Kindness and Antifragile

“You have to be kind to the car. You feel the poor thing groaning underneath you. If you’re going to push a piece of machinery to the limit, and expect it to hold together, you have to have some sense of where that limit is.”

~ Ken Miles to his son, in “Ford vs Ferrari”

I loved this quote watching this movie. Its not the perfect movie, but this quote reminded me of the Medic Mindset episode and concept of “Anti-fragile.”

I think in the middle of this movie, about cars and going fast, and what it takes to produce both the machine and the heart of a pure race car driver, there’s this great concept. As paramedics, we can learn more about ourselves. We will learn more about ourselves than we ever thought possible.

We will learn that we all have breaking points. Places and calls that will challenge us and leave us wondering how to go on in this career. Sometimes, how to go on in life. In order to to survive, we have to know that we have limits, and we all have to know where that limit is.

Miles hits on how to survive in that sentence.

We have to be kind to ourselves, which allows us to gather information we need to further survive. Kindness becomes a process of self-fulfilling prophecy. It also has the effect of allowing us to be more nuanced in our understanding of problems facing us.

Using myself as an example, I have learned that pediatric codes make me bummed (and I’ve had well into the double digits, and some really awful ones). I’ve learned that some people need to go out of service after a pedi code. For me, I’d rather just keep going with my day. I have learned that kindness towards myself is allowing myself to feel bad about the calls that really get to me, and not making myself feel bad about those that don’t. I have also learned the kindness of not expecting my partner to feel the same way I might. I can trust that they can make their own emotional judgements, and support them in whatever way they need.

I think this kindness towards myself is more than “self-care” in the sense of having a shower beer and doing whatever it is I do to escape and feel good. For me, this deep kindness is rooted in therapy, understanding myself, finding things that ground me and aren’t just good for my physiciality.

Whatever that thing is for you, that practice that grounds you to your own humanity, as well as the world around you and your place in it, do that thing.

“Ford vs Ferrari” is a pretty decent movie. It’s entertaining and is a great story. It has some great lessons, and this is the one that really stood out, as the analogy of all of us as Type-A, racecar-type humans just seemed so accurate.

Thankful. But also…

Today, I’m taking a break from writing about the paramedic field preceptor. Today, I’m thankful. I’m thankful, but I’m also aware that this time of year is hard for a lot of people.

One thing that I’ve learned about Twitter, in particular, is that there are so many good people on there. There are a lot of trolls, but honestly, the real friendships I’ve made there have amazed me. These are people that I communicate with on a daily or weekly basis. They are people who have supported me when I doubt myself. They are people that have looked after each other after hard calls, through career changes, relationships starting and ending. These are brave, compassionate, brilliant humans who I am so grateful to call my friends.

That being said, I know that this time of year can really, really suck. As much as home is supposed to be the place of safety, for many, its not. It can be physically dangerous, or emotionally destructive.

I have dear friends who are fighting to save their relationships, one of my closest friends is fighting cancer in a state away from home, and another absolutely precious friend just got ghosted by a guy she really loved.

Life keeps happening regardless of all the things that the calendar says.

My friend Brian keeps reminding his Facebook and Instagram followers that if anyone ever needs someone to talk to, “the coffee is on, and you’re welcome here.” I love that. I love the idea of that, and the fact that he always presents a safe space to be, to talk, to process.

In this holiday season, I’d encourage you to check on your people. We are so good in medicine at responding at the drop of a hat to the call of a stranger. I hope this year, people remember to actually be the caller, instead of the one answering the call. Call your friends. Ask how they are. Mean it.

Put the coffee on and give them a safe space to be.

That will absolutely give them a reason to be thankful this season, knowing that they are cared about, that they are safe, that they are loved.

I hope everyone enjoys their day and is safe, whatever that looks like. And to those at work, serving the public, especially those away from home and family in the military, public safety and medicine, thank you.

Being a Preceptor to Paramedic Students Pt. 3

Paramedic precepting in the rideout/field internship setting has so many opportunities to shape new paramedics into qualified clinicians. In this process with my interns, I have absolutely learned as much as my students have, both clinically and as an instructor. Here are a couple of those lessons learned.

Let Your Student Observe You:

One of my favorite interns, a guy I’ll call Jr., and I sat down for our pre-internship meeting over a beer. He told me that one of the things that he was most worried about is that he has dyslexia. Obviously, I was worried about this, and how this manifested itself. He stated that the primary expression of this was that he had a hard time conceptualizing words into actions. I ended up totally rewriting my curriculum that I use with paramedic students to find a way to allow him to see things in a different way.

If your student needs unique help, it is on you, as the instructor, to change how you communicate information, not to demand that the student adapt to you. Saying the same thing over and over isn’t teaching, it’s annoying. Actually teach!

Instead of having him run every call, as I’d done with all my previous candidates, I told him that every fifth shift, I would run three calls. The way I figured it at the time, I’d still be shining the light through the prism, I just needed to allow it to be seen in a new way. The way that I chose to refocus him was to give him a small notepad, and his only job during these calls was to write down everything that I did, as it pertained to areas of improvement that were mutually identified in daily evaluations. As an example, if he was having a hard time with smoothly transitioning from a BLS to an ALS examination, I had him watch the order that I did the mechanics of this process.

It’s a little bit disconcerting to have the student evaluate the teacher, but
its so worthwhile, for them and for you.

He would write down so many things that I, as an experienced clinician, didn’t even know that I was doing. Ginger Locke, host of Medic Mindset Podcast and Associate Professor of EMS Professions, describes these kind of observations as a cognitive autopsy, although her expression of it in the intellectual space. What Jr. was doing was actually dissecting each call (maybe more like a cognitive exploratory surgery, because his was observational in the moment, with findings to be discussed later), much as I did with him every day.

