2. THANK YOU!!! On behalf of the Trinity Valley College EMS Education Program we would like to personally thank you for working with our paramedic students to assure their competence as a graduate paramedic. Without your evaluation of our students we could not have the quality paramedic program that students and employers have come to expect.On behalf of the Trinity Valley College EMS Education Program we would like to personally thank you for working with our paramedic students to assure their competence as a graduate paramedic. Without your evaluation of our students we could not have the quality paramedic program that students and employers have come to expect. After completing this quiz, you can fax it to 903-729-2325, scan it and email it to swalker@tvcc.edu, or by regular mail. The mailing address is PO Box 2530 Palestine Texas 75802.swalker@tvcc.edu You will receive 1 hour of continuing education. Scott Walker, EMS Education Program Coordinator Heidi Knowles, MD EMS Medical Director

3. Instructions: Please read through this presentation to gain an idea of the goals for our internship program. Afterwards, look through the Preceptor Handbook and familiarize yourself with the forms we use for our program. (You will notice references to “FISDAP” contained herein. This is the computer program we use for documentation and scheduling for our students. It will largely not apply to your position as preceptors, but is provided for information purposes only.) Please note that on the forms we use for your evaluation of the student, there are spaces for “1- 4” ratings and a comment box. It is extremely helpful if you are able to take the time to put a comment in for each shift. (The student should arrange a time with you that would be convenient for your evaluation. You are not to be asked to stay beyond your normal working hours to do this.) In the event of a question or issue arising during the student’s shift, feel free to call me at the following numbers, anytime day or night. Scott Walker EMS Director/Clinical coordinator ofc-903-729-02156 ext 253 cell-903-724-5214 After you have completed the PowerPoint and looked through the handbook, reply to your Training and /or EMS Chief and me confirming this. My email is: swalker@tvcc.eduswalker@tvcc.edu Please include your name, rank and department in the email, as well as any questions you may have. Thank you.

4. Mentor vs. Preceptor To serve as a trusted counselor or teacher, especially in occupational settings. An expert or specialist, such as a physician, who gives practical experience and training to a student, especially of medicine or nursing. Mentor Preceptor

5. Objectives Define the role of EMS Preceptor Define EMS Education expectations Define Preceptor’s relationship to students Describe the tools used for adult learning Discuss education principles / ideas State what this does for the student

6. Definition of Preceptor Teacher, Tutor, Trainer, Mentor!

7. Preceptor’s Roles and Responsibilities to EMS Education Be passionate about EMS Education Document Students’ progress Give feedback to and for the students Be the eyes and ears of EMS Education Help students succeed Provide guidance

8. Preceptor’s Responsibilities -Continued Share your Knowledge with others Be knowledgeable/ creditable about subject matter Teach--not to talk, not to lecture –“To cause to know a subject, to think for themselves, to impart knowledge,… by precept, example or experience” Be responsible to Students as “customers”

9. Maintain a high degree of professionalism –If the student doesn’t deserve to pass, FAIL them. Use caution with “War Stories” (Students are impressionable. They may try to jump from “A” to “C” without going through “B” first.) "Be patient with students that have the knowledge but not the skill set, remember you were once where they are now." Preceptor’s Responsibilities -Continued

10. Do not try be something that you’re not

11. Preceptor’s Relationship to the Students Teacher Instructor Educator Tutor Trainer Coach Mentor Boss Friend Guidance Counselor Student

12. What characteristics do you think the best preceptors have?

13. The best preceptor’s of adult learners: Know their subject matter Relate classroom to practice Are confident in what they do Know their students and students’ needs Encourage students Motivators Give feedback and recognition

14. The best preceptor’s of adult learners: Recognize the various learning types and are able to adapt readily to each one –Auditory Learn by lectures only –Visual Need to “see” things and concepts –Kinesthetic Learn by doing

15. Tools Preceptors Can Use Experiential Learning Scenario Based Teaching Run Reviews Quiz Reviews Evaluations Skill Sheets, Performance Evaluations (Affective Eval.)

