AeroMedical Education Plan - Essay Example

Aero Medical Education Plan al Affiliation Aero-medical Education Plan Introduction Aero-medical education plan is geared towards ensuring that the aero-medical personnel who include nurses, paramedics, doctors and first responders working in the aero-medical environment are well equipped to perform their duties and save lives. The plan envisages the education programs that involve didactic education, clinical practicum and simulations. The education plan is developed within the guidelines of the Commission on Accreditation of Medical Transport System. Didactic training is geared towards equipping the learners with theoretical basis of aero-medical education while the clinical aspect empowers the learners with real life experiences in patient care. This plan is developed based on Bloom’s taxonomy of learning that espouses higher levels of education training. Table of Contents Introduction 2 Table of Contents 2 1. Bloom’s Taxonomy of Learning 3 2. Aero-medical Education Plan 5 3.1 Initial Training Program 5 3.3 Competencies 9 References 11 Index 12 1. Bloom’s Taxonomy of Learning Bloom’s taxonomy of learning recognizes that there are three major domains that are fundamental in the promotion of higher forms of thinking in the learning process. According to Bloom, Engelhart, Furst, Hill and Krathwohl (1956), the three domains of educational training are 1) cognitive domain that deals with mental skills (knowledge), 2) affective domain that involves growth in feelings or emotional areas (attitude or self), and 3) psychomotor domain that deals with physical or manual skills. Atherton (2013) argues that each of the domains is sub-divided into various levels in a hierarchical model starting with the most basic process to the most complex one as shown below. Source: Atherton (2013). Learning and Teaching; Blooms taxonomy. Retrieved from http://www.learningandteaching.info/learning/bloomtax.htm Source: Atherton (2013). Learning and Teaching; Blooms taxonomy. Retrieved from http://www.learningandteaching.info/learning/bloomtax.htm Bloom’s taxonomy helps education planners contextualize teaching programs that enable learners attain a holistic study and understanding of knowledge in terms of its foundations, scope and validity. This brings about the desired effectiveness in educational and training programs among learners. 2. Aero-medical Education Plan The Commission on Accreditation of Medical Transport System (CAMTS) is charged with the responsibility of developing standards for the aero-medical environment. According to CAMTS (2014), the requirements for the orientation, training and continuing education programs for the aero-medical personnel are premised on the transport program’s the purpose of the service, mode(s) of transport provided and its constituents contained in the mission statement, scope of care and patient population. 3.1 Initial Training Program In order to effectively implement the initial training program, learners are expected to undertake both theoretical and practical classes pertaining to the scope of care and population type. in order to achieve this, the following shall be undertaken: 3.1.1 Didactic education training Students are expected to put in two hours per lesson in the various courses in aeromedicine spread in a time period of one week. Each unit course shall be allocated period time within which they shall be covered. The courses are prepared to cover all the essential elements in aeromedicine patient care. As such students will be expected to attend lectures as scheduled to ensure that all units are well covered. In addition, students shall be required to participate in small group tutorials, and write term papers Students shall be required to sit for written and take an oral examination for each of the courses offered. It is expected that students pass their examinations as per the university requirement failure to which they shall be required to re-take the courses, sit for supplementary exams or be discontinued from the program. 3.1.2 Practical Training Students shall be expected to attend practical training lessons in order to put into practice their theoretical knowledge. A four week rotation per area of specialization in aeromedicine under supervision shall be completed after which a practical examination shall be undertaken to test for skills and knowledge. It is expected that students fill in their log books for the practical lessons observed, participated, and performed. The log book should be surrendered to the supervisor for signing. 