Innovations in EMS Education Abstracts for the 2024 National Association of EMS Physicians Annual Meeting

Presented here are the six abstracts from the “Innovations in EMS Education” poster session, held at the NAEMSP Annual Meeting in Austin, Texas in January 2024. The session accepts submissions on all aspects of EMS education for all types of personnel, but some preference is given to submissions on the education of EMS fellows. All submissions were reviewed and scored in a blinded fashion by a selection committee made up of representatives of the NAEMSP Education Committee, Program Committee

Background: Our education team was looking for ways to engage our BLS and ALS team members in education that reviews current best practices and introduces new approaches to medical care.We wanted a way to teach that was interactive, not lecture based, portable, and adaptable to a variety of settings and learners' needs.Innovation: Fantasy role playing games evolved in the 1960-1970s from other board games like chess and wargames.Fantasy was introduced through the addition of imaginary creatures and in the early 1970s, Dungeons and Dragons brought role playing games into our modern era.Recently they have seen a resurgence in popularity, in part from the pop-culture influence of the show Stranger Things.Our education team adapted the fantasy role playing game architecture to achieve the goal of having fun while reviewing out of hospital cardiac arrest (OHCA) management and introducing new and relevant concepts including dual sequence defibrillation, vector change defibrillation, eCPR, and termination of resuscitation.Our role-playing game allows us to engage a group of EMS clinicians with mixed levels of experience to review and discuss key concepts of OHCA.This has allowed us to address attitudes, knowledge, and skills in a novel and engaging way.It reinforces learning from our other simulations and educational offerings.The role playing game approach does not require much equipment (other than some fancy dice) and can easily be adapted to different situations and variables.The use of multisided dice allows the facilitator ("code master") to leverage chance and different outcomes to address a variety of learning objectives.Rolling the dice involves the learner in a non-threatening and playful way.This is an enjoyable tweak to traditional tabletop exercises.Our game was designed for smaller groups of two to 12 learners.We used a written take-away summary to reinforce key concepts.Prior to our simulation, thirteen PGY2s with active BLS, ACLS, ATLS, and PALS certifications were given a lecture on direct medical oversight and were provided with written copies of our EMS agency's protocols and rapid sequence intubation (RSI) cards.Our simulation involved PGY2s acting as direct medical oversight, PGY1s as support staff, a PGY3 resident and an attending as the simulated patient's voice and control panel, and a paramedic requesting orders for the simulated patient.The patient presents with severe smoke inhalation with stridor and a history of myasthenia gravis, requiring emergent RSI.The PGY3 and paramedic follow a scripted case while the control panel simulates stridor in the background of the call.The PGY2 is required to ask targeted questions to the paramedic to determine the next step.Multiple divergent scenarios then occur based on communication and decision making of the PGY2.
Once the paramedic finishes receiving orders from the PGY2, the patient arrives at the simulation room, a highfidelity ED resuscitation room.One patient had the airway secured appropriately and was brought in with stable vital signs, requiring burn management and disposition to a burn center.Several decisions resulted in failed intubations, requiring emergent cricothyrotomy in the simulation room.One hypotensive simulated patient expired after the incorrect dosage and choice of medications was administered.Following the simulation, PGY2s are debriefed and fill out a survey to evaluate the effectiveness of the exercise.Over 80% expressed that they found the training helpful.We will continue to expand on this exercise yearly and incorporate new scenarios yearly to maximize readiness to provide direct medical oversight.

. Death Notification Simulation for Paramedic Students
The educational objectives addressed in this specific game include: ones during resuscitation, delivering the death notification, and reviewing evidence for family presence during resuscitation.The feedback after the scenario was very positive and additional educational discussions were prompted from the simulation.Students also offered recommendations for potential future simulations.
cation, and even fewer receive continuing education on this topic.Delivering death notifications has been associated with increased rates of burnout in EMS clinicians.Training in death notifications has been associated with decreased odds of burnout.A prior study has also shown paramedics had improved confidence and competence delivering death notifications using the GRIEV_ING method.We created a low-fidelity simulation for a paramedic training program with specific learning objectives and a debriefing guide for educators.The death notification simulation was piloted in a class of paramedic students.Most students in the class have never delivered a death notification.The simulation was led by an EMS physician who is the medical director of the training program, and a paramedic who is lead instructor of the program.A volunteer student was selected to lead the scenario and two additional students were available to assist in the scenario.The debrief session used the "debriefing with good judgement" model.Learning objectives focused on deciding on the need for resuscitation, providing clear communication with loved

the Learner Where They're at: Data Driven Fellowship Curricula Tom
Grawey, M. Riccardo Colella, Janice Hinze, and Tim Lenz Medical College of Wisconsin Background: Competency-based medical education highlights the need for outcome-driven education where patient outcomes and learner's performance are considered during curricular design.This is uniquely beneficial to EMS fellowships where learners begin with varying levels of competency in EMS medicine.Some have prior EMS careers while others have only a superficial understanding.With different backgrounds, a universal curriculum does not address an individual's unique knowledge gaps, nor an individual's particular interests.While the ACGME provides milestones for graduation, little work has been done on use of milestones to guide educational content throughout the program.Results: Results were evaluated using the Kirkpatrick model after four fellows graduated under ILPs.All fellows enjoyed how the ILPs allowed them to have more ownership and autonomy in their fellowship curricula and felt their learning needs were clearly addressed.All fellows obtained level 4 competency in each milestone before graduation.As a result of the ILPs, new activities were added to the curriculum, including traveling to a FEMA disaster course, attending neighboring state EMS administrative meetings, and being