Official Publication of the National Association of Ems Educators

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Spring 2008 2007 – 2008 Board of Directors Angel Burba, MS, NREMT-P, NCEE Spring 2008 President Volume 13, Issue 6 Chris Nollette, Ed.D., NREMT-P, LP President-Elect Robert Waddell, BS, BA, EMT-P Secretary/Treasurer In this Issue Joseph Grafft, MS, NREMT Immediate Past President President’s Perspective...... 1 Denise Wilfong, MHS, NREMT-P The Stickiness Factor...... 3 Brenda Beasley, RN, BS, EMT-P Legislative Update...... 5 Will Chapleau, EMT-P, RN Live Life. Give Life...... 6 Annmary Thomas, MEd, NREMT-P NAEMSE Announces New Membership Benefit ...... 7 Scott Bourn, PhD (C), MSN, RN, NREMT-P Communiqué #10 ...... 8 Donna Tidwell, BS, RN, EMT-P NAEMSE Member NEWS ...... 10 Chris LeBaudour, MsEd, EMT Domain3 ...... 13 Terry Devito, Ed.D, RN, EMT-P, M.Ed The Family Rights and Privacy Act: 7 Myths — and the Truth ...... 21 Glenn Luedtke, NREMT-P Leadership – A Series...... 26 National Office Staff Corporate Partner Corner...... 30 Joann Freel, BS, CMP Executive Director Stephen Perdziola, BS Business Manager Laura Krawchyk, BA NAEMSE Corporate Partners Project Coordinator/Instructor Course/Education Standards Platinum Partners Silver Partners T.J. Betz, BA American Heart Association American Medical Identifications Communications Administrator Dey, L.P. Ferno Educational Resources, Inc. FISDAP Larissa Kocelko, BA EMS Magazine Gaumard Scientific Company Administrative Assistant JEMS Communications Globe Manufacturing Company Laerdal Medical Corporation GymFlesh Corporation NAEMSE Mission Masimo Corporation Jones & Bartlett Publishers Med-Media, Inc. McGraw-Hill Higher Education To inspire excellence in EMS education Mosby/Elsevier NASCO and lifelong learning. Physio-Control National College of Technical Instruction www.naemse.org Gold Partners Philips Medical Systems American Safety & Health Institute Simulaids, Inc. & Medic First-Aid International ZOLL Medical Corporation Delmar Learning Pepid, LLC Platinum Educational Group, LLC World Point, Inc. President’s Perspective

Last Call! BY ANGEL BURBA, MS, NREMT-P, NCEE, HOWARD COMMUNITY COLLEGE, COLUMBIA, MO

Have you even been frustrated when you learned that something big happened and you did not get a chance to weigh in on the decision or participate in the process?

There have been a few times in my life when this has happened. I will always regret walking out on the initial meeting in Baltimore when the NAEMSE was started. It wasn’t that I didn’t like the idea, I LOVED the idea, but I had no money in my pocket to drop into the cardboard box as it came around the room. I was a college student trying to make ends meet with a dwindling GI bill and little income. I attended the meeting in the first place because one of my professors at UMBC told me he had heard about this and he personally invited me to accompany him because he knew I loved teaching. He told me he had a feeling this was going to be a big moment for our profession, and he was After doing this a couple times I resolved for taking those 30 minutes out of his right! A couple years ago in San Antonio that I would not do that again and that day to encourage me. Now that I too when we proudly bestowed our Charter the next time I saw him I was going to have had opportunities to make big Member pins to the membership I talk with him. I thought fate provided presentations I know how gracious that looked wistfully at each one and sighed that opportunity when Jim was going to was for him and I appreciate it even as I handed them out. I knew that even give our keynote address at Symposia. I more. It can be exhausting emotionally if I acquired one, I would never have the was equally excited to learn he had also and physically to do one of these right to wear it. Now as I see that white made time to come speak with the presentations and sometimes all you beauty with her taunting “Charter NAEMSE Board of Directors during want to do afterward is find a corner and Member” chevron nestled on her their annual board meeting right before- rest. Over the years I have expressed my underbelly proudly displayed on hand. I was so sorry when he died the gratitude to him on a couple of occasions someone’s breast I am reminded of day before he was supposed to meet with and we both shared a laugh when he a simple choice I made that I will us and thought about another opportu- admitted that he had no recollection of forever regret. nity that was lost. I contrast that with the the discussion. I actually never expected time that I boldly walked up to one of him to remember the exchange as it was I recall another time that relates to the our educator icons after a presentation at life altering for me — not him, but late Jim Page, I recall seeing him walking my state conference to talk with him I wanted him to know how much it around at a couple of conferences and about career opportunities in EMS impacted my willingness to take risks. kick myself as I remember stopping short education and to seek his advice. of walking up and talking with him. I remain forever grateful to Scott Bourne

Educator Update 1 President’s Perspective

I share some of my life story to try and heard. In fact, your message may have a committee. Or maybe, if you are like convince you of the importance of a final been what was needed to nudge the hours me, you will throw your hat into the opportunity for you. We are in the final one way or the other. If you have not ring even if nobody asked you to, just round of review and comment for the weighed in please do so now. The because you have a dream. But a golden Education Standards. Deb Cason and her opportunity is slipping away. opportunity awaits you now. Don’t look team have worked faithfully to ensure the back with regret in September wishing project is completed by the fall deadline. Of course, there will be future revisions you had contributed to the process. This is your final opportunity to give to the education standards and a time Take care of yourself and we will talk input and for your voice to be heard. will come again when you may have the again. Angel can be reached at Not a lot of issues remain contentious at opportunity to participate. If you were [email protected]. this point, but there are some things that not part of the writing team in this go will never reach consensus, such as the around, maybe you will step forward the number of hours that it should take for next time we ask for volunteers to help. a training program for a specific level. Maybe you will even consider raising Rest assured, whether you asked for 100 your hand when somebody encourages hours for EMT or 300 hours, your you to take the risk of running for a opinions were noted and your voice was position on the board or asks you to chair

2 Educator Update The Stickiness Factor

The Stickiness Factor

BY HEATHER DAVIS,MS, NREMT-P UCLA CENTER FOR PREHOSPITAL CARE INGLEWOOD, CALIFORNIA

the information They had followed the advice of child or ideas stick in psychologists who said the show should our memory. Just not confuse fantasy with reality. covering the infor- Therefore, the muppets never appeared mation does not mean in the same scene as the human actors. hat makes the material students will remember Unfortunately, when the muppets went stick with students? It’s the it. In fact, you can be off the screen, the children did not pay W fundamental question we as assured that by you lecturing the attention or interact with the TV, which educators are constantly striving to information, they will NOT remember meant they weren’t learning anything. answer. In his book, The Tipping Point, it. Lecturing is the least effective way The producers saw their attention rise Malcolm Gladwell describes the concept to communicate information. Lecturing again when the muppets came back on of “stickiness” as it relates to learning and is unidirectional; it’s passive; it lacks the screen. The muppets were the glue! creating behavior change. In this article, interaction, interpretation or feeling most Sesame Street was saved because the we’ll explore how his research and obser- times. Often, we see students forget up producers respectively told the vations apply to EMS education and how to 75% of the material that was covered psychologist to bug off! They were you can make your in class just two days after the lecture! going to mix muppets and humans message stick! That means that most of the material and the kids loved it and learned! Isn’t you covered in class tonight will never that the goal? Gladwell describes the need for every benefit a single patient. What a huge, message, whether an advertising jingle, a sad waste of time! The first step to preparing a sticky political slogan, or a sociological theory, message is for you, the teacher, to read to have a glue that makes the message The example Gladwell uses in his book the book. No, not the instructor manual. stick. Since people (read: students) are is that of Sesame Street. In 1969 when The textbook. The one you assigned the bombarded with a cacophony of back- producers of Sesame Street were piloting students to read. In fact, your mantra ground noise, there must be something their show to preschool children in in class should be that “Reading is not about our messages in class that makes Philadelphia, the results were disastrous. recommended. It is required!” Reinforce

