Transcript Precepting EMS Students - Trinity Valley Community College

THANK YOU!!!
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On behalf of the Trinity Valley College EMS Education
Program we would like to personally thank you for working with our
paramedic students to assure their competence as a graduate
paramedic. Without your evaluation of our students we could not
have the quality paramedic program that students and employers
have come to expect. After completing this quiz, you can fax it to
903-729-2325, scan it and email it to [email protected], or by
regular mail. The mailing address is PO Box 2530 Palestine Texas
75802.
• You will receive 1 hour of continuing education.
Scott Walker, EMS Education Program Coordinator
Heidi Knowles, MD EMS Medical Director
Instructions:
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Please read through this presentation to gain an idea of the goals for our internship program.
Afterwards, look through the Preceptor Handbook and familiarize yourself with the forms we use
for our program. (You will notice references to “FISDAP” contained herein. This is the computer
program we use for documentation and scheduling for our students. It will largely not apply to
your position as preceptors, but is provided for information purposes only.)
Please note that on the forms we use for your evaluation of the student, there are spaces for “14” ratings and a comment box. It is extremely helpful if you are able to take the time to put a
comment in for each shift. (The student should arrange a time with you that would be convenient
for your evaluation. You are not to be asked to stay beyond your normal working hours to do
this.)
In the event of a question or issue arising during the student’s shift, feel free to call me at the
following numbers, anytime day or night.
Scott Walker EMS Director/Clinical coordinator
ofc-903-729-02156 ext 253
cell-903-724-5214
After you have completed the PowerPoint and looked through the handbook, reply to your
Training and /or EMS Chief and me confirming this. My email is: [email protected]
Please include your name, rank and department in the email, as well as any questions you may
have. Thank you.
Mentor vs. Preceptor
Mentor
• To serve as a trusted counselor or teacher,
especially in occupational settings.
Preceptor
• An expert or specialist, such as a
physician, who gives practical experience
and training to a student, especially of
medicine or nursing.
Objectives
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Define the role of EMS Preceptor
Define EMS Education expectations
Define Preceptor’s relationship to students
Describe the tools used for adult learning
Discuss education principles / ideas
State what this does for the student
Definition of Preceptor
Teacher, Tutor,
Trainer, Mentor!
Preceptor’s Roles and
Responsibilities to EMS Education
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Be passionate about EMS Education
Document Students’ progress
Give feedback to and for the students
Be the eyes and ears of EMS Education
Help students succeed
• Provide guidance
Preceptor’s Responsibilities -Continued
• Share your Knowledge with others
• Be knowledgeable/ creditable about
subject matter
• Teach--not to talk, not to lecture
– “To cause to know a subject, to think for
themselves, to impart knowledge,… by precept,
example or experience”
• Be responsible to Students as
“customers”
Preceptor’s Responsibilities -Continued
• Maintain a high degree of professionalism
– If the student doesn’t deserve to pass, FAIL them.
• Use caution with “War Stories” (Students
are impressionable. They may try to jump
from “A” to “C” without going through “B”
first.)
• "Be patient with students that have the
knowledge but not the skill set, remember you
were once where they are now."
Preceptor’s Responsibilities -Continued
• Do not try be something that you’re not
Preceptor’s Relationship to
the Students
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Teacher
Instructor
Educator
Tutor
Trainer
Coach
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Mentor
Boss
Friend
Guidance
Counselor
• Student
What characteristics do you
think the best preceptors have?
The best preceptor’s of adult learners:
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Know their subject matter
Relate classroom to practice
Are confident in what they do
Know their students and students’ needs
Encourage students
Motivators
Give feedback and recognition
The best preceptor’s of adult learners:
• Recognize the various learning types and
are able to adapt readily to each one
– Auditory
• Learn by lectures only
– Visual
• Need to “see” things and concepts
– Kinesthetic
• Learn by doing
Tools Preceptors Can Use
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Experiential Learning
Scenario Based Teaching
Run Reviews
Quiz Reviews
Evaluations
Skill Sheets, Performance Evaluations (Affective Eval.)
