NYS CIC Study Set

NYS CIC Study Set What Federal document encourages EMS education Programs to develop relationships with Academic institutions? - National EMS Agenda for the future (what we should be doing - 15 Steps What does the EMS Educational Agenda for the Future: A systems Approach recommend with respect to EMS accreditation? - How we should do it. (How we should do it - approach to 15 steps in EMS Agenda for the future) From what federal agency can an EMS instructor access information about the National Scope of Practice Model and the EMS Standards? - NHTSA (National Highway Traffic Safety Administration) How can an instructor determine a students preferred learning style without using a commercial inventory tool by the way the student phrases comments or questions? - By the words the student uses to to describe the learning. For example, a visual learning will talk about "seeing" the informing. How should an EMS educator best facilitate learning for a visual learner? - Through the usual of visual aids such as slides, videos, etc. Give an examples of differences in the roles and responsibilities of the primary instructor vs. the secondary instructor? - - Primary instructor owns the class and is responsible for course content. Typically more teaching experience. - Secondary instructor's primary role is to assist primary instructor and in some cases has responsibility for labs and psychomotor skills. Typically less teaching experience than primary. Compare and contrast intrinsic and extrinsic motivators and give an example of each. - - Intrinsic - internal factors - Personal development, family - Extrinsic - external factors - Work, promotion, money What causes EMS educators to experience job-related stress that sometimes leads to them to leave the teaching profession? - Time spend managing disciplinary issues. What type of documentation is necessary whenever a student must be coached about performance or behavior? - IEP - Individual Evaluation Plan Why is is critical for instructors to demonstrate fairness and consistency in the following disciplinary policies? - Compare and contrast a formative from a summative evaluation. Give examples of each. - - Formative - incremental knowledge check - whiteboards. - Summative - Overall assessment that covers the entire course - final exam. What are the steps an instructor should take when students are not performing as expected or meeting objectives in any of the domains of learning? - Remediation: 1. Conduct assessment / reason for failure 2. Determine cause of failure 3. Develop remediation plan 4. Implement 5. Reevaluate What is the first step in creating a valid exam? - Creating objectives. If an exam is not performing reliably, what process should be undertaken to determine why? - Validation and review. What steps should a primary instructor take in advance to ensure that another educator could always step in and cover a class in case of a last minute facility cancellation? - Create a detailed lesson plan. How should an educator sequence the development of a lesson plan? - Based on the desired level of understanding required by the domain (basic, intermediate, advanced). What are the elements that should be included in a lesson plan? - Focus, Goals, Objectives (Cognitive, Psychomotor, Affective), Recommended equipment and supplies, Recommended Schedule, Suggested Motivational activities, Content outline and instructor notes, Summary, Evaluation, Next Assignment / Lesson and References When planning a class, how often should an instructor plan to change teaching methods? - Every 20 minutes How often should instructors include breaks? - Every hour. How should an instructor set the tone in the classroom to maintain a positive learning environment and to ensure that students know that they must respect each other's person, space and property? - Set the standard for the expected behavior and achievement and modeling that behavior. The instructor should also create an environment that is conducive to learning. Explain how a program's dress code relates to cultural awareness and sensitivity? - A programs dress code should allow for culture differences. Explain the attributes of an appropriate approach to corrective coaching / discipline in the classroom? - 1. Clarify the problem - ask questions to understand the issue. 