Wouldn’t it be nice if there was a magical formula to guarantee a passing result on the NREMT?Wouldn’t it be nice if there was a magical formula to guarantee a passing result on the NREMT? Sadly, there isn’t. But we do have some ideas of what the components might be. There are a few different […]
Explore the world of EMS and EMS education with insight and attitude. Whether clinical, educator or affective issues, our articles directly apply to your practice and classroom.
What really is the most important information in the stem of a question? We propose these 4 steps to better analyzing a NREMT question.
By Dan Limmer Most everyone remembers the stages of death and dying from those first few nights of EMT class – denial, anger, bargaining, depression and acceptance. In my years of helping students pass the NREMT, I have observed thoughts and actions similar to those familiar stages introduced by Dr. Kubler Ross. The stages begin […]
Five examples of things students must know for the NREMT but frequently leave class without.
EMS relies on tradition and habit. We’ve done things for a long time and we were often reluctant to change. Here is our compilation of things students should be taught and current EMTs should know.
One of the biggest pieces of advice given for the NREMT (or any exam for that matter) is “Don’t read into the questions.” It is solid advice—yet many students don’t totally understand its meaning.
By Dan Limmer A recent New York Times opinion piece discussed the use of laptops in the classroom, It was a popular piece and frequently shared among EMS educators. I think the premise may be correct: In a lecture setting, note-taking via computer may not facilitate learning as much as handwriting class notes. But why […]
By Dan Limmer It doesn’t take long in medicine or education to have one promising theory or study contradicted by the most recent. I recall Ivy League schools encouraging students to tweet and post on Facebook from class. The universities said that it helped students express themselves—and allowed educators to see what their students were […]
By Christopher Ebright Case You are called to a scene where a skier has fallen. The male patient is in moderate distress and complaining of lower left leg pain. Assessing the limb, you see there is a closed tibia/fibula fracture with obvious deformity. Noticeable swelling, when compared to the right leg, is observed. Additionally, a […]
How often do you give your students criteria (as opposed to concrete rules and facts)? Ideas for implementing criteria-based education in the classroom.