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 Upcoming NAEMSE Webinars


Please register prior to the listed start time of any of these upcoming NAEMSE webinars! If you are unable to attend any of our live events, you may find recordings of past webinars below and on our YouTube page. Like and subscribe to our page for the latest webinars, video tutorials and NAEMSE media!


Most webinars qualify for 1 hour of CAPCE - approved CEU credit for attendance of the live event. Once the webinar is complete you will be sent a link to register for your certificate of attendance within 1 week of the event. There will be a fee of $25.00 for non-NAEMSE members to receive 1 hour of CEU. If you have attended a NAEMSE webinar in the past and would like to sign up for your certificate, please find the active registration links here.



Academic Dishonesty:

What can I do to prevent it?

Dr. Nerina Stepanovsky

Tuesday, August 18

12:00 pm ET


We all know that academic dishonesty is at an all-time high in all levels of education. This includes both initial and continuing education. Does it matter? Is there something we can do at the program level to help prevent it? Hear from a program director with 22 years of experience about steps we can take to decrease and even demotivate students' academic dishonesty in the classroom, clinical and field settings.






How Many MCQ Answer Options are Enough?

Kenneth Navarro

Tuesday, August 25

1:00 pm ET

  Multiple-choice questions (MCQs) are widely used in assessment within EMS medical education and there are numerous articles comparing the number of response options and distractors. In contrast to the ease of grading, it is time-consuming and difficult to compose good MCQs, especially those assessing higher-order cognitive skills, such as critical thinking and problem solving. Generating meaningful alternatives to the correct answer for each question is part of the challenge of writing MCQs. An excessive or unnecessarily large number of answer options is not only a waste of the instructor’s time to produce, but also lengthens an exam for the students in an unproductive way. This session will examine the components of MCQs, test characteristics such as reliability and validity, and explore the body of research addressing the optimal number of answer options. 



  • Identify the characteristics of a well-crafted multiple-choice question. 
  • Recognize the importance of plausible distractors.
  • Define reliability and validity. 
  • Examine the research surrounding the optimal number of answer options.

  Enhance Your Skill in Teaching and Delivering Feedback on the Affective Domain

Kelly Kohler

Tuesday, September 8

1:00 pm ET


Affective Domain skills are critical to patient and provider safety, improved patient outcomes and when skillfully utilized, decrease the chances for malpractice suits. Accordingly, these skills are assessed on the National Registry Exam. However, many educators find it challenging to teach and provide feedback on these critical skills. To compound the problem, many EMS students are digital natives from the Z generation who have excellent technology skills, but poor interpersonal skills. Reflective of its high importance, Medical Schools devote substantial resources to interpersonal and communication skill development. While typical EMS programs do not have the same resources, there are substantial ways EMS educators can enhance their Affective Domain curriculum in a time and cost-effective manner.

  Brain Hacking: The science of learning and why teaching matters.

Lance Villars

Wednesday September 9, 2020

1:00 pm ET


It's been drilled into our heads: we're told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace the test, memorize drug doses, or nail that IV skills station. But what if we're wrong? Brain science is showing us how to help our students learn and retain information but teaching traditions are hard to break. This discussion talks about how brain science can give you practical strategies you can use in the classroom to help students learn.





  The BS Paramedicine Degree: The Future of Paramedic Education

Nick Miller

Thursday, September 17

1:00 pm ET


The debate over whether paramedics should have a minimum of a college degree has gained momentum as several national paramedic bodies have endorsed the idea that paramedics be minimally degreed. There have been a handful of colleges and universities offering a bachelor's degree to paramedics; however, most of these programs do not teach advanced paramedic courses or other medical education. The degree basically adds general education and management courses to a certified paramedic. However, there are a small number or paramedic education programs that are looking to the future and asking,

"What should a Bachelor's-prepared paramedic truly look like? How can a Bachelor's degree prepare a paramedic to be successful throughout their career and provide a return on their investment?" 