2. Identify a workable solution - engage students in the solution 3. Application of the solution - have students work together to develop a plan of action. Describe how an EMS instructor's use and interpretation of body language relates to cultural awareness? - While body language is an important teaching tool, instructors must be sensitive to the different meanings that gestures may have across cultures. Explain the difference between a goal and an objective. - - Goal - Global. destined outcome - Objective - Measurable. Steps to reach the goal. What are the four elements that must be present in an appropriately written objective? - - *(A) Audience* - who is the receiver of the information? - *(B) Behavior* - expected outcome or capability the learner should exhibit after the instruction - *(C) Condition* - Circumstances that influences the performance of behavior - *(D) Degree* - Standard of accuracy required for acceptable performance (e.g. 80%) Which domain of learning focuses on the students ability to think and problem solve? - Cognitive What are the Domains of Learning? - 1. Cognitive 2. Affective 3. Psychomotor What are the levels of the Cognitive Domain? - 1. Knowledge - 2. Comprehension - 3. Application - 4. Analysis - 5. Synthesis - 6. Evaluation - What are the levels of the Affective Domain? - 1. Receiving - 2. Responding - 3. Valuing - 4. Organizing - 5. Characterizing - What are the levels of the Psychomotor Domain? - 1. Imitation - 2. Manipulation - 3. Precision - 4. Articulation - 5. Naturalization - What drives our personal conduct? - Values Identify 3 ethical challenges that an EMS instructor may face and how the instructor should best deal with them? - 1. Advanced Directives 2. Death 3. Confidentiality What is the benefit of having students do icebreaker activities so they learn about each other's backgrounds and values during the first class session? - Promotes cultural awareness and creates an environment that is open and aware of cultural diversity. List five areas of potential liability for EMS Educators? - 1. Student Injury 2. Inattentive Preceptor 3. Improper care during training 4. Student / Teacher relationships 5. Student safety Under what circumstances can an instructor release confidential student information under the provisions of the Family Education Rights to Privacy Act of 1974 (FERPA)? - 1. Employment 2. School Officials 3. Financial Aid 4. Accrediting Orgs 5. Subpoena / Justice 6. Health and Safety Which teaching methods or activities are appropriate for teaching to the affective domain? - Reality based training - situations and scenarios Explain the behaviors a student must demonstrate in order to be evaluated and rated at the highest level of the affective domain? - The highest level of the Affective Domain is Characterization. In order to be evaluated and rated at this level the student must Consistent in behavior and must be able to defend that behavior. The student must also have the characteristic integrated across attitudes, values and ideas. What level of master in the psychomotor domain is required for a student to achieve prior to graduating from a paramedic program when they have no previous experience in performing the assessment or skill? - Articulation Which evaluation method is appropriate for measuring achievement of objectives in the psychomotor domain? - Skill evaluation and situational analysis What is the most appropriate time to provide feedback to a student who is making an error when performing a skill in the lab for the first time? - When appropriate, typically before the student behavior becomes mapped to memory (learned). When is the most appropriate time to provide feedback to a group of students who are making non-lethal errors when sequencing through a scenario towards the end of the class? - After they've gone through the scenario (towards the end) What is the most effective teaching method to enhance a student's ability to think critically? Give an example of how you would use this method? - Questioning. Socratic Method - thought provoking questions can promote active thinking and stimulate higher level learning and problem solving skills. What is the difference between higher and lower level thinking? - - Lower level (receives information) - basic knowledge and skills - Higher level (critical thinking) - deeper understanding of information and the ability to support that knowledge and draw further conclusions. How do EMS educators for into the trap of only stimulating lower level thinking? - By focusing only on knowledge and skills to "pass the exam". What is an essential element for an instructor to model to enhance their effectiveness and ability to inspire students to learn? - 1. Active listening 2. Open body language Give two examples of effective strategies an instructor could use to facilitate discussion in the classroom? - 1. Create small groups to discuss the same idea. 2. Discussion How should an instructor use active listening when approached by a student with a problem? - What is a red card? - A concern for safety during a training simulation or scenario. Compassion, Respect, epathy - ICARE Program What is an example of a phrase a kinesthetic learning would use? - "I feel like I don't get it" What is an effective way to manage disruptive behavior? - Progressive discipline. What drives personal behavior? - Values What is the first step of a lesson plan? - Needs assessment. When an instructor uses