Scott Brown ACP E-Portfolio

Adjunct Certification Program
E-Portfolio

Scott Brown BS, LP
Emergency Medical Services



What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who make a commitment to the System and to
provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants are chosen based upon
recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of successful instruction. After successfully
completing this program participants will be able to

• Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning model
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

• Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

• Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

• Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

• Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:

• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs over a nine week period with a time

commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course



1/29 Lone Star College - Montgomery

Emergency Medical Services Program

Course Syllabus Spring 2019

EMSP 1501-Day 5 credit hours

Location: B 222 and A 225 1/14/2019 to 5/12/2019

Professor: Scott Brown BS, LP

Phone: (281) 924-8781 Office hours: by appointment E-mail: [email protected]

Program Director and DSHS EMS Coordinator: Dr. Kelly Weller Ed.D., RN, LP, EMS-C
Phone: 936-271-6327 E-Mail: [email protected]

Texas Course Approval Number: 614533 Course Ending Date: 5/12/2019

Pre-requisites:
General admission requirements for Lone Star College System.

Co-requisites:
EMSP 1160. These two (2) courses comprise the EMT-Basic program.

Course Description:
Preparation for certification as an Emergency Medical Technician (EMT). Includes all the skills necessary to provide emergency medical care at a basic life support level with an
emergency service or other specialized services.

Required Materials
Emergency Care and Transportation of the Sick and Injured, 11th edition ISBN: 978-1-284-10690-9

EMS Testing for EMT available from EMSTesting.com.

EMS Professions Student Handbook
Along with this syllabus, the LSC-Montgomery EMS Student Handbook provides the policies and procedures pertaining to the program. You are responsible for reading,
knowing, and following the policies and procedures at all times. The Student Handbook is available online in your LSC-Online classroom.

Course Evaluations
The scale for determining a letter grade in the Emergency Medical Services Professions Program is:
A = 100% – 90% B = 89% – 80% C = 79% – 70% D = 69% – 65% F = below 64%

All students are required to attend Scenario Day as listed on their course schedule. This activities are MANDATORY. Those students not attending this exercises will become
ineligible for recommendation to take the National Registry of EMT’s certification exam.

The areas in which a student will be evaluated and the associated weighted values of those assessments are given below:
Exam I 14 %

Exam II 14 %
Exam III 14 %
Exam IV 14 %

Exam V 14 %
Quizzes 10 %
Skills Exam * Pass/Fail
DSHS Jurisprudence Exam Pass/Fail
Final Exam 20 %

TOTAL 100 %

Lone Star College - Montgomery

LSC – Montgomery: EMS Professions

EMSP 1501 – EMT Course Schedule – Spring 2019

Date Lecture Topic Ref. Chapter Skills Lab
1, 2 & 3
01/15/19 EMS Systems, Workforce Safety & Wellness, 5&6
Medical, Legal & Ethical Issues
01/17/19 Medical Terminology & The Human Body
01/18/19
Student Success – 5p-10p 6&7 V/S, BG, SPO2, Anatomy, Lifting &
Friday Moving
Lab #1 10
01/22/19 9 Airway Management, Cardiac Arrest
The Human Body & Life Span Development
01/24/19 Exam #1
Airway Management (After Exam)
01/29/19 Airway Management
01/31/19 Lab #2
02/05/19 Patient Assessment
02/07/19
02/12/19 Lab #3 Patient Assessment
Exam #2
02/14/19 Trauma Overview & Bleeding 24 & 25
02/15/19 Scenario Day - 5-10 pm
12, 27 & 28 Pt Assessment, Hemorrhage Control,
Friday Lab #4 BLS
Shock, Face & Neck, Head & Spine Injuries
02/19/19 Lab #5 Spinal & Joint/Bone Immobilization,
Traction Splint & Airway
02/21/19
Soft Tissue & Chest Injuries 26 & 29
02/26/19
02/28/193/19, Lab #6 Pt Assessment, Immobilization,
4/11, 4/30 5/7 Traction Splint, Airway

