Raven EMS Education Program Manual
Course Checklist by Program Director Form

Program name:

Start date:

Four (4) months prior to start:

• Deadline:
• Course publicized.
• Arrange any prerequisite courses that will be required.
• Ensure the textbooks and current student materials are ordered.
• Ensure classroom/lab rooms are scheduled.
• Ensure clinical/field experience sites contracts are established/renewed.
• Screen application packets.
• Schedule entrance exam dates, if applicable.
• Administer entrance exams, if applicable.
• Send letter of instruction/welcome letter to students with any information needed before first day of class, to include immunizations needed, etc.
• Do or get copy of background check on students.

Three (3) months prior to start:

• Deadline:
• Secure lead instructor, evaluators, guest instructors, lab assistants’ commitment.
• Make out course schedule.
• Make instructor, evaluator, etc. assignments.
• Submit course into Continuum and upload schedule, if applicable.
• Inventory supplies and equipment on hand.
• Order any needed supplies and equipment.

Two (2) months prior to start:

• Deadline:
• Establish written policies and collect contents for student handbook.
• Make out reading assignments list for handbook.
• Send student handbook contents to the printer for assembly.
• Contact clinical/field rotation sites to set date(s) for preceptor/supervisor orientation.
• Visit clinical/field rotation sites to deliver preceptor/supervisor orientation.
• Review schedule and verify commitment with evaluators, guest instructors, lab assistants.
• Have a course faculty team meeting to ensure all are on the same page.
• Send lesson plans, instructor resources, PowerPoint presentations to respective instructor.
• Check on supply and equipment orders to ensure they come in.
• Check on sources for lab “patients.”
• Send any course materials to printer (outlines, handouts, skill sheets, clinical/field forms, etc.).

One (1) month prior to start:

• Deadline:
• Contact clinical/field rotation sites to set date(s) for rotations.
• Review student handbooks to ensure everything is there and add anything that is not.
• Make out quizzes and exams and do item analysis to cross-reference in course materials.
• Contact lab “patients” to commit to dates/times, and ensure they know roles.
• Test all course mannequins and equipment to ensure everything is intact/functional.
• Review for accuracy any course material sent to printer.
• Send a second letter of instruction/welcome letter to students with any updated information needed before the first day of class, to include immunizations needed, course instructor contacts, etc.
• Reconfirm classroom/lab rooms are scheduled.
• Reconfirm all supplies/equipment that were ordered have arrived.
• Oxygen tanks full?
• Check that all computer/AV equipment is operable.
• Make a grade book or rosters to take attendance each day.
• Make a grade book or spreadsheet, etc. to record all quiz/test scores.
• Make file folder(s) for each student’s quizzes, tests, clinical/field rotation forms, skill sheets, etc.
• Confirm pre-requisites have been met and documented.

Two (2) weeks prior to start:

• Deadline:
• Review schedule and verify commitment with evaluators, all instructors, lab assistants.

One (1) week prior to start:

• Deadline:
• Confirm lab “patients” to commit to dates/times, and ensure they know roles and what to wear, etc.
• Get classroom/lab room keys if not done already.
• Coffee pot/supplies and water on hand for breaks?
• Post policies, procedures, to classroom bulletin board.

One (1) day prior to start:

• Deadline:
• Do a walk-through of the next day.
• Put first-day handouts/student handbooks in the classroom ready to go.
• Ensure you have all check-in checklists, etc. in the classroom.
• Ensure you have a grade book/rosters ready to take attendance each day.
• Ensure you have a spreadsheet, etc. to record all quiz/test scores.
• Confirm clinical/field rotation sites date(s) for rotations.

First day:

• Date:
• Dress as a role model for your students to emulate as a professional.
• Arrive at the classroom at least an hour before class starts to ensure there are no surprises.
• Do you need to post directional signs to help your students find your classroom?
• Start class on time as this will set the tone for on-time expectations.
• Take roll/ have students sign in on roster for the day.
• Counsel any student who arrived on day 1 unprepared; this sets the tone for expectations to be met.
• Hand out the student handbooks (digital or hard copy) and go over the contents.
• Review policies.

During course (midterms and endterms):

• Midterm 1:
• Endterm 1:
• Midterm 2:
• Endterm 2:
• Midterm 3:
• Endterm 3:
• Confirm clinical/field rotations, schedule/reschedule as necessary.
• Collect and review every clinical/field rotation evaluation and PCR.
• Verify each student’s completion of each clinical/field contact/rotation.
• File clinical/field forms into the student’s file folder.
• File every quiz/test/skill evaluation sheet into student’s file folder.
• Update course grade book/spreadsheet at least weekly regarding quiz/test scores, skills completed, clinical/field requirements met, attendance, etc.
• Counsel student(s) who do not pass cognitive/psychomotor tests; remediate and reevaluate these students and file all documentation.
• Counsel students on a module/quarterly basis regarding their status in the course. Make a schedule of these so students know they are expected whether they are doing well or struggling.
• Conduct regular student evaluations of the course –instructor, assistants, labs to get their input on what might assist them to improve the course.
• Assign workbook/homework for every class to ensure they are reading ahead.
• Administer surprise quizzes occasionally to ensure students are doing their reading assignments ahead of the class lecture (Can use for extra credit points to reward them for reading).
• Look over their workbooks/homework and provide input back to them immediately.
• Ensure students are using on-line assets to practice quizzes/tests in preparation of taking the NREMT computer exam.
• Conduct scheduled quizzes on a frequent/regular basis to evaluate their cognitive retention.
• Conduct scheduled skill labs on a frequent/regular basis to ensure the students have plenty of time to hone their psychomotor skills.
• Contact and confirm lab assistants and “patients” throughout the course.
• Contact and confirm evaluators for end-of-course skills and TSOP exams.

Two (2) weeks prior to end:

• Deadline:
• Review students’ file folders to ensure all course completion requirements are progressing satisfactorily.
• If any AEMT/Paramedic student has not completed clinical/field requirements, request a course extension.

One (1) week prior to end:

• Deadline:
• Go over students’ file folders to ensure all course completion requirements are progressing satisfactorily.
• Complete course completion certificates/letters to have ready for students who pass.
• Copy course completion certificates/letters to be ready to put into students’ files who pass.

Last day:

• Date:
• Conduct final student evaluations of the course –instructors, assistants, guest instructors, labs, to get their input to improve the course conduct in the future.
• Ensure all students who did not pass have a date for counseling/remediation/reevaluation.
• Ensure all students who have not completed clinical/field requirements are counseled and have a plan to complete requirements.

After course:

• Assist all students who have remaining requirements to accomplish them.
• Close out student file folders and ensure institution gets them to file.
• Send letters of appreciation to clinical/field site preceptors.
• Inventory supplies/equipment.
• Return any borrowed supplies/equipment.
• Send any equipment in for repair that needs it, or order replacement as needed.

	Relevant. Resolute. Ready.
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