Further research on this has revealed that this was not my great idea or contribution to teaching. What I learned was that this is actually called a dyad model of learning psychomotor skills. A dyad is the smallest group possible, a pair, and allows for intimate observation and feedback. I do this with all my students in the field, but had never before allowed the roles to be reversed. What happened in Jr. was amazing. All of those little nuances resolved themselves faster than any of my other students. Not only was he overcoming his own challenges, he was doing so more completely than anyone else had at a similar number of hours completed in the internship. I was so impressed, I started doing this with all my students. One nice thing about it also, was that it bonded us together more, and gave more openings for honest and practical feedback. I can’t recommend doing this enough. (More reading on this can be found here)

Don’t Yell.

I know this shouldn’t be that must of a surprise to anyone, but the truth of it is, I was exposed to this “teaching style” from some of my instructors. I know that the idea behind this is that this is a hard job, and its immensely stressful, and if you can’t handle the heat, get out of the kitchen. To which I politely reply, “Horse Hockey.”

That being said, I know that there absolutely moments on calls where a student is missing something critical. That might be something like missing a serious illness or injury because they are distracted by something that is causing tunnel vision, such as missing the stab wound to the chest, because of the angulated femur fracture. It is important that we create quick and rapid ways to communicate to the intern that they are missing something critical, or that they need to speed up their evaluation of a patient.

For this, I thought of an old friend who was an amazing horse trainer. Her mentor was not just a horse trainer, but literally trained lions, tigers, bears, dogs, and any other mammal for film and television. Ron taught me about marker training. We have all heard of the Pavlovian response to a dog salivating when it hears its food bin being opened. I basically modified this idea for my interns.

When the student would start flailing on a call where someone was really in need of care, I would gently take my pen out of my pocket and start clicking it. I would click it just a few times at first. If that wasn’t enough to get their attention, I would click it faster. What happened is that it became like the sound of a rattlesnake to the intern. They would hear the click, which they became more aware of and sensitized to as the internship progressed, and it would cause them to stop what they were doing. I taught them that if they heard the click, they needed to immediately stop and reassess ABCDE, even if just a rapid recheck. They were instructed that after that check for life-threats, that they were to think about what had just happened prior to the click and see if they could identify what they were missing.

As students, I would say that in approximately 90% of cases, they would catch what they missed within seconds. This let them be aware of that I had seen something that needed immediate identification or intervention, and that I was able to communicate this to them without undermining their position with the patient, or embarrassing them in front of other first responders. This to me might be one of the best things I’ve ever done. Allowing them to retain their pride and their control did so much for them really owning their role as a full practioner of pre-hospital care as opposed to always berating themselves. Confidence is the hardest thing to teach, and is so easily destroyed. Pens are cheap, but the value of this technique is beyond measure.

Anyway, there are two more thoughts in this series. There’s more to come, and I’m thankful for those who read and encourage me. Thank you so very much.

The Art of Being a Paramedic Preceptor – Pt. 2

Just recently, a guy from work, who takes pride in being “old school” (which can be a compliment, but often is just a moniker telling those around them that they are lazy and don’t want to change or grow… yup…. I just said that!), posted on Facebook a punishment that he had for his intern. His intern had not known that he needed to know the hospitals that we can transport to outside of our county. As Donald Rumsfeld said, “Reports that say that something hasn’t happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns—the ones we don’t know we don’t know.” To me, as an instructor, if there is an unknown unknown. that the student faces, that’s my fault. The other two, well… That’s just part of learning. 

This particular preceptor was largely criticized for his punishment by his peers and a lot of other very respected instructors. I completely agree with the criticism he received.

The punishment was to write out all of the receiving hospitals 200 times.

I truly think that there is an easy solution for this, and it comes in two parts. Both parts happen before an intern even sets foot in the station for Day One of their training. It takes more effort on the part of the preceptor, without a doubt. The effort we put in preparation will make both the student more successful, and the instructors a lot less stressed.

Being “old school” can be a compliment, but often is just a way of warning those around a particular individual that they are lazy, don’t want to change, or grow.

Interview your candidate:

I know that various services do field teaching differently, so I am only able to share how my agency does it. For us, we have one student for the entirety of their learning time. I think that this is hugely valuable in creating continuity in the training. Further, it gives us preceptors the chance to have some say in who becomes our student. We are often approached by students who have heard of our reputation as clinicians, instructors, or both, asking for the chance to set themselves up to be our intern. While I appreciate this, I certainly don’t accept the first person asking to learn with me. I will ask about them, too, and try to get an idea of their reputation and of their attitude as an EMT and student.

I will then ask them to meet outside of work hours. I want to see for myself, hear from their own mouths if they are humble, respectful, prepared, and sincere. I have taken the time to prepare myself as an instructor. Over the course of time, I have learned about myself, refining my style as an instructor. I know what kind of student I want, and what type of individual and personality would gel best with who I am. Sitting and chatting over a beer allows each of us to gauge if this partnership will be a good and fruitful one. I also make sure that there is enough time for the student to ask all their questions about me, my teaching style, and to clear up expectations. If they have questions, I either answer them immediately, or tell them I’ll get back to them within 24-hours, as this clears up ambiguity and makes certain that I am also setting the tone of professionalism that I will demand from them.

Prepare your expectations:

If I feel that the student is going to be a good fit with me and my expectations, I then present them with my syllabus.

Wait, what?! A syllabus for a field internship? Yes. Absolutely.

