Active Learning Manual
A first-of-its-kind resource, the Active Learning Manual: EMT-B, is an accumulation of active learning exercises that extend beyond the classroom, encouraging students to develop a deeper understanding of both the knowledge and skills necessary to become an excellent EMT-Basic. No matter which primary textbook is used, students will still benefit immensely from the addition of the ALM to their study program.
- Paperback | 448 pages
- 213.4 x 271.8 x 22.9mm | 861.84g
- 06 Sep 2004
- Pearson Education (US)
- Upper Saddle River, NJ, United States
Back cover copy
A first-of-its-kind resource, the "Active Learning Manual: EMT-B " is an accumulation of active learning exercises that extends beyond the classroom, encouraging students to develop a deeper understanding of both the knowledge and skills necessary to become an excellent EMT-Basic. No matter which primary textbook is used, students will benefit immensely from adding the "ALM " to their study program. "Active Learning" is an approach whereby students take an active part in the learning process. This system reaches beyond taking notes, asking questions, and participating in skills practice sessions, where the instructor is placed at the center of the learning. Active learning involves reading, writing, discussing, and solving problems. Simply stated, active learning means getting students involved both in doing things and in "thinking" about the things they are doing. We have assembled a variety of activities that move the student to the center of the learning process. In addition, we have striven to create activities that address as many learning styles as possible. Chapter features include: Chapter Summary: An expanded summary that can be used as a study tool. Med Minute: Contained in clinical chapters, these provide a general overview of commonly prescribed medications students will likely encounter. Pathophysiology Pearls: Also contained in clinical chapters, these are designed to provide information relating to specific medical conditions and/or disease processes. Pearls from the Podium: In non-clinical chapters, these are simple but valuable insights shared by the authors, including study tips, patient care, and career tips. Review Questions: As with so many other things in life, benefits result from increased practice; in this case, the benefits include improved scores on state and national exams. Question types include short answer, multiple choice, and scenario. Case Studies: Two case studies in each chapter allow students to apply critical thinking skills and knowledge. A series of questions follows each case study. Active Exploration: Two in each chapter, here's where the fun begins. Many of these involve getting out of the classroom and actively exploring information and concepts. Retro Review: A minimum of three multiple-choice questions from previous chapters keep the cobwebs from forming on information presented earlier in the course. Thinking and Linking: To put the "puzzle" together, this table is a quick reference guide for relating current chapter information to other chapters.
Table of contents
Chapter 1 Introduction to Emergency Medical Care Chapter 2 The Well-being of the EMT-Basic Chapter 3 Medical/Legal and Ethical Issues Chapter 4 The Human Body Chapter 5 Lifting and Moving Patients Chapter 6 Airway Management Chapter 7 Scene Size-up Chapter 8 The Initial Assessment Chapter 9 Vital Signs and SAMPLE History Chapter 10 Assessment of the Trauma Patient Chapter 11 Assessment of the Medical Patient Chapter 12 Ongoing Assessment Chapter 13 Communications Chapter 14 Documentation Chapter 15 General Pharmacology Chapter 16 Respiratory Emergencies Chapter 17 Cardiac Emergencies Chapter 18 Acute Abdominal Emergencies Chapter 19 Diabetic Emergencies and Altered Mental Status Chapter 20 Allergic Reactions Chapter 21 Poisoning and Overdose Emergencies Chapter 22 Environmental Emergencies Chapter 23 Behavioral Emergencies Chapter 24 Obstetric and Gynecological Emergencies Chapter 25 Putting it All Together for the Medical Patient Chapter 26 Bleeding and Shock Chapter 27 Soft-tissue Injuries Chapter 28 Musculoskeletal Injuries Chapter 29 Injuries to the Head and Spine Chapter 30 Putting it All Together for the Trauma Patient Chapter 31 Infants and Children Chapter 32 Geriatric Emergencies Chapter 33 Ambulance Operations Chapter 34 Gaining Access and Rescue Operations Chapter 35 Special Operations Chapter 36 Terrorism and EMS Chapter 37 Advanced Airway Management
About Chris Le Baudour
Daniel Limmer. Dan Limmer, EMT-P, has been involved in EMS for more than 25 years. He remains active as a paramedic with Kennebunk Fire Rescue in Kennebunk, Maine, and the Kennebunkport EMS (KEMS) in Kennebunkport, Maine. A passionate educator, Dan teaches EMT and paramedic courses at the Southern Maine Community College in South Portland, Maine, and has taught at the George Washington University in Washington, D.C. and the Hudson Valley Community College in Troy, New York. He is a charter member of the National Association of EMS Educators and a member of the National Association of EMTs (NAEMT), for which he serves on the Advanced Medical Life Support Committee. Dan was formerly involved in law enforcement, beginning as a dispatcher and retiring as a police officer in Colonie, New York, where he received three command recognition awards as well as the distinguished service award (Officer of the Year) in 1987. During his 20-year-law-enforcement career, he served in the communications, patrol, juvenile, narcotics, and training units. In addition to authoring several EMS journal articles, Dan is coauthor of a number of EMS textbooks for Brady including First Responder. A Skills Approach, Essentials of Emergency Care, Advanced Medical Life Support, the military and fire service editions of Emergency Care, and others. He speaks frequently at regional, state, and national EMS conferences. Christopher J. Le Baudour has been involved in EMS since 1978. He has worked as an EMT-I and an EMT-II in both the field and clinical settings. In 1984, Christopher began his teaching career in the Department of Public Safety-EMS Division at Santa Rosa Junior College in Santa Rosa, California. In addition to Christopher's numerous certifications, he holds a master's degree in Education, with an emphasis on on-line teaching and learning, from California State University at Hayward. Christopher has spent the past 20 years perfecting the art of experiential learning in EMS and is well known for his innovative classroom techniques and his passion for both teaching and learning in both the traditional and on-line classrooms. Christopher is very involved in EMS education at the national level as a member of the Distributed Learning subcommittee of the National Association of EMS Educators. He has been a presenter at both state and national conferences and is currently working on several EMS publications.