By Samantha Grimsley, M.Ed.
Think back to your first day of EMT school. The instructors stood before you, sharing thrilling stories from the field, trauma calls, cardiac saves and high-stakes rescues. Their experience was impressive, and perhaps a few had some background in education. But fast forward a few weeks; did you begin to notice that some instructors struggled to explain concepts, manage the classroom or engage students effectively?
This disconnect is not uncommon. Most EMS providers receive little-to-no formal training in education during their clinical preparation. Even EMS degree programs rarely include coursework on instructional methods, curriculum design or assessment strategies. So, how are we ensuring quality in the classroom when the educators themselves may not be adequately prepared?
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Instructor courses: A starting point, not a solution
The National Association of EMS Educators (NAEMSE) Level 1 and Level 2 Instructor Courses are widely recognized and provide foundational knowledge in educational theory, adult learning and classroom management. The Level 1 course offers 40 hours of CAPCE-approved continuing education and provides an introduction to a broad span of educational theory that is heavily reliant on brain-based learning and evidence-based best practices. The Level 2 course offers 20 hours of CAPCE-approved continuing education building on this foundation, focusing on mentoring, student-centered learning, lesson planning, program evaluation, social intelligence, research, presentation technologies, leadership and administrative issues.
While these courses are valuable, they are not comprehensive or long enough to fully prepare someone for the complexities of academic instruction. Compare this to higher education: a professor wouldn’t be hired to teach college-level mathematics simply because they passed a math class. Yet in EMS, we often equate field experience with teaching competency.
The case for formal education in teaching
A 2020 position paper from the NAEMSE advocates for EMS educators to hold degrees not only in EMS, but also in education, clinical sciences or related fields. The paper outlines degree expectations for various roles, from lab instructors to program directors, and emphasizes the importance of interprofessional approaches and academic rigor.
Educators with formal training in instructional design, assessment techniques, curriculum development and adult learning theory are better equipped to deliver high-quality education. Without this foundation, instructors may rely on outdated methods or struggle to adapt to diverse learning needs. With the rise of online and hybrid EMS programs, educators must now be proficient not only in clinical content, but also in digital instruction. This includes understanding how to engage students in virtual environments, use learning management systems effectively and assess performance remotely.
Continuing education: A patchwork system
Continuing education requirements for EMS instructors vary widely by state. Some states mandate a specific number of hours, but often these hours are not required to be instruction-related. This means instructors can renew their certifications without ever updating their teaching skills.
Moreover, access to professional development is uneven. Conferences offer valuable learning opportunities, but not all institutions can afford to send faculty. After completing NAEMSE’s Level 1 and 2 courses, what resources exist for ongoing educator development? The answer is: not enough.
The rise of rapid EMT programs
Compounding the issue is the proliferation of accelerated EMT programs, some as short as 4 weeks. While these programs may meet minimum standards, they raise concerns about content retention and instructional quality.
Studies have shown that instructor effectiveness directly correlates with student success. Programs with well-trained educators report higher NREMT pass rates and better student retention. Conversely, students taught by instructors lacking pedagogical training often struggle with comprehension and confidence in clinical settings.
Are students truly absorbing the material in such a short time? And who is teaching these courses, seasoned educators or providers looking for a paycheck after injury or burnout?
Hiring practices: Are we vetting instructors?
EMS education has come a long way since its early days, when training often consisted of on-the-job learning and minimal classroom instruction. As the profession matured, so did the expectations for clinical competency. However, instructional standards have lagged behind, leaving a gap between what educators are expected to teach and how they are prepared to teach it.
When hiring EMS educators, do programs require teaching demonstrations? Or do they simply hand over a syllabus and say, “Start next week”? Field experience is essential, but it should not be the sole criterion for teaching. Competency-based experience does not guarantee instructional effectiveness.
If we are serious about elevating EMS as a respected and sustainable career, the work must start in the classroom. Yet, we face ongoing challenges:
- High program director turnover
- Limited EMS-focused coursework in degree programs
- A lack of formal training in instructional methods for many entering the educator role
While a bachelor’s degree is the minimum requirement to serve as a program director, the field of study is often unrelated to education, leaving instructors underprepared for the demands of teaching in adult education environments.
Many higher education EMS degrees still lean heavily on fire-based content, and well-regarded education degrees remain financially out of reach for many. In a profession still advocating for fair pay and recognition, few are eager or able to take on the burden of student debt. Despite this reality, EMS educators are held to high academic expectations, often comparable to peers with master’s or doctoral degrees, while lacking access to foundational teaching preparation.
A meaningful path forward in EMS education should:
- Require formal instruction in educational methodology for EMS instructors
- Standardize continuing education requirements across states
- Evaluate hiring practices to emphasize instructional competency, not just field experience
To close these gaps, national accrediting bodies and state EMS offices should consider implementing clearer education standards for EMS instructors. While I am not affiliated with NAEMSE, this could be the right time to explore long-term partnerships with academic institutions. Expanding current Level 1 and 2 instructor courses, offering deeper content modules, or developing accessible degree or certificate options would provide much-needed support for current and future educators.
If we want to build a stronger EMS profession, we must first invest in the people trusted to teach it. It begins not in the field, but in the classroom.
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REFERENCES
- National Association of EMS Educators (NAEMSE). Instructor Courses and Symposium. Available at: https://naemse.org
- TAEMSE Instructor Resources. EMS Educator’s Primer and Program Design Tools. Available at: https://www.taemse.org/instructor-resources
- NAEMSE Vision Paper on Simulation in EMS Education. Available at: https://cdn.ymaws.com/naemse.org/resource/resmgr/naemse_vision_paper_final_11.pdf
- JEMS. Emergency Medical Services: What Makes Students Successful? Available at: https://www.jems.com/ems-training/emergency-medical-services-what-makes-students-successful/
- National Association of State EMS Officials (NASEMSO). Education Council Resources. Available at: https://nasemso.org/content.aspx?page_id=22&club_id=157064&module_id=683541
ABOUT THE AUTHOR
Samantha Grimsley is a seasoned EMS educator with experience in both prehospital care and academic instruction. She serves as the program director in the EMS Department at Weatherford College in Weatherford, Texas. Samantha holds a M.Ed. degree in Adult Education and Training and is committed to advancing EMS education through evidence-based teaching, curriculum development and professional mentorship.