Educator Update 3 The Stickiness Factor

this concept by creating writing Since emotions are contagious, good feel- or after epinephrine in an allergic assignments that come from the text, and ings spread in a classroom when students reaction, and may forget the side effects including questions directly from the as- are having fun. Emotions can provoke since often times learning pharmacology signed reading on quizzes and exams. memories, and remembering information can be a boring, rote memorization Students quickly figure out that they is precisely the goal. Do you remember activity. Give it context by showing a must do the reading. the first medical mistake you made? short clip from the movie “Hitch” where comedian Will Smith has an allergic Once you have your students reading, reaction to shellfish and drinks from you now are free from lecturing all of that EMOTIONS PROVOKE MEMORIES, the Benedryl bottle like it’s a juice box. material. What? Don’t cover it in class? His disfigurement from the swelling is Don’t you dare! Time is too valuable. SO CREATING POSITIVE OR comical, as is his sleepy, loopy behavior Instead, spend your class time engaging COMPELLING EMOTIONS after administration of the Benedryl. students in activities that will glue this IN CLASS HELP STUDENTS By making the students laugh, and information into memory where it can creating both a visual and emotional EMEMBER ND PPLY be recalled for later use during patient R A A connection to the material, you can bet care. Take the language of medicine for THE INFORMATION they will not forget the indications or example. You could spend four hours side effects of that drug! lecturing on prefixes, suffixes and Latin root words. However, they’ll never re- I sure do. Turns out, that lidocaine does There are a thousand more ways to make member any of those words. It’d be like eliminate all ventricular activity and is, glue in your classroom and get the most your first day in Mexico or Italy trying to indeed, contraindicated in complete heart memory bang for your buck! For more figure out where the bathroom is when blocks. How do I know? I had a patient information about the stickiness factor in you can’t understand a word of what’s in complete heart block whose cardiac EMS education, contact Heather Davis being said. Instead, think about how en- ischemia was causing runs of ventricular at [email protected] or plan to gaged students would be in a game of tachycardia. Given my lack of wisdom as attend sessions at Symposium 2008 in Pictionary. Assign the students a word or a new paramedic, I focused on the runs St. Louis. See you there! list of words. Have them use a medical of v-tach, and gave lidocaine. Well, the dictionary to look up the meaning of the lidocaine sure worked! When it left her word. Now, instead of just writing it with only p-waves, I could clearly see down, have the students prepare to draw the complete heart block which the meaning of their words, like the game was the underlying rhythm. My Pictionary. The physical act of looking up heart sunk into my stomach, not the word in a medical dictionary begins only for thinking I had killed her, to make glue. It is a kinesthetic activity, but also for thinking about the teaches them how to be independent to behind-chewing I would later be find answers, and shows them the value getting from my medical director! of a resource library. Next, determining a Emotions provoke memories, so definition at a level enabling them to creating positive or compelling draw it shows at least application of the emotions in class help students information, if not synthesis; both of remember and apply the information. which are higher order cognitive processes than recall alone. Popular media can help you create glue by providing memorable con- Plus, drawing pictures, guessing and text for information. For example, working in teams is fun for students! when teaching students about And fun, or emotion, is another impor- diphenhydramine, they may tant element of the stickiness factor. forget whether we use it before

4 Educator Update Legislative Update

Legislative Update BY JASON ZIGMONT, NREMT-P NAEMSE AEMS BOARD REPRESENTATIVE

In February, President Bush released holding hearings on the budget proposals On March 11, the House Energy & his FY 2009 Budget which proposed and will continue to do so through Commerce Subcommittee on Health significant cuts in first responder grant April. Advocates members and member approved H.R. 2464, the Wakefield Act, programs within the Department of organizations have been meeting with and a bill to reauthorize the Emergency Homeland Security (DHS). The FY 2009 their Congressional delegation members Medical Services for Children (EMSC) President’s Budget proposes $750 in support of funding for programs that program. This vote is a critical first step million in cuts from the FY 2008 level are priorities for them. toward enactment of the bill. H.R. 2464 for Basic State Formula Grants eliminates now moves on to consideration by the the Metropolitan Medical Response full committee, hopefully in April, and System and deeply cuts the Firefighter thence to an expedited vote on the Assistance Grants. Advocates priorities for calendar year House floor. 2008 and fiscal year 2009 include: A new report was issued in February The Senate Health, Education, Labor 2008 (backdated February 2007) by • Funding for the National Emergency and Pensions Committee passed Stroke DHS assessing the amount of money that Medical Services Information Treatment and Ongoing Prevention EMS providers are eligible for, including System at NHTSA (NEMSIS) (STOP Stroke) Act (S. 999) approved by the State Homeland Security Grant the Committee on Health, Education, • Increased first responder funding at Programs, the Fire Grant and the Urban Labor, and Pensions on March 13. This the Department of Homeland Area Security Initiative (UASI) programs. vital legislation will help ensure that Security for EMS providers The report, like previous reports issued stroke is more widely recognized by the by the Department, confirmed that EMS • Support and passage of H.R. 3822, public and treated more effectively by continues to receive only four percent of legislation that would include health care providers. The legislation will first responder grant funding that EMS is among individuals eligible for help raise public awareness about stroke eligible for at DHS. public safety officers' death benefits provide critical resources to implement nongovernmental employees and stroke care systems that improve the The President’s Budget also proposed to volunteers of a fire department, prevention, treatment, and rehabilitation eliminate the Traumatic Brain Injury ground or air ambulance service, of stroke; establish a clearinghouse to Program, the Emergency Medical for or first responder or rescue squad collect data and share best practices; and Children Services Program and the Pre- that is licensed or recognized by a offer medical professional development ventive Health and Health Services Block state or local government who programs in new stroke therapies. Grant within the Department of Health perform official duties serving the The bill will move to the full Senate and Human Services. Another program public in fire suppression, rescue, for further consideration. that does not receive any funding in the or emergency medical and President’s Budget is the Trauma Systems ambulance services. The measure On March 27th, Advocates for EMS held Planning and Development Act that was has not yet been introduced in the its first EMS Policy Summit, a featured just reauthorized in 2007. The program Senate but Advocates members and session at the EMS Today Conference in provides grants to states to help develop member organizations are shoring Baltimore. The purpose of the session is their trauma response plans. up Senate sponsors of the to get everyday EMS providers to interact legislation. with representatives from various federal The House and Senate Budget and agencies that are involved with EMS is- Appropriations Committees are now sues. The keynote speaker was Dr. Jeff

Educator Update 5 Legislative Update

Runge, Assistant Secretary and Chief Assistant Secretary for Preparedness and The Senate is currently putting together Medical Officer at the Department of Response, Dr. Jon Krohmer, Deputy a small Medicare package that will Homeland Security’s Office of Health Assistant Secretary for Health Affairs and contain a physician fee schedule fix and Affairs. Following a session on the Deputy Chief Medical Officer, Office extend a few smaller payments extensions importance of advocacy, a roundtable of Health Affairs, U.S. Department of or reforms that are due to be eliminated discussion featuring federal partners was Homeland Security, John Brasko, or cut. A package will need to be held then to discuss how the policies EMS/Safety and Health Training completed by the end of June or a cut and regulations at the federal level affect Specialist, U.S. Fire Administration and in physician reimbursement rates go the everyday street provider. Those Drew Dawson, Director, Office of EMS, into effect. participating in the event included National Highway and Transportation Dr. Rick Hunt, Director, Division of Safety Administration. Finally, the National Highway Traffic Injury Response National Center for Safety Administration (NHTSA) has Injury Prevention and Control, Centers Suggestions were provided by the officially launched www.ems.gov. Check for Disease Control and Prevention, audience on how those at the federal level out their website and get the latest Capt. Dan Kavanaugh, MSW, LCSW-C, could communicate in a more effective information on what is happening at the Senior Program Manager, MCHB manner with EMS providers. The event federal level with EMS issues, the Federal Emergency Medical Services for Children was a huge success. A great deal of Interagency Committee on EMS, EMS Program, Health Resources and Services information and ideas were exchanged education issues, workforce issues, Administration, Dr. David Marcozzi, between our federal partners and those among other items. Director, Emergency Care Coordination who attended the session. Advocates Center, Office of Preparedness and looks forward to hosting the 2nd annual Emergency Operations, Office of the EMS Policy Summit next year!

Live Life. Give Life.

The decision to become an organ donor is a deeply personal one The other is to register as on organ donor. It is very easy to but consider this: despite continuing advances in medicine and become a designated donor. Just visit www.organdonor.gov. technology, the demand for organs is vastly greater than the In less than two minutes, you can register as a designated donor number of organ donors. and ultimately save lives!

Organ donation is all about LIFE. When you donate your For more information and to get the facts about organ organs you give someone the most precious gift — a chance to donation, please visit www.core.org or call 1-800-DONORS-7. live. Transplants provide hope for over 98,000 people with organ failure. Your commitment to organ and tissue donation can save lives. One of the most important parts of deciding to be a donor is telling your family. And that doesn’t mean talking about death. It is talking about the opportunity to give another person a second chance at life.

