Paramedic Program are continually tracked with an Excel program.
Didactic scores, scenario scores, skill performance scores, and clinical tracking scores are
tracked, tabulated, and compared against a preset cut score to determine that each student is
meeting minimum requirements for successful course completion. The results are analyzed,
evaluated, and used to identify curricular areas, skill areas, and clinical areas that may require
adjustments in delivery methodology, assessment tracking, and additional curriculum needed.
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a. Are there ways in which we could review outcomes data to improve learning?
Outcomes in the Paramedic Program are continually reviewed and evaluated. Any
gaps identified need to be carefully analyzed and tracked back to the gap in the
teaching and learning process. The more structured the outcomes are, the easier it is
to identify the gaps and their source. Our Program Outcomes are tied to Terminal
Course Objectives, then to Terminal Unit Objectives, and then to individual lecture
objectives. This process allows us to zero in on the most likely source of a gap. Faculty
is then able to consider contributing factors for the gap, and develop an action plan to
correct it.
3. What improvements should we make in our learning outcomes data or assessment practices
to better assess what students learn in our department/program?
Learning outcomes should be continually monitored for consistency in evaluation of student
performance. These outcomes need to be compared to the annual graduate, employer,
student, and program faculty surveys to determine they are consistent with the communities
of interest, and institutional expectations. The outcomes also need to demonstrate a direct
correlation with the National Standards Curriculum and Accreditation Standards.
Topic 3: Curricular and Course Collaboration
1. Are there ways in which new collaborations could make our courses better and our work
more productive and enjoyable?
Inter-departmental collaborations can be utilized to inform and train faculty on availability of
resources and technology. Many faculties struggle with development of creative and
innovative learning experiences. Faculty need to be made aware of the existing technology
and software the school has available. Access to training should be readily available both as
group training and individual training to address specific issues and ideas.
2. How can we increase collaboration within the department, across the college or university,
or across the system to create and share the courses and materials?
The most difficult barrier to increasing collaboration is the culture of departmental ownership.
While a certain degree of ownership can motivate faculty to strive for improvement, it can
also result in an unwillingness to share curriculum that has been developed over many years.
Better utilization of the school repository or a place to post and share creative methods that
have worked for faculty may be an initial step in breaking down the barriers. Merlot is an
example of a system-wide repository of Best Practice. More faculty need to be familiarized
with how to access, use, and post to Merlot. Methods of integrating technology and software
into the classroom could be shared at Best Practice Seminars, faculty in-service, and posted on
the faculty D2L website. Much is already posted on D2L for faculty, but I believe it to be
under-utilized, and under advertised. Although the directions for using some of available software is posted, I believe a lot of faculties do not have an awareness of the potential
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applications of this technology.
3. How might we redesign our e-education strategy to reduce the costs of course development
and develop better courses?
The use of on-line education has greatly increased access and options for students. While the
benefits are axiomatic, care must be taken in selection of courses that are appropriate for online or distance delivery. Courses offered exclusively on-line may eliminate students who
prefer face-to-face education. The student should have a choice in delivery method.
Improving development of on-line courses begins with a collaboration of the content expert
and the on-line expert. An expansion of the available on-line course development staff could
direct and assist a content expert to produce a product that combines the state-of-the-art
technologies with the most up to date curriculum. Utilizing specialized on-line development
staff would reduce faculty time and frustration in online development and produce a better
product.
Topic 4: Next Steps
1. What specific goals can we achieve in 2012-13?
Goals of the Paramedic Department for 2012-13 pertaining to signature learning experiences
include:
 Develop and improve the Palm-Based Assessment program, considering use of iPads.
 Improve the Access Program for Cardiac Scenarios.
 Expand the Access Program to include Medical and Trauma Scenarios.
 Complete the PowerPoint Program for Static Cardiology Practice.
 Expand the PowerPoint Program to include Assessment Scenarios.
 Expand Drug Card Data Base to include Toxidromes, Overdoses, and General
Treatment Guides.
 Expand clinical tracking to include Check Points.
 Develop web-based electronic patient care documentation.
a. Which projects do we wish to focus on?
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Develop and improve the Palm-Based Assessment program, considering use of iPads.
Improve the Access Program for Cardiac Scenarios.
Expand the Access Program to include Medical and Trauma Scenarios.
Complete the PowerPoint Program for Static Cardiology Practice.
Expand the PowerPoint Program to include Assessment Scenarios.
Expand Drug Card Data Base to include Toxidromes, Overdoses, and General
Treatment Guides.
Expand clinical tracking to include Check Points.
Develop web-based electronic patient care documentation.
2. What do we need in order to accomplish these goals?
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Time. Time. Time. Time. Time. Support from IT, Research and Planning, D2L experts, Access and
PowerPoint Experts. Support from Administration.
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