Are Your Employees Ready to Step Up in an Emergency?

Are Your Employees Ready to
Step Up in an Emergency?

Easy for Your People Easy for Your Business Easy for You

Overview

 Managing Your
Classroom & Mastery
Learning
 Working with Adult
Learners & How
Students Learn
 Certification, Retention
& Response
 The Right Tool for the
Right Job
Easy for Your People Easy for Your Business Easy for You 2

Teaching is an Art
We are responsible for assuring our
students master the training we
provide


Teaching is Hard Work

"If teaching was easy,
everyone would be doing it”

Teaching in front of a classroom full of students
can be challenging, but on the other hand, very
rewarding


Managing Your Classroom

 Key instructor role is
control
 Must balance
presentation of
material, discussion,
skills practice and the
clock


Mastery Learning
When the learner can
demonstrate proficiency
and competence of all
objectives

 Mastering a skill: ability to
perform it in a reasonably
comfortable, fluid,
repeatable manner
 Mastering knowledge:
ability to apply the
knowledge


People Learn Best

 When they are ready to  When they can use past
learn experiences or
 Intellectually, knowledge
psychologically &  Helps them understand
physically new information, skills
 Minimal distractions and attitudes
 Free from stress and  When they can use
anxiety instructional repetition


Adult Learners

 Adults have something real to lose in
classroom setting
 Self-esteem and ego on line when asked to risk
trying new behavior
 The learning environment must be physically
and psychologically comfortable
 Long lectures, lots of sitting around and
absence of practice opportunities are irritating


Learning Modalities

 Learning modalities are sensory channels
(sight, sound, touch, smell, and taste) through
which we give, receive and store information
 We use perception, memory, and sensation
for each of these sensory channels


Students Learn Differently

 Studies suggest that Only 30% will

students learn remember most of
differently: what is said during
 25-30% visual lecture
 25-30% auditory  Only 30% will
 15% tactile remember primarily
 25-30% mixed modalities what is seen



 Visual learners  Auditory learners
 Learn by seeing  Must hear what they are
 Need to see overheads, learning to understand it
diagrams, and read text  Enjoy listening, but
books, etc. to cannot wait to have a
understand concepts chance to talk
themselves
 Respond well to lecture
and discussion



 Tactile learners  Most students learn
 Need to feel and touch with all their modalities
to learn  Some students may have
 Learn better if unusual strengths and
movement is involved weaknesses in particular
modalities


MEDIC First Aid System

 Effectively organizes
training around all the
different modalities to
accommodate the
needs of all learners
 Applies Certification,
Retention & Response
training strategy


Certification, Retention & Response

 Certification
 Course Elements
 Retention
 LearningLinks
 Passport
 Response


CERTIFICATION


Training Options

Traditional Classroom Blended Learning


MEDIC First Aid Course Elements

 Instructor Guide Pages
 Program Video Segments
 Student Guide Pages
 Real-Time Demonstrations
 Small Group Practice
 Reasonable Performance


Instructor Guide Pages

 Provides systematic
approach for Instructors



 Overview



 Overview
 Instructor Activity



 Overview
 Key Points



 Overview
 Key Points
 Student Guide Page



 Overview
 Key Points
 Student Guide Page
 Small Group Practice


Program Video Segments

 Video segments
provide a simple
overview of
information on a topic
 Life-like scenario
followed by narrated
breakdown of a
specific skill


Student Guide Pages

 Each student must have
a Student Guide during
class
 Students turn to
appropriate Student
Guide pages when
covering a program
segment


Real-Time Demonstrations

 Done without interruption or
explanation to allow students
to get a “feel” for the skill as
it is actually performed
 Follow a video or print
presentation that has already
broken the skill sequence
down
 Instructor does second
demonstration with
explanation as necessary


Small Group Practice

 Provide students with
essential hands-on practice
that promotes confidence in
their ability to provide care
 Students rotate through
roles of the coach, provider,
and when appropriate
patient
 Using the Student Guide,
coaches prompt providers
through the skill steps


Reasonable Performance

 Achieving the desired outcome is the ultimate
measurement of success in providing
emergency medical care
 Achieving reasonable skill performance in
training to meet that outcome is the goal
 Instructors evaluate students on their ability
to perform a skill adequately enough to
produce the desired effect


Successful Completion Cards

 Students receive
certification cards at
class following
successful completion
 Cards include access to
LearningLinks and
Passport


RETENTION


MEDIC First Aid LearningLinks

 Brief, quarterly, online
refresher lessons
throughout certification
period
 Review the techniques
and information
presented in the
training program


MEDIC First Aid Passport

 Mobile application for
iPhone/iPad or Android
 Students register using
code from certification
card
 25+ emergency care
topics
 35+ videos
 Digital Student Guide


RESPONSE


Response - Why we do this


Want more information?

Go to news.hsi.com/mediccpr
or call 888.410.1408


Are Your Employees Ready to Step Up in an Emergency?

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