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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Instructor Development

Descriptions and credit recommendations for all evaluated learning experiences

Length:

Version 1: 32 hours (4 days). Version 2: 32 hours (4 days); in addition, participants complete a formally supervised and evaluated 8 hour classroom teaching demonstration. Version 3: 16 hours (2 days). Version 4: Course 1: 8 hours. Course 2: 15 hours. 

Dates:

Version 1: March 1990 - December 1999. Version 2: January 2000 - May 2005. Version 3: June 2005 - June 2021. Version 4: July 2021 - Present. 

Objectives:

Version 1, 2, 3, and 4: Upon successful completion of the course, students will be able to: teach the CPR-Basic Life Support Providers Course; offer instruction in Cardio-Pulmonary Resuscitation and home safety tips for infants and children; develop a comprehensive understanding in basic Cardio-Pulmonary anatomy and physiology and methods to prevent mortality from respiratory complications or other causes of sudden death; effectively conduct all BLS (basic life skills) courses offered by the American Heart Association (AHA) and present all required course information via video format; analyze and evaluate students' skills performances and provide remediation where appropriate; process all required AHA paperwork culminating in the issuance of certification cards. 

Instruction:

Version 1: Major topics include: review of CPR-BLS Providers Course, role of the CPR instructor, nature of the teaching/learning interaction, motivation, teaching psychomotor skills, lesson planning, audio-visual aids, mannequin maintenance and decontamination, fielding questions, practical skills evaluation. Students practice didactic and psychomotor skills topic presentations. Version 2, 3 and 4: All topics included in Version 1; additionally, public access defibrillation programs.

Credit recommendation:

Version 1: In the lower division baccalaureate/associate degree category, 1 semester hour in Educational Methods (5/95). Version 2: In the lower division baccalaureate/associate degree category, 2 semester hours in Educational Methods (5/00 revalidation). NOTE: Participants must have successfully completed the 8-hour post-course classroom teaching demonstration to qualify for this credit recommendation. Version 3 and Version 4: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Educational Methods, Health Science, Emergency Medical Services Administration, or Fire Science Administration, or Physical Education (10/07 revalidation) (6/11 revalidation) (7/16 revalidation). NOTE: Advanced Cardiac Life Support (ACLS) Instructor (INS 400), CPR Instructor (INS 200), and Pediatric Advanced Life Support (PALS) Instructor (INS 401) overlap in content. The maximum credit recommendation for any combination of these courses is 3 semester hours.  NOTE: For version 4, CPR Instructor (INS 200) and Basic Life Support AHA Instructor Course (INS 200) must be completed. 

Length:

Version 1, 2, and 3: 16 hours (2 days).

Dates:
Version 1: September 1993 - August 2007. Version 2: September 2007-September 2012. Version 3: October 2012 - Present.
Objectives:

Version 1, 2, and 3: Upon successful completion of the AHA ACLS Instructor course, students will be able to: teach the AHA Advanced Cardiac Life Support Original and Updated courses. New instructors will be able to: teach and coach students to recognize and initiate early management of peri-arrest conditions that may result in cardiac arrest or complicate resuscitation outcomes; demonstrate proficiency in providing BLS care, including prioritizing chest compressions and AED, recognize and manage respiratory arrest, identify and manage cardiac arrest until termination of resuscitation or transfer of care, including post-cardiac arrest; recognize and initiate early management of ACS and stroke, including appropriate disposition; and effectively communicate as a member or leader of a resuscitation team and recognize the impact of team dynamics on overall team performance.

Instruction:

Version 1, 2, and 3: Major topics include: administration, teaching and learning in the American Heart Association ACLS course, the chain of survival, airway management, cardiac rhythms, defibrillation, cardioversion, transcutaneous pacing, intravenous cannulation, acute ischemic stroke, resuscitation methods, ethics and legal issues associated with ACLS and the withholding of care. Methods of instruction include lecture, discussion, classroom exercises, audio/visual materials, observation, and student presentation.

Credit recommendation:

Version 1, 2, and 3: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Educational Methods, Health Science, Emergency Medical Services Administration, Emergency Medical Services, or Fire Science Administration (9/03 - review conducted by the American Council on Education) (10/07) (5/12 revalidation) (7/17 revalidation). NOTE: Advanced Cardiac Life Support Instructor (INS 400), Certified Instructor Coordinator (INS 302), Certified Lab Instructor (INS 300), CPR Instructor (INS 200), and Pediatric Advanced Life Support Instructor (PALS) (INS 401) overlap in content. The maximum credit recommendation for any combination of these courses is 3 semester hours.

Length:

Version 1, 2, and 3: 24 hours (1.5 weeks).