Yes, this takes more effort. The dividends received are so beneficial though. According to Vanderbilt University’s excellent Center For Teaching, a syllabus offers 16 distinct advantages for the instructor and the student, but only the following 10 stand out to me in the unique setting of working as a preceptor/student on an ambulance. My comments on each will be in italics.

  • Establishes an early point of contact and connection between student and instructor. I think that this allows a tangible beginning to the contract of learning, and a point of reference if there is ever any disagreement.
  • Helps set the tone for the course. What is the tone of me choosing to be an instructor? Simple: Professional. All “real” instructors have a syllabus. Why shouldn’t paramedic preceptors who will be with their students for hundreds of hours?
  • Describes your beliefs about educational purposes. Field internships are unique. In this sentence, I think the best thing we can say to our students is that, “Our job is to prepare you to be a safe, competent new paramedic prepared to practice independently.” It is here that I begin to lay out my personal philosophy on teaching, learning, doing so in the dynamic environment of pre-hospital medicine, and routes for two-way feedback. In the military, this is known as “The Commander’s Intent,” and it lays the foundation that the entire rest of the mission will be structured around.
  • Acquaints students with the logistics of the course. This is not like any other learning environment that most are used to. Explaining expectations, day-to-day operations, uniforms, and schedules is not only fair, it is absolutely critical.
  • Defines student responsibilities for successful coursework. It’s unfair to spring assignments on-days off to students. Give them as much heads-up as possible for all of their potential responsibilities as possible to allow the student to understand that they will have responsibilities outside of their typical shift.
  • Helps students assess their readiness for your course. I have some feedback tools that I use early in an internships, such as drug sheets, and a county protocol test. I plainly state that these must be completed, and what is required in each. This gives students a chance to make sure they know what they need to when they show up for the first day. No surprises in the preparation for the internship, as all the surprises will come with whatever call we are dispatched to.
  • Describes available learning resources. I include a list of books, websites, podcasts, and people who have agreed to help my students.
  • Can provide difficult-to-obtain reading material. I put here the process to explain what to do if they have exhausted all of the above listed resources and they still can’t find the answer to a question. Typically, this will involve the two of us sitting down together for research or visiting a hospital and talking to a clinician who might know more about our question.
  • Can include material that supports learning outside the classroom. Here I include resources that I think will be beneficial, such as links to online trainings in illicit drug recognition, various websites that have videos that are important, or copies of what will be assigned readings.
  • Can serve as a learning contract. I’ve noticed that this has become critically important to have this available if there is any discrepancy as to what or how a student is carrying themselves, and serves as a framework if, if for some reason, the internship needs to be terminated. This includes standards that exist as my student individually, and at times, are slightly different than what is laid out by the student’s school.

Now that baseline expectations have been established, the next post will focus more on the actual teaching of the students. If anyone wants to see my drug sheets or my protocol test, please let me know and I can email it to you. Now we can get to the “fun” part! Thanks for reading!

(Thank you again to @chillapharmD for the use of her artistic white board as the image for this series, and the inspiration to teach well and creatively. Also, I borrowed heavily from, then adapted to our pre-hospital environ, the Vanderbilt Center for Teaching Syllabus Design. This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.)

The Art of Being A Paramedic Preceptor – Part 1

There are a lot of nerves that pop up during the latter half of paramedic school, as the thought of clinicals and then field internships. A lot of the apprehension is well founded, and when I was going through it, my fears revolved around the fact that all the effort I had put into being a paramedic was about to be tested in a way that is impossible to replicate, to be held accountable in “The Real World.” Added to this, there is the fear of practicing medicine on real humans, the fear of failure (to reputation, future employment, etc.), and the financial ramifications of not completing this process. The paramedic intern studies hard, practices skills, drills over and over, all with the goal of not screwing up and killing anyone.

One of my interns working one of his first multiple patient, major trauma calls.

Something that many people forget though, is that in order for there to be a paramedic internship, there are two parties involved: the intern and the preceptor. One thing I have noticed is that preceptors do not typically put the same effort into preparing for the internship. I have some personal theories on why this is, with the main one being that we are not taught how to teach. I know that there is often a “preceptor orientation” but this often is nothing more than a quick class telling us that its bad to make interns do things like was done to us in the old days, like fill out fast food restaurant applications a line at a time for repetitive stupid mistakes. This makes sense, as times have thankfully changed. What it does not do though, is teach how to teach. Preceptors often just mimic what teaching style, or lack there of, was applied in their personal case, and what they see other preceptors doing.

Teaching is hard, and requires as much work, if not more, than our students put into preparing for their internship. The interns deserve this from us, without exception.

I’m not sure that my few thoughts on that will solve that problem, but I have learned a few things a long the way that I think are beneficial in teaching paramedic students. I was going to try to fit this all into one post, but the more I think about it, the more there is to share. I’ll start with the first two points:

Develop Lesson Plans: I have a lot of teacher friends, and the first few years of teaching are the hardest, and a lot of this challenge is that they are developing their lesson plans. This makes good sense, as we all know that “Prior Planning Prevents Piss Poor Performance.” And yet, most preceptors I know have vague – at best – ideas of what they want to accomplish each shift. Typically, its a process of the intern showing up and checking out the ambulance, and then running whatever calls we are assigned to and critiquing/teaching the intern about that particular patient presentation. To be honest, with the amount of information that the intern is now responsible for knowing, and not being absolutely sure that every type of call will be covered to verify that knowledge, it makes sense that we preceptors invest the time and effort into developing lesson plans. These plans should include everything from a review of medications, a review of protocols (not policies – I’ll talk more about this later), and a review of skills (especially the infrequent ones). Further, developing lesson plans, even to the point of having a syllabus for the intern, means that expectations for the internship are set in black and white, and that there is less room for ambiguity in the grading process. If anyone wants to see what I’m talking about, I’d be more than happy to share what I used with my students as an example.

