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Jones & Bartlett Learning
AEMT Webinar
Welcome
Kindly mute your telephone as you join the conference call. There is a
“Chat” box available to submit questions during the presentation, and we
will open the phone lines for questions at the end. Thank you.
About our Presenters
Rhonda Beck
Rhonda Beck has worked in public safety since 1985. Ms. Beck wrote
the first edition AAOS textbook, Intermediate: Emergency Care and
Transportation of the Sick and Injured, as well as the Second Edition,
Advanced Emergency Care and Transportation of the Sick and Injured.
She has served as a contributor in various other publishing projects.
She is a paramedic and EMT-Intermediate (now AEMT) and instructs in
both of these areas; she also instructs in ACLS, ITLS, pediatric ITLS,
PALS, and GEMS, and serves on the Georgia state committee for ITLS.
She was a volunteer fire fighter for 9 years. Many of the emergency and
injury photos in Intermediate: Emergency Care and Transportation of
the Sick and Injured and Advanced Emergency Care and
Transportation of the Sick and Injured, Second Edition have been taken
by Ms. Beck during her work in the field.
About our Presenters
Stephen J. Rahm, NREMT-P
Stephen J. Rahm began his career in EMS in 1985. He is a
paramedic for a rural EMS system in South Central Texas. As
an author, he has ten books published to his credit; he has
served as a contributing author, reviewer, and consultant for
numerous others. He is also a faculty member in the
paramedic program at the University of Texas Health Science
Center in San Antonio, TX.
Mr. Rahm has presented at the Texas EMS Conference and
the Military Joint Services EMS Symposium on various topics.
During his career in EMS, Mr. Rahm has worked for the U.S.
Air Force in a Level I Trauma Center and has trained Combat
Medics for the U.S. Army.
www.nasemso.org/EMSEducationImplementationPlanning/Toolkit.asp
• A number of resources to help educators transition
• “Gap Analysis” document: Identifies skills, content, and new course
considerations not included in the previous National Standard
Curricula for each EMS practitioner level
NASEMSO
Advanced
Emergency Care
and
Transportation of
the Sick and
Injured, Second
Edition
Rhonda Beck
New Chapters
• Medical Overview – Chapter 13
– Assessment and management of medical complaints
– Transport mode
– Destination decisions
– Awareness of patients who may have an infectious disease
– Assessment and management of
• Patients who may have an infectious disease
• Patients who may be infected with a bloodborne
pathogen
• Antibiotic-resistant infections
• Current infectious diseases prevalent in the community
New Chapters (Continued)
• Trauma Overview – Chapter 23
– Pathophysiology, assessment, and management of the
trauma patient
• Trauma scoring
• Rapid transport and destination issues
• Transport mode
– Recognition and management of multisystem trauma
– Pathophysiology, assessment, and management of
• Multisystem trauma
• Blast injuries
New Chapters (Continued)
• Life Span Development – Chapter 6
– Applies fundamental knowledge of life span development to
patient assessment and management.
• Medical Terminology is now Appendix A
New Chapters (Continued)
Several chapters have been renamed or have had sections added:
• Urologic Emergencies (has been added to Gastrointestinal
Emergencies) – Chapter 17
– Blood pressure assessment in hemodialysis patients
– Complications related to
– Renal dialysis
– Urinary catheter management
– Kidney stones
• Hematologic Emergencies (has been added to Endocrine
Emergencies) – Chapter 18
• Sickle Cell Crisis
• Clotting Disorders
• Immunologic Emergencies (Replaced Allergic Reactions) – Chapter 19
AEMT Medications
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Albuterol
Aspirin
Epinephrine
D50W
Glucagon
Oral glucose
Narcan
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Nitroglycerin
Oxygen
Nitrous oxide
Lactated Ringer’s
Normal Saline
Dextrose 5%
Continuous Positive Airway Pressure (CPAP)
CPAP is a noninvasive means of providing ventilatory support for patients
experiencing respiratory distress.
It is covered in Chapter 10 – Airway Management.