6 Educator Update NAEMSE Announces…

NAEMSE Announces New Member Benefit CentreLearn to Provide Learning Management System Support for NAEMSE Online Education Programs

National Association of EMS Educators Will Expand Distributed Education Offerings Through CentreLearn Platform ABOUT NATIONALASSOCIATIONOF EMS EDUCATORS Headquartered in Pittsburgh, Pennsylvania, and founded The National Association of Emergency Medical Service in 1995 as a professional non-profit association, NAEMSE Educators and CentreLearn Solutions, LLC, announced today with approximately 2,500 members offers educational that they will work together to provide online continuing resources to EMS Educators. NAEMSE’s mission is to education programs for NAEMSE members. inspire excellence in EMS education and lifelong learning. For more, visit www.naemse.org or call 412-920-4775. “NAEMSE has been a leader in promoting the use of distributed education in the EMS industry, and we’re honored ABOUT CENTRELEARN SOLUTIONS, LLC to have the opportunity to serve as the association’s learning Based in Shrewsbury, Pennsylvania, CentreLearn offers management technology provider,” said James Eastham, Sc.D., full-service Internet training and distribution solutions CEO of CentreLearn. to emergency services organizations of all sizes. Organizational clients have unlimited access to online “NAEMSE’s agreement with CentreLearn demonstrates our educational programs and the ability to customize belief in the power of the Internet as a learning and teaching content production, as well as track user progress and tool for EMS educators, students and field providers,” said access one of the industry’s most powerful suites of Angel Burba, President of NAEMSE. learning management tools. For more information, visit www.centrelearn.com or call 877-435-9309. “NAEMSE will provide all members with a free course as a membership benefit,” Burba added. The course credit can also be applied toward the cost of an annual subscription to CentreLearn’s extensive library of CECBEMS-approved online CE courses. Members will access the NAEMSE and Centre- Learn online education programs directly from the NAEMSE website, www.naemse.org. They will also be able to sign their organizations up for group membership in the NAEMSE LMS, and will have the additional option of setting up a private CentreLearn LMS affiliated with NAEMSE for their organizations, allowing access to NAEMSE educational programs within their own LMS. For more information, visit www.naemse.org or www.centrelearn.com.

Educator Update 7 Communiqué #10

National EMS Education Standards Communiqué #10

NATIONAL EMS EDUCATION STANDARDS INSTRUCTOR GUIDELINES

On behalf of the National Association of EMS Educators The third drafts of the Instructional Guidelines (IG) are not (NAEMSE), the National EMS Education Standards Project ready to be released for comment. The IG will continue to be Team is pleased to present Draft 3.0 of the National EMS revised based on draft 3.0 of the Education Standards and the Education Standards (the Standards) for your review and comments received on Draft 2.0 and will be released for comment. Although NAEMSE is leading this task, the comments in the summer of 2008. The Project Team Standards will be a product of the national EMS community. developed Instructional Guidelines to aid instructors, EMS education programs, and publishers. The first draft (Draft 1.0) of the Standards served as a starting point for dialogue with the national EMS community and Draft 2.0 was based on the input received from the national NEXT STEPS EMS community. Draft 3.0 is based on additional input from the national EMS community as well as a National Stakeholders The Project Team will: Meeting held in February, 2008. During the Stakeholders • Continue to revise and update the final drafts of the Standards Meeting, consensus was reached on the necessary changes • Depend on your continued feedback to improve the Standards for draft 3.0 and related IG • Present final drafts of the Standards and related IG to Please review Draft 3.0 of the Standards and continue to share NHTSA in September 2008 your comments, suggestions, and observations with the project team so we can further refine and improve the documents. The final National EMS Education Standards will be most successful when they reflect the broadest possible consensus of the national EMS community.

Draft 3.0 of the Standards for all four levels of EMS personnel – Emergency Medical Responder (EMR), Emergency Medical Technician (EMT), Advanced EMT (AEMT), and Paramedic – are available to download and to provide your comments at: www.nemses.org. All comments on Draft 3.0 of the Standards will be submitted to the Project Team and considered for incorporation into the drafts. We will accept comments on this draft through the end of May, 2008. The final draft will be delivered to NHTSA in August or September, 2008.

8 Educator Update Educator Update 9 NAEMSE Member NEWS

SPOT LIGHT ON Kris Kaull

Full name: Krisendath (Kris) Kaull, B.S., NREMT-P, patient or family member of someone I have treated. CCEMT-P Many times I feel like the best care I give is holding a hand or covering them up with a warm blanket. Hometown:Bozeman, Montana Reason you joined NAEMSE: Networking. Power in Organization/ Work Place: Just one? Isn't it mandatory numbers. Education. A united voice. The list goes on. to meddle in a number of disciplines while working in I live in Montana with limited resources and local EMS? I am an online director for EMS initiatives with the connections. Reaching out to others, regardless of San Francisco-based Praetorian Group. I pick up part-time geographic location, is critical. paramedic shifts for our local ambulance service, and teach for the Montana State University EMT-Basic program. Activities: : Hangin' out with my rock star family (Mitzi - my beautiful wife, Hannah – 6-year-old firecracker, Job title: Online Director, EMS and Ethan – 5-year-old superhero), cold beer and BBQs with friends, travel, golf, and outdoor activities. Job scope: Fulltime. I lead Praetorian Group’s online EMS initiatives, including EMS1 and its sub-sites Parame- Personal hobbies: Skiing, climbing, technology, EMS dicTV.com, Paramedic.com and EMSGrantsHelp.com. (Rural ALS), firefighting (Fire Operations and Leadership I oversee all aspects of daily site operations, with an Training), cooking (Food, Beer, & Wine), public speaking. additional focus on company-wide online growth initiatives and internet collaborative functionality. Who would play you in a movie: Patrick Dempsey (Dr. McDreamy on Grey's Anatomy). Why? 'Cause he Hardest job aspect: Balancing the demanding and makes my wife's heart skip a beat and I can use all the help dynamic changes of the Internet while focusing on the most I can get! important aspect of 'why I do what I do' — supporting field crews who provide great medicine. One thing your fridge is never without: The typical...but my wife works at our local brewing Most rewarding job: Each job is rewarding in its own company in their quaint tasting room, so the fridge always way; it’s hard to decide. However, I'd have to say that there has the latest microbrew. is nothing that compares to the appreciative look of a

10 Educator Update NAEMSE Member NEWS

NAEMSE Membership News

Congratulations to Terry DeVito, Ed.D, RN, EMT-P, M.ED, NAEMSE Board of Director on the successful completion of her Ed.D! Terry received her doctorate from the University of Hartford, West Hartford, CT. The title of her research: A study of the Teaching Strategies of Paramedic Educators as They Relate to Models of Adult Education.

Terry is the current Chair, of the Division of Health Careers Coordinator, Paramedic Program, Capital Community College, Hartford, CT.

2008 NAEMSE Heroes Award— Sponsored by Delmar Cengage NOMINATIONS NOW BEING ACCEPTED

Special thanks to NAEMSE Corporate Partner Delmar serving on the NAEMSE Heroes Committee. Cengage, who has generously donated the funds again Nominees must have taught for a minimum of 7 years to make this award possible. The purpose of the award and be in good standing with all state, national and is to recognize those unsung men and women who international regulatory bodies within the EMS serve our profession each and every day with a profession. For more information please visit commitment to excellence and reflect the very best www.naemse.org. characteristics of our profession in and out of the classroom. Nominations may be made by any member in the EMS profession except for those members

Educator Update 11 EXCEPTIONAL LEARNING FOR EMS EDUCATORS THE NAEMSE INSTRUCTOR COURSE Modules developed from the DOT/NHTSA 2002 National Guidelines Provides a basic introduction of educational concepts Provides tools and resources for the EMS Instructor An interactive course that encourages professional growth

PROGRAM INFORMATION, COURSE UPDATES, AND REGISTRATION www.naemse.org (412) 920-4775 official publication of the national association of ems educators

Spring 2008

providing a voice for EMS Educators

In this Issue

Basecamp for Project Management ...... 14 Blogs...... 15 Podcasting ...... 16 Virtual Office Hours...... 17 Wikis and their use in Instruction...... 18 Blackboard...... 19

A special thank you to the Distributive Learning Committee for such informative articles in this issue.

NAEMSE Mission To inspire excellence in EMS education and lifelong learning. www.naemse.org

13 Basecamp: An Internet Based Project Greg Friese, MS, NREMT-P, WEMT, is President of Management Tool Suitable Emergency Preparedness Systems LLC. EPS helps clients create, For E-learning Production design, distribute, and facilitate BY GREG FRIESE, MS, NREMT-P, WEMT rapid e-learning for emergency PRESIDENT, EMERGENCY PREPAREDNESS SYSTEMS, PLOVER, WI responders. Greg is also a paramedic, Wilderness Medical Associates lead instructor, I graduated from college before the group work wave crashed through higher education. conference speaker and EMS Yet, group work is an inescapable reality of business and education. Designing and pro- author. Contact him at ducing rapid e-learning programs for emergency responders often requires extensive group [email protected]. work to shepherd a lesson from concept to learning management system deployment.