Understand Your Student’s Learning Style: This statement, is much to my surprise, misleading. I have always been taught that we all have “learning styles.” According to the Vanderbilt Center for Teaching, “As spelled out in VARK (one of the most popular learning styles inventories), these styles are often categorized by sensory approaches: visual, aural, verbal [reading/writing], and kinesthetic.” This is basically what I am familiar with and have heard throughout my educational process. However, “The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing.” (Learning Styles: Concepts and Evidence, p. 117)” More important is learning how to teach effectively for our profession. Often times, this means more of the “see one/do one/teach one” method than we allow for our students, as opposed to our current typical model of simply making our students run calls and replying with the “So tell me how that went,” interrogation after each one. This however touches on what is much more important as instructors, which is the ideal of metacognition, and understanding that our true goal should be teaching our students how to critique themselves in a way that they learn from. This will vary from person to person, and not only will this make the student more effective as a learner, it will make them more effective as a medical provider who will constantly seek self-improvement long after they leave their ambulance ride-out time in school.

In the next few posts, I’ll talk more about things that I have learned that are a deeper dive into my philosophy as an instructor and more practical advice to break some of the bad traditions in EMS education, and finding more creative and effective strategies for teaching in the field. I have the next four posts set to automatically publish, so hopefully, even if there are more power interruptions in my state on fire, these will push out on their own. I’m shooting for more consistency and with that, hopefully more information to share.

(Thank you to @ChillaPharmD for letting me use her awesome white board teaching as the featured image in this sharing. She captures what creative teaching looks like! Also. In this series, I draw heavily from the “Guides” section of The Vanderbilt Center for Teaching. I cannot recommend this resource enough! The Vanderbilt Center for Teaching guides are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.)

Being a Preceptor to Paramedic Students

I was going to publish a follow-up to my post about the OODA Loop as a framework for teaching, but as I started researching how to best teach paramedic students in the field internship/ride-out section of their educational process, I got deep in the weeds. There is so much more to learn and know, so I’m sure that this will be the first time I talk about this, but not the last. In this initial series, I’ll share what I have been learning that I think is most germane to the conversation, and also anecdotes that I feel have been effective and fun with the interns that I have had.

This first part will talk about what needs to happen before one even entertains the thought of taking an intern. It might seem to some that becoming a preceptor (or Field Training Officer) might just be a checkbox on the list to promotion. While that might be a side benefit of being an instructor, that absolutely should not be one’s primary motivation for that.

Instead, one should become an instructor because of passion for the profession of EMS (or fire service or law enforcement), and the simple fact that these people will often soon become peers and coworkers. There is a sacred trust being taken on one’s shoulders when one decides to become an instructor. Its certainly not a pathway for everyone. Just as some people aren’t cut out for the business of public safety, some people within that business have no role in teaching new people. This requires both a certain amount of self-awareness to not apply, but it also is a charge to those who hire instructors, preceptors, and training officers to hold the line and hold the standards that will create excellent employees and caregivers.

It is also imperative that one should prepare to the best of one’s ability for the role of instructor. This means delving deeper into their own practice of medicine. It’s taking advantage of classes, training opportunities, and constant study. For me, when I began to get to the place of being a preceptor, another really good paramedic and I decided it was time to challenge ourselves more. We started attending critical care conferences where we were the only paramedics in attendance. We were surrounded by some of the most incredible nurses, NP’s, PA’s, and physicians. We learned about things that would, for a while, be mostly theoretical for us. Eventually, our protocols caught up, but even when they didn’t, we felt more prepared to answer questions of our peers and our students. We began to thrive on these opportunities, and thankfully, where we live, there were lots of them. I think this was when I really grew most as a paramedic. I’m not saying that everyone has to do this, but I’d strongly encourage it. Whatever you do, don’t just enter the path of being an instructor without really setting your mind and heart to the role, and embracing the quest for knowledge yourself.

My final thought is about a drum I bang on repeatedly: professionalism. I think that the most important way to lead a group of students or individual paramedic interns is to exemplify the best of what being a paramedic is. This means professionalism in attitude, dress, and speech.

As I tell every single student, respect isn’t given, its earned. I think that instructors should be respected.

In law enforcement and the fire service, the instructors are often the most professional in dress and presentation. Even among a group of people used to taking charge, these people have an even greater command presence. Their uniforms are clean, shirts tucked in, boots polished, hair done appropriately. They carry themselves with an attitude of confidence, and that inspires that respect. I think that this is an area that many EMS agencies are lacking. There is really no difference in instructors or other field medics. It’s small things that make a big difference. I think we can learn a tremendous amount from other members of our public safety family.

The next few posts will be more practical thoughts about different things that make a teacher good at what they do. Some are things I’ve learned from other instructors, some are my failures, and some are unique things that I have come up with that break cycles that I think allow learning to be more effective. Thanks so much for reading!

(Thanks so much to @chillapharmD for letting me use one of her white board teachings as the image for this series!)

World Suicide Prevention Day 2019

World Suicide Prevention Day.

This day always gives me pause.

Over the course of the years, I have lost so many people to suicide. Accomplished people. Intelligent people. People who have risked their lives to save others. People who were popular. People who were nerdy, the life of the party, who had families, who were family.

