Paramedic School

EP. 7, Affective Domain in Paramedic Education

This week we have the great opportunity to speak with the Chair of the SMCC paramedic program, Eric Wellman.

Today we are talking about the Affective Domain. Which is only helpful if you understand the context right? Bloom's taxonomy is a theory on how to create a better learning environment and more involved students.

The Three Domains of Learning:

  • Cognitive: mental skills (knowledge)

  • Affective: growth in feelings or emotional areas (attitude or self)

  • Psychomotor: manual or physical skills (skills)


Today we are focusing on the affective domain. As we mentioned, This has been introduced into the National Standard Curriculum. 

“Affective - Students must demonstrate professionalism, conscientiousness and interest in learning. The affective evaluation instruments contained within this curriculum were developed using a valid process and their use is strongly recommended. Just as with cognitive material, the program cannot hold a student responsible for professional behaviors that were not clearly taught. The professional attributes evaluated using this instrument references the material in the Roles and Responsibilities of the Paramedic section of the curriculum. The instruments can be incorporated into all four components of the program: didactic, practical laboratory, clinical and field internship. Students who fail to do so should be counseled while the course is in progress in order to provide them the opportunity to develop and exhibit the proper attitude expected of a paramedic. " (Director, n.d., p. 26)


“Using the results of cognitive scores has not guaranteed that students will succeed in a particular academic program. Therefore, finding a method to assess affective domains in potential applicants has been recognized as an important consideration. " (Lyman, 2014, p. 70

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Lyman, K. J. (2014). The Relationship of Affective Domains and Cognitive Performance in Paramedic Students. University of South Florida. Retrieved from


Blooms rose

EP.6 Chest pain, Zebras do exist!

LITFL: Chest pain DDx

EMBasic has a great review of evaluating the patient presenting with chest pain. It is Residents/Jr. Docs, but if a paramedic can do a physician quality assessment it just makes them a good paramedic!

While we should always think Horses before zebras, it doesn't mean zebras don't exist!

Ultrasound diagnosis of type a aortic dissection

Ultrasound Of The Week #17

While we are still waiting to see Ultrasound on our buses, I think it's good to start talking about the uses in the back of an ambulance. Evaluating for Pericardial effusion is a decently well-documented use (1,2).

  1. Bhat, S. R., Johnson, D. A., Pierog, J. E., Zaia, B. E., Williams, S. R., & Gharahbaghian, L. (2015). Prehospital Evaluation of Effusion, Pneumothorax, and Standstill ({PEEPS)}: Point-of-care Ultrasound in Emergency Medical Services. The Western Journal of Emergency Medicine, 16(4), 503–509.
  2. Chin, E. J., Chan, C. H., Mortazavi, R., Anderson, C. L., Kahn, C. A., Summers, S., & Fox, J. C. (2013). A pilot study examining the viability of a Prehospital Assessment with UltraSound for Emergencies (PAUSE) protocol. The Journal of Emergency Medicine, 44(1), 142–149.

EP.5 Managing Cardiac Arrest as a Paramedic Student

Welcome to the paramedics Guide to the Galaxy! Today I have an interview with a fellow Paramedic student,  Patrick Guziewicz. (@guziewiczp)

Patrick's take home points:

  • EMS is a team sport, be confident, stay humble.
  • Bystander CPR is ESSENTIAL to increase OHCA survival.
  • The paramedic running the code needs to run the code. Not the IV, IO, Drug box, Or monitor.
  • Early Chest compressions and Defib are the priority. 

Nicholas' take home points:

  • Some of the Greatest Atrocities in history were made "Just following orders"

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Nicholas (@nikolace)