03/05/19 Abdominal-Genitourinary, Orthopedic & Environmental 30, 31 & 32
03/07/19
03/12/19 Spring Break – No Class
3/14/19
3/19/19 Exam #3 11 & 14 Pt Assessment, MDI, SVN, Cardiac
3/21/19 Pharmacology & Medical Overview (After Exam) 15 & 16 Arrest, Epi Pen, All Skills
3/26/19 Respiratory & Cardiovascular Emergencies
17, 18 & 19 All Skills Practice
3/28/19 Lab #7
4/2/19 20 & 21
4/4/19 Neurologic, GI & Urologic, Endocrine & Hematology 22 & 23
4/9/19 Emergencies
Lab #8
Immunologic Emergencies & Toxicology
Psychiatric and Gynecologic Emergencies

4/11/19 Exam #4 33
Obstetrics and Neonatal Care
4/13/19
Skills Testing (08-1700hrs) - Texas Jurisprudence Exam Due
Saturday
Obstetrics and Neonatal Care & Pediatrics 33 & 34 OB & Pediatric Scenarios
4/16/19 Geriatric Emergencies & Patients with Special 35 & 36
Challenges
4/18/19 Lab # 9 37, 38, 39 & 40
EMS Operations All
4/23/19 Exam #5
4/25/19 Final Exam Review
4/30/19
5/2/19 Final Exam (Cumulative) All

05/07/19



EMSP 1501 Class Preparation Strategies

It has been amply demonstrated that students get more out of lecture time if they are familiar
with the subject prior to class. The objective of my lecture is to have the material I am presenting
make sense in such a way that they grasp both the individual concept, but more importantly, how it
relates to and interconnects with concepts from past lessons but also from ones to come.

The course material is available from several sources. The textbook is obviously available to
them, my lecture PowerPoints are available on D2L as well as the individual learning objectives for
each section. Those learning objectives are incorporated in the exam preparation notes which are
also uploaded to D2L.

I instruct my students at the beginning of class and at intervals through the semester that it is
imperative for them to be up to date on their reading of the material. My class PowerPoints are
designed to serve merely as a basic outline for discussion. The more detailed explanations are found
within the textbook chapters. Ideally, I would like to incorporate the flipped classroom model as it
relates to Bloom’s taxonomy. I would like them to achieve memorization and understanding outside
of class and achieve application and analyzation during my lecture.

In order to facilitate this, my options are somewhat limited in that I cannot alter the grading
rubric by offering extra credit, or additional quizzes (Like the CTAs mentioned in How to Get Your
Students to Come to Class Prepared) The quizzes are designed to track student retention of
material, not to assist them in preparing for class.

One strategy I developed this semester is prior to the lecture, I assign the students one small
concept of the overall lecture to be able to stand up before the class and explain. When I get to that
section in the lecture, I turn the class over to the student responsible for that particular knowledge

and they explain the material. This accomplishes a couple of things. The students are more likely to
cover the material before class if they know they are responsible for a section of it, and it also gets
them used to speaking in front of people about a medical topic, which is a requirement in medicine.



Since I am neck deep in this already, I'm going to stick with Minute Paper, and add Muddiest
Point. My limitations on these are that I cannot add any type of assessment for grade or extra
credit. The assessment I am most interested in how well the students absorbed the lessons from
class to class, so that I might revisit concepts that are not yet clear in a timely manner. The
minute papers allow me to gauge how well the broader concepts are being learned and how much
reading the students did prior to class. Muddiest point allows me to assess more focused concepts
that are not yet clear. I am particularity focused on Pre-assessment, however due to the
cumulative nature of the exams and quizzes, they are also useful in both post assessment and
Summaries.

We are due to discuss Respiratory and Cardiovascular Emergencies next lecture. My proposed
Minute Paper for Respiratory would be:
Describe what reactive airway disease is, and it's main signs and symptoms. About 20 minutes
before class end, I will ask for Muddiest Point, and address them before end of class.

Minute papers have been extremely interesting thusfar, and have allowed me to adjust how I
approach my lecture in both style and content. I decided to compare them to my stated lesson
objectives for each section and see how closely they follow that stated objective as a better means
of assessment. Some are too broad a subject to be covered by a minute of free writing, but I can
choose any section subset to use, as well as using Muddiest Point. Using those in concert, a
Minute Paper at beginning of class, and a Muddiest Point at class end would provide me with 2
sets of useful assessments, from different perspectives.



This is the most basic and perhaps the most important of the myriad of learning
outcomes for the basic EMT. This is the sole outcome that incorporates philosophy and
a degree of ethics that directly influences how care is performed and the solid decision
making that must accompany it.