We use Basecamp (www.basecamphq.com), an elegant web based project management tool, from 37signals.com for our rapid e-learning projects. Team members can access our Basecamp site from any computer that has an internet connection. After logging team members use the “dashboard” to see updates on current projects, upcoming milestones, and recent project activity.

Our e-learning production team is geographically distributed across North America. One lesson might involve a technical writer in Colorado, an editor and EMS reviewer in Wisconsin, a graphic designer in New York, a voice talent in Nova Scotia, and a flash conversion producer in Pennsylvania. Each member is assigned a specific set of tasks to be achieved by milestone dates that are set when lesson production begins. Managing assignment and completion of tasks, transfer of electronic files, messaging between team members, and achieving milestone dates has become a major responsibility for the project manager.

Basecamp features include a to-do tab, milestone tab, message tab, files tab, and writeboard tab. Our team uses the files tab to transfer PowerPoint files, reference documents, and images for the lesson. Files can be marked as private and thus restricted to specific team members. We find it especially useful to be able to upload multiple files at once. Each lesson is assigned a to-do list using a reproducible template. As tasks are completed team members check off the task. The project manager can then review when tasks were completed and by whom.

Visit www.basecamphq.com for a flash video tour of Basecamp features or to sign-up your organization for a free account. If you e-learning program requires multiple projects, there is a reasonable monthly fee that is based on the number of projects and available file uploading space.

Other EMS education uses for Basecamp might include: • A paramedic class project • Accomplishment of clinical skills • Co-presenters preparing a conference presentation

14 Blogs and Their Use in Education BY MICHAEL J. FRITH, MS, EMT-P TEAL INSTITUTE, CONCORD, CA

Blogs and blogging have become a part of everyday life. You can find them all over the Internet. Most news and sport sites use them to provide commentary on a particular topic. They give an individual the ability to express themselves online while allowing others to respond back with this interaction generally being viewed by others. BBS (Bulletin Board Services) and New groups are considered the predecessors to the blog. Most blogs today are a combination of text, images and links. According to Wikipedia, blog search engine Technorati was tracking more than 112 million blogs as of December 2007. BIBLIOGRAPHY

They have several uses by teachers. One of the earliest applications is its use as an online Blog: From Wikipedia, the free journal. Students write an entry that highlights their activities and/or their thoughts encyclopedia. Retrieved on about a particular topic. Educators could use blogs as a class web space where announce- April 20, 2008, from ments are posted, links to various content related resources on the Internet, and to http://en.wikipedia.org/wiki/Blog. organize class discussions that take place online. They can also be set-up as private personal spaces, reserved for students’ thoughts and teacher guidance. Downes, Stephen (2004). Educational Blogging [Electronic Blogs are available in several different ways. Some course management systems, such as version], EDUCAUSE Review, Moodle, have them integrated into the software. There are blog hosting services, such as vol. 39, no. 5 (September/ Blooger and LiveJournal, which are set-up for immediate use and range in cost starting October 2004): 14 – 26. from free. Another option, if you have the right web hosting plan, is you can install one of several blogging programs. Examples of these are bEvolution and WordPress. Pembina Trails School Division, Winnipeg, Canada (n.d.). Blogs are popular, in both the educational community and the Internet at large, because Uses of Blogs in Education. of their ease of use. Mireille Guay, an instructor at St-Joseph in Quebec, provides an Retrieved on April 20, 2008 from excellent summary of the use of blogs: "The conversation possible on the weblog is also http://www.pembinatrails.ca/ an amazing tool to develop our community of learners. The students get to know each program/technology/uses_of_ other better by visiting and reading blogs from other students. They discover, in blogs_in_education.htm. a non-threatening way, their similarities and differences. The student who usually talks very loud in the classroom and the student who is very timid have the same writing space to voice their opinion. It puts students in a situation of equity." (p. 18, Downes)

15 Podcasting If you would like more information on audio BY ROB THERIAULT Podcasting, please contact me GEORGIAN COLLEGE, ONTARIO, CANADA at [email protected] When I first told my colleagues I was thinking of doing audio recordings of my classes, or Podcasts, the skeptics countered with the argument that my students would stop coming to class because they could just listen to the recordings. Or worse, they would sell my intellectual property online! I must confess that I wondered if my classes were sufficiently engaging to keep the seats filled with eager learners despite the easy alternative of downloading the podcasts and plugging me into the latest MP3 player. As it turns out, the concerns of my colleagues and my own skepticism was unfounded.

When I started audio podcasting two years ago, not only did class attendance remain static, but my hopes that students would benefit from re-learning came to fruition. Students came to class armed with answers and had formulated some brilliant critical thinking questions, the likes of which I didn’t hear often before I started Podcasting. I remember one student in particular who was quiet and sat at the back of the class. Mid way through the semester we had a reading week and when he returned he began participating in class like never before and his answers were textbook perfect. When I asked him if he had spent a lot of time during the week studying, his response was “no, not exactly”. It turns out that he worked at a factory for the week to earn a little extra money and while working he listened to the podcasts every day. This is when I knew I was onto something good.

Some educators refer to Podcasting as “mobile learning” or m-learning. Students can download podcasts (audio or video) onto any digital media player and can listen and/or watch it whenever, wherever and as often as they wish. Pedagogically, students achieve mastery of knowledge and arguably comprehension through repetition. Podcasting facilitates the repetitive learning process. This is a necessary step before they can move to higher levels of thinking.

There are numerous ways to create audio podcasts. Currently I am using a wireless earpiece & microphone and recording software that I downloaded for free from the Internet which allows me to edit the podcasts.

16 Virtual Office Hours If you would like more BY ROB THERIAULT information on virtual office GEORGIAN COLLEGE, ONTARIO, CANADA hours, please contact me.

[email protected] Call me a scrooge with my time, but I like to set fixed office hours to meet with my students. Otherwise I find they drop in to see me for some of the most trivial issues and then stay to chat for much longer than it took to answer their question. Don’t get me wrong, I care very deeply about my students and their education, but they will innocently, or not-so-innocently monopolize your time and leave you far behind on your other work – the work you need to do to help them learn.

I tell my students up front what days of the week and times of the day I will be available and that they will need to book an appointment to see me. If they decide to drop in spontaneously during my office hours I am equally happy to help them, but they know up front that I might be busy with someone else. If they drop by any other time they are out of luck. That’s the rule and even the millennium students appreciate and respect the boundaries.

Notwithstanding the rules, I also appreciate that students get stuck trying to untangle a concept or need clarity on one thing before they can move on to the next. This calls for a more immediate response and although they know that they have to do the research themselves, they might still need help in the moment.

This is where the concept of virtual office hours came to me. I asked around my college to see if anyone else was doing it and was met with “are you crazy?” Not easily deterred when I’m inspired, I did some more searching and learned that professors in other colleges were using virtual office hours with varying degrees of success and/or failure. Since I try to view failure as an obstacle rather than an impediment, I was determined to see if I could make this work.

To my surprise and delight, holding office hours live online has put me in contact with more students then I had previously seen in my office, and paradoxically, reduced my overall office hours. I still maintain office hours, but now instead of coming into my office with a one minute question and staying for a twenty minute conversation, students text message me using a free online text message system, they get their answer and then disappear. Sometimes a student will be sitting in the library with five or six other classmates and will send off a question to settle a debate. The students love it!

To take virtual office hours a step further, I was able to find a free webcasting platform that enabled me to bring up slides and images and have the students talk with me using voice over IP (VOIP) and interact on a white board using text and drawing tools. It’s an auditory, visual and experiential teaching tool that’s remarkably engaging. Now when a student sends me a text message with a question that requires a more visual explanation, I send them the URL to the webcasting platform where we can talk, text, draw or look at visual teaching aids.