3.1.3 Resources Every student shall be given a reading list for each course to be attended and encouraged to make use of the library in accessing reading materials. Reading materials shall comprise of online repositories and printed materials. For practical learning, students shall be required to attend workshops, demonstrations and attend visits to designated training centers. For demonstration purposes, mannequins and other simulators shall be availed to the students during their training sessions At the end of the initial training program, all full-time and part-time Critical Care and ALS Providers should be able to; Relate experiences relevant to the program’s scope of care and patient population(s). Demonstrate knowledge of patient care in the aero-medical environment Explain advanced airway management Recall the anatomy, assessment and physiology for adult, neonatal patient and pediatric relevant within the program’s scope of care and patient population Demonstrate knowledge of altitude physiology/stressors of flight (RW/FW) Demonstrate ambulance orientation/safety and procedures as appropriate Identify cardiac emergencies and advanced cardiac critical care for patients with the scope of operation Identify burn emergencies such as chemical, thermal and electrical for effective treatment List compliance issues and regulations Demonstrate knowledge of Equipment education – airway, breathing and circulation equipment, defibrillators, pacemakers, monitors, IABP etc. for proper patient traetment Operates Hemodynamic monitoring devices (such as pacemakers, intra-aortic balloon pump, automatic implantable cardiac defibrillator (AICD), central lines, ventricular assist devices, pulmonary artery and arterial catheters as well as extracorporeal membrane oxygenation (ECMO) as appropriate to program’s scope of care Apply alternative airway management for the relevant patient population 3.2 Continuing Education/Staff Development To ensure continuity and staff development, it is important that learners are exposed to various areas of study in aeromedicine. The learners shall be able to demonstrate knowledge and understanding in the concepts and processes in aeromedicine. 3.2.1 Didactic Training Learners are expected to attend all lectures offered. They shall also be expected to participate in group discussions, Problem-Based Learning tutorials, as well as Self-Directed Learning exercises. Students are expected to sign attendance list for compliance purposes. Written and oral examinations will be undertaken. 3.2.2 Practical training Students will be expected to participate in practicum which is subject evaluation by the supervisors. 3.2.3 Resources Students will be encouraged to make use of the resource center, library and demonstration labs for purposes of gaining practical skills At the end of continuing education/staff development program, all full-time and part-time Critical Care and ALS Providers should be in a position to; Value human factors such as crew resource management Applies gained knowledge for infection control Identify signs of sleep deprivation, sleep inertia, circadian rhythms, and fatigue for their proper management Outline EMS rules and regulations regarding ground and air transport Recognize stress and its effective management strategies Appraise safety and risk management training programs and make appropriate changes if necessary Apply acquired skills in critical care, emergency care, invasive procedures and labor and delivery for patients 3.3 Competencies At the end of training program, all full-time and part-time Critical Care and ALS Providers should be able to attain the relevant certifications and accreditations in recognized national and international courses for air transport crews as per the CAMTS standards. As such, the following courses shall be offered in two quarters; First Quarter: 1. Aviation physiology 2. Medical and rescue equipment 3. Patient retrieval 4. Winch techniques 5. Fixed wing stretcher systems 6. Safety and risk management Second Quarter 1. Basic Life Support 2. Pediatric Advanced Life Support 3. Advanced Cardiac Life Support 4. Advanced Trauma Life Support 5. Neonatal Resuscitation Program Third Quarter 1. Obstetrics 2. Pre-hospital care 3. Tracheal intubations 4. Emergency care 3.4 Independent Specialty Care Providers At the end of the training program, Independent Specialty Care Providers should be able to demonstrate competencies within the area of specialization. This will be achieved through; Didactic training programs specific to particular specialties such as neonatal, pediatric etc Clinical practicum experiences specific to the specialty. References Atherton. J. S. (2013). Learning and Teaching; Blooms taxonomy. Retrieved from http://www.learningandteaching.info/learning/bloomtax.htm Bloom, B. S, Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: David McKay Co Inc. Commission on Accreditation of Medical Transport System. (2014). 10th edition accreditation standards of the commission on accreditation of medical transport system. Retrieved from http://www.camts.org Index Aeromedical 1 Affective 3 domain 3 Bloom 1 Clinical 1 practicum 1 Cognitive 3 domain 3 Defibrillator 5 Didactic 1 Education 1 Hierarchical 3 Hypodermic 5 Psychomotor 3 domain 3 Read More