It doesn’t seem that there is one demographic that I personally know of that this darkness hasn’t touched. There are even more people that I know of, myself included, who have experienced this darkness in such a way where the thoughts were present, where the darkness was consuming, and somehow, we didn’t carry things towards what seemed inevitable.

What leads people to this place? I’ve found the root causes vary drastically, but it basically comes down to one of two things. First, its that it is an escape from pain. The second reason is that one lose’s their identity and feels the world would be better off without them, or that no one cares.

What’s true about both of these statements is that, in the middle of this struggle, it feels true. To be honest, I think that its hard to acknowledge to someone who is hurting so much, but maybe there is great pain in their life is that overwhelming them and that they feel like they are drowning. Maybe they have lost their sense of self, and they feel invisible or worthless. It isn’t dishonest or dangerous to recognize the pain in another human being.

I share this because I think its one of the hardest to understand for those that have never been in this place. I have talked to so many people who say, “Well, I just don’t get what’s going on. It doesn’t seem that bad.” It often really doesn’t seem that bad to someone who happens to be healthy in that moment. Perspective plays so much of a role in how we react to those in the darkness and those who are healthy. In as much as the darkness doesn’t make sense, there is also a sense that “healthy” is something no longer available to you, when one’s interior life is falling apart. There are often consequences to one’s exterior life also: troubles in a job, a relationship, with coping mechanisms, etc. I also share this in hopes that society as a whole loses the stigmatization that happens when someone is depressed, and that we learn that silence and presence are more powerful than trite sayings that actually magnify one’s pain by minimizing it or trivializing it.

One last thought about reaching out to someone who is hurting: Don’t be afraid to ask how someone really is. If you think they are hurting, don’t accept “I’m fine” as an answer. Take them out to a meal. Invite them to your home. Ask hard questions. Be brave.

Even knowing one person is there for you and willing to fight for you can save a life.

You matter. This is not contingent on how people treat you.

Your life matters. This is independent of the pain around you.

You have value and worth. This is intrinsic, from the day you were born.

You are loved. It might not look the way you imagined, but with all those you know, its true.

You are not alone. Even the smallest gesture of letting someone know how you are feeling will have people running towards you.

There is hope, and those of us that love you want to help you find it.

Dedicated to Andrew and Jonny… Partners, Friends, Brothers.

The OODA Loop As A Model in Clinical Teaching in EMS

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For many of us in public safety and the military, the concept of the OODA (Observe, Orient, Decide, Act) Loop is something that we have been learning about for some time. Its a guideline and mechanism by which we process information and choose a decision pathway in a short period of time to make our mission as successful as possible. For a great primer and presentation on this, you can look at this EMCrit post. In writing some thoughts about teaching to public safety, I wondered what it would be like to take these same concepts and apply them to teaching. This is intended to apply to a one-on-one learning environment where an adult learner (paramedic student) is interacting with their instructor (either preceptor or Field Training Officer).

OBSERVE:

Guidance and Control: These are our Federal and State standards that we are required to know, and our county protocols. It is also the direction and expectation that instructors impart to their students, which is why lesson plans and written expectations are so important.
Unfolding Circumstances: In the progression of the learning process, the instructor must take into account individualized styles of learning that can only be observed once instruction has started. Further, the learning process must be tailored to the student and the experiences that are taking place in that student’s training. For example, if a student has a lot of cardiac calls with teaching points, maybe intentional homework and assignments might be focused on trauma calls, which they aren’t getting as much experience with.
Outside Infomation: The instructor is required to prepare the student with as much outside information as appropriate for that student’s success. This includes doing the hard work of lesson plans/defined goals. It also includes assignments such as targeted homework, video lectures, or presentations to other public safety agencies.

ORIENT:

Cultural Traditions: In a profession where culture and mindset matter, it is important for the instructor to look at each student and decide which cultural traditions will best serve that student. Is cleaning the ambulance important? Absolutely. Is sitting around the dinner table listening to stories important? Absolutely. Are some of the “hazing” rituals important? No, because these might create a negative learning environment, but maybe being assigned dishes at the end of the meal is, because it might (depending on the student or the day) remind them to not be cocky, and that they are still earning their place.
Analysis: The instructor must constantly be analyzing their student’s learning progressions. Is the instructor being too hard? Too soft? Is the student learning well, or are they under too much pressure? In what situations does the student relax enough to learn, but also stay focused and at the top of their game? Are the above mentioned moments in the students learning constant, or are they “seasonal”, and the student needs different motivation at different times? The instructor must not buy into a one-sized-fits-all teaching modality, and must instead analyze and retool their teaching to make their student successful.
Past Experiences: In the old days, instructors were much harder. Waking students up in the middle of the night to quiz them on drug dosages, yelling, physical punishments. How do we as instructors take the best parts of our experiences and merge them with newer theories on adult education? Who should our role models as instructors be, based on how we learned?
New Information: Are instructors learning how to be instructors? Dave Berke, a retired Marine fighter pilot and instructor at TopGun states that in the three year assignment to be a TopGun instructor, the first two years are learning theory of air combat, learning how to actually teach. Only in the third year is one actually an instructor. Public safety instructors often fall back on “that’s the way I was taught,” and that’s no longer good enough. If we want excellence, we should be seeking out instruction on how to be instructors. We push so hard for evidence-based medicine, but we really need to focus more on evidence-based instructional modalities.
Genetic Infomation: We, as unique individuals, are created with our own personalities and characteristics. These can be understood through either instructors going to counseling and therapy (everyone should, and not just to be an instructor… Mental health is always important!), and also through exams and personality tests such as Meyers-Briggs, Strength Finder, or the Enneagram. Regardless of which model one uses, its critical to understand that we come with our own character makeup, biases (implicit and explicit), and at times, those will be in conflict with our students’ personalities and characteristics. It is only through understanding ourselves that we can overcome these obstacles and make our students’ learning experiences the best possible that they can be.