17 Wikis and Their use in Instruction BIBLIOGRAPHY BY MICHAEL J. FRITH, MS, EMT-P Wiki: from Wikipedia, the free TEAL INSTITUTE, CONCORD, CA encyclopedia. Retrieved on April 20, 2008, from http://en.wikipedia.org/wiki/ A wiki is a program that allows individuals to collaboratively create, edit, link, and Wiki. organize the content of a website. It is possible to edit/update the wiki quickly and easily. Hence the name "Wiki" is derived from the Hawaiian term meaning "hurry” or “quick". Lamb, Brian (2004). Wide Open It has been suggested that "wiki" means, "What I Know Is." However, this is a Spaces: Wikis Ready or Not backronym. Wikipedia is one of the best known wikis. But Google docs are another [Electronic version], example. There are several uses for wikis in education. EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): Often groups collaborate on a document by "pushing" it out to each member – emailing 36 – 48. a file that each person edits on his or her computer, and some attempt is made to coordinate the edits so everyone's work is equally represented. But what happens when Mader, Stewart (2006, October two people think of the same idea and include it in different ways in their respective 24). Ways to Use Wiki in copies of the file, or when one group member misses an agreed upon time to finish their Education in S. Mader (Ed.), changes and pass on the file to the next member? Who decides what to do? Using a wiki Using Wiki in Education. "pulls" the group members together to build and edit the document on a wiki page, Retrieved on April 20, 2008 from which strengthens the community within the group, allows group members with http://www.wikiineducation.com overlapping or similar ideas to see and collaboratively build on each other's work. /display/ikiw/Ways+to+use+wiki It also allows all group members immediate, equal access to the most recent version +in+education. of the document. These documents can be in the form of webpage, word processing document, presentation, or spreadsheet.

Wikis are available in several different ways. Some course management systems, such as Moodle, have them integrated into the software. There are wiki hosting services that are set-up for immediate use and range in cost. Another option, if you have the right web hosting plan, is you can install one of several wiki programs. Examples of these are Phpwiki and TikiWiki.

In 1999, the World Web inventor Sir Tim Berners-Lee in a talk at the 35th anniversary celebration of the MIT Laboratory of Computer Science stated, “I wanted the Web to be what I call an interactive space where everyone can edit.” (p.37, Lamb) Wikis fit that vision. They are easy to use and promote collaboration in the education setting.

18 Blackboard If you’re a bit intrigued about this BY SANDRA K. EUSTICE, EMS IC, DEPARTMENT CHAIR system and want to see more, take CHIPPEWA VALLEY TECHNICAL COLLEGE, EAU CLAIRE, WI the opportunity to view a sample of Blackboard. You can access a “test drive” by going to When you hear the word “blackboard”, do you still think about white chalk and dusty http://www.cvtc.edu/pages/ erasers? If so, read on to get a little different perspective! 393.asp. It’s time to throw away that chalk! In today’s academic world, the term Blackboard quite often refers to a learning management system (LMS) that affords students the option to participate in flexible learning opportunities while seated at home in front of their computers or while on the road when traveling for their jobs. Learners can now be away from the typical campus environment as they continue their education.

There are numerous features in Blackboard. You’ll be able to place assignments within the system and to have students complete these or quizzes and exams on-line. Grades are posted for students in the “Gradebook” with the system continually calculating the course average –a nice feature for the educator when midterm and final grades are due! An early warning system can be utilized to add “rules” to notify your students if criteria have not been met.

The “Discussion Board” provides the opportunity for students to post a brief bio about themselves at the beginning of the course (what a great way to start developing a sense of community in your classroom!) or to express their own thoughts Learners can now be away from regarding a question the educator may have posted for the class. Students are also able the typical campus and encouraged to respond to their environment as they continue classmates’ opinions. their education.

