Transcript Document
Jones & Bartlett Learning AEMT Webinar Welcome Kindly mute your telephone as you join the conference call. There is a “Chat” box available to submit questions during the presentation, and we will open the phone lines for questions at the end. Thank you. About our Presenters Rhonda Beck Rhonda Beck has worked in public safety since 1985. Ms. Beck wrote the first edition AAOS textbook, Intermediate: Emergency Care and Transportation of the Sick and Injured, as well as the Second Edition, Advanced Emergency Care and Transportation of the Sick and Injured. She has served as a contributor in various other publishing projects. She is a paramedic and EMT-Intermediate (now AEMT) and instructs in both of these areas; she also instructs in ACLS, ITLS, pediatric ITLS, PALS, and GEMS, and serves on the Georgia state committee for ITLS. She was a volunteer fire fighter for 9 years. Many of the emergency and injury photos in Intermediate: Emergency Care and Transportation of the Sick and Injured and Advanced Emergency Care and Transportation of the Sick and Injured, Second Edition have been taken by Ms. Beck during her work in the field. About our Presenters Stephen J. Rahm, NREMT-P Stephen J. Rahm began his career in EMS in 1985. He is a paramedic for a rural EMS system in South Central Texas. As an author, he has ten books published to his credit; he has served as a contributing author, reviewer, and consultant for numerous others. He is also a faculty member in the paramedic program at the University of Texas Health Science Center in San Antonio, TX. Mr. Rahm has presented at the Texas EMS Conference and the Military Joint Services EMS Symposium on various topics. During his career in EMS, Mr. Rahm has worked for the U.S. Air Force in a Level I Trauma Center and has trained Combat Medics for the U.S. Army. www.nasemso.org/EMSEducationImplementationPlanning/Toolkit.asp • A number of resources to help educators transition • “Gap Analysis” document: Identifies skills, content, and new course considerations not included in the previous National Standard Curricula for each EMS practitioner level NASEMSO Advanced Emergency Care and Transportation of the Sick and Injured, Second Edition Rhonda Beck New Chapters • Medical Overview – Chapter 13 – Assessment and management of medical complaints – Transport mode – Destination decisions – Awareness of patients who may have an infectious disease – Assessment and management of • Patients who may have an infectious disease • Patients who may be infected with a bloodborne pathogen • Antibiotic-resistant infections • Current infectious diseases prevalent in the community New Chapters (Continued) • Trauma Overview – Chapter 23 – Pathophysiology, assessment, and management of the trauma patient • Trauma scoring • Rapid transport and destination issues • Transport mode – Recognition and management of multisystem trauma – Pathophysiology, assessment, and management of • Multisystem trauma • Blast injuries New Chapters (Continued) • Life Span Development – Chapter 6 – Applies fundamental knowledge of life span development to patient assessment and management. • Medical Terminology is now Appendix A New Chapters (Continued) Several chapters have been renamed or have had sections added: • Urologic Emergencies (has been added to Gastrointestinal Emergencies) – Chapter 17 – Blood pressure assessment in hemodialysis patients – Complications related to – Renal dialysis – Urinary catheter management – Kidney stones • Hematologic Emergencies (has been added to Endocrine Emergencies) – Chapter 18 • Sickle Cell Crisis • Clotting Disorders • Immunologic Emergencies (Replaced Allergic Reactions) – Chapter 19 AEMT Medications • • • • • • • Albuterol Aspirin Epinephrine D50W Glucagon Oral glucose Narcan • • • • • • Nitroglycerin Oxygen Nitrous oxide Lactated Ringer’s Normal Saline Dextrose 5% Continuous Positive Airway Pressure (CPAP) CPAP is a noninvasive means of providing ventilatory support for patients experiencing respiratory distress. It is covered in Chapter 10 – Airway Management. EMT-I/99 topics that have been removed: • Intubation • Cardiac monitoring – Rhythm recognition – Manual defibrillation – Synchronized Cardioversion – Transcutaneous Pacing – Certain medications • Atropine, Sodium Bicarbonate, etc. – Needle thoracostomy (Chest Decompression) Advanced EMT Test Bank Development Stephen Rahm Why a Publisher-Developed