Decide:

In this part of the OODA Loop, we take our Implicit Guidance and Control, and combine them with our observations about a situation. In this case, our student’s learning process, both didactic and clinical. We are responsible at this point for sitting and making intelligent and informed observations of the following:

  • What motivates the student to learn?
  • Are they driven by internal or external motivators?
  • What pushes the student to learn past their comfort level?
  • Do they need to be pushed hard, or led into their position of authority?
  • What is the most effective way to apply pressure to the student to create stress, without making the learning process ineffective for them?
  • When is it best to give a student the needed room to create their own “style” of the job, or, when is it appropriate to draw hard lines that a certain task has to be done, and in a certain form or fashion?
  • What is the best way to give feedback to the student, both positive and negative?
  • If the student pushes back against the feedback, what is the best way to correct that, to give the student room to prove themselves, or to cut off the discussion and ensure safety and conformity to a standard?
  • What is the best way that we as instructors can get feedback from our students and our coworkers?

Act:

Now that we have all this information, how do we take it to make it specific to each student? How do we take it and use it best inform our own teaching styles and strategies to allow each successive student’s experience build on that of those previous ones?

 

As with all things medicine and OODA Loop, this is a repetitive process. “Assess, Intervene, Reassess” is how I learned it all in school. This is a more nuanced approach to that, based on what I’ve learned in my teaching, but that’s just an N=1. The most important thing to remember, either as a didactic instructor, but especially as a clinical instructor doing bedside teaching or field instruction, is that teaching is dynamic and as dependent on the student as the instructor. If we as instructors are not taking the time to evaluate our own teaching styles and modalities on a shift by shift basis, with major evaluations every few shifts, we are letting our students down. Next week, I’ll talk a bit more about very practical and pragmatic ways to address this in EMS teaching.

Thanks for reading!
Image found at https://www.toolshero.com/decision-making/ooda-loop/ that has a great summation of the OODA Loop.

Final Thoughts about Paramedic Internships – Have FUN!

The last few posts have been about being a paramedic intern. I’ve shared some tips and thoughts about the process, but I wanted to share one last thought, that is more free-flow/stream-of-consciousness based than the previous posts. I think its one of the most overlooked aspects of the entire experience.

We all know that internships are hard. We know they are hard because we have to take so many pices of information and synthesize them into practice, from book knowledge, to patient interaction, skills, scene management, and leadership, it can be overwhelming. Add to that the constant grading and critique, and its a pressure cooker of an experience.

What I want to talk about is how fun the experience is!

I’ll be honest about my own experience. I had two really challenging, old-school paramedic preceptors. They did everything they could to increase that pressure. They would wake me up at 0300 and ask me pediatric dopamine doses. They would assign me to clean the dead raccoon that we hit on the freeway out of the wheel well of the ambulance. They gave certain crews permission to ask me any question they wanted. And I certainly was the brunt of a lot of jokes, both verbal and practical.

I chose to embrace the experience. It made it so much fun to be a part of the team, to earn my place on the team. I never felt like I was bullied (there is a huge difference between joking and hazing and you should never be placed in a position where you feel unsafe!). All of the teasing was good natured, and most of it was even used to teach lessons wtihout doing so explicitly.

I also learned that my preceptors absolutely wanted to me to succeed. They took their jobs seriously. I had a lot of homework, presentations at the fire stations, and lots of hard conversations critiquing my performance. For me, the hardest thing was taking things at face value, as opposed to using my observations and intelligence to work my way through problems when the objective facts didn’t match what I was being told. Those conversations were always really hard for me, because I wanted more than anything to be a good paramedic. I noticed though that my preceptors would encourage me a lot more after these conversations, and that was so important for me.

I learned to love this experience. It was always hard, always challenging. One of the best lessons I learned though was that through honest critique of my performance, I could constantly improve my skills and abilities. I learned that critical skill of laughter, learning that there is humor not only to be shared with my crew, but also learning to laugh at myself. Few skills are more important in a job with so much pressure.

Finally, I learned to love the culture of public safety. We in EMS, law enforcement, or the fire service, do a job that is unlike any other. We are seen by the public in radically different lights, from admiration in some corners, to outright hostility in others. We do understand each other though, and there is always support in that understanding. I love the times of teaching, the practical jokes, the tradition of cooking and mealtimes. I love the banter with hospital staff, the joking about the hose draggers and meter maids and ambulance drivers. I love the respect shown to those who have proven themselves, and the incredible traditions of courage and sacrifice that form our deeply anchored and most hallowed heroes.

I would encourage all interns to take the process seriously. Along with all that focus and drive though, look for the fun. Hold on to the laughter. Cherish the relationships and experiences. Mark these moments in your heart and mind now, for that time in your career when you will be teaching a new guy, and remember what made your experience worthwhile, where the teachable moments are, and how therapeutic laughing until you cry with your crew is.

There really is nothing like this process of being new in public safety, and for that, I’m so thankful.
Thanks for reading this series about being a paramedic intern. The next few posts will be some of my thoughts about being a field preceptor for paramedic students, and some of the things I’ve learned in that process. I hope that this helps people at each stage of the career as a paramedic.

