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 types of students we deal with at Limmer Education. As we begin to talk about this “formula,” […]
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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.
You are about to teach an AEMT or paramedic class. You have a group of wide-eyed EMTs wanting to learn more and progress to the next level (or to at least play with needles). How can you tell if your new students have the raw material it takes to succeed at an advanced level? Or perhaps you are finishing an EMT class, and you want to assess how well the students learned during your course—and how they will be able to think and function in the field.
During our webinars, we get to hear from many of the attendees, but there are often so many questions we can’t get to during the session. Our Chief Knowledge Officer, Dan Limmer, answered some of the most common questions for you.
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 Chris Ebright The previous edition of Back to the Basics discussed the differences between ventilation and respiration. As long as those physiological processes are functional, pulmonary capillaries can suck up the available alveolar oxygen and inject carbon dioxide in the opposite direction. Now, that is all well and good, but what if blood never circulated […]