Fire Service EMS training and evaluation

PROPOSAL

EMS Deployment and Training

By Alan Perry

October 19, 2015

Introduction:

The Fire Service can improve on its deployment of new EMS technology and skills, by improving the training and evaluation mechanisms available to its providers. To accomplish this, the following practices may be considered to produce a reliable and consistent system for delivering new information, ongoing training, and evaluation of knowledge and skills competency. This can be done in a way that does not commit new resources. It will improve the performance and consistency of EMS services and satisfy the continuing education requirements of the providers. It consist of a single change in the character of the position of the EMS supervisors on each shift and a three part mechanism for delivery, training and evaluation.

The system change:               EMS Supervisor role

Changing, or placing more emphasis on the role of the EMS supervisor as an educator, is a simple and effective way to improve the system as a whole. Directing the EMS supervisor to periodically conduct Company training using standardized lesson plans, cognitive exams, skills evaluation and a course/instructor evaluation will bring Fire Service practices in-line with accepted standards in EMS education and evaluation. This is a proven system that will provide the mechanism for delivery of the category 1 and 2 CEU’s required for providers to re-certify. Ideally, Companies would attend a 1-2 hour training once a cycle while out-of-service, in a comfortable location away from the station, but within their own district, such as a library or community center. Senior EMS providers can and should assist with the delivery of these programs.

The three-part mechanism: Initial training

Initial training programs for new skills, new devices and/or changes to existing practice should always precede the deployment of these skills and devices in the field. Providing the initial training to the supervisors and providing them with the proper training materials will allow them to quickly and effectively deliver the necessary training, evaluate and document delivery, and assess skill competency before deployment occurs.

                                               PI driven training

PI driven training can be delivered as an individual, Company, District, Shift or System tool to remedy specific PI driven concerns. It can cover one topic or multiple topics dependent on audience and needs. PI driven training should be dynamic and focus on the most critical, severe or most costly identified deficiencies first.

                                               Annual/semi-annual protocol and skills evaluation

Protocol and skills evaluations are nothing new to EMS, all providers took exams and performed practical skills as part of their initial certification. At least once a year providers should be required to pass a basic protocol test appropriate to their level of certification, as well as a random skills evaluation based on The National Registry of Emergency Medical Technicians Practical skill sheets. This is both a preventive and maintenance measure, which will assure that providers remain current in their knowledge and skills. Providers who do not perform well can immediately be retrained and re-evaluated, or the collective results used to conduct PI driven training in the future. Any critical skill deficiency must be corrected before the provider is allowed to continue practicing at his, or her level of certification.

Summary

Formal deployment, training and evaluation programs are part of most other high risk professions. Other agencies and regional systems within the Commonwealth and across the Country already use a formal training and evaluation system. The Central Shenadoah EMS Council requires quarterly skills reviews for all providers in their system. The Lord Fairfax EMS Council requires an annual skills review. Considering the Fire Service's initiative in bringing forward thinking practices to the region, codifying a proactive and aggressive training policy seems like a logical and obtainable goal. This goal can be achieved with a minimal investment of on-duty time and effort from the existing EMS supervisors. It will add to both the competence and confidence of our providers, as they deliver the best responsive and caring service possible, to our citizens and guests. It may be advisable to add an additional EMS supervisors position to allow supervisors to rotate training, while leaving at least two in service while spreading the administrative functions out, allowing for adequate preparation and follow-up in training. Ultimately the implementation of this plan will require a commitment from the Organization, the Administrative Staff, the Training Division, EMS Supervisors and the individual providers. Developing a culture of proficiency, competency and innovation starts at the top.