1. Understand the roles and responsibilities of the EMT within the EMS system.

a. By the completion of the lesson, students shall be able to differentiate the roles
and responsibilities of the EMT-Basic from other prehospital care providers. They will
understand the particular levels of care and responsibility for each of the four (4)
distinct levels of EMS providers, (EMR, EMT, Advanced EMT and Paramedic) and use
this information to implement individualized care plans for treatment and transport of
each patient. Achievement of this objective will be measured by both written
quiz/exam and practical demonstration during clinical rotations.

Bloom's level is Application of Information for new situations.

b. By the completion of this lesson, students shall be able to describe the
responsibilities related to personal safety. They will understand and be able to execute
a plan to prepare for their role in implementing strategies to ensure their personal
safety in dangerous and unpredictable environments. Achievement of this objective
will be measured by both written quiz/exam and practical demonstration during
clinical rotations.

Bloom's level is Application of Information for new situations.
Reply to Thread



BOPPPS LESSON PLAN

COURSE: EMSP 1501
Lesson Title: Shock

Class Preparation Strategy: Assign the students individually one small concept of the overall lecture to be able to stand up before the class and
explain. When I get to that section in the lecture, class is turned over to the student responsible for that knowledge and they briefly explain the
material assigned to them.

Bridge: A video showing a real-life femoral artery bleed in an animal will be played. It is difficult in an abstract setting to visually connect with how intense
that is. This video is simultaneously educational and attention getting. It sets the stage for the importance of learning and understanding the material being
presented. https://www.youtube.com/watch?v=6BMwZ6tomn0
Bloom’s Level Comprehension
Estimated time: 5 minutes

Course Student Learning Outcome:
1. Understand and be able to assess and treat shock.

Learning Objectives: By the end of this lesson, students will be able to:
1. Define precisely shock and its stages, classifications, physiological responses and progressions. Achievement of this objective will be measured by
both written quiz/exam and practical demonstration during clinical rotations.
Bloom’s Level Analysis
2. Post assessment and analysis of the presence of shock and its clinical manifestation, develop and implement a treatment plan to mitigate the effects
and progression of shock and adjust those strategies based on observable and measurable changes in patient condition in order to improve the
clinical outcome for patients encountered in shock. Achievement of this objective will be measured by both written quiz/exam and practical
demonstration during clinical rotations.
Bloom’s Level Application

Pre-Assessment: Minute Paper. Students will be asked to take a blank sheet of paper and in one (1) minute free write what they have learned from their
assigned reading of the course material prior to class. These will be collected at the end of class and evaluated based on a pre-established Grading Rubric in 3
categories, the highest being clear definition of shock, clear description of at least one (1) type of shock and any effective treatment for any type of shock.

Estimated time: 2 Minutes
Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

30 Min Bloody Sunday: How much blood could Use five (5) 1. Liter bottles of red liquid to pour Slides listing amount of blood loss as it correlates to
there possibly be? on ground to gauge blood loss visually. Each patient presentation. Slide demonstrating the
student will give estimates of how much liquid is correlation of Heart rate and Blood Pressure.
40 Min Distributive shock and dehydration: For present and how that would affect patient
the Love of God, drink something! condition. Describe time period that amount of Video:
blood was deposited and whether the suspicion https://www.youtube.com/watch?v=FuAoP0BpGGk
20 Min Squeeze Play: Pericardial Tamponade is arterial or venous bleeding. Slide demonstration the clinical presentation of
Bloom’s Level Comprehension dehydration in various stages of development.
Students will describe the causes, effects and
treatment of dehydration, and how it relates to Video:
distributive shock. Students break into small https://www.youtube.com/watch?v=BPXe7Am-r6s
groups and develop strategies to manage Slides demonstrating overall clinical presentation of
various stages of dehydration, mild, moderate tamponade and more specific clinical
and severe. Present to class and encourage signs/symptoms.
discussion.
Bloom’s Level Analysis/Application
Students will discuss and describe clinical
presentation of pericardial tamponade.
Understand the classical presentation of
narrowing pulse pressure and Beck’s Triad to
quickly assess tamponade.
Bloom’s level Comprehension

40 Min Tachycardia, Tachypnea and Hypotension: Students will take 10 Minutes and divide five (5) Discussion and realization of the entire point of this

What on Earth is going on here? types of shock between small groups. Students class will be lesson material.

will describe the type of shock, the most

common causes and the most common clinical

presentation. They will predict the type of

clinical presentation based on the type of shock

assessed and develop and plan of care.