Dates:
Version 1: September 2002 - August 2007. Version 2: September 2007- September 2012. Version 3: October 2012 - Present.
Objectives:

Version 1, 2, and 3: Upon successful completion of the course, students will be able to: describe the differences between training, education and instruction; identify which of the three learning domains each objective primarily belongs to; develop a lesson plan, including the presentation method to be used, identify the presentation medium, select an appropriate room layout and develop a valid evaluation tool based on the objectives; evaluate students’ performances as related to instructional objectives and provide appropriate feedback to students to elicit behavior changes needed for successful completion of the objectives; demonstrate knowledge of New York State Department of Health BEMS policies and recognize the importance of having policies and procedures for course sponsors and students; account for and maintain accurate records of student progress, counseling and remediation plan implementation and outcomes; and manage Certified Lab Instructors (CLIs).

Instruction:

Version 1: Major topics include: EMT-B and CFR (Certified First Responder) based modules, handling difficult students, delivering effective presentations, conducting skills examinations, incorporating knowledge of Americans with disabilities and the adult learner, and completion of 50-hour internship. Version 2 and 3: Same instruction for Version 1, additionally, identifying effective presentation modalities and appropriate room layout, providing appropriate feedback to students based on instructional objectives, demonstrating knowledge of NYS DOH BEMS (New York State Department of Health Bureau of Emergency Medical Services) policies, maintaining accurate records tracking student progress, counseling, and implementation of remediation plans and outcomes.

Credit recommendation:

Version 1 and 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Educational Methods, Health Science, Emergency Medical Services Administration, or Fire Science Administration (10/07) (5/12 revalidation) (717 revalidation). NOTE: Advanced Cardiac Life Support (ACLS) Instructor (INS 400) Certified Instructor Coordinator (INS 302), Certified Lab Instructor (INS 300), CPR Instructor (INS 200), and Pediatric Advanced Life Support (PALS) Instructor (INS 401) overlap in content. The maximum credit recommendation for any combination of these courses is 3 semester hours. Version 3: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Educational Methods, Health Science, Emergency Medical Services Administration or Fire Science Administration (5/12 revalidation) (7/17 revalidation). NOTE: Upon successful completion of NYS Certification, one additional semester hour is recommended for the 50-hour internship.

Length:

Version 1, 2, and 3: 24 hours (2.5 weeks). Version 4 and 5: 29 hours (over 2 weeks).

Dates:

Version 1: September 2002 - September 2007. Version 2: October 2007- October 2012. Version 3: November 2012 - May 2015. Version 4 and 5: June 2015 - Present.

Objectives:

Version 1, 2, and 3: Upon successful completion of the course, students will be able to: serve under a certified instructor coordinator as a certified laboratory instructor in either an Emergency Medical Technician or Advanced Emergency Medical Technician course. Version 4 and 5: Upon successful completion of the course, students will be able to: arrange the modular set up for an EMT basic course; explain the role of a certified lab instructor in EMS instruction; identify different ways in which students learn and be able to apply multiple teaching techniques when instructing EMS lab skills; explain the importance of communication in learning in order to communicate effectively with students and facilitate productive feedback sessions following EMS lab skill practice; design and run effective EMS lab skill scenarios; apply basic moulage techniques in EMS lab skill scenarios; analyze and critique student performance in EMS lab skills in the classroom and on New York State Practical Skills Exam; and differentiate among nuances in these evaluations and effectively participate in EMS instruction as a Certified Lab Instructor.

Instruction:

Version 1, 2, and 3: Major topics include: teaching adult learners, teaching BLS lab skills, overview of psychomotor objectives in the EMT-B curriculum, lab skills demo-trauma, medical, pediatric, medical and pediatric cardiac arrest, medical administration devices, upper airway adjuncts and suction, mouth to mask with /supplement oxygen and supplemental oxygen administration, and completion of 36-hour internship. Version 4 and 5: In addition to instruction listed in previous versions, this version replaces lecture hours with hands on activities, scenarios, and role plays.

Credit recommendation:

Version 1, 2, and 3: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Educational Methods, Health Science, Emergency Medical Services Administration, or Fire Science Administration (10/07) (5/12 revalidation). NOTE: Advanced Cardiac Life Support Instructor, Certified Instructor Coordinator, Certified Lab Instructor, CPR-Instructor, and Pediatric Advanced Life Support Instructor overlap in content. The maximum credit recommendation for any combination of these courses is 3 semester hours. Version 4 and 5: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 2 semester hours in Educational Methods, Health Science, Emergency Medical Services Administration, or Fire Science Administration (6/15 revalidation) (6/21 revalidation). NOTE: Upon successful completion of NYS Certification, one additional semester hour is recommended for the 36-hour internship.

Length:

Version 1 and 2: 35 hours (2 weeks). Version 3: 40 hours (1 week).

Dates:

Version 1: December 2006 - December 2011. Version 2: January 2012 - May 2015. Version 3: June 2015 - Present.

