Episode Summary

Being a "salty" provider with 20 years of experience doesn't automatically make you a good teacher. In fact, it can sometimes be a liability. In this episode, we go "Beyond the Protocols" to challenge the old-school, "because I said so" model of EMS education. We explore why the skills of an expert clinician (like intuition and pattern recognition) often conflict with the needs of a novice learner. We discuss the crucial shift from teaching children (pedagogy) to teaching adults (andragogy) and provide actionable strategies for educators to stop lecturing and start facilitating—all with the goal of forging true critical thinkers.

Key Takeaways

• Teach Adults, Not Children: We must move from pedagogy (teaching children) to andragogy (teaching adults). Adult learners are self-directed, problem-focused, and need to know the "why" behind the "what."

• Great Medic Does Not = Great Instructor: Being an expert clinician is a different skill set than being an expert educator. We must train our instructors in the craft of teaching, not just assume their field experience is enough.

• Ditch the Lecture, Embrace the Problem: Stop relying on 45-minute PowerPoints. The most effective way to build critical thinking is through problem-based learning (PBL), case studies, and high-fidelity simulation that forces the student to think, not just memorize.

• Facilitate, Don't Just Recite: An instructor's primary job isn't to give answers; it's to ask the right questions. Use "scaffolding" to guide students as they build a case, letting them make safe mistakes and learn from them.

• The Goal is Critical Thinking: Our success as educators shouldn't be measured by how well a student can recite a protocol, but by how well they can adapt and solve messy, real-world problems that don't fit the textbook.

Mentions & Resources

• Adult Learning Theory (Andragogy):

• • WebMD Ignite: Applying adult learning theories for effective patient education(https://webmdignite.com/blog/applying-adult-learning-theories-effective-patient-education)

  • UCSF: Andragogy vs. Pedagogy in Medical Education(https://libraryhelp.ucsf.edu/hc/en-us/articles/29431579339799-Andragogy-vs-Pedagogy-Understanding-Teaching-Approaches-in-Medical-Education)

• Instructor Skills & Precepting:

• • JEMS: Let Them Fail: Advice for Paramedic Field Instructors(https://www.jems.com/ems-training/paramedic-training/let-them-fail-advice-for-paramedic-field-instructors)

  • PSG Learning Blog: How to Succeed as a First-Time EMS Instructor(https://www.psglearning.com/blog/psg/2023/01/12/are-you-a-first-time-ems-instructor-read-this)

• Critical Thinking & Problem-Based Learning:

• • iTrauma.org: Critical Thinking in EMS (PDF)(

  • EMS1: Scaffolding in education for EMS problem-based learning(https://www.ems1.com/ems-education/articles/scaffolding-in-problem-based-learning-fwKtOWCtR5FjLbGX/)

  • Trauma Monitor: Scenario-based Training Versus Video Training(https://www.traumamon.com/article_174500_523ed2963da231504e5cb8f99e0a69ce.pdf)

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