Bloom’s Level Synthesis

Post-assessment: Stu’s Quizboxes: Students will divide up into 3 teams and play the quiz game based on Jeopardy format. Questions will be based on the

lesson material just presented and will be spread over Bloom’s Taxonomy from Knowledge to Synthesis as the questions are assigned higher levels of points.

Examples:

1) General 200 pts.

A: Poor tissue Perfusion by blood

Q: What is Shock? Bloom’s Evaluation

2) Hypovolemia 400 pts.

A: Restlessness/Agitation

Q: What is the best early indicator of shock? Bloom’s Comprehension

3) Distributive 600 pts.
A: Septic Shock Signs/Symptoms
Q: What is fever and vasodilation? Bloom’s Analysis

4) Anaphylaxis 800 pts.
A: Epinephrine
Q: What is the best treatment for anaphylaxis? Bloom’s Synthesis

Estimated time: 20 Minutes
Summary: Muddiest Point: Students will take their Minute Paper from earlier in the class and in one (1) minute, write down the concept that they do not fully
understand or have confusion over. These points will be immediately addressed.

Estimated time: 20 Minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)









Good Questions: EMSP 1501

1. You have just placed a female who is 9-months-pregnant on a back board. The
patient was stable prior to this and was complaining of back pain. She is now
unresponsive, is breathing rapidly, and has a weak, rapid pulse. Which of the
following is your MOST immediate priority?

A. Administer Oxygen at 15LPM/NRB
B. Tilt the backboard to the patient’s L side
C. Place an oral airway and begin to ventilate
D. Place the patient in the Trendelenberg position

Bloom’s Analysis level. Student must assess condition and demonstrate the ability to use
that assessment to formulate a treatment plan. All distractors are valid, however the
ability to determine the most pressing is what is being assessed.

2. You are assisting with the transport of a 2-year-old child who fell 15 feet from an
open window in a home. The child was screaming initially, but now is quiet and
sleepy. The pulse is about 60 beats per minute. What does this rate indicate?

A. Hypoxia
B. The patient is becoming calm

C. Spinal cord injury
D. Cardiac function is normal

Bloom’s Analysis level. Student must assess condition and demonstrate the ability to use
that assessment to formulate a treatment plan, then recognize a change in condition and
assess a cause. Not all distractors are absolutely correct, however they are plausible and
challenge the student’s knowledge of several causes of these symptoms.

3. You are called to the scene of a patient in respiratory distress who is now
unresponsive to verbal stimuli and snoring. Which of the following is the MOST
appropriate action for this case?

A. Insert an OPA
B. Insert an NPA
C. Use suction
D. Insert an EDTLA

Bloom’s Application level. Student must assess condition and demonstrate the ability to
use the proper treatment plan. Only one answer is valid for this case, but all are valid
options for airway management.

4. Your patient is a 40-year-old female complaining of chest pain. List the steps in
order necessary to properly assess her pain.

Bloom’s Understanding Level. Student must demonstrate understanding of the steps
necessary to perform a good pain assessment. The order is important, but partial credit
can be given for proper steps but out of sequence.



Scott Brown: EMSP 1501 Student: _____________________

Rubric: EMS Chart Review

PCR Report QA Review: Rubric is designed to assess the students ability to clearly
and accurately document their entire patient care encounter.

Patient Care Report

Legibility Unacceptable Poor Fair Good Excellent
Completeness 0 pts 1 pts 2 pts 3 pts 4 pts

Complaint Unacceptable Poor Fair Good Excellent
History
Unable to read Difficult to read Hand-written with errors Typed with errors or Typed and easy to read
Assessment hand-written and easy to
Unacceptable Poor Fair Excellent
Treatment read
Critical information is Important information is Some information is Information is complete
missing missing missing Good and well organized.

Unacceptable Poor Fair Information is complete Excellent

None documented Documented poorly Documented without Good Documented and well-
explaination described with onset,
Unacceptable Documented and time, and adequate
explained
None documented descriptors
Poor Fair Good
Unacceptable Excellent
Documented poorly Documented, but missing Documented and
None documented information explained Documented and well
described with PMH,
Unacceptable Poor Fair Good
meds, allergies
None documented Documented poorly, Documented, but missing Documented with all
leaving out key pertinent some pertinent pertinent information. Excellent
positives and negatives information.
Documented with
Poor Fair Good indications of extensive

Documentation indicates Documented but not Appropriately documented assessment including
poor treatment modalities followed by effects of treatment. differential assessment.

or treatment is treatment. Also documents
documented poorly. reassessment.

