MedicDude

What I have to say is, get your students involved! If you stand at the front and lecture, even if you're a great speaker you'll lose them after half an hour. Look at their faces-- their body language will say a lot about how well they are learning. Bored faces indicate you need to either take a break, move on, or spice things up a bit. Confusion indicates the need for explanation, and so on. As for keeping their interest, make the information very practically applicable. Don't say "well the standards are this, this, and this". Explain how it's done, and then why and when it should be done. Give personal stories if needed. What works even better is when you let students share their own experiences. Trust me, everybody pays attention when one of the students tells a really dramatic story. Just make sure it's appropriate for the subject matter though. I personally don't like playing games; Maybe I'm not very creative, but I feel that for adults I can make it entertaining without having to play games. Just my opinion. I prefer doing some relevant scenarios, and assigning students to play different roles. It's not so much a game as it is a practical application of their skills. Granted, in a one or two day course we can't cover every situation in a scenario, but at least it gives students some added confidence in their abilities. One more thing: people really appreciate it when it looks like you know what you're talking about. If you're able to explan the "why" of something, you'll earn their respect. Good luck, and have fun!

Ok I've got one for ya... "PC load letter? What the f--k does that mean???" This movie is a classic...

All good points. Though my favourite (and the most philosophically profound) was the dancing penis-- Let's see it again, scaramedic!

Like my preceptor says, you've got to "document, document, document!". I assume you already wrote down exactly what happened, but I'd say maybe take it a step further and get the names of some of the police officers on scene, FFs, partners, etc... Anyone who will confirm your story that the patient flat out refused medical care. The chances of this person complaining later on is remote, but still... Best to CYA in cases like these! As long as you cover all the bases (including informing your supervisors and possibly medical directors) it should be ok... But don't take my word for it... After all, I'm just a "FNG"! Take 'er easy

I'm with JackMaga-- I'd ask if he did any SCUBA or "free" diving while in Hawaii, and also take a gander at his legs (assess for swelling, tenderness) to rule out a possible DVT. Also, I'm curious if he's a tall, skinny guy... (prone to spontaneous pneumo)

Haha, I love that movie! Though I'd say The Meaning of Life was my favourite Python film... 8)

Rid, that's a good point you bring up... Instead of rigidly setting out that "45 minutes must be spent lecturing on cardiovascular emergencies" (just as a vague example), I'd feel a lot better going through a checklist of skills. That way, if students weren't understanding and performing to standards, we could take extra time to do it. Or, if they were really sharp (like many of the classes I've taught) we could move past certain points quickly. I already teach this way to a certain extent, but it's hard when your students are sharp and want to get out of there, but you have to ensure that you take at least 8 (or thereabouts) hours to teach. As far as I'm concerned, rigid schedules make classes boring, forgettable, and sometimes unpleasant. I know-- I used to teach that way when I was first starting off!

Oh man, I remember seeing that in the theatre back in 1999. As I recall, what made me want to see the movie in the first place was the trailer, which featured a unit rolling over on a city street... Man, I'd never seen something like that before! Back when I first saw it, I really liked it for its portrayal of human vulnerability and the emotions the characters portrayed... Seeing it again recently, I had a much different perspective... I just couldn't get past the main character's self-blame, flashbacks, anxiety, and substance abuse. I kept thinking "man, this guy has PTSD, comorbid substance abuse problems, as well as other mood and possibly psychotic issues". Yeah, I was a psyc major... Anyway, what bothered me is the fact that a guy like that would be on the road at all... Honestly, if you saw a coworker acting the way the Nic Cage character did, wouldn't you want him to get treatment, ASAP? All complaints aside though, I thought it was an entertaining film-- one of those ones where you just have to suspend your disbelief and enjoy the drama. I thought the characters were excellent, as well as the theme of failure and redemption. Overall, pretty good, but I say, don't expect 100% realism! (though when can you ever, with movies!)

Yeah, I learned it's a bad idea to use hemostats to clamp blood vessels... Too much potential for nerve and vessel damage. They say to only use 'em for clamping IV tubing and giving 'purple nurples' Or am I wrong?

Thanks, Race... 8) The whole situation is just a bit frustrating, ya know? When you think you're doing a good job, then someone comes along and slaps you in the face... Ah well, life goes on

Hmm, interesting idea... That's actually the same way the course evaluations were done for my professors in university. We have course evaluations for the courses I teach, but they're very short and not confidential at all. As for teaching "by the book", I did that for the first year I taught... After that, I started to modify my approach slightly, to keep peoples' attention and be more effective as a teacher. But yeah, I just wish there were some way I could convince management... Your sealed envelope idea sounds good though; I wonder if it might be useful to have a student sign and deliver those evaluations directly to the manager. Of course, many of the classes I teach are on weekends, so that's no good... :? hmm...

