Rapid Vehicle Extrication Instructional Plan By Daphne Mc

Rapid Vehicle Extrication Instructional Plan By Daphne Mc. Gill CUR 516, Mr. Keith Bennett 2 March 2015 http: //drmcg. weebly. com/

Rapid Extrication

Instructional Plan Overview of Main Components (ADDIE model) Analysis Design Development Implementation Evaluation Implementation Schedule

Analysis Phase Gather Information Determine intended outcomes Focuses on: Need of training Tasks to be completed Target learners or audience Overall goal of training Organizes and classifies information for other ADDIE phases

Analysis – Learner Analysis Who is the intended audience? Emergency Medical Service (EMS) personnel What common traits do learning group members possess? EMT certification What are the differences between learners within the group? Hospital and fire department What is the range of ability among the learners? Novices on the job less than a year, up to experts on the job many years. What evaluation strategies to determine success and how to refine future analysis? Minimal scene time, while stabilizing airway, breathing, circulation (ABCs) and packaging, as well as by the humane management of pain and absence of harm to rescuers

Analysis – Task Analysis List details of the task, job, or skill Determine any needed subskills Select the subjects and experts What equipment, resources are needed Determine what is causing the gap between current and desired states Choose the best methodology Forms the base of training objectives, content, and evaluation activities

Design Phase Information from analysis phase is put together into a training plan Pertinent content is used to develop overall goals and observable objectives to meet the intended learning outcome Goals: broad generalized statements describing the learning outcomes Objectives: describe what the learner will be able to at the end of the instruction

Design – Rapid Extrication Goals - teach students: Why, when they would consider rapidly extricating a victim from a vehicle The resources and manpower needed to perform Rapid Vehicle Extrication Steps for safely approaching the vehicle and establishing spinal immobilization How to perform a primary assessment of the victim and determine the best extrication techniques How safely maneuver the victim out of the vehicle while maintaining spinal immobilization The students will practice these skills in teams to hone their skills and increase their confidence Learning Outcome: EMS personnel will be able to perform rapid extrication appropriately and safely after completing this instruction

Design – Rapid Extrication Delivery Modality: Demonstrations (video and hands-on), Simulations with role-playing actor, team practices, and debriefings Length of Training Session: 6 hours Performance-based objectives that build upon each other Allow for cross discussions and sharing of experiences Collaborative learning in teams facing challenges together Supports critical thinking by providing a variety of simulations

Development Phase The analysis data and design are used to create a framework, content, and materials for the training Produce and test the design “Action” phase where all the previous efforts come together into tangible products Creating a sample instruction: create agenda, narrative, outline, and strategies Develop course materials: using the instructional activities already determined in the design phase Conduct run-throughs of the materials: this is a real-time rehearsal, paying attention to timing and feedback

Development – Instructional Delivery Use the 9 steps of delivering effective instruction: Gain learners attention Inform learner of objectives Stimulate recall of prior learning Present information Provide Guidance Elicit their Performance Provide feedback Assess performance Enhance Retention and Transfer

Implementation Phase Deliver the instruction Promote understanding of material Support mastery of learning objectives Facilitate transfer of knowledge from instruction to the job

Implementation Train the Instructor or instructors Get acquainted with objectives, activities, media, assessments, etc. Prepare the Learners Necessary tools and knowledge When, where, what to bring, etc. Arrange the Learning Space Seating, desk, etc. Test presentation/media IT hardware/software ahead of time in the space Print handouts, whiteboard and markers, etc.

Evaluation Phase Purpose: Agreed upon by client Audience: Determine the primary audience Issues: Any issues that need to be addressed Resources: Determine resources needed to address any issues (additional or different people, artifacts, equipment, etc. ) Evidence: Determine what types of evidence will be acceptable Data-Gathering Techniques: Determine the techniques to gather and analyze data Analysis: Tools that provide usable and useful information for instructional designer to use to improve instruction Reporting: Report the results of the evaluation to the primary audience/client

Evaluation – Rapid Extrication Formative Evaluations: ongoing throughout planning and implementation Video capture of practice performance per checklist steps, reviewed during debriefing Classroom discussions to assess cognitive progress Summative Evaluations: at end of training to prove the worth Multiple-choice written test Performance evaluation with live standardized patient and simulated sights, sounds, and smells of vehicle collision environment Student feedback/critique Faculty feedback/critique Hot wash and after action report

Implementation Schedule Development Timeline: 60 days Training Development, testing, and revisions: 45 days Facilitator training development, testing, and revisions: 10 days Facilitator training: 5 days Resources: Marketing medium Administration Didactic classroom Practical Skills Station EMS equipment and supplies: TEAM

References Brown, A. , & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2 nd ed. ). Boston, MA: Allyn and Bacon. Gardner, J. C. (2014). An Introduction to ADDIE. Retrieved from http: //www. jclarkgardner. com Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3 rd ed. ). Alexandria, VA: ASTD Press. NY. gov (2014). Rapid Extrication. Retrieved from: https: //www. health. ny. gov/professionals/ems/pdf/srgpsrapid. pdf Politis, J. , & Dailey, M. W. (2010). Extrication Fundamentals. Journal of Emergency Medical Services, April 2010. Reis, G. (2014). Rapid Extrication form a Vehicle Two Person. Retrieved from: https: //www. youtube. com/watch? v=mn. H 4 fmz. JQt. Q Wlodkowski, R. J. , & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. San Francisco, CA: Wiley.