SMEMSIC91

24-ICE-11528
I/C-Education Administration 1.5

Instructor-Coordinators will benefit from an enhanced ability to assess the performance quality of their education program, and this session provides the framework to do so, including a "deep dive" into one of the many process improvement tools that can be utilized to achieve this objective.

At the conclusion of this period, the participant will be able to:

1. State the opportunities for improving EMS education through an identified quality assurance/quality improvement program
2. List the different steps in quality improvement that can enhance an EMS education delivery program, including problem statements and opportunity identification, customer (student) need, root cause analysis, data collection and analysis, and process improvement implementation
3. Describe the specific steps of the DMAIC process (define, measure, analyze, improve, and control) and how this process improvement model can be used in the education environment

24-ICE-11529
I/C-Education Administration 1.5

24-ICE-11536
I/C-Instructional Techniques 1

As EMS Instructors, we must define our relationships to further our Profession. While we have done a great deal of mentoring in our initial education programs, there is far more we need to do in Continuing Education and mentoring our newer instructors and our Communities with programs such as CRR. We will look at Best Practices to develop individual plans to fill these gaps.

At the conclusion of this period, the participant will be able to:

1. List types of mentorship relationships
2. Identify instructor mentorship opportunities for themselves
3. Identify the barriers to mentorship formation
4. Identify and explain accountability of the instructor mentor and mentee
5. Construct a mentor plan and agreement
6. Identify and Explain how setting of common objectives is critical to instructor development
7. Appreciate the need for  and value of effective EMS instructor mentoring relationships

24-ICE-11539
I/C-Measurement & Evaluation 1

Inconsistent feedback from instructors is one of the most frustrating experiences EMS students have. This inconsistency interferes with their ability to learn the material in an EMS initial education class and creates a lack of confidence in their instructor(s). The purpose and rationale of this session are to draw attention to the problem and identify ways to prevent a lack of instructor reliability.

Participants in the session will be able to:

1. Define interrater reliability as regards student evaluation.
2. Describe the importance of interrater reliability in EMS education.
3. Appreciate the frustration students experience when a program lacks interrater reliability.
4. 4. Identify reasons EMS education programs struggle to achieve interrater reliability.