Hey all, If you didn't already know, I'm a PCP student in Ontario, and I've just finished my first year of studies (successfully, I might add!). Since I've had my first aid instructor cert since last year, I'm taking time this summer to teach first aid courses. This is a great way for me to stay sharp on my skills, and also make some money doing it. I love what I do-- It's great to be able to meet all sorts of people and share knowledge, and hopefully give everyday people the skills they need to save a life. That being said, I need some advice... I work in two cities, for two offices of the same organization. (I can't really say where or which though...) City A is where I started working last year, and has management who is fairly ignorant about how first aid courses actually work. City B is where I have started working recently to get more hours, and their management is knowledgeable and pragmatic. City A's management has gotten angry with me, because I'm not taking the full 8-9 hours per day to teach courses. City B's attitude is: "hey as long as you're teaching the material well, and to standards, then no problem!". So, my problem is with city A's management... Boss calls me in after finishing up a class, demanding to know why I'm done early. I say "well, because I've become more efficient with experience". Response was "well, the standards say you have to have at least 16 hours of teaching time... As I calculate, you only had 14 hours of teaching time..." I say, "yes, but much of that is repetition and in my experience, unnecessary. If students understand concepts and are performing well in practical situations, why keep them there and bore them to death?" Boss' response: "but we're required to give them a certain amount of teaching time-- that's the requirement. If you were done 10 minutes early that might be ok, but you're an hour early each day..." Argh! I'm kind of stuck here... See, I learned my teaching skills from an instructor with 14 years experience, who is also a Vol. FF and former ambulance officer. His attitude is that lay rescuers just need to learn the basics, and the basic principles behind what they're doing. Any more information, and they'll get confused and bored. He also pointed out to me that it's no use to keep people there all day if we're just going over the same stuff again and again. He says that's why many people hate taking first aid courses, and I totally agree with him. Yes, people have different learning styles, and for those who have difficulty, I give extra help. But really, is it fair to keep everyone for hours and hours just to make sure that every little bit of information is covered? What makes me angriest is the fact that I get nothing but great feedback from everybody in my courses, but yet I still get chewed out. People keep coming up to me and saying "jeez, I usually hate first aid courses but I loved yours!". That's one of the best compliments I can get... I can't count the number of students who have said "I learned so much! Thank you!". Anyone experienced anything similar? Any tips or words of wisdom I could use? Aside from "sucks to be you", hehe

Yeah, I'm with dustdevil on this one... Why not just train flight attendants how to use O2 and AED? They're all supposed to be CPR and first aid trained, and the AED and 02 training is usually only an additional 6 hours or so... Furthermore, what is a doctor (or even team of doctors) on the ground going to do for someone at 30,000 feet? Sure they can maybe make a tentative diagnosis, but so what? If they decided someone needed an antiarrhythmic drug or a surgical procedure, that'll have to wait until the aircraft lands. Who knows, maybe doctors will be able to order certain treatments via this apparatus... Of course that would mean people on board would have to be certified to perform controlled medical acts. If they were, then that sort raises the issue of why not just give them standing orders and education to be able to treat without always contacting a physician. They'd call these people......... paramedics! So yeah... they can give flight crews O2 and AED training, or have paramedics on every flight... I imagine they'd opt for the former... Telemedicine definitely has its place, but not on aircraft...

I feel the same way actually!

Hmm, good point! Also another good point! Though I hear that many services are going back to the straight days or nights, with 4 on, 4 off, like the rest of the world.... I can only hope! Mmm, luxury! Though I imagine I'll be working for a smaller, semi-rural service that might not have these facilities available... As it stands now, I'm not one of those people who likes getting up really early and going to the gym. For some reason, I always work out best in the evening... Ah well, I guess I'll just have to find whatever works best for me. The home exercise equipment is an idea, but I really despise the quality of those so-called "home gyms". Then again, I don't think anyone would object to me carrying some dumbbells to the station at the start of my shift. Hmm, using the 35-A as a makeshift weight bench? Could work... I'm not really really concerned, since my preceptor for example has been working for this service for 20 years and is in great shape (think, Ah-nuld lookalike), and if he can do it, surely I can. I just don't want to be one of those guys who gets winded getting off the couch! 8)

I started thinking today... When I start working for a service after I finish my PCP education in the spring, I'll be fairly busy with work. Right now, I consider myself in very good shape, and I go to the gym fairly frequently (4-5 days a week). My concern is how to keep up an exercise routine while working full time in EMS. How do the rest of you guys (and girls) stay in shape? Do you only work out on your days off? Is it easy to work out before or after a 12-hour shift? (I can't imagine I'd be motivated to work out after 12 hours...). Sure, I could use my off days to go to the gym, but it's a bit of a pain if I end up getting say, 4 days off in a row... I mean, it's nice to take a break in between workout days sometimes! I think that's kind of the "wekend warrior" effect-- people who get no exercise throughout the week, and take two days to do strenuous activity (and get injured in the process!). So, what are your thoughts on how I can stay fit (and sane) while working?

