It is a tremendous challenge to deliver quality emergency services education. The hurdles that have to be overcome by program directors and individual educators to meet objectives and help students achieve competencies can be discouraging at best. That's why we have to stick together. Here is a treasure-trove of top-tips for educators.

1. Rommie L. Duckworth, BS, LP
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1. What is this even about?
2. Why bring that up?
3. For example?
4. Is this on the exam?
5. Why should I care?
6. What am I supposed to do about it?
7. Where do we go from here?

6. 1. Authority (Ethos)
2. Emotion (Pathos)
3. Logic (Logos)

7. 3 Components of
Presenting
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8. 3 Components of
Presenting
28
1. Keynote
2. Prezi
3. Google Slides, Zoho Show,
Slides
4. Haiku, Canva, eMaze, MS
Sway
5. Powtoon, Vyond
6. SpicyNodes, MindMeister
7. NearPod, DisplayNote8. Flowvella, Glogster, Visme
9. Slide Dog
10.PowerPoint

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10. 1. Context: In a world…
2. Problem: Where…
3. Goal: What if?
4. Challenge: The cards are stacked
against our hero…
5. Path: They’ll go from (problem) to (goal)
10

11. 6. Action: By doing…
7. Requirements and resistance: They’ll
have to overcome…
8. Support and resources: With the help
of…
9. Contrast and call to action: They will…
10. Take-home and victory: To make a real
difference in this world!

13. 1. Find the study time of the day that works best for you.
2. Make, and stick to, a study schedule that will allow you to
master the information in small, digestible chunks.
3. Get some exercise before you study.
4. Find a place that is free from distractions & interruptions.
5. Don't remain on call for work, family, or other obligations.
6. Turn off your devices so that you aren’t taken out of the
“study zone” by every buzz, beep, and alert.
7. Find a study group or partner.
8. Specify your objectives.

14. 9. The “Pomodoro Technique”: 25 minute study times are
followed by 5 minute breaks. After 4 or more sessions,
take a longer 15-30 minute break to clear your head.
10.Study the most challenging information first, while you
have the most drive.
11.Today I Learned (TIL). Every day (or after every work
shift, class sessions, or study session) the bullet points
of what you learned.
12.Explain it like I'm five (ELI5). Thinking how you would
explain the material to a five-year-old will help you break
it down to its most essential components.

15. 13.Focus on learning and using the information, not on
grades
14.Consider making flow-charts, diagrams, or algorithms of
clinical topics.
15.Use a reading/reviewing method like SQ3R

16. 16.A “survey” is a quick overview to get a handle on what
you will be studying and how it will be presented.
17.consider five sources of questions about the material
that you can use to ensure your reading comprehension.
What study and review questions are already in the book?
What questions do you have about the material?
What questions might another student ask about this?
What questions will the teacher have?
What will be on the test?

17. 18.Read the information that follows each heading to find
the answer to each question that you wrote down.
19.It is important to understand that this is recite, not
regurgitate.
20.Use the textbook table of contents, objectives, syllabus,
curricula, or other outline of the material to know what
information you should review.

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19. 1. Studying does not come naturally to everyone. Spend the
time and energy to know and understand the material.
2. Manage your time well. Don't put off studying/practicing
until the last minute and try to cram.
3. Don't just memorize (except when you have to). For essay
and verbal test items, prepare by thinking about how you
would explain them to other people
4. Watch what you eat starting the day before the test.
5. Get a good night’s sleep before the test.
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20. 6. Practice relaxation techniques before and during the
exam. Take deep, slow breaths through nose, hold breath
to the count of three, then exhale through pursed lips.
7. Use good test taking skills.
Read each question and each answer thoroughly.
Don’t simply pick the first answer that looks good to get the
test over with.
If possible, answer the questions that you know first and
return to the more difficult ones.
Outline essays before you write.

21. 8. It is ok if the exam isn't quite what you expect.
9. It is ok to miss something.
10. Ignore the other students.

22. 11.Poll students to see what of these study tips students
actually used.
12.Review the exam with class, having students explain why
answers were correct. (whole class /independent study)
13.Poll students if their grade accurately reflects their KSAs.
14.Poll students what of these study tips they are going to use
to prepare for the next exam.
15.Students develop a personal plan for improvement.

