95 EVOC Instructor Guide - EMS

1 Instructor s GuidePREFACEThe Department of Transportation (DOT), National Highway Traffic Safety Administration (NHTSA) has theresponsibility for the development of training courses that are responsive to the guidelines established by the HighwaySafety Act of 1966 (amended). One of the most compelling highway safety justifications for an Emergency VehicleOperators Course is that such a course would reduce the incidence of emergency vehicle collisions. In 1978,NHTSA developed the: Training Program for Operation of Emergency Vehicles: A National Standard Curriculum(EVOC). Vehicle technology and ambulance design have moved rapidly since 1978. In order for DOT curricula tobe responsive to the constituency it must serve, curricula must be accurate, current, and assure that effective adultlearning techniques are 1978 edition of the EVOC course has been revised to the Emergency Vehicle Operator Course (Ambulance):National Standard Curriculum, to ensure that it is accurate, current, and that it incorporates adult learning strategies.

2 The revised curriculum will address only emergency vehicle operations as they relate to the operation of ambulances. The new course is recommended for anyone who operates an ambulance. The revised curriculum is appropriate foreither rural or urban operations. The curriculum is made up of an Instructor Guide and participant manual which allowfor the inclusion of local and State laws and organizational operation procedures. The revised curriculum will consistof three modules. Module A is approximately sixteen hours of classroom teaching. Module B allows participants topractice ambulance operator skills on a driving range and includes a driving range practice checklist. Module C isdesigned to provide an on-the-job performance assessment of the skills learned in the course through the use of anon-the-job Emergency Vehicle Operator Course (Ambulance) curriculum provides the knowledge and skill practicenecessary for individuals to learn how to safely operate all types of Mountain, Inc.

3 Of Alexandria, Virginia was selected to revise the EVOC. They were charged with developing auser friendly curriculum geared to adult learners that could be utilized by the States in their efforts to standardizeambulance operation training. Star Mountain utilized a NHTSA sponsored Curriculum Development Group (CDG)epresenting five major Emergency Medical Service organizations. The CDG was actively involved in the design andeview of the revised curriculum. NHTSA gratefully acknowledges the contributions of the CDG members and theorganizations they represented. Curriculum Development Group (CDG)National Council of State EMS Training CoordinatorsRepresentative: Gail A. Stewart, EMT-PAmerican Society for Testing and MaterialsRepresentative: James A. Lawrence, RN, EMT-PNational Association of State EMS DirectorsRepresentative: Dan Manz, EMT-DNational Association of Emergency Medical TechniciansRepresentative: Patrick Moore, EMT-IAmerican Ambulance AssociationRepresentative: Bill LeonardOrganizations VisitedStar Mountain visited the following organizations to collect information on ambulance operations.

4 The informationwas used to prepare the working documents for the CDG meeting. NHTSA greatly appreciated the full cooperationof these of Columbia Fire Department Training AcademyVirginia Association of Volunteer Rescue Squads, View Rescue, Chesterfield, VirginiaVolunteer Rescue Squad, Madison County, VirginiaMaryland Institute of Emergency Medical ServicesCommunity Rescue Service, Inc. Hagerstown, MarylandFire Training Academy, Anne Arundel County, MarylandFederal AgenciesGeneral Services Administration. Globerman, Chief, Vehicle Engineering Branch was very helpful in reviewingthe curriculum involving the ambulance specifications. He also provided expert advice on the Federal Specificationfor Ambulances, Emergency Medical Care Surface Vehicles, KKK-A-1822C. United States Fire Administration. William J. Troup provided numerous documents and contributed to thediscussions about the overall curriculum individuals contributed by providing comments and ideas for the revision of the curriculum.

5 The dedicatedpeople doing the job as paid and volunteer Emergency Medical Technicians, Paramedics and Ambulance Operatorswere an inspiration for this program. PILOT TESTSP ennsylvania and Florida were selected to support the pilot testing because both require training for ambulanceoperators. Star Mountain conducted Instructor training at the County of Bucks in Pennsylvania for rural operationsand Randle-Eastern Ambulance Service, Inc., an American Medical Response, Inc. company in Miami, Florida forurban W. Schmider, Director, Department of Emergency Health Services, County of Bucks, coordinated theinstructor training and conduct of the course by the recently trained instructors. Because most of the participants inBucks County were volunteers, the course was conducted over two weekends. Robert W. Trinkleback, CSP, Corporate Director of Safety and Health coordinated the American MedicalResponse participation.