I've always felt that the term "technician" refers to someone who is trained to operate and maintain equipment and materials within a specific job description. Sure, we're all responsible for operating the equipment, driving, and so on... But our training and skills go far beyond that. Right now in Ontario, 2 years of training is the minimum amount of education required for new PCPs. Many have beyond this level of training, however. I did my honours psychology degree before starting my PCP training, and I thought it would be a piece of cake by comparison. Wrong! It's a very intense, challenging course that gives students a good all-round exposure to the medical field, and prehospital care in general. I've seen great PCPs who are worthy of being considered true medical professionals. I've also seen some less-motivated ones, who might not really care much about the underlying principles of disease or in-hospital care. But for the most part, they're as much a part of the medical system as the nurses and doctors in the hospital... That being said, I'd like to see more PCPs being able to start IVs and intubate. Some services allow this, and I think it would be a good idea, since we're trained in it in college, and it would give us an additional skill in our repertoire. Every little bit helps, in the struggle of being recognized as professionals.

Yep, that's exactly the issue I have with the scenarios. I'm one of those people who just DOES things, and gets tripped up trying to explain everything I'm doing. For example, I know exactly how to set up my DVD player, but if you asked me to explain it, I'd be like: "umm, you connect this thingy to this thingy, and uhh..." I know they want to see that I know what I'm doing, but still... it's a little annoying having to verbalize everything. But someone gave good advice by saying that I should "talk through it" and say things like "I'm looking for a BVM now"... I agree, that'll help me make it a little more automatic. Still, I'm not too comfortable with talking to myself in front of others! I don't want to look like that crazy guy you see on the bus (you know, the one who mumbles to himself constantly...) Thanks, everyone-- I'm definitely going to put some of these tips to use! 8)

I'm just finishing up my first year of my primary care paramedic course, and I've been doing quite well on everything (tests, clinicals, assignments, skills testing) except for scenario-based testing. I know my stuff, and I'm near the top of the class, but I find that when I get into a scenario test, my brain goes on vacation. The funny part is, I do just fine when doing a regular scenario in the lab, being supervised by the medics they bring in as lab instructors. I always do my assessments adequately, and the lab instructors rarely have any negative feedback. This is great, but when I'm doing a testing scenario in front of the program director, I just get nervous and start making stupid mistakes. For example, my midterm had three stations. The first and third were done with visiting medics, and the second was done with the program director doing the grading. Guess which one I had trouble on? I just started rambling and second-guessing all my decisions. I totally forgot the assessment and treatment template we had been using all year. Afterwards, I wrote to my course coordinator about my concerns, and he said that I need to be more decisive and a little less wordy during my scenarios. It's good advice, but how can I do that? Does anybody have any tips for how I can practice being more decisive (and doing better!) during scenarios? Are there any strategies that have worked for you? I'm sure I'm not the only student in this situation!

Well I wouldn't mind that, assuming we could get those replacements in there, pronto!

I'm 3/4 done my first year of PCP studies, and I can say that while it's a pain, it's not the end of the world for me. Since at my school all our courses are one semester in length, our first semester is safe. I hope I can say the same about our second semester... We've been told what to read and study for the duration of the strike, but it really doesn't take the place of actual instruction and testing. What I'm wondering about is how they'll manage our coursework and testing after the strike is done. Will we extend the semester? Try to squeeze the remaining material into a shorter time frame? I have no idea... All this uncertainty and everything being "up in the air" really bugs me. That being said, I am enjoying some time off... I just wish I knew exactly how much time I had, so I could go on vacation! 8)

My college's program is actually relatively new (we're the 3rd class ever), so no bad rep just yet... But I see what you mean about the young "lab techs". Fortunately, this hasn't been a problem yet, since all the lab techs we've had are middle-aged, married men... And as for student-student relations... I... uhh... plead the fifth.... Wait, that's an American thing... damn! well then in that case... I plead insanity Maybe our program director knows, but then again maybe he doesn't. I guess it wouldn't hurt to have a word with him, although he has a tendency of being moody. Some days, he'll be like my best friend; other days, it's like he wants to tear my head off. I thought only women were like that! :wink: I just wonder how I'll start it off... Something like: "I'm concerned about inappropriate things going on during placement..." I think that sounds like a good introduction... I just have to make sure to catch him during one of his good moods! and by the way, "littlemissbigboobs" isn't a brunette, sorry to disappoint

It's like you have ESP! Actually that's the exact situation that disturbed me so much. The one girl I know of for sure has a "reputation" already around the clinical and rideout setting. She's incompetent, obnoxious, and hates to study or do actual "work". However, she's a "little miss bigboobs" (no offense to any short and or busty women around here of course) and this is one of the only ways she can actually get through her clinicals. She's trying to build up contacts and curry favour for when our final consolidation phase takes place. Well, at least that's how I see things happening... IF she actually passes her classes this semester... If it were a matter of two people being introduced to each other through EMS or a clinical setting, then fine as long as it didn't interfere with their work or schooling. If I met a cute nurse or medic while I was in clinical or rideout, I might make a note of it and maintain a friendly relationship with her, but I'd definitely be careful not to cause any sort of conflict. We're supposed to be adults here, and maintain a professional attitude towards our patients and co workers (and students). Most of the people in my class understand that. It's just an unfortunate few who don't. Anyway... I'd like to talk privately with my course director, but what should I say to him?

My point exactly... 8)