slang, jargon, takes behavior personally and ignores non-verbal behavior are examples of? - An instructor who is not culturally aware. What is a student centered, behaviorist method of teaching? - Role playing. What is the highest level of the cognitive domain? - Evaluation. What is it called when a skill is taught by demonstrating the skill, going through it step by step and then demonstrating the skill again? - Whole - Part - Whole (WPW) What is an instructional tool that allows students to make mistakes? - Scenarios and simulations. Who is famous for defining the process of using questions to promote higher level learning (thinking)? - Socrates What type of learner is a right brain thinker who sees the big picture? - Global learner What is the most effective teaching method to enhance a students ability to think critically? Give example of how and when you would use this method. - Say and Do, Explain while doing skill What evaluation method is appropriate for measuring achievement of objectives in the psychomotor domain? - Practical exam /Task analaysis What level of mastery in the psychomotor domain is required for a student to achieve prior to graduating from a paramedic program when they have no previous experience in performing the assessment or skill? - Articulation How should an instructor set the tone in the classroom to maintain a positive learning environment in respect to personal space and property? - Student contract Explain the behaviors a student must demonstrate in order to be evaluated and rested at the highest level of the affective domain? - Characterizations ATTRIBUTE - AN ABSTRACTION OF A CHARACTER OF AN ENTITY OR SUBSTANCE CHARLATAN - PERSON WHO CLAIM KNOWLEDGE OR SKILL THAT THEY DO NOT POSSESS. MENTOR - AN EXPERIENCED PERSON GUIDING A LESS EXPERIENCED PERSON TOWARD A GOAL. PHILOSOPHY OF EDUCATION - A PERSONAL STATEMENT THAT REFLECTS THE EDUCATORS'S BELIEFS AND ATTITUDE ABOUT THEIR APPROACH TO EDUCATION. RUBRIC - A STRUCTURED GRADING TOOL THAT OUTLINES SPECIFIC ASSIGNMENT CRITERIA. SCHOLARSHIP - HIGH STANDARDS AND/OR QUALITY OF ACADEMIC ACHIEVEMENT. PHYSIOLOGIC VARIABLES OF ADULT LEARNERS - LIGHTING, TASK PERFORMANCE, ROOM TEMPERATURE CHANGES, DISTRACTIONS, PSYCHOSOCIAL VARIABLES OF ADULT LEARNERS - SUCCESS, RESPECT, CRITICAL THINKING SKILLS, PRACTICAL LIMITATIONS AND CONSIDERATIONS. MASLOW'S HIERARCHY OF NEEDS - PHYSIOLOGICAL, SAFETY, LOVE, ESTEEM, COGNITIVE, AESTHETIC, SELF-ACTUALIZATION, SELF-TRANSENDENCE THEORY OF MARGINS - MODEL FOR LOOKING AT HOW MUCH ABILITY (POWER) A STUDENT HAS COMPARED WITH HOW MUCH LEARNING THE STUDENT NEEDS TO ACCOMPLISH (LOAD) POWER (THEORY OF MARGINS) - AN INDIVIDUALS RESOURCES, ABILITIES, POSSESSIONS AND POSITION ON WHICH HE OR SHE CAN DRAW TO COPE WITH THE LOAD. LOAD (THEORY OF MARGIN) - THE DEMANDS, BOTH SELF AND SOCIAL, THAT ARE REQUIRED BY A PERSON TO MAINTAIN A MINIMUM LEVEL OF AUTONOMY. TRANSFORMATIONAL LEARNING - JACK MEZIROW, LEARNING THAT INITIATES AND CREATES DEEP AND LASTING PERSONAL CHANGE. EXPERIENTIAL LEARNING - LEARNING BY DOING CONTEXT-BASED LEARNING - ALSO CALLED SITUATED COGNITION TYPE OF EXPERIENTIAL LEARNING THAT STATES LEARNING WILL BE BETTER IF TAUGHT IN THE ENVIRONMENT IT WILL BE USED. ANDRAGOGY - TEACHING ADULTS PEDAGOGY - TEACHING CHILDREN TYPES OF LEARNERS - AUDITORY, VISUAL, KINESTHETIC, ANALYTIC, GLOBAL, SOCIAL, AND INDEPENDENT. EXPERIENTIAL LEARNING TYPES - CONVERGERS, DIVERGERS, ASSIMILATORS AND ACCOMMODATORS. CONVERGERS - FAVOR PRACTICAL APPLICATIONS OF IDEAS DIVERGERS - REFLECTIVE AND LIKE TO THINK THROUGH THEIR EXPERIENCES ASSIMILATORS - LIKE TO UNDERSTAND THE THEORY BEFORE THEY PUT SOMETHING INTO PRACTICE ACCOMMODATORS - DOERS AND OFTEN THE FIRST TO VOLUNTEER FOR NEW EXPERIENCES MYERS-BIGGS TYPE PERSONALITY INDICATOR (FOUR CATEGORIES) - 1. EXTRAVERSION vs INTROVERSION 2. SENSING vs INTUITION 3. THINKING vs FEELING 4. JUDGING vs PERCIEVING MULTIPLE INTELLIGENCES (object related) - LOGICALMATHEMATICAL SPATIAL BODILYKINESTHETIC NATURALIST MULTIPLE INTELLIGENCES (object free) - LINGUISTIC MUSICAL MULTIPLE INTELLIGENCES (person related) - INTERPERSONAL INTRAPERSONAL SYLLOGISM - A TYPE OF ARGUMENT IN LOGIC THAT CONTAINS A MAJOR AND MINOR PREMISE AND A CONCLUSION. POWER - THE CONTROL AN INSTRUCTOR EXERTS UPON THE RELATIONSHIP WITH THE STUDENT. CULTURE - A GROUP PEOPLE WITH SHARED EXPERIENCES, LANGUAGE AND VALUES THAT PERMIT THEM TO COMMUNICATE KNOWLEDGE NOT SHARED BY THOSE OUTSIDE THE CULTURE. SEATING ARRANGEMENTS (traditional) - IDEAL FOR LARGE NUMBER OF STUDENTS SEATING ARRANGEMENTS (theatre) - OPTIMAL FOR A LARGE NUMBER OF STUDENTS. SEATING ARRANGEMENTS (circle, square and rectangle - OPEN) - INSTRUCTOR IN THE MIDDLE, GOOD FOR INSTRUCTOR LEAD DISCUSSIONS SEATING ARRANGEMENTS (circle, square, rectangle - CLOSED) - GOOD FOR LARGE GROUP DISCUSSIONS SEATING ARRANGEMENTS (round table) - GOOD FOR SMALL GROUP DISCUSSIONS STAGES OF GROUP GROWTH - 1. FORMING