This presentation will examine how the BS Paramedicine Degree curriculum in being updated and designated with the future in mind.

Whoa, I Inherited a Mess!

Carlene Thornton

Friday, October 9, 2020

1:00 pm ET


This webinar will cover techniques to help redirect a dysfunctional  program with challenges by addressing common problems. As a leader, you are expected to obtain/maintain accreditation, support and encourage employees, and ensure students are receiving a quality education. How are you supposed to do that when employees are set in their ways & reluctant to change, student documentation and tracking forms are all over the place, and accreditation and state approval/reevaluations are coming soon? Relax – we will discuss methods to help you transform your program into a fine-tuned educational machine.


Terri Godde

Tuesday, October 13

2:00 pm ET

This webinar will discuss Ethics in EMS and in Life. This topic is not often talked about and may be assumed by some, however, we have a need in our programs to discuss and implement ethical issues into our training and scenarios.

Lessons Learned While Building a Super-Sized Simulation Center

Kimberly Whitten & Adrienne Wilk

Thursday, October 29

12:00 pm ET

A functional simulation space is vital to providing students with an optimal learning environment. Many EMS programs are securing funding to develop and/or increase the amount of simulation space used by their programs. Increased need for simulation space is necessitated by a desire to implement educational best-practices and a need to replicate clinical experiences students are not getting or are only observing while in the field. The purpose of this presentation is to discuss the experiences of community college faculty while planning, constructing, and transitioning into a 70,000 square foot interdisciplinary simulation center. The ioutcome of the presentation is for increased knowledge related to best practices in planning for and moving into a new simulation space.


Tactical Medics, Back to Basics

Michael F. Biamonte

Tuesday, November 10

2:00 pm ET

The FBI provides training and education for its SWAT medical operators. Over time we realized that the level of EMT for initial SWAT medics wasn’t necessary. In 2016 we changed our initial/introductory SWAT medical training level from EMT to EMR. In a short period of time we realized that medical operators were providing better care, and more focused. The switch also allowed for easier recertification, higher retention of medics, and a more cost-efficient process. 


Do they have the Capacity?

Ben Hearn

Tuesday, November 19

12:00 pm ET


“Altered Mental Status” tends to be a frequent complaint to EMS providers. But what is normal, what is altered and how do EMS providers differentiate between the two during the patient assessment. This discussion is designed to address just that. By highlighting structures within the cerebrum and other nervous system structures and their relationship to one another and responses, we will begin to relate normal versus abnormal and gain an understanding how to appropriately evaluate a patient’s mental status far beyond the initial AVPU and GCS indices taught initially. This course is designed to teach the participant proven accepted methods of evaluating mental competency and being able to incorporate this new method into a part of everyday treatment. Then to further the providers understanding, a review and differentiating of neurological diseases will be reviewed to enhance the providers skill set in establishing a field deferential diagnosis.



Webinar Archive



 Adapting Your Lab for Physical Distancing

Download the slides: Slide PDF


 Maintaining the Mental Health of the EMS Student AND the EMS Educator

Download the slides: Slide PDF



Maintaining Resiliency During Times of Uncertainty

Download the slides: Slide PDF



Practical Execution of a Virtual Simulation Exercise



 Tips & Tricks for Conducting Virtual Simulation Training

Download the slides: Slide PDF



 Simulation from a Safe Distance



 You’ve moved your training online, but are your students really

engaged throughout the process?



 The Highs and Lows of Technology in Distance Education



 Remote/Distance/Virtual Simulation: Keeping your EMS Education program going



 Delivering Medical Manikin EMT Skills Content Online

Download the slides: Slide PDF



 The Future of Immersive Learning in EMS

Accompanying Handout: Download



Emergency Remote Teaching in a Crisis Situation

Accompanying Handout: Download



Platinum Educational Group - Learn about Secure High Stakes Exams at a Low Cost



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