December 4, 2020
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- Boxes “checked” does not equal material learned. In light of reduced clinical time and patient contacts, medical directors must find innovative ways to determine student competency such as replacing mere number of hours or patient contacts with individual learner demonstration of competencies in managing key chief complaints and skills.
- Seeking other clinical facilities in more rural areas eager to have students has been a solution for many programs, and letting clinical sites know the school will provide student PPE assuages many initial concerns for PPE shortages.
- Program weaknesses have been uncovered because of the COVID-19 crisis. Use this time to specifically address those weaknesses not only for the current pandemic but for the next one surely on the horizon.
- Simulation is here to stay, and schools must be willing to accept that it is time-intensive and needs dedicated support in order to be done correctly.
- Physician medical directors must be ardent advocates of their students and not only develop but maintain and cultivate relationships with key hospitals, agencies and other clinical partners to support the learner’s educational experience.
Moderator
NAEMSP President David K. Tan, MD, EMT-T, FAAEM, FAEMS
Participants
- Maia Dorsett, MD, PhD, FAEMS, medical director of EMS Education Programs for Monroe Community College in Rochester, New York and the Monroe-Livingston Associate Regional Medical Director for Education and Quality
- Joshua Stilley, MD, medical director for University of Missouri Ambulance, University of Missouri EMS Education and the National EMS Education Standards Update Committee
- Anthony Liu, BS, AEMT, student at Austin Community College’s Paramedic program and Advanced EMT for the Hays County EMS in Texas
- Ginger Locke, BA, NRP, Associate Professor of EMS Professions at Austin Community College and creator of the Medic Mindset podcast