ORLANDO, Fla. — In the “Flexibility in the Classroom” breakout session, experienced AHA faculty and staff discussed how to meet the needs of a diverse audience while still meeting the AHA course requirements.
American Heart Association’s BLS, ACLS and PALS instructors from around the world attended the one-day “2015 Guidelines Instructor Update” at the Orange County Convention Center.
Students in every AHA course bring with them different levels of experience, various learning styles, diverse physical abilities and limitations, and represent different workplace settings, such as out of hospital and in-facility.
The faculty, Kelly Kohler, Steve Day, and David L. Rodgers, led a series of discussions related to flexibility within the context of students meeting the course requirements.
Memorable quotes on instructor flexibility
The session featured a series of short video vignettes. In one of the videos, Seth Goldstein, an AHA instructor and firefighter/paramedic from New York, discussed his three rules for adapting to a diverse audience of learners.
“Rule one: Make no assumptions about students based on their experience. Rule two: Interact with students individually about their experience, knowledge and goals. Rule three: Make smart group assignments. I either mix experienced and inexperienced students or concentrate students based on their experience.”
Day, EMT-P, AHA Volunteer Management, described students with challenges, which include student confidence, physical limitations during skills practice and testing, and sensory limitations.
“Remember we don’t have to be the ones that make all of the solutions. Include students with limitations and how they might best succeed. We can accommodate, but we can’t change the exit criteria for certification. We have a set of criteria that you (students) have to meet.”
Key takeaways from presenters and attendees
Here are four key takeaways from this session that are applicable to AHA instructors, as well as EMS educators and training officers.
1. Don’t make assumptions about students
Instructors were repeatedly encouraged to not make assumptions about students based on their experience, previous certification, age, or obvious physical limitations or disabilities. The visual assessments instructors make of students, as well as the value judgements given to experience, are not always predictive of actual performance and the ability to complete course requirements.
2. Testimonials from survivors is a powerful motivator for students
Several attendees discussed how they incorporate cardiac arrest survivor stories to motivate students and possibly inspire and mentally prepare AHA course attendees for an emergency response. Attendees shared their experience using survivor testimonials to motivate medical students certifying for the first time and medics recertifying for the fifth time.
3. Stories engage students and demonstrate the instructor’s experience
For many instructors a technique they use to reach unmotivated students is by telling stories of performing CPR, especially on patient saves. Students appreciate knowing their instructors have real-world experience and have used the techniques they are teaching.
4. BLS and ACLS for students with physical limitations
Instructors can make accommodations for students with physical limitations to be successful. The session presenters explained an approach to making adjustment for students with challenges to increase student engagement and learning. Those adjustments are to create a positive atmosphere, understand limitations and find successful solutions.
Students, unable to meet the physical requirements for certification, can still learn lifesaving information for responding to an emergency situation. Much like a dispatcher’s CPR instructions to a 911 caller, a student with a physical limitation can verbally instruct a physical able bystander to assist them in assessing and caring for an unresponsive patient.
The session concluded with several demonstrations based on situations submitted by attendees. The interactive discussion and demonstration engaged participants in understanding potential challenges and how they might be accommodated in the classroom.
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