19 providing a voice for EMS Educators

3 of interest. Additionally, the following written statement, signed by Domain Submission Criteria each author: "The undersigned author(s) assigns ownership of the article entitled to the National Association of Domain3 is the official publication of the National Association of EMS Emergency Medical Services Educators (NAEMSE)."The manuscript will Educators. Domain3 publishes articles of interest to its membership - become the property of NAEMSE and may not be published without persons involved in the training/education of EMTs, Paramedics, the written permission of an authorized representative of that Basic Life Support, and Emergency Care. organization.Unsolicited submissions are welcomed. Members of the NAEMSE All inquiries about publication in Domain3 should be directed to the publications committee review manuscripts. Acceptance of the Editor/Chair of the Publications Committee or to the Executive manuscript for publication is contingent upon completion of the Director/Assistant Editor. Publication of manuscripts will be at the editing process. discretion of the publications committee and their board representative. Manuscripts should be formatted as MS Word 97 documents and mailed on IBM-formatted disk or submitted by email to naemse@naemse.org. If you have an idea brewing that you'd like to submit, please either call Disks should be mailed to the NAEMSE Office: 681 Andersen Drive, or email us and we would be happy to discuss it with you; new Foster Plaza 6, Pittsburgh, PA 15220. Direct telephone authors are always encouraged (and inquires to (412) 920.4775 or fax inquiries to (412) 920.4780. very welcome).Please submit a cover letter with each manuscript with the following — Publication Committee information: author(s) name, credentials, title, and affiliation. A title letter should also be sent with the manuscript disclosing any commercial associations that could pose a potential conflict The Family Rights…The Family Rights and Privacy Act: 7 Myths — and the Truth BY STEVEN J. MCDONALD, JD, RHODE ISLAND SCHOOL OF DESIGNAn extraordinary amount of the national discussion since the appropriate student-affairs officials. When the situation appears shootings at Virginia Tech a year ago has focused on the role to be urgent, however, it is both appropriate and permissible to that the Family Educational Rights and Privacy Act, or FERPA, disclose the concern as broadly as seems necessary. the federal statute governing the privacy of student records, played in that tragedy. What that discussion has revealed most 2. FERPA makes it virtually impossible to disclose notably is that, although colleges have been subject to FERPA anything to anyone. The statute does apply broadly to for more than 30 years, and although few if any statutes have almost all recorded student information in our possession, but, such wide-reaching, everyday application on our campuses, even so, it still offers us considerable leeway. most of us still don't know much about it. In a way, FERPA is the Rodney Dangerfield of statutes: While there is a great deal First, it exempts entirely from its coverage several categories to it, it just doesn't get much respect. of records, including, most significantly, "law-enforcement records." Records that are created by a campus's law-enforce- In an effort to bring about greater clarity, the Family Policy ment unit — be it commissioned police or noncommissioned Compliance Office, the office within the Education security — at least in part for law-enforcement purposes and Department that oversees and enforces FERPA, recently that are maintained by that unit may, under FERPA, be freely proposed the first major amendments to the regulations since shared with anyone for any reason. It makes no difference 2000. For the most part, those amendments would simply whether the creation of those records was also motivated by codify and reinforce existing guidance. In a few circumstances, internal disciplinary or other reasons or whether they are shared they would actually expand our already considerable discretion with others on the campus for their own use. The copies of any to disclose student records and information. But even those such records that are shared with other offices do become amendments will do no good unless we begin to pay attention subject to FERPA, but the originals in the law-enforcement to FERPA and dispel a number of all-too-common myths about unit's possession remain entirely free of FERPA's restrictions. it that continue to get in the way of our doing the right thing for our students. Those myths include: In addition, FERPA offers no fewer than 15 exceptions to its general prohibition on the disclosure of student records and the 1. FERPA applies to all information about our students. information they contain (see list on following page), and a In fact, FERPA governs the disclosure only of "records" and 16th exception has been proposed. information from "records," not information generally. Personal knowledge is not subject to FERPA, and its disclosure is Finally, FERPA also allows us to disclose records that have been therefore not prohibited by FERPA — even if it also happens thoroughly "anonymized," or scrubbed of personally identifi- to be recorded. able information, and we are always free to disclose any student record with the student's consent. Thus, for example, a professor who observes a student behaving oddly in a classroom, a resident assistant who notices a At the same time, FERPA also never compels us to use any of disturbing change in a student's temperament, or an adviser that leeway. Rather, it gives us discretion to do so under the who sees a student become increasingly withdrawn and specified circumstances if we deem it appropriate — and uncommunicative is free, as far as FERPA is concerned, to raise therefore requires us to make a decision, a situation that can the concern with others — and should do so. We do neither the lead to paralysis. But if we choose not to disclose student student nor ourselves a favor if we don't try to reach out and information when we would be permitted to do so, whether deal with such situations when we still have the opportunity. for legitimate policy reasons or by default, we should not use Ordinarily, if circumstances allow, it is preferable to raise such FERPA as an excuse and thereby perpetuate this unfortunate concerns first with those trained to evaluate and deal with them, and potentially harmful myth. such as campus mental-health professionals, campus police, orEducator Update 21 The Family Rights… MYTH3. FERPA prohibits us from sharing any student the permitted disclosures except the one for "directory information with parents unless students specifically information." consent. As useful as such a "rule" might be in this age of attack-helicopter parents, and while we are free to adopt it as a 4. We can't rely on the "health or safety emergency" policy matter if we so wish, we are not compelled to do so by exception if there's any uncertainty at all about the statute. Primary control over a student's records does shift whether we're facing imminent catastrophe. The many from the parents to the student when the student enrolls in reviews and reports after Virginia Tech found the greatest college, even if the student is still a minor, but primary control confusion about, and resulting fear of, the FERPA exception is not the same as total control. Institutions can disclose student for disclosures to "appropriate persons" in connection with an information to parents under any number of circumstances. "emergency" involving the "health or safety of the student or other persons." Much of that confusion and fear, it seems, can Among the circumstances: be traced to the regulation's statement that each of those terms • If either parent claims the student as a federal tax dependent, must be "strictly construed." Additional guidance, intended to the institution may, with confirmation of that status, disclose head off backlash against foreign students after September 11, any and all information it has about the student to both 2001, indicates that the "danger" used to justify invocation of parents, regardless of the student's age or whether there the exception must be both "serious" and "imminent." is an emergency. • If the student is under 21, the institution may inform the To be sure, FERPA is a privacy statute, and we certainly must student's parents of any violations of its alcohol or drug acknowledge our students' legitimate interest in maintaining policies, regardless of whether the student is a tax dependent their privacy, but FERPA does not make that interest an or whether there is an emergency. absolute, unassailable priority. Nor does FERPA require that the • If the institution reasonably believes that there is a health or situation at hand be a "red level" crisis, that only the intended safety emergency involving the student, the institution may disclosure will avert it, and that we be absolutely sure of both alert the student's parents and seek their assistance, regardless those conditions before proceeding. of the student's age or whether the student is a tax dependent. Rather, FERPA recognizes that decisions about when emergency Moreover, we can make such disclosures even if the student has disclosure is needed and what disclosure is appropriate must asked us not to. FERPA doesn't give students a veto over any of often be made in the heat of the moment, before all of the facts22 Educator Update The Family Rights… are, or could possibly be, known. In other guidance, the Family The reason for that convoluted, backhanded definition is not Policy Compliance Office has expressly stated that it will not that Congress wanted student medical records to go wholly fault good-faith decisions in that regard even if they turn out, unprotected, but, rather, that it didn't want them to be subject in hindsight, to have been wrong: "This office will not substi- to students' near-absolute right under FERPA to "inspect and tute its judgment for what constitutes a true threat or emer- review" their own records. As long as such records remain in gency unless the determination appears manifestly unreasonable this FERPA-HIPAA limbo, they are subject instead only to the or irrational." typically more-limited state rules concerning when patients may access their own medical records. The reality, then, is that there is little to worry about when The net result is that medically related student records — relying on the health-or-safety-emergency exception. But to whether "treatment" records or not — are never subject to make that point even clearer, the compliance office has just HIPAA's privacy provisions, are always (really) subject to proposed to amend the regulation by eliminating the "strictly FERPA, and are, for all practical purposes, treated no differently construed" provision and replacing it with a codification of its under FERPA than any other student records. previous guidance. Those changes, the compliance office states, are intended to underscore that colleges have far "greater Campus medical professionals continue to be bound as well flexibility and deference" than we may have realized to "bring by whatever limits are imposed upon them by applicable state appropriate resources to bear on a circumstance that threatens medical-confidentiality laws, but even those laws generally the health or safety of individuals." We should not hesitate allow consultation with other medical professionals involved to take advantage of that flexibility and deference when it in treating the student, whether on or off the campus, and reasonably appears to be in the best interest of our students appropriate disclosures when deemed necessary to avert a and institution that we do so. serious threat to the health or safety of the student or others. Moreover, others on the campus who may have access to 5. Both FERPA and HIPAA, the Health Insurance medically related student records generally are not subject to Portability and Accountability Act, prohibit the such state laws. They remain free to disclose those records disclosure of student medical records to anyone. to other college officials with a job-related need to know, in FERPA's handling of student medical records and its "Alphonse response to a health or safety emergency, to parents of a and Gaston" interplay with HIPAA are, without question, dependent student, in compliance with a subpoena, or in any of counter-intuitive and difficult to understand at first look. the other ways that FERPA allows student records to be disclosed. To begin, HIPAA expressly excludes from the coverage of its privacy provisions any records that are subject to FERPA. 