Good Teaching Principles for
Adult Learners
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Know the student and their special needs
Use experiences (yours and theirs)
Tie theory to field practice
Provide a positive climate for learning
Offer a variety of teaching formats
Provide feedback
Assist student in finding resources and
answers
Remember: The focus of
education is to
produce results.
Implementing Teaching Principles
• Model expected behavior (Talk the Talk & Walk the
Walk)
• Be success oriented
• Have a positive attitude
• Develop feeling of support, acceptance,
and teamwork
• Relate to your students experiences, both
good and bad
Implementing Teaching Principles
• Relate classroom theory to real life
experiences (not too many war stories)
• Share information and experiences-this is
a two way street
• Verbalize your thoughts on how they are
doing in Internship (address and correct
bad habits or deficiencies early in the
process)
• Motivate and inspire them to succeed
Domains of Learning
(Perception to Reality)
• Block 1 (Level 1):
• Knowledge - Lowest level of learning in which the
student comprehends facts, procedures, and
affective phenomena
• Cognitive: Knowledge, Comprehension
• Affective: Receiving, Responding
• Psychomotor: Imitation, Manipulation
Domains of Learning
(Perception to Reality)
• Block II (Level 2):
• Application - Integration, execution and
employment of principles, values and procedures
in particular situations
• Cognitive: Application
• Affective: Valuing
• Psychomotor: Precision
Domains of Learning
(Perception to Reality)
• Block III (Level 3):
• Problem Solving - Analysis of information
or situations to develop courses of action
and to judge their impact or values
• Cognitive: Analysis, Synthesis, Evaluation
• Affective: Organizing, Characterizing
• Psychomotor: Articulation, Naturalization
What do we give the Students?
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Knowledge
Direction
Role Models
Confidence
Skills
Judgment
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Attitude
Problem solving
Professionalism
Trust
Leadership
Teamwork
Expectations of the
Clinical / Internship Preceptor
• Working with the TVCC EMS students to master
their clinical objectives in Preceptor’s designated
area of expertise.
How do we measure all these
things that you have given the
students?
Evaluations,
Evaluations,
Evaluations!
Evaluating Student
Performance
• NREMT Skills + Additional Skills Validation
• Clinical/Internship Preceptor - Clinical
Coordinator- Student meetings
• Remediation
• Completion of Documentation
• “Eureka Point”
• Catch problems as they are developing before
they become insurmountable (Vital to
success.)
Learning is:
• Change in behavior due to
interaction with environment
(experience)
• Acquisition of habits, knowledge,
and attitudes
• Both a product and an active process
Remember:
Learning is a
Process, not an
Event
Evaluations
Forms / Forms / Forms
Clinical
Field
Checklists
http:// www.fisdap.net
Evaluation Forms
• Instructor - Student
• Student - Instructor
Ten Commandments
for Educators
From: Kidd, J.R.:
How Adults Learn
1. Thou shalt never try to make
another human exactly like thyself;
one is enough.
2. Thou shalt never judge a person’s
need, or refuse your
consideration, solely because of
the trouble he or she causes.
3. Thou shalt not blame heredity
nor the environment in general;
people can surmount their
environments.
4. Thou shalt never give a person up
as hopeless or cast him out.
5. Thou shalt try to help everyone
become, on one hand sensitive
and compassionate, and also
tough-minded.
6. Thou shalt not steal from any
person his rightful responsibilities
for determining his own conduct
and the consequences thereof.
7. Thou shalt honor anyone
engaged in the pursuit of learning
and serve well and extend the
discipline of knowledge and skill
about learning which is our
common heritage.
8. Thou shalt have no universal
remedies or expect miracles.
9. Thou shalt cherish a sense of
humor, which may save you
from becoming shocked,
depressed, or complacent.
10. Thou shalt remember the
sacredness and dignity of thy
calling, and, at the same time,
“thou shalt not take thyself too
damned seriously”.
Summary
• You are Educators, Teachers, Counselors
• Our expectations of you are to be our eyes and ears,
to teach, and to evaluate
• If we use these teaching tools properly we can pass
on our knowledge to the students
• If we all do our part, we can continue to graduate
quality EMT’s and Paramedics.
THANK YOU FOR ALL YOU DO FOR OUR STUDENTS!
Questions???
E-mail Scott Walker at
[email protected]
The End!!!