23. The 10 EMS Ed Tips That Helped Win WWII

24. The 10 EMS Ed Tips That Helped Win WWII
1. Attention: Thought-provoking question, a shocking
statistic, an emotional story
2. Goal: Clarify and convey to students the difference they
will be able to make in a patient’s life when the lesson is
complete
3. Recall: Ask students about personal experience and
perspectives on the topics to be covered
4. Present: Short, digestible sections. SMART
5. Guidance: Examples, case studies, algorithms, or

25. The 10 EMS Ed Tips That Helped Win WWII
6. Practice: Practice application of the new knowledge,
skill, or attitudes in the real way, with real tools , real
contexts
7. Feedback: What was done well, opportunities to
improve, and critical failure points that occurred & how to
avoid
8. Assess: Perform without prompts, guidance, or
feedback
9. Retention and transfer: Take their new knowledge,
skills, and attitudes, and apply them in a variety of real-

27. 1. Specify clinical competencies (what, not how).
2. Match complexity with student skill level.
3. Do a dry run for the instructors, actors and evaluators.
4. Plan and prepare for things to go off-track.
5. Are we teaching or testing?
6. Will there be pauses and prompts? Injects?
7. Do a walk-through for the students.
8. Clearly communicate expectation (minimize rules).
9. Get everyone involved.
10.Students do the work and do the talking (let things sink in).

28. 1. Ready
2. React
3. Reflect
4. Review
5. Rules

30. 1. Begin with the end in mind (competency vs mastery).
2. Gather a study group to help you practice or find one that
is already together.
3. Change roles when practicing a skill.
4. Change the equipment you use.
5. Change the environment in which you practice.
6. Get quality, preferably expert, performance feedback.

31. 7. Always try to make it all the way through the skill, even if
you make a mistake as you go.
8. If you make a critical mistake and have to stop, be sure to
start over from the very beginning.
9. Practice with purpose (set a goal)
10. Visualize

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1. There are no difficult students, only difficult behaviors.
2. Even “good students” have “bad behaviors” and even
“bad students” have “good behaviors”.
3. Educators must focus on building positive behaviors
and eliminating or minimizing negative behaviors.

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1. There are no difficult students, only difficult behaviors.
2. Even “good students” have “bad behaviors” and even
“bad students” have “good behaviors”.
3. Educators must focus on building positive behaviors
and eliminating or minimizing negative behaviors.

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4. Red Hot Stove: Foreseeable
5. Red Hot Stove: Immediate
6. Red Hot Stove: Impersonal
7. Red Hot Stove: Consistent
8. Just Culture: Counseling for human error
9. Just Culture: Coaching for risky behavior
10.Just Culture: Conversation for reckless behavior

37. 1. What happened?
2. What normally happens in that situation?
3. What do policies require or recommend in the
situations?
4. What was the underlying or root cause here?
5. How did the educator deal with the incident when it
happened?

39. 1. Involve another, preferably neutral, person if possible
2. Listen to the student’s perspective and response
3. Align student goals with course goals
4. Describe the behavior and its impacts
5. Discuss correct behavior & resources for success
6. Reiterate or set parameters for future behaviors
7. Share consequences for noncompliance
8. Summarize the conversation
9. Confirm and document agreement
10. Follow through and follow up

41. 1. Identify your weak spots.
2. Re-visit material that you have studied before.
3. Do not evaluate new information as simply "true/false”.
4. Use the AA-BB-CC method to evaluate new information.
5. Authority – Is the source an expert in this topic?
6. Accuracy – Is this information verifiably accurate?
7. Background – What is the context for this information?
8. Bias – Might the creator or supplier of this information have a bias?
9. Coverage – Is this information evaluated from different angles or only one
point of view?
10. Currency – How up to date is this?

42. 11. Apply your knowledge at higher levels.
12. Remember – The most basic level. Recognize and recall facts.
13. Understand – Don’t just know the facts; know what the facts mean.
14. Apply – Use facts, rules, concepts, and ideas in a real-world setting.
15. Analyze – Break down information into component parts and understand
how they come together.
16. Evaluate – Judge the value of information or ideas.
17. Create – The pinnacle of understanding. Using your knowledge to solve
problems in a new way in a dynamically changing environment. This is
the level that is required of all field providers.
18. Cherish both training and experience; they go hand-in-hand.
19. Strive for learning, not perfection.
20. At every opportunity; Kaizen.

43. The 5 Things You Need To Deliver A Lesson Plan

44. Attention
Need
Satisfaction
Visualization
Action

45. The 5 Things You Need To Deliver A Lesson Plan

46. Attention
Need
Satisfaction
Visualization
Action

47. The 5 Things You Need In Your Lesson Plan

48. Goals
Needs
Objectives
Methods
Evaluation
Summary
http://www.flickr.com/photos/zeetzjones/4130672015/
Improve Performance
Simple / Flexible System
Employ GNOMES
Discussion
Q&A
Resources
The 5 Things You Need In Your Lesson Plan

49. Education Quotes From The Experts

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