6 Captain Robert R. Crowel, Director, Safety/Risk Management at Randle-Easterncoordinated the Instructor training and conduct of the course during three days of instructors did an excellent job of integrating the state, local and organizational requirements into the curriculum. The participant and Instructor evaluations of the course were excellent. NHTSA appreciated the outstanding supportat both of these YOUR Instructor GUIDEIt is recommended that each user obtain separator sheets with tabs to separate the modules,lessons within each module, and the appendixes. You will need separators labeled A, B, and Cfor the Modules. Module A has 10 lessons and the Appendixes go from A to K. Adding theseparators with tabs will make it easier to use the Instructor OF CONTENTSP agenstructions to ALesson 1 - Introduction to the National Standard Curriculumfor Ambulance 2 - Legal Aspects of Ambulance 3 - Communication and Reporting Rulesand 4 - Ambulance Types and 5 - Ambulance Inspection, Maintenance, and 6 - Navigation and Route 7 - Basic Maneuvers and Normal Operating 8 - Operations in Emergency Mode and Unusual 9 - Safety; Special Considerations.

7 9-1 Lesson 10 - The BAmbulance Operation: Demonstration and CAmbulance Operator Internship: Guidelines for Additional On-The-JobTraining and 1iiAPPENDIXESA ppendix A - Area Motor Vehicle Operation B - Interpreting Hand C - Sample Checklist: Quick D - Sample Checklist: Full E - Sample Work F - G - I - Test / Answer J - Adult Learning and Presentation K - Training Supplement for to InstructorsEmergency Vehicle Operator Instructor GuideCourse (Ambulance)1 INSTRUCTIONS TO INSTRUCTORSCOURSE OVERVIEWThe Emergency Vehicle Operator Course (Ambulance): National Standard Curriculum is a training program that canbe used in a variety of settings and organizations to meet ambulance operator training needs. The course consists ofhree training sections--!Module A, a classroom based training course!Module B, driving range practice exercises!

8 Module C, on-the-job training checklistsCOURSE GOALThe goal of the course is to provide participants with the skills and knowledge necessary to operate their ambulancesso that the vehicle, equipment, crew, and patients will be delivered safely and efficiently and the safety of the publicwill be assured during all phases of the delivery of Emergency Medical Service involving the you deliver the course for the first time, take time to read the Instructor Guide and the Participant Manual andbecome familiar with the course materials. In each lesson, areas where local policies and procedures should be added and addressed are indicated withan ambulance icon. You should gather and prepare that instruction before delivering is also recommended that before presenting the course, you take a ride in an ambulance--as a patient--to betterunderstand the needs of patients relating to ambulance operation.

9 You may also recommend, during the course, thateach participant also rides in an ambulance--as a patient--to see how the operation of the ambulance affects to InstructorsInstructor GuideEmergency Vehicle OperatorCourse Ambulance2 HOW TO USEA dding local information and examples--including your policies, procedures, this course a valuablereference tool for participants later on the job. During presentation of the course materials, stress National HighwayTraffic Safety Administration (NHTSA) recommendations for safety and training--don't exceed posted speed limits,communicate in plain English, continue to learn, and develop local reference METHODS/MATERIALSM odule AModule A, approximately 16 hours of classroom-based training, is designed to train participants in the operation ofan ambulance in both nonemergency and emergency GuideThe Instructor Guide (IG) is a scripted, visually-oriented document intended to be used by instructorsfamiliar with the subject matter.

10 The IG provides detailed text for presenting the lesson content. The two-column format provides a left column display of icons prompting you to perform instructional activities, suchas--show an overhead transparency,conduct a question and answer session, orprovide local policies and Instructor Guide also includes a Glossary, References, overhead transparencies, and an end-of-moduletest and answer key. Appendix J is a brief refresher in adult education and presentation to InstructorsEmergency Vehicle Operator Instructor GuideCourse (Ambulance)3 Participant ManualThe Participant Manual (PM) parallels the IG and includes the content for each lesson. The PM is designedto be personalized with notes, and notetaking space is provided. In addition, space is provided for addinglocal policies and procedures as they are discussed in the lesson.