EMT-I/99 topics that have been
removed:
• Intubation
• Cardiac monitoring
– Rhythm recognition
– Manual defibrillation
– Synchronized Cardioversion
– Transcutaneous Pacing
– Certain medications
• Atropine, Sodium Bicarbonate, etc.
– Needle thoracostomy (Chest Decompression)
Advanced EMT
Test Bank Development
Stephen Rahm
Why a Publisher-Developed
Instructor Test Bank?
• Allows coordinators and instructors to focus their time on
EDUCATING their students.
• Removes the burden of creating tests.
• Allows for standardized exam items that have been reviewed
and validated by experts in the field (educators and clinicians).
• Allows the coordinator or instructor to directly reference the
answer to an exam item to a page (or pages) in the text.
What Types of Items Are
Provided in the Test Bank?
• General Knowledge (Recall Items)
– Assesses simple recall of key points.
• Critical-Thinking (Scenario-Based Items)
– Requires higher thought processes
• Synthesis/Analysis
• Problem-Solving
– Assesses the student’s ability to apply complex concepts
learned in the classroom.
– Written in a manner similar to what is encountered on state
and national certification exams.
Attributes of a Valid Test Item
(1 of 2)
• Presents the student with a clear problem.
• Has one—and only one—correct answer.
– Absolute correct answer, or
– Alternative “best answer.”
• Written in a manner that the student should be able to answer it
without looking at the options.
• Has distracters that are plausible to the stem.
– Distracters should be attractive to students with less than
minimal knowledge of the material.
Attributes of a Valid Test Item
(2 of 2)
• No “all of the above” or “none of the above” as options.
– These options, if correct, can allow a student with a serious
knowledge deficiency to answer the item correctly.
– JBLearning test items do NOT contain such options.
• No “multiple-multiples”
– These are nothing more than a series of true/false questions
that tend to confuse the student; they do little, if any, to
assess knowledge.
The Test Item Writing Process
• Face Validity
– The author drafts an item that presents a clear problem and
has one correct answer.
• At “face value,” the item has one correct answer.
• Content Validity
– The draft item is reviewed by educators and clinicians to
ensure accuracy and relevance.
• Draft item is returned to the author, along with any
recommendations for edits or revisions.
– All reviewers uniformly agree that the content is accurate
and relevant, the distracters are plausible, and that the
keyed correct response is, indeed, the correct answer.
Have JBLearning Exams
Demonstrated Predictive
Validity?
• Anecdotally, yes…
– Numerous testimonials from users have cited that the
majority of students who scored well on JBLearning exams
were successful on their certification exam.
• Officially, no…
– Predictive validity can only be established by administering
the same exam—numerous times—to different classes.
– The data collected from these exam results are then
compared to the student’s score on the certification exam.
What is a “Reliable” Exam
• An exam is said to be “reliable” if it consistently measures what
it purports to measure over time.
• This means that the exam is:
– Given numerous times,
– To different classes, and
– Consistently yields the same or similar results.
• Numerous testimonials from users of JBLearning test banks
indicate that the tests are reliable.
Can I Customize the Test Bank?
• If you find an item that, in your professional opinion, does not
assess what you want it to assess, you have the ability to edit
the item and save it in the test bank program.
• If you find an item that you believe has been incorrectly keyed,
or that you feel is a “bad item,” please contact Jones & Bartlett
Learning; they will forward your concerns to me.
Navigate Test Prep: AEMT
Success
• Online certification test preparation tool
• Gives the student the option of taking:
– Practice exams that focus on one or more subjects, or
– Final exam, which randomly pulls a specific number of items
from each subject area.
• Every test item is followed by a detailed rationale as to why the
correct answer was correct and why the distracters were
incorrect
AEMT, Second Edition
Supplement Publication Schedule
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Instructor’s ToolKit CD-ROM: Late April
Instructor’s TestBank: Late April
Student Workbook: April 22
Navigate TestPrep: AEMT Success: Fall 2011
http://AEMT.EMSzone.com Live now
http://AEMT.EMSzone.com
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Skill Evaluation Sheets
Questions?