The proctors used for the scenarios should be experienced medical personnel who are capable of providing feedback to students in a coherent, nonthreatening and educational manner. Likewise, the position of the patient should be changed between scenarios so that students get experience in taking care of patients in a variety of positions. This is consistent with field practice and is important for the education of the EMT student. Whenever possible, the skills should be actually performed, not verbalized. EMT students should be cautioned in class, however, to take special care to make sure the scene is safe when responding to calls involving interpersonal violence. This was done to facilitate scenario development and delivery. The scene is safe in all scenarios, even those in which law enforcement personnel would generally be expected to be on-scene to ensure safety. In all cases, the students should use appropriate body substance isolation measures. They should also understand that vital signs should actually be taken and that the proctor will provide revised vital signs, if necessary. Students should understand that they should assess and treat the patient in accordance with the instructions found on page 34. Instructors who have the resources are encouraged to make the scenarios as realistic as possible. This was done to decrease the time it would take to set up each scenario. This makes it possible for the instructor to modify the scenario to use available resources. In most cases, the age and sex of the patient is not specified in the scenario. Scenarios in EMT classes should become progressively more challenging. Since students will be working with many individuals throughout their tenure as EMTs, it is important that they develop self reliance and can function in each of the roles required of EMS team members. In later scenarios, the student will serve as team leader and be required to coordinate the efforts of two other rescuers. The initial assessment scenarios are designed to be completed by one person. Rather, they are offered as a way of increasing the number of practical experiences available to students throughout the course. Instructors are not compelled to use these scenarios. This document is not confidential and it may be distributed as the instructor deems educationally warranted. The scenarios may be used with other curricula with little or no modification. They are based on the Alaska Skill Sheets and the 1994 Revision of the United States Department of Transportation EMT-Basic curriculum. Introduction These scenarios were developed for use in EMT-I training programs in Alaska. 33 Instructions for Those Taking Scenario Based Practical Examinations. 28 C-Spine Immobilization, Neurological Deficit. 23 Rapid Removal of Unstable Patient from Vehicle. 22 Removal of Stable Patient From Vehicle. 19 Anaphylaxis, with Epinephrine Autoinjector. 17 Adult Respiratory Distress, Patient has Inhaler. 16 Adult Respiratory Distress, No Medications. 15 Cardiac Chest Pain with Nitroglycerin. 14 Cardiac Chest Pain with No Nitroglycerin. 5 Sick Child with Respiratory Difficulty. Table of Contents Basic Medical Assessment. Revised MaAlaska Emergency Medical Services Section Division of Public Health Department of Health and Social Services Box 110616 Juneau, AK 99811-0616 (907)465-3027 Emergency Medical Technician-I Scenarios for Training
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