6. The consequences of violating FERPA are FERPA in turn provides that "treatment records" — records devastating, so the safest course is to disclose created by medical professionals in the course of treating a nothing. It is true that withholding student information is, student — are not subject to FERPA. Back to HIPAA, which almost always, "safe," at least as far as FERPA is concerned. nevertheless excludes "treatment records" as well. At the college level, the only person who ever has a legally But there's a hitch: Such records are exempt from FERPA's enforceable right under FERPA to know what is in a student's restrictions only as long as they are not shared with anyone records is the student. All of the exceptions that permit broader other than those involved in providing the treatment. To the disclosure are entirely discretionary, so there is no legal extent they are shared with anyone else, they are subject to the consequence under FERPA in choosing not to disclose. same disclosure restrictions under FERPA as any other student records. (Other medically related student records that do not Disclosing student-record information is, however, almost involve "treatment," such as disability-accommodation records equally safe as far as FERPA is concerned. In the 2002 case or immunization verifications, are always subject to FERPA and Gonzaga University v. Doe, the U.S. Supreme Court held that its general restrictions, and not to HIPAA.) there is no private right of action under FERPA. As a result, weEducator Update 23 The Family Rights… cannot be sued by aggrieved students or others even if we stray And yet FERPA is actually quite flexible and forgiving. Only over the line of permissible disclosure. Their only recourse is to rarely does it restrict us from communicating about our file a complaint with the Family Policy Compliance Office. students when we need to do so, and hardly ever does it compel Moreover, while the enforcement tools in that office's arsenal communication about our students. It gives us considerable are theoretically severe — potentially including the termination discretion to do what we, in our best judgment, think should of federal support — FERPA imposes no penalty whatever for be done. The consequences FERPA imposes for good-faith making a single, honest mistake. Rather, it reserves its conse- mistakes are, in reality, little more than a gentle admonishment quences only for institutions that have a "policy or practice" of to learn from those mistakes and do better next time. violating its provisions. Even then sanctions may be imposed "only if … compliance cannot be secured by voluntary means" The real problem with FERPA is that its flexibility is not well or — in other words, only if an institution engages in repeated, widely understood. But if that is the problem, making FERPA intentional violations. In the 34 years since FERPA's enactment, even more complex, by grafting ever-more-detailed exceptions the compliance office has reviewed hundreds of complaints, and — and exceptions to exceptions — onto it, is unlikely to help. has found numerous violations, but has never once terminated While no doubt well intentioned, the many calls and proposals even a single penny of federal money. for major substantive revisions to FERPA in the aftermath of Virginia Tech would, if adopted, probably yield only more confusion — and more paralysis — rather than clarity and Instead of trying to better decision making.“fix ” FERPA, we should give Instead of trying to "fix" FERPA, we should give it the respect it is due by learning what it actually provides, rather than relying it the respect it is due on the myths we've heard about it. There is nothing to fear in by learning what it FERPA itself. actually provides KEY EXCEPTIONS TO FERPA• Under the Family Educational Rights and Privacy Act, which Nevertheless, FERPA's "nuclear option" is frequently cited to governs the disclosure of student records, colleges may limit or deny disclosure of student information, usually out of disclose any and all student records and information to unwarranted fear of liability — and occasionally in an effort to faculty and staff members, to lawyers, accountants, and cut off an opponent's policy argument in favor of disclosure. other outside contractors retained to provide services to the Instead of fretting about that extraordinarily remote threat, we institution or to perform functions on its behalf, and even to should focus our discussions and decisions about disclosure on other students who are acting on the institution's behalf — what is best for our students, secure in the knowledge that such as student representatives on a disciplinary FERPA gives us considerable room to do so. committee — as long as they reasonably need access to 7. FERPA is seriously broken and needs to be fixed. the records and information to do their jobs. To use that That is perhaps the biggest myth of all. There is no exception, colleges must notify their students at least annually question that FERPA can be frustrating and even paralyzing. Its of how broadly they intend to employ it. numerous provisions can be confusing, simply by virtue of their • Colleges may disclose any and all such records and sheer quantity. They occasionally seem to point to conflicting information to officials at other colleges at which a student conclusions. All too often they appear to be nothing more than seeks or intends to enroll or is simultaneously enrolled. micromanaging. (Again, colleges must notify their students at least annually of their practice of doing so.)24 Educator Update The Family Rights… TRUTH• Unless a student has affirmatively opted out, colleges may • Colleges may disclose student records and information to disclose to anyone a fairly long list of "directory information," students' parents in certain circumstances. including name; physical and e-mail addresses; telephone • Colleges may disclose such records and information to numbers; major; degrees, honors, and awards received; "appropriate parties" in connection with a "health or safety participation in officially recognized activities and sports; emergency." photographs; and more. They cannot, however, disclose such information in a way that implicitly discloses nondirectory Reprinted with permission from Steven J. McDonald who is information as well. For example, colleges cannot disclose a general counsel at the Rhode Island School of Design list of "just names and addresses" in response to an inquiry Email: smcdonal@risd.edu about students who achieved a specified grade-point average, who took a particular course, or who were brought before Originally printed in The Chronicle of Higher Education a disciplinary committee in a given year. Doing so would http://chronicle.com reveal more about those students than "just" their names Section: Commentary and addresses. Volume 54, Issue 32, Page A53 • If a college determines through its disciplinary system that a student committed certain serious offenses involving actual or threatened violence, it may disclose to anyone the student's name, the violation that occurred, and the sanction that was imposed. • Colleges may disclose any such records or information in response to a subpoena from a court or agency having jurisdiction over them, although they generally must notify the student first.Educator Update 25 LeadershipLeadership - A Series BY JOHN R. BROPHY Background and Introduction example as a means of addressing the realization that while we While rich in tradition, Emergency Medical Services in the will endeavor to define leadership here, the fact is that a myriad United States has evolved considerably over the past 30 years. of circumstances will factor into what leadership is and how As a child, I grew up watching the <a href="/tags/Television_show/" rel="tag">television show</a> Emergency individuals may be perceived as leaders. (1972) that depicted the struggles and eventual successes of the early leaders of modern Emergency Medical Services. Their The Random House College Dictionary puts forth a definition vision, determination, and sacrifices established the foundation of leadership as “the position or function of a leader.” (Costello, upon which my contemporaries and I must now and in the 1992) I find that definition to be vague and not very helpful. future continue to build, maintain, and renovate what is now The United States Navy, in its Petty Officer Indoctrination our profession. It is our task to bridge the gap from the past Course Student Guide defines leadership as “the process of and present to the future. Then, as we move into the twilights influencing the activities of an individual or a group of of our careers, we can rest assured that the future of Emergency individuals in efforts toward goal achievement in a given Medical Services (EMS) in our country is in good hands and situation.” (Naval Leader Training Unit, 1999, p. 3 – 1) that we have provided them with the insights and guidance For every source of a definition of leadership comes yet another necessary to carry on and surpass our achievements. view and to me each of them is partially correct and none of them are completely wrong. So, where does that leave us? The What is Leadership? fact is that “many groups of people – citizens, workers, students, Before we begin to discuss the specifics of leadership and how it politicians and business executives – are troubled by a lack of provides the resources to develop and nurture it in Emergency strong leadership.” (Wren 1995, p. 1) In my view, the Medical Services it is important that we look at and discuss Emergency Medical Services industry, both career and volunteer what leadership is. There are many definitions in texts and has a void in consistency and continuity with respect to dictionaries as well as common usage and understanding. leadership development. In Emergency Medical Services there According to Yukl (2006) “The term connotes images of is a national standard curriculum at the core of the clinical powerful, dynamic individuals who command victorious practice of emergency care, but no such curriculum exists for armies, direct corporate empires from atop gleaming the development of EMS Leaders. “Leadership does not simply skyscrapers, or shape the course of nations.” There are in fact happen. It can be taught, learned, developed.” (Giuliani, 2002) perceptions of leaders and leadership and realities that are With this in mind, let’s begin to explore leadership as it relates sometimes in sync and sometimes not. There are sometimes to Emergency Medical Services. hidden and not so hidden agendas that both allow and encourage people to put forth a different view of the leadership Leadership in Emergency Medical Services that took place in the same event or was exhibited by the same Whether a career employee or volunteer in the EMS field, the individual. The most common example that I can think of is in most likely path to an official leadership position begins as a our political system. One candidate and their supporters put provider of emergency care. One develops their assessment and forth examples of their leadership as a positive while opponents patient care skills over time while also developing their own would have you believe just the opposite. I put forth this confidence and the confidence of others in their abilities. 26 Educator Update LeadershipAs time goes on and trust and confidence build, opportunities In addition to the added personal and professional for advancement present themselves. Be it an appointed responsibility of a leadership position there is the authority to promotion in career EMS or an elected promotion in volunteer perform the functions of the job. Clearly, by virtue of the title EMS, often times proven skills, trust and likability are the keys bestowed and the job description the “legal” authority to to an individual’s advancement. Once in the new position of perform tasks and make decisions exists. If only leadership were A Series greater responsibility and a whole new set of challenges, new that simple, but its not. While I am sure it is not unique to Leadership - EMS leaders are often left to figure it out for themselves. EMS EMS, I can clearly say that in EMS newly promoted individuals BY JOHN R. BROPHY leaders need to be provided with the education and insights to will often be tested by their former peers. Are they still one of us help them make the transition into their new roles. or have they “taken the pill” and become one of them? This is the challenge a new EMS leader faces. They have earned the The first area that new leaders must understand is the concept promotion and have the “legal” authority, but must now earn of responsibility and that in their new role they are now authority through their performance and consistency. Without answerable for not only their actions, but the actions of others. this earned authority, their new title and the legal authority that “When you lead, everything you say and do is amplified in the goes with it will be diminished and their ability to lead may be organization’s eyes.” (Alder & Fratus, 2007) As a leader, one compromised or even completely ineffective. Additionally, there must realize that they are both responsible for and to their is yet another piece to the authority puzzle. That third piece subordinates. Leaders also have more responsibility for their centers on ethical and moral authority. Will the leader do personal behavior. They must set the example, not simply what is right even when no one is looking and will they step go with the flow. in when they see a problem, even if it isn’t technically their responsibility? Without this ethical and moral compass it A fellow EMS leader once said that if you hold a supervisory will be difficult for a leader to exercise their authority. or management position you are always in that role, even after hours. While some may argue the legality of his position, the Yet another area that makes up the foundation of leadership in perception is there and in someone’s