Excellent

Documented well,
indicating appropriate
treatment and describes
effects of treatment.

Unacceptable 0-6 Points Needs Work 7-14 Points Good 14-20 Points Excellent 20-24 Points



Scott Brown
Emergency Medical Services
April 2, 2019

Student Preparation Strategy
BOPPPS Lesson

• CAT
• Questions
• Technology

Reflection

“No Battle Plan Survives Contact With the Enemy.” – Helmuth von Molke

“I love it when a plan comes together” -- Hannibal Smith

• One small concept of the lecture

• Assigned prior to class
• Students cover one small concept individually
• Lecture comes to that point, student takes over
• Any questions are immediately addressed

A) Students are more likely to read lecture before class
B) They become more comfortable speaking

• https://www.youtube.com/watch?v=6BM
wZ6tomn0

• Educational
• Attention Getting
• Sets up the importance of the lecture material

• Learning Outcome:

• Understand and be able to assess and treat shock

• Learning Objectives:

• 1) Define precisely shock and its stages, classifications,
physiological responses and progressions.
Achievement of this objective will be measured by both
written quiz/exam and practical demonstration during
clinical rotations

• Bloom’s Level Analysis

• 2) Post assessment and analysis of the presence of
shock and its clinical manifestation, develop and
implement a treatment plan to mitigate the effects and
progression of shock and adjust those strategies based
on observable and measurable changes in patient
condition in order to improve the clinical outcome for
patients encountered in shock. Achievement of this
objective will be measured by both written quiz/exam
and practical demonstration during clinical rotations

• Bloom’s Level Application

• Minute Paper

• Students will be asked to take a blank sheet of paper
and in one (1) minute free write what they have learned
from their assigned reading of the course material prior
to class. These will be collected at the end of class and
evaluated

• Rubric

• 3 Categories, Highest being:

• Clear Definition of Shock

• Clear definition of at least one (1) type of shock

• Any effective treatment of shock

• Lecture portion

• 4 Sections
• 3 Contain course material describing types of shock

and treatment strategies

• 4th Section is “putting it all together”
• Bloom’s Level Comprehension - Synthesis

• Bloody Sunday: How much blood could
there possibly be?

• Use five (5) 1. Liter bottles of red liquid to pour on
ground to gauge blood loss visually

• Slides listing amount of blood loss as it correlates to
patient presentation. Slide demonstrating the
correlation of Heart rate and Blood Pressure

• Bloom’s Level Comprehension



• Distributive shock and dehydration: For the
Love of God, drink something!

• Students will describe the causes, effects and treatment of
dehydration, and how it relates to distributive shock

• Students break into small groups and develop strategies to
manage various stages of dehydration, mild, moderate and
severe. Present to class and encourage discussion

• https://www.youtube.com/watch?v=FuAoP0BpGGk

• Bloom’s Level Analysis/Application



• Squeeze Play: Pericardial Tamponade

• Students will discuss and describe clinical presentation of
pericardial tamponade. Understand the classical presentation of
narrowing pulse pressure and Beck’s Triad to quickly assess
tamponade

• https://www.youtube.com/watch?v=BPXe7Am-r6s

• Bloom’s Level Comprehension



• Tachycardia, Tachypnea and Hypotension:
What on Earth is going on here?

• Students will take 10 Minutes and divide five (5) types of shock
between small groups. Students will describe the type of shock,
the most common causes and the most common clinical
presentation

• They will predict the type of clinical presentation based on the
type of shock assessed and develop and plan of care

• Bloom’s Level Synthesis

• Stu’s Quiz Boxes!

• https://quizboxes.com/
• Students will divide up into 3 teams and play the quiz game

based on Jeopardy format
• Questions will be based on the lesson material just presented

and will be spread over Bloom’s Taxonomy from Knowledge to
Synthesis as the questions are assigned higher levels of
points…Just like Jeopardy!

• Bloom’s Level Knowledge through Synthesis







• Muddiest Point

• Students will take their Minute Paper from earlier in the class
and in one (1) minute, write down the concept that they do not
fully understand or have confusion over

• These points will be immediately addressed