EMS Faculty Development Program    (EMS FDP)

In the Emergency room, chaos is the norm, and Leadership is the vital skill required to turn a disorderly situation into order. The EMS Faculty Development Program (FDP) is meticulously designed to cultivate skilled EMS faculty members capable of overseeing and mentoring EMS students across various centres, ensuring excellence in patient care and systematic case management. 

This structured approach is crucial, as EMS practitioners regularly operate in unpredictable, high-stakes environments where robust leadership and organised thinking are very important.

Program goals

The program primarily aims at developing two essential competencies in EMS students:

1.  EMS Attitude

2.  Case Presentation Skills

To reinforce learning through practical application, the FDP includes high-fidelity simulation exercises conducted during faculty visits, covering four core scenarios each time:

Develop an EMS attitude (Leadership attitude)

Strong leadership is the cornerstone of turning chaos into clarity and organised action. This is why leadership is at the heart of EMS attitude training

Core Focus: Leadership Attitude

Foundational Quality to become a leader: Honesty (Honesty builds trust - a non-negotiable quality for leadership)

Leadership Levels:

1. Positional Leadership: Every individual initially holds a leadership role based on their position.

2. Permission Level: someone others follow willingly due to earned respect..

Clearly communicate expectations regarding teamwork (team dynamics), communication, and leadership attitudes will be observed throughout the course (summative evaluation).

Case presentation skills

Faculty members will mentor students to systematically approach emergency cases with a structured format. 

1. Primary Survey and Vital Signs: Assess initial patient condition quickly (within 5 minutes), covering all eight vital signs (HR, BP, RR, Temp, SPO2, GRBS, AVPU score, & PS).

2. Critical Immediate Actions: IV line, oxygen administration, cardiac monitoring, adjunct diagnostics (ECG, ABG, POCUS, chest X-ray), fluid resuscitation, pain management, and implementation of the 1-hour sepsis bundle.

3. Follow-up with SAMPLE history and head-to-toe examination to formulate precise differential diagnoses.

4. Investigations and Disposition: Guide students to select appropriate investigations and formulate an efficient disposition plan.

Simulation-Based Training

To reinforce learning through practical application, the FDP includes high-fidelity simulation exercises conducted during faculty visits. Each simulation session aims to enhance clinical examination skills, procedural skills, and leadership in critical moments. The four core scenarios covering each visit are:

1. Medical Scenario: e.g., Beta-blocker toxicity requiring pacing

2. Trauma Scenario: e.g., Trauma patient requiring immediate intubation and chest drain insertion (ICD)

3. Critical Care Scenario: Managing airway emergencies and unstable cardiac conditions

4. Cardiac Arrest Scenario: High-quality CPR, rhythm recognition, & protocols. 

Faculty Guidelines for EMS Teaching Visits

Each monthly visit involves approximately 3 hours, with 2 hours of effective teaching time. The session is designed to ensure high-quality EMS education for ~10 students. Faculty are expected to maintain professionalism, punctuality, and focus on outcome-based teaching.

Session Structure;

1. Common Session (30 minutes): 20 minutes class: Present the most important topic of the module for that month, regardless of previous coverage. 10 minutes discussion: Engage students with clarification and active Q&A. Include 5 key questions to stimulate systematic thinking.

2. Individual Student Time (10 minutes each; ~100 minutes total): Each student will be evaluated on:

   1. • Logbook & Attitude – (2 minutes); Verify logbook entries. Observe professionalism, preparedness, and engagement.

      • Case Presentation – (5 minutes); Students solve a case with a systematic ABCD approach. Faculty checks for clarity, sequence, and logic.

      • Case Summary – (3 minutes); Student provides a concise summary of the presented case. Faculty reinforces correct reasoning (refer to the sample cases section)

      • Simulation Practice (20 minutes); One common simulation drill for all students. Focus on teamwork, communication, and clinical accuracy.

Faculty Behaviour & Expectations

• Professional conduct: Be respectful, punctual, and approachable.

• Consistency: Cover core topics even if they have been presented earlier; repetition reinforces mastery.

• Constructive feedback: Encourage strengths and identify areas for improvement without demoralising students.

• Leadership role: Model the EMS attitude – one that is structured, systematic, and calm under pressure.

• Cultural sensitivity: Respect the centre context and adapt to local norms while maintaining EMS standards.