Teaching Citizens Emergency Response1. 2 Response Modules n Modules 2 and 3 - Disaster Medical...

Teaching Citizens Emergency Response

1

Teaching Citizens Emergency Teaching Citizens Emergency ResponseResponse


2

Response ModulesResponse Modules

Modules 2 and 3 - Disaster Medical Modules 2 and 3 - Disaster Medical OperationsOperations

Module 4 - Light Search and Rescue Module 4 - Light Search and Rescue OperationsOperations

Module 5 - Fire Suppression, Utility Module 5 - Fire Suppression, Utility Control and SafetyControl and Safety


3

Modules 2 and 3 - Disaster Modules 2 and 3 - Disaster Medical OperationsMedical Operations


4


Classes are devoted to disaster medical Classes are devoted to disaster medical operations.operations.

Class 2 concentrates on the recognition Class 2 concentrates on the recognition of life-threatening emergencies, triage, of life-threatening emergencies, triage, and treatment area management.and treatment area management.


5


Class 3 deals with the disciplines of Class 3 deals with the disciplines of treating non life-threatening treating non life-threatening emergencies and head-to-toe emergencies and head-to-toe evaluations. evaluations.

The emphasis for both classes is The emphasis for both classes is “hands-on” practice and group “hands-on” practice and group participation.participation.


6

Modules 2 and 3 - Points for Modules 2 and 3 - Points for the Instructorthe Instructor

Although the basis of medical training is Although the basis of medical training is derived from standard first aid practices, derived from standard first aid practices, Disaster Medical Operations, seeks to Disaster Medical Operations, seeks to accomplish the greatest good for the accomplish the greatest good for the greatest number.greatest number.


7

Modules 2 and 3 - Points for Modules 2 and 3 - Points for the Instructorthe Instructor

Emphasizes practice, encourage Emphasizes practice, encourage questions and active participation during questions and active participation during the practical exercise, as well as regular the practical exercise, as well as regular practice long after this session in order practice long after this session in order to maintain skills at effective levels.to maintain skills at effective levels.


8

Modules 2 and 3 - Modules 2 and 3 - MethodologyMethodology

This class is primarily in This class is primarily in PowerPoint/lecture and application PowerPoint/lecture and application format.format.

Lecture should progress swiftly in order Lecture should progress swiftly in order to allow for valuable “hands-on” to allow for valuable “hands-on” practice.practice.


9

Modules 2 and 3 - Modules 2 and 3 - MethodologyMethodology

The instructor will present each subject, The instructor will present each subject, give a demonstration, and follow with a give a demonstration, and follow with a closely supervised exercise by closely supervised exercise by participants.participants.


10

Module 4 - Light Search and Module 4 - Light Search and Rescue OperationsRescue Operations


11

Module 4 - Light Search and Module 4 - Light Search and Rescue OperationsRescue Operations

Class 4 is dedicated to light search and Class 4 is dedicated to light search and rescue techniques. rescue techniques.

Students are taught evacuation, search Students are taught evacuation, search techniques, building construction, techniques, building construction, rescue methods, cribbing, and shoring.rescue methods, cribbing, and shoring.


12

Module 4 - Points for the Module 4 - Points for the InstructorInstructor

Immediately following almost every Immediately following almost every major disaster, experience has shown major disaster, experience has shown that the first response to trapped and that the first response to trapped and injured victims is by spontaneous, injured victims is by spontaneous, untrained, and well-intentioned persons untrained, and well-intentioned persons paying little or no regard to personal paying little or no regard to personal safety.safety.


13


This class will give participants the This class will give participants the knowledge to formulate rescue plans knowledge to formulate rescue plans according to situational needs, while according to situational needs, while weighting personal safety weighting personal safety considerations.considerations.


14

Module 4 - MethodologyModule 4 - Methodology

This class will utilize a PowerPoint slide This class will utilize a PowerPoint slide presentation, interactive lecture, and presentation, interactive lecture, and overhead transparencies.overhead transparencies.

Participant will practice techniques of Participant will practice techniques of patient lifting and carrying, and patient lifting and carrying, and participate in demonstration of leverage participate in demonstration of leverage and cribbing operation. and cribbing operation.


15

Module 5 - Fire Suppression, Module 5 - Fire Suppression, Utility Control and SafetyUtility Control and Safety


16

Module 5 - Fire Suppression, Module 5 - Fire Suppression, Utility Control and SafetyUtility Control and Safety

Fire suppression is the topic in Class 5.Fire suppression is the topic in Class 5. Fire chemistry, fire extinguisher use, Fire chemistry, fire extinguisher use,

utility control, ventilation, creative fire utility control, ventilation, creative fire fighting techniques, and hazardous fighting techniques, and hazardous materials placarding systems are materials placarding systems are reviewed and/or practiced.reviewed and/or practiced.


17


Disaster fire suppression stresses safety Disaster fire suppression stresses safety considerations, such as working in the considerations, such as working in the buddy system, and back-up teams are buddy system, and back-up teams are introduced.introduced.