 

“Durand Railroad Days 2008” by Wigwam Jones is licensed under CC BY-NC-ND 2.0

Tania Glenn. Back Again – Medic Mindset

I have been an avid listener of Medic Mindset Podcast from the beginning and had the honor of being Ginger Locke’s guest on Episode 12: The Beauty to Death Ratio of her amazing podcast. She is thoughtful and kind, and really allows her guests to express themselves in such a way that make us feel safe and brave enough to share our thoughts and experiences. Back in 2017, Ginger had one of my favorite guests on, Dr. Tania Glenn, who was described as a “Warrior Healer,” and, as Ginger states in her bio, “She’s a leading clinician in the identification and treatment of PTSD and specializes in caring for emergency responders.”

To be honest, this appleaed to me for so many reasons. The first – and if you’ve read any of my posts on mental health – is that this job almost killed me. Well, the stress of it did. I was so young when I started as a paramedic; my first day of medic school was my 21st birthday, which was the earliest we could start back then, and I was on the street by July of that year. I grew up in a really safe family, and a really safe area, and went to work in a major urban area, where everything from culture shock, to seeing so many things for the first time, especially the violence and trauma, and then having a really dark black cloud especially as a new medic, really shocked me. If I’m honest, I had none of the coping mechanisms that I would need to survive long term on the job. Flash forward a few years, and some senior medics pulled me aside and, for all intents and purposes, did an intervention with me. This was probably around October or November, and that January, I quit. I wasn’t sure I would come back. I was drinking heavily, depressed, and actively planning my end. Shortly thereafter, one of the paramedics that I worked with who shaped me so much in my style, street smarts, and teaching ability, killed himself. Andrew and I had worked together for almost three years, and it was an awful, horrible blow.

I chose to live because of the love and care of my family and friends, and coworkers who never gave up on me.  I ended up taking about a year and five months before I went back to work. Thankfully, my management understood what was going on in my head and heart and really looked out for me at the time. Since then, I’ve lost so many other friends to suicide. When I heard Dr. Glenn the first time she was on Medic Mindset, I thought it was one of the best episodes I’ve heard, and probably one that I share with people more than any other. When I saw that she was on again in a recent episode called, “Tania Glenn, Back Again” I was so excited to hear more from her. I started listening and I had to stop early on. It was like she was reading a journal of my career and my thoughts, and I had to take the episode piecemeal in order to get through it. I am so glad that I did. These are the ideas that from her comeback episode that have captivated me, or that are so in line with my antecdotal experience, I need to talk through them, and where better to do that but here?

My first suggestion would be that people would look to watch the documentary that she and her colleagues produced entitled, “First Responder Resilliance: Smashing the Stigma.” Its on YouTube, and if you click on the title, the link will take you to it. Its 45 minutes long, and absolutely worth the entire time it will take you to watch.

Tania talks about how “career longevity starts in the early days,” when we are young and in academy or on probation. I couldn’t agree more. She says that “we train resilience and instill that in [new people].” That is true. We spend so much time as instructors in class, in clinicals, on the training ground, in high fidelity scenarios, and in field training. I think that how we teach is something that desperately needs work. I can’t remember where I heard it, but the quote was, “Training is a sacred trust, and if you do not look at it that way, you should not be teaching anyone to do anything.” The idea of a sacred trust in training also resonates with me, because in the process of teaching resilience, we, as instructors, mentors, and FTO’s, need to not only teach resilience and skills in exams, firefighting, or investigations, but we also need to model attitude. One thing that drives me absolutely bonkers is when I see training officers teaching shortcuts that are inappropriate, and I can usually tell which FTO’s that will be because they are also the one’s with their boots not polished or unzipped, their uniform unwashed, and their attitude just piss poor. I then see this behavior mimicked by new hires, because they look at these “crusty” old timers that have been there and done that, and think that this is how they are supposed to dress and act. Before you can blink, they affect the same attitudes, patterns of speech, and cynicism. I remember a new medic standing in front of a nurses’ station one day, being the most salty person I’ve ever seen. I pulled him aside, and called him on it. I knew his preceptors well, and knew they had tried to talk with him about this. I finally told him that we could all see through his attitude, that my boots had run more calls than he had in his entire career, that he needed to change, or the reputation he had would follow him forever, and no one would want to work with him. He was shocked that someone would be so blunt with him. It was a hard lesson for him, but he took it to heart. Next time I saw him, he had gotten a haircut, shined his boots to a spit-polish (he later told me that it really was spit polish, just like his time in the army!). It was a dramatic change. Everyone noticed the difference. He went from being a pain in everyone’s butt, to being an asset to all the crews he worked with. His humility shone, and his professionalism was outstanding. He eventually retired from his fire department as a captain, and now works as a state fire investigator. He knew resilience. He was competent and well trained as a paramedic. In the ensuing years, we talked a lot about that night, and I personally believe he would have torpedoed himself if he had continued to emulate the burned-out medic trope. I think that because someone intervened early, he was able to find the introspective strength to make the changes he needed to to and become a leader himself. I share this story because its his and mine, and we have both used it to teach one thing: Its so critical that we choose good mentors. Its so critical that supervisors and management hire good people to run academies, be preceptors, and FTO’s. I don’t hold it against new people, but I will pull them aside and talk to them. I think that the responsibility here is solely on us senior people who have the sacred trust to instill a positive attitude, in addition to the resilience, because one without the other is so much less effective that they synergistic effect of the two together. We need to change the culture.