Instructor Test Bank? • Allows coordinators and instructors to focus their time on EDUCATING their students. • Removes the burden of creating tests. • Allows for standardized exam items that have been reviewed and validated by experts in the field (educators and clinicians). • Allows the coordinator or instructor to directly reference the answer to an exam item to a page (or pages) in the text. What Types of Items Are Provided in the Test Bank? • General Knowledge (Recall Items) – Assesses simple recall of key points. • Critical-Thinking (Scenario-Based Items) – Requires higher thought processes • Synthesis/Analysis • Problem-Solving – Assesses the student’s ability to apply complex concepts learned in the classroom. – Written in a manner similar to what is encountered on state and national certification exams. Attributes of a Valid Test Item (1 of 2) • Presents the student with a clear problem. • Has one—and only one—correct answer. – Absolute correct answer, or – Alternative “best answer.” • Written in a manner that the student should be able to answer it without looking at the options. • Has distracters that are plausible to the stem. – Distracters should be attractive to students with less than minimal knowledge of the material. Attributes of a Valid Test Item (2 of 2) • No “all of the above” or “none of the above” as options. – These options, if correct, can allow a student with a serious knowledge deficiency to answer the item correctly. – JBLearning test items do NOT contain such options. • No “multiple-multiples” – These are nothing more than a series of true/false questions that tend to confuse the student; they do little, if any, to assess knowledge. The Test Item Writing Process • Face Validity – The author drafts an item that presents a clear problem and has one correct answer. • At “face value,” the item has one correct answer. • Content Validity – The draft item is reviewed by educators and clinicians to ensure accuracy and relevance. • Draft item is returned to the author, along with any recommendations for edits or revisions. – All reviewers uniformly agree that the content is accurate and relevant, the distracters are plausible, and that the keyed correct response is, indeed, the correct answer. Have JBLearning Exams Demonstrated Predictive Validity? • Anecdotally, yes… – Numerous testimonials from users have cited that the majority of students who scored well on JBLearning exams were successful on their certification exam. • Officially, no… – Predictive validity can only be established by administering the same exam—numerous times—to different classes. – The data collected from these exam results are then compared to the student’s score on the certification exam. What is a “Reliable” Exam • An exam is said to be “reliable” if it consistently measures what it purports to measure over time. • This means that the exam is: – Given numerous times, – To different classes, and – Consistently yields the same or similar results. • Numerous testimonials from users of JBLearning test banks indicate that the tests are reliable. Can I Customize the Test Bank? • If you find an item that, in your professional opinion, does not assess what you want it to assess, you have the ability to edit the item and save it in the test bank program. • If you find an item that you believe has been incorrectly keyed, or that you feel is a “bad item,” please contact Jones & Bartlett Learning; they will forward your concerns to me. Navigate Test Prep: AEMT Success • Online certification test preparation tool • Gives the student the option of taking: – Practice exams that focus on one or more subjects, or – Final exam, which randomly pulls a specific number of items from each subject area. • Every test item is followed by a detailed rationale as to why the correct answer was correct and why the distracters were incorrect AEMT, Second Edition Supplement Publication Schedule • • • • • Instructor’s ToolKit CD-ROM: Late April Instructor’s TestBank: Late April Student Workbook: April 22 Navigate TestPrep: AEMT Success: Fall 2011 http://AEMT.EMSzone.com Live now http://AEMT.EMSzone.com •Free for all Anatomy Review Crossword Puzzles Flashcards Glossary Ready for Review State EMS Offices •Special Privileges Additional Skills Case Studies Chapter Pretests Interactive Skills Drills Practical Exam Preparation Medication Terminology Skill Evaluation Sheets Questions?