It is imperative to stress safety by setting It is imperative to stress safety by setting the proper example during tabletop the proper example during tabletop demonstrations, and most importantly demonstrations, and most importantly during the actual fire extinguishing portion during the actual fire extinguishing portion of the class.of the class.


18

Module 5 -MethodologyModule 5 -Methodology

The lesson uses a PowerPoint slide The lesson uses a PowerPoint slide presentation and overhead presentation and overhead transparencies, as well as a classroom transparencies, as well as a classroom tabletop demonstration of fire tabletop demonstration of fire characteristics.characteristics.

Participants will also apply what they Participants will also apply what they learned about portable fire extinguishers learned about portable fire extinguishers by extinguishing a flammable liquid fire.by extinguishing a flammable liquid fire.


19

Modules 2,3,4, and 5Modules 2,3,4, and 5

Teaches the greatest good for the Teaches the greatest good for the greatest number of people.greatest number of people.

Necessary goal of disaster recovery.Necessary goal of disaster recovery. Teaches problem-solving skills based Teaches problem-solving skills based

on lifelong learning.on lifelong learning. Teaches citizens how to be resourceful.Teaches citizens how to be resourceful.


20

Teaching the Course ContentTeaching the Course Content

Teacher-centered approach is widely Teacher-centered approach is widely practiced in adult education in the fire practiced in adult education in the fire service.service.

Learner-centered approach focuses Learner-centered approach focuses upon the individual learner rather than a upon the individual learner rather than a body of information.body of information.


21

Teaching the Course ContentTeaching the Course Content

Three domains of learning to teach life Three domains of learning to teach life saving skills.saving skills.

Cognitive - Establish the relationship.Cognitive - Establish the relationship. Psychomotor - Demonstrate the skill.Psychomotor - Demonstrate the skill. Affective - Explain the rationale.Affective - Explain the rationale.


22

““Hands-on approach”Hands-on approach”

Learning involves a various of activities Learning involves a various of activities that use as many sense as possible.that use as many sense as possible.

For adults, the process must be For adults, the process must be challenging and stimulating.challenging and stimulating.

75% of what is heard is forgotten after 75% of what is heard is forgotten after two days.two days.


23

Teaching Strategies - Teaching Strategies - CognitiveCognitive

Establish teacher and learner roles by Establish teacher and learner roles by giving a brief, clear statement of giving a brief, clear statement of expectations.expectations.

Establish the learning objectives.Establish the learning objectives.


24

Teaching Strategies - Teaching Strategies - CognitiveCognitive

Establish interaction between the Establish interaction between the teacher and learner.teacher and learner.

Establish closure by providing a link Establish closure by providing a link between past and present learning.between past and present learning.

Establish feedback.Establish feedback.


25

Teaching Strategies - Teaching Strategies - PsychomotorPsychomotor

Demonstrate correct performance.Demonstrate correct performance. Practice in pairs, or small teams.Practice in pairs, or small teams. Incorrect skills should be corrected in a Incorrect skills should be corrected in a

positive manner.positive manner. Tell participant what can happen if skills Tell participant what can happen if skills

are done incorrectly.are done incorrectly.


26

Teaching Strategies - Teaching Strategies - EnvironmentEnvironment


27

Teaching Strategies - Teaching Strategies - EnvironmentEnvironment

Physical environment should encourage Physical environment should encourage learners to participate.learners to participate.

Visibility of lecturer.Visibility of lecturer. Acoustical qualities with/without Acoustical qualities with/without

amplification.amplification. Noise and distractions.Noise and distractions.


28

EnvironmentEnvironment

Available outlets and space for Available outlets and space for audiovisual equipment.audiovisual equipment.

Adequate lighting which can be Adequate lighting which can be controlled for audiovisual.controlled for audiovisual.

Seating arrangements.Seating arrangements.


29

Providing Challenging Providing Challenging Teaching and Learning Teaching and Learning

InteractionsInteractions Teaching style which allows for Teaching style which allows for

collaboration and challenge.collaboration and challenge. Challenging task which call for closure Challenging task which call for closure

of the subject matter which they had of the subject matter which they had just learned.just learned.


30

Physiological VariablesPhysiological Variables

Diminished auditory.Diminished auditory. Visual acuity.Visual acuity. Reduced energy levels.Reduced energy levels. Health problems.Health problems.


31

Participants Safety During the Participants Safety During the Response CoursesResponse Courses

Limitations or physical disabilities.Limitations or physical disabilities. Require additional time, practice, and/or Require additional time, practice, and/or

guidance when performing psychomotor guidance when performing psychomotor skills.skills.

Back problems, arthritis and early Back problems, arthritis and early fatigue.fatigue.


32


33

Teaching Citizens Emergency Response1. 2 Response Modules n Modules 2 and 3 - Disaster Medical...

Documents

Transcript of Teaching Citizens Emergency Response1. 2 Response Modules n Modules 2 and 3 - Disaster Medical...