Tania also alludes to, but doesn’t explicitly say, that healing is a long-term process. She states in the interview with Ginger, there is so much that takes place after a critical incident that is just survival, meeting our hierarchy of needs at the most basic levels. She also states that in the peer support model that she teaches, that there is also a place for making sure that people get professional help if they need it, and walking with them for the long haul. Healing isn’t linear. Healing is so much a cha-cha, forward and back, but ultimately, we can find ourselves moving smoothly through those transitions. In my experience, having friends and counselors who have walked with me for decades has been a lynchpin to my healing process. Sometimes, weird things trigger the nightmares or flashbacks, like a brilliant sunset in July or August. Knowing who to call, even 23 years after that call, saves me over and over. I rarely call anymore. I maybe have one nightmare a year now, if that. When they do happen though, I pick up the phone in the morning and reach out. I no longer have to explain myself or the process, and people are able to understand immediately. If you’re a peer support person, understand that this very well can be a lifelong relationship that you’re forging, and it will help you as much as it helps them. Be there, always, whenever they call.

I am also one of those paramedics who was told that I burnt out early in my career because I “cared too much.” My partner at the time told me that it was because I wanted to the death notifications. I think that the reason I’ve chosen to do this is that I learned to care about the patients in this moment from an amazing doctor, who I think I’ve written about before. He was the doppelgänger of Sammy Hagar from Van Halen. What Jeff taught me though was that caring for people, kneeling in front of them when I had those conversations, that letting people see how much it meant to me that they were suffering, was not a sign of weakness, but of depth of caring. I never let it get to the point where the family would feel that they had to take care of me. I would also suggest that before we take a patient who is critical and there is family around, such as out of their house, please make sure you introduce yourself before you leave to the family. Tell them that you have to hurry, but that you’ll find them when you get to the hospital and help them navigate the emergency department as soon as you can, and make yourself available to answer questions on arrival at the ED. Often, for safety reasons, we can’t take family in the ambualnce with us to do what the hospital does, which is have family present during resuscitation. In lieu of that, answering those questions can be so critical in allowing family members to know that everything was done for their loved ones. Again, I’m so thankful that I saw Jeff model this to me when I would bring patients to him. He truly taught me some of my best lessons, and I absolutely have to echo what Ginger said in this moment: To anyone who thinks that being there for families after we do a death notification, FUCK THAT. Be there for them. They need it.

I absolutely resonated with Tania’s assertion that in our careers, we go through a somewhat predictable trajectory, especially those who make it a long term in public safety. She puts it this way (italics mine):

“And here’s the thing: What I tell people all the time is that your love and compassion for the people you serve, that’s what brought you to this. And then we kind of go through a period where we get a little calloused, a little removed, and we get a little jaded. Usually what happens to most people who endure a career and make it to retirement, is they reconnect, they have wisdom. And wisdom is hard earned, and causes grey hair.”

This was absolutely my journey. I did start this career with the most altruistic of intentions, and a genuine desire to serve my community. I was very much a tenderhearted, innocent young kid. I went through that progression from that to the jaded and calloused, to the angry and burnt out. Thankfully, I took that time off, and my heart was reset. In that time away, my therapist reminded me of something that seems so obvious, but that I had completely forgotten. We absolutely live in a world and environment that is not “reality”, although I might argue its more real in someways than any other plane of existence. Maybe our reality needs that reminder though that for the vast majority of people, they don’t live in a world of constant exposure to trauma, moral injury, interpersonal violence, unimaginable tragedy. The fact that I’d forgotten that forged in me an us(anyone who wears a uniform) vs. them (society at large) mentality. It was hugely self-destructive. Taking that year off allowed me to remember that, as did some great therapists. When I came back, I felt the weight had shifted, that I didn’t have to own that attitude any more, and that I could carry more of the exposure of the bad stuff, without compromising my own humanity. Did that make me immune to the exposure to that badness? Absolutely not. My second shift back, a toddler drowned in a toilet. What had changed though was how I carried that burden, how I viewed that horrible scene and the screams and anguish, rage and sadness. It was present, and I acknowledged how I felt, but I learned not to carry it as closely, regardless of my proximity to it. I felt like Luke Skywalker after he had hung out with Yoda, learning the peace and calmness of the Jedi. I’m so thankful I did the hard work in therapy, because it saved my life and career. And yes, Tania is right again: The grey hair I have is hard earned, but it reminds me of what I’ve fought through to be here today.

Finally, one of the topics Ginger and Tania talked about was sharing about work with family. My therapist gave me some great wisdom about that after one of my pedi codes we were working through. It was right before a big family holiday dinner. I came home and just needed some space, and I told my mom what had happened and how I needed a little space before I reengaged with family. Instead, I was told that I probably should have chosen an easier career instead of one that would affect me so much. Obviously, that didn’t go over so well. I was telling Jim about this and he told me that he had been taught to share the emotions with family, and the clinical stuff with coworkers or friends from work. I’ve loved this model ever since. I can come home and connect with family after work and say, “Hey, I need some space right now because I had a call last night that was heartbreaking and scary, and I just need to shower and take a big breath.” They can understand heartbreaking and scary. I have my coworkers (and now Twitter friends) with whom I can actually say, “Hey, I had a pedi trauma code and I couldn’t get the tube because there was an internal decapitation, and I was scared, angry, and frustrated, and I felt helpless, and now I feel like shit.” That is something that only they can understand. Its one of those “Unless you’ve been there…” moments. I would ask your individual therapist about how to handle specific situations, but for this, and my N=1, its worked really well.

I’m so grateful that Ginger has cultivated relationships with professionals like Tania, and that we can all learn from them. This job is hard, and will take so much out of us, but it doesn’t have to destroy us. We really can, through choosing to work hard on ourselves, become mentors and teachers, showing the up and coming generations of public safety professionals how to negotiate this emotional landscape and succeed long term. In doing so, I think we will save a lot more lives of our peers, and even, might save our own.

Thanks for reading. Be safe out there and look out for each other.

Tim