eyes, for good or bad, EMS is accountability. Since the consequences of ones actions someone who holds an official leadership position will always be or failure to act could be serious, if not life threatening in the seen as a “boss.” This concept of personal responsibility, both field of Emergency Medical Services, one must be accountable on and off duty is an important part of leadership that is often for both their actions and their failure to act regardless of the overlooked or downplayed, but one that, if handled properly, situation. As a provider, duty to act with respect to the care of can slowly build trust and credibility with superiors, peers, and a patient is clearly defined, but as a leader the definition is more subordinates. In contrast, one lapse of judgment in this area grayscale due to the often broad discretion leaders are given can cause significant damage among the same people and set a with respect to the handling of day-to-day situations outside leader back in their personal and professional growth. the patient care realm. A leader must understand that they also have responsibility to Accountability is also one of those things that in the field of the organization and must endeavor to uphold the values of the EMS also extend into ones life outside the job or volunteer organization, enforce its policies, and still maintain and develop agency. For example, excessive points (violations/accidents) strong relationships with people who were once their peers, who on ones driver’s license may result in the agency’s insurance not now they supervise and may be required to discipline. It is a allowing you to drive their vehicles. In this example, it would difficult task – a ‘tightrope walk’ – and, given the challenge of not only potentially impact your ability to perform day-to-day the situation, no one will be perfect The key is developing the functions, but it could also impact upon your authority as a skills to lead with ease and yet still have a safety net to catch you leader to provide guidance to a subordinate about their driving and allow you to bounce back from a fall. Learning about or any other behavior that may affect their performance. In this leadership concepts, skills and techniques will provide a example, you have spent a large chunk of your earned authority foundation for both the skills to walk the tight rope better and through a lack of personal responsibility and accountability. provide a broad enough base of knowledge upon which once can land safely, learn, grow as a person and a leader, and climb back onto the rope.Educator Update 27 LeadershipAs you can see, leadership in general and in EMS in particular is Department of the Navy, Naval Leader Training Unit. (1999) a challenge. Rising to that challenge will require the new EMS Petty Officer Indoctrination Course Student Guide. Norfolk, VA: leader to strive to become the best leader that they can, just as Naval Leader Training Unit. most EMS leaders have worked hard to become the best provider they can and open the door to a leadership position to Guliani, R. W. & Kurson, K. (2002) Leadership. New York: begin with. Miramax Books.The next article in the series will focus on Leadership Wren, J. T. (1995) The Leader’s Companion. New York, NY: Communications and Interpersonal Skills. Look for it in the The Free Press. next edition of Educator Update. Yukl, G. (2006) Leadership in Organizations (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.REFERENCES John R. Brophy is an EMS Communications Supervisor, EMT Instructor, and Fire Department Lieutenant, who also served 10 Alder, M. & Fratus, M. (2007). The Impact of Department years as a US Navy Corpsman both at home and abroad. Culture on Fireground Safety. Fire Engineering, June, 83-91. John majored in Leadership at Bellevue University, where his academic accomplishments were recognized on the Dean’s Cinader, R. A. (Producer). (1972, January 15) The Wedsworth Scholars List. His insights are a culmination of his over 25 Townsend Act [Television series episode]. With <a href="/tags/Robert_Fuller_(actor)/" rel="tag">Robert Fuller</a>, years of experience in emergency services. He can be reached <a href="/tags/Julie_London/" rel="tag">Julie London</a>, <a href="/tags/Bobby_Troup/" rel="tag">Bobby Troup</a>, <a href="/tags/Randolph_Mantooth/" rel="tag">Randolph Mantooth</a>, & Kevin at brophyjohnr@aol.com. Tighe in Emergency. California: Universal.Costello, R. B. (1992) Random House Webster’s College Dictionary. New York, NY: Random House.“The best example of leadership, L is leadership by example.” J. McClain, Seattle, WA28 Educator Update What’s New in EMSMary Ann Talley EMS Educator of the Year Award NAEMT sponsors annual awards to recognize outstanding care, and show our appreciation for the work that is achievements and contributions in EMS. One of the awards, accomplished by EMS educators around the country. the Mary Ann Talley EMS Educator of the Year Award recognizes an educator who provides quality and relevant Please visit the NAEMT awards page on our website at education that supports and enhances the role of EMS http://www.naemt.org/awardsAndScholarships/ providers; and one who serves as a positive role model for EMS providers. It is through this award that NAEMT seeks to demonstrate the importance of EMS educators to the profession of prehospitalWhat’s New in EMS PUBLISHED IN THE MARCH ISSUE OF ACADEMIC EMERGENCY MEDICINE Estimating the Probability of Passing the National Paramedic was fit to the outcome (pass/fail) of the examination. Certification Examination Antonio R. Fernandez, BS, Results: Complete demographic and survey data were available NREMT-P, Jonathan R. Studnek, MS, NREMT-P, Gregg S. for 5,208 (86.8%) individuals. The final multivariable logistic Margolis, PhD, NREMT-P ACADEMIC EMERGENCY regression model included nine independent variables. There MEDICINE 2008; 15:258–264 © 2008 by the Society for were two programmatic characteristics (national accreditation Academic Emergency Medicine and instructor qualification), six student characteristics (high school class rank, years of education, required for employment, Objectives: It is hypothesized that student and program charac- age, race, and gender), and one graduate characteristic (elapsed teristics will influence the probability of passing the national time since course completion) that had a significant effect on paramedic certification exam. The objective of this study was to the probability of passing the examination. utilize student and program characteristics to build a statistical Conclusions: National program accreditation, lead instructor model to determine the probability of success on the cognitive qualifications, student educational background, and student portion of the national paramedic certification exam. demographics are all significantly associated with the Methods: The study population for this analysis consisted of probability of success on the national paramedic certification graduates attempting the National Registry of Emergency examination. This model can be used by program directors, Medical Technicians (NREMT) paramedic written examination paramedic program instructors, and prospective paramedic from January 1, 2002 through December 31, 2002. To be students to maximize the probability of attaining national included in this analysis, graduates must have been first-time paramedic certification. testers and have completed a survey attached to the exam. Independent variables analyzed reflected program and student characteristics derived from the survey questions and the NREMT application. A multivariable logistic regression modelEducator Update 29 Corporate PartnerCorporate Partner CornerDELMAR CENGAGE SPECIAL OFFER FISDAP TESTING TO NAEMSE MEMBERS FISDAP would like to help prepare your students for New from Delmar, a part of Cengage Learning: Techniques in certification. With community support, we have developed Airway Management DVD Series! These 3 DVDs cover basic several secure, computer-based tests (CBT) for EMT-Basic and and advanced techniques, and are full of scenario-based training Paramedic students. Our secure and comprehensive tests are that offers a realistic, inside look at airway emergencies and • Valid - All of our tests are subject to intensive review by a critical procedures for effective response. For a preview or more panel of regionally diverse Subject Matter Experts (SME). information on this excellent training tool, contact your Delmar • Reliable - Each exam is pilot-tested and assessed using sales representative or visit delmar.cengage.com; request ISBN Item Response Theory to ensure that is an effective 978-1-4283-6089-1. Cengage = Delivering results through assessment tool. engagement. While visiting our website, tell us how YOU • Predictive - More than 95% of the students that pass a Cengage, and enter to win a $500 gift card! FISDAP exam also pass the National Registry Cognitive Exam on their first attempts. All exams can be scheduled and managed online. Instructors can retrieve their students’ scores and Learning Prescriptions™ ATTENTION NAEMSE MEMBERS immediately after the students complete the exam. Each Learning Prescription™ identifies objectives for further study Masimo, Inc. has made the following resources available for and cognitive skills (e.g. problem-solving abilities) that NAEMSE members: require development.Schools that participate in the development of FISDAP Tests receive discounted or free testing!And Now: FISDAP EMS Prep! Students can take practice quizzes, listen to lectures, and view skill demonstrations online, any time. Best of all, students with FISDAP accounts can use FISDAP EMS Prep for FREE during this trial period!For more information on how FISDAP can help prepare your students for certification, visit www.fisdap.net, email info@fisdap.net, or call 651.690.9241.30 Educator Update Corporate PartnerCorporate Partner CornerA PARTNERSHIP IN ADVANCEMENT OF EMS EDUCATIONPartnering with supporters from industry, academia, government agencies, non-profit organizations and individuals, allows NAEMSE to accomplish more than any one organization could do alone. Through our corporate partnerships our efforts and results have been dramatically enriched. The stronger our partnerships become, the more progress is made in fulfillment of our mission. Please join NAEMSE and its many corporate partners in supporting excellence in EMS education and lifelong learning.NAEMSE has three levels of corporate partnerships Platinum, Gold and Silver. Each partnership has benefits that provide advertising and marketing to the NAEMSE members directly. To learn more about the NAEMSE corporate partner program please contact the NAEMSE office at joann.freel@naemse.orgNAEMSE CORPORATE PARTNER JONES & BARTLETT PUBLISHERS ANNOUNCE NEW WEBSITESHave developed a web site for APLS: The Pediatric Emergency Medicine Resource, a continuing medical education program developed by the American Academy of Pediatrics and the American College of Emergency Physicians. APLS is an exciting curriculum designed to present the information physicians need to assess and care for critically ill and injured children during the first few hours in the emergency department or office-based setting. For more information please visit www.aplsoline.comThis is the web site to accompany PEPP, or Pediatric Education for Prehospital Professionals. Developed by the American Academy of Pediatrics, PEPP is an exciting curriculum designed specifically to teach prehospital professionals how to better assess and manage ill or injured children. For more information please visit www.peppsite.com SIMULAIDS CORPORATE PARTNER OF NAEMSESMART STAT – your affordable choice for high fidelity patient simulation. Blue Tooth wireless, tetherless, battery operated, and so many features you have to see it! Check these out: Pocket PC operation, reactive pupils, tears, runny nose, foaming mouth, I/O device insertion, C02 discharge, urinary catheterization, cyanosis or C0 coloring in finger nails and lips, bilateral IV and B/P arms, and some other options to talk about – all for under $20,000. See it at the ECCU, EMS Expo and NAEMSE conferences.Educator Update 31 “Meet Me in St. Louis" GATEWAY TO EDUCATION 2008 SymposiumSEPTEMBER 10 – 15, 2008 St. Louis Renaissance Hotel 3 Exhibit Hall DaysVisit www.naemse.org for registration information. SEPTEMBER 10 – 15, 2008 St. Louis Renaissance Hotel 3 Exhibit Hall Days NONPROFIT ORGANIZATION NAEMSE U.S. POSTAGE Foster Plaza 6 PAID 681 Andersen Drive PITTSBURGH, PA PERMIT N0. 5369 Pittsburgh, PA 15220 </div> </div> </div> </div> </div> </div> </div> <script src="https://cdnjs.cloudflare.com/ajax/libs/jquery/3.6.1/jquery.min.js" integrity="sha512-aVKKRRi/Q/YV+4mjoKBsE4x3H+BkegoM/em46NNlCqNTmUYADjBbeNefNxYV7giUp0VxICtqdrbqU7iVaeZNXA==" crossorigin="anonymous" referrerpolicy="no-referrer"></script> <script src="/js/details118.16.js"></script> <script> var sc_project = 11552861; var sc_invisible = 1; var sc_security = "b956b151"; </script> <script src="https://www.statcounter.com/counter/counter.js" async></script> <noscript><div class="statcounter"><a title="Web Analytics" href="http://statcounter.com/" target="_blank"><img class="statcounter" src="//c.statcounter.com/11552861/0/b956b151/1/" alt="Web Analytics"></a></div></noscript> </body> </html><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script>