16. Good Teaching Principles for Adult Learners Know the student and their special needs Use experiences (yours and theirs) Tie theory to field practice Provide a positive climate for learning Offer a variety of teaching formats Provide feedback Assist student in finding resources and answers

17. Remember: The focus of education is to produce results.

18. Implementing Teaching Principles Model expected behavior (Talk the Talk & Walk the Walk) Be success oriented Have a positive attitude Develop feeling of support, acceptance, and teamwork Relate to your students experiences, both good and bad

19. Implementing Teaching Principles Relate classroom theory to real life experiences (not too many war stories) Share information and experiences-this is a two way street Verbalize your thoughts on how they are doing in Internship (address and correct bad habits or deficiencies early in the process) Motivate and inspire them to succeed

20. Domains of Learning (Perception to Reality) Block 1 (Level 1): Knowledge - Lowest level of learning in which the student comprehends facts, procedures, and affective phenomena Cognitive: Knowledge, Comprehension Affective: Receiving, Responding Psychomotor: Imitation, Manipulation

21. Domains of Learning (Perception to Reality) Block II (Level 2): Application - Integration, execution and employment of principles, values and procedures in particular situations Cognitive: Application Affective: Valuing Psychomotor: Precision

22. Domains of Learning (Perception to Reality) Block III (Level 3): Problem Solving - Analysis of information or situations to develop courses of action and to judge their impact or values Cognitive: Analysis, Synthesis, Evaluation Affective: Organizing, Characterizing Psychomotor: Articulation, Naturalization

23. What do we give the Students? Knowledge Direction Role Models Confidence Skills Judgment Attitude Problem solving Professionalism Trust Leadership Teamwork

24. Expectations of the Clinical / Internship Preceptor Working with the TVCC EMS students to master their clinical objectives in Preceptor’s designated area of expertise.

25. How do we measure all these things that you have given the students? Evaluations, Evaluations, Evaluations!

26. Evaluating Student Performance NREMT Skills + Additional Skills Validation Clinical/Internship Preceptor - Clinical Coordinator- Student meetings Remediation Completion of Documentation “Eureka Point” Catch problems as they are developing before they become insurmountable (Vital to success.)

27. Learning is: Change in behavior due to interaction with environment (experience) Acquisition of habits, knowledge, and attitudes Both a product and an active process

28. Remember: Learning is a Process, not an Event

29. Evaluations Forms / Forms / Forms Clinical Field Checklists http:// www.fisdap.net

31. Evaluation Forms Instructor - StudentStudent - Instructor

33. Ten Commandments for Educators From: Kidd, J.R.: How Adults Learn

34. 1. Thou shalt never try to make another human exactly like thyself; one is enough.

35. 2. Thou shalt never judge a person’s need, or refuse your consideration, solely because of the trouble he or she causes.

36. 3. Thou shalt not blame heredity nor the environment in general; people can surmount their environments.

37. 4. Thou shalt never give a person up as hopeless or cast him out.

38. 5. Thou shalt try to help everyone become, on one hand sensitive and compassionate, and also tough-minded.

39. 6. Thou shalt not steal from any person his rightful responsibilities for determining his own conduct and the consequences thereof.

40. 7. Thou shalt honor anyone engaged in the pursuit of learning and serve well and extend the discipline of knowledge and skill about learning which is our common heritage.

41. 8. Thou shalt have no universal remedies or expect miracles.

42. 9. Thou shalt cherish a sense of humor, which may save you from becoming shocked, depressed, or complacent.

43. 10. Thou shalt remember the sacredness and dignity of thy calling, and, at the same time, “thou shalt not take thyself too damned seriously”.

44. Summary You are Educators, Teachers, Counselors Our expectations of you are to be our eyes and ears, to teach, and to evaluate If we use these teaching tools properly we can pass on our knowledge to the students If we all do our part, we can continue to graduate quality EMT’s and Paramedics. THANK YOU FOR ALL YOU DO FOR OUR STUDENTS!

45. Questions??? E-mail Scott Walker at swalker@tvcc.edu The End!!!