Objectives:

Version 1 and 2: Upon successful completion of the course, students will be able to: discuss performance objectives, records management, evaluation instruments, training aids, and classroom management and use these effectively in preparing and delivering instruction; prepare in writing a detailed lesson plan; and give an oral presentations before a group, utilizing the prepared lesson plan and the techniques emphasized in the course. Version 3: Students will be able to: effectively communicate with adult learners; understand performance objectives; perform records management; discuss the principles of adult learning; write effective lesson plans; effectively utilize instructional media and training aids; manage course delivery; and utilize tests and evaluations to accurately assess student progress.

Instruction:

Version 1, 2 and 3: Course participants prepare a detailed written lesson plan according to the methods presented in the lecture. They also prepare several oral presentations, ranging from ten-minute and twenty-minute presentations on general topics, using the written lesson plan they prepared as the guide to the presentation. Presentations are graded on content, class presence, and the use of appropriate techniques and training aids. Major topics include: communication with adult learners; principles of instruction; presenting oral instruction; writing performance objectives; preparing lesson plans; adult learning theories; evaluative instruments; designing effective training aids; classroom management and the use of various instructional strategies.

Credit recommendation:

Version 1 and 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 2 semester hours in Educational Methods (11/07) (7/10 revalidation). Version 3: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Educational Methods (Fire Service Instructor) (6/15 revalidation) (6/21 revalidation). NOTE: This course and First Line Supervisor's Training  (MNG 201) overlap in content. Care should be taken to avoid awarding duplicate credit.

Length:

Version 1: 45 hours (5 weeks). Version 2: 39 hours (2 weeks). 

Dates:

Version 1: May 2007 - June 2017. Version 2: July 2017- Present.

Objectives:

Version 1 and 2: This course is a continuation and expansion of Fire Service Instructor Level I (INS 210). Upon successful completion of the course, students will be able to: discuss performance objectives, records management, evaluation instruments, training aids, and classroom management and use these effectively in preparing and delivering instruction; prepare in writing a detailed lesson plan; give an oral presentations before a group, utilizing the prepared lesson plan and the techniques emphasized in the course; schedule instructional sessions; formulate budgetary needs; acquire training resources; coordinate training record keeping; evaluate instructors; develop student and class evaluation instruments; and conduct high hazard training scenario insuring applicable safety standards and practices. NOTE: National and New York State certification is provided to students who pass the exam and complete the course.

Instruction:

Version 1 and 2: Course participants prepare a detailed written lesson plan according to the methods presented in the lecture. They also prepare several oral presentations, including two 90-minute lessons. The presentations are graded on content, class presence, and the use of appropriate techniques and training aids. Major topics include: budgets, acquisition and management of resources, evaluation of instructors; communication with adult learners; principles of instruction; presenting oral instruction; writing performance objectives; preparing lesson plans; adult learning theories; evaluative instruments; designing effective training aids; classroom management and the use of various instructional strategies.

Credit recommendation:

Version 1 and 2: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Communications or Educational Methods (5/12) (7/17 revalidation). 

Length:

Version 1 and 2: 16 hours (2 days).

Dates:

Version 1: September 1993 - May 2021. Version 2: June 2021 - Present.

Objectives:

Versions 1 and 2: Upon successful completion of the course, students will be able to: teach the theory and principles of pediatric advanced life support care, administer PALS (Pediatric Advanced Life Support) courses; possess the knowledge and skills to reduce the risk of the most common causes of cardiac and death in infants and children, identify and treat pediatric patients in a pre-arrest condition; perform resuscitation and provide immediate post resuscitation care in infants and children; apply the concept of being a team leader during the resuscitation of critically ill patients and apply the treatments learned in the algorithm to real life situations; employ leadership ability skills under stress; and teach this course.

Instruction:

Major topics include: administration, teaching and learning in the American Heart Association PALS courses, children with special healthcare needs, trauma and spinal immobilization, rapid sequence intubation, newly born resuscitation, coping with death, toxicology and toxidromes, and sedation of pediatric patient. Methods of instruction include: lecture, discussion, classroom exercises, audio/visual materials, observation and student presentation.

Credit recommendation:

Version 1: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 1 semester hour in Educational Methods, Health Science, Emergency Medical Services Administration, or Fire Science Administration (9/03 - review conducted by the American Council on Education) (10/07) (6/11 revalidation) (7/16 revalidation). Version 2: In the lower baccalaureate/associate degree category, 1 semester hour in Emergency Medical Services, Health Science, or Physical Education (6/21 revalidation). NOTE (Versions 1 and 2): Advanced Cardiac Life Support (ACLS) Instructor (INS 400), Certified Instructor Coordinator (INS 302), Certified Lab Instructor (INS 300),  CPR Instructor (INS 200), and Pediatric Advanced Life Support (PALS) Instructor (INS 401) overlap in content. The maximum credit recommendation for any combination of these courses is 3 semester hours.

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