This course is designed to instruct students to the level of Emergency Medical Technician-Basic, formerly the EMT-Ambulance, who serves as a vital link in the chain of the healthcare team. It is recognized that the majority of pre-hospital emergency medical care will be provided by the EMT-Basic. This includes all skills necessary for the individual to provide emergency medical care at a basic life support level with an ambulance service or other specialized service.

PAR 105 awards 0 credits for EMTs who have successfully completed their licensure.

At the completion of this course, students will understand their roles and responsibilities within an EMS system and how these roles and responsibilities differ from other levels of providers.

This course covers the general principles of pharmacology and the methods of calculating drug dosages. The main focus is the nature and effects of drugs administered by paramedics in the treatment of patients in the clinical and field settings.

This course provides students with the knowledge and skills needed to recognize and successfully manage cardiovascular emergencies encountered in the field. Following the standards of the American Heart Association and the National Registry of EMTs, students learn cardiac anatomy and physiology, ECG recognition, and 12-lead ECG. Extensive coverage is devoted to the pharmacological and electrical management techniques used in treating acute cardiac events, including respiratory and cardiac arrest.

The first half of this course focuses on pathophysiology common to all disease processes: shock, acid-base, and airway. The second half covers the pathophysiology of the pulmonary, nervous, gastrointestinal, and genitourinary systems. It reviews IV fluid administration and medical math, briefly reviews the anatomy and physiology of each topic covered and uses a scenario-based approach to assessment and management.

This course covers the theory, skills, and terminology needed to perform physical assessment, including overview of basic anatomy and physiology, systematic assessment of the patient, the process of obtaining the patient's medical history, procedures in performing the physical examination and a concise method of recording the findings.

This course provides students with the knowledge and skills needed to recognize and successfully manage patients who have experienced traumatic events within the pre-hospital environment, including those who are injured or have experienced traumatic death.

Clinical education represents the most important component of paramedic education since this is where students learn to synthesize cognitive and psychomotor skills. To be effective, clinical education should integrate and reinforce the didactic and skills laboratory components of the program. Clinical instruction should follow sound educational principles, be logically sequenced to proceed from simple to complex tasks, have specific objectives, and be closely supervised and evaluated. Students should not be simply sent to clinical environments with poorly planned activities and be expected to benefit from the experience. The ability to serve in the capacity of an entry-level paramedic requires experience with actual patients. This process enables students to build a database of patient experiences that serves to help in clinical decision-making and pattern recognition.

This course provides paramedic students with information they need to know about special populations. This course will look at geriatrics, abuse and neglect, and assault of all patient populations. Within the course, students will also learn about patients with special medical/traumatic challenges, as well as chronic care.

This course provides paramedic students with information they need to know about obstetrics and gynecology. Following the completion of this course, the paramedic should be able to integrate patient assessment findings, patient history, and knowledge of anatomy, physiology, pathophysiology, and basic and advanced life support interventions to recognize and manage patients with gynecologic emergencies. There will also be a demonstration how to integrate patient assessment findings, patient history, and knowledge of anatomy, physiology, pathophysiology, and basic and advanced life support interventions to recognize and manage problems in neonatal and pediatric patients.

This final clinical education course builds upon the two previous clinical courses to synthesize cognitive and psychomotor skills. This course provides reinforcement for the didactic and skills laboratory components of the program. The ability to serve in the capacity of an entry-level paramedic requires experience with actual patients. This process enables students to build a database of patient experiences that serves to help in clinical decision-making and pattern recognition. As part of the course, students will complete a final project that reflects upon their clinical experience.

This course provides paramedic students with information to be able to place patient care tasks in the context of ground ambulance operations to safely respond to calls and transport patients. Students will also be able to make transport decisions based on a patient’s condition to include the use of aeromedical evacuation, multiple resource needs, and specialty situations. Students will also gain knowledge on how to handle hazardous material scenes, as well as crime scenes. Additionally, this course provides paramedic students with information they need to be able to integrate patient assessment findings, patient history, and knowledge of anatomy, physiology, pathophysiology, and basic and advanced life support interventions to recognize and manage problems with psychiatric and behavioral emergencies.

Clinical education represents the most important component of paramedic education since this is where students learn to synthesize cognitive and psychomotor skills. To be effective, clinical education should integrate and reinforce the didactic and skills laboratory components of the program. Clinical instruction should follow sound educational principles, be logically sequenced to proceed from simple to complex tasks, have specific objectives, and be closely supervised and evaluated. Students should not be simply sent to clinical environments with poorly planned activities and be expected to benefit from the experience. The ability to serve in the capacity of an entry-level paramedic requires experience with actual patients. This process enables students to build a database of patient experiences that serves to help in clinical decision-making and pattern recognition.