EMT-Intermediate Standard Curriculum - Course Guide

Sep 23, 2026

Uploaded by acoobca

EMT-Intermediate course guidance outlining requirements and instructional structure for New York State EMS training. It specifies state curriculum standards under the EMS Code, defines course sponsorship and approval expectations, and details student prerequisites including maintaining current EMT-B certification. The guide then breaks down course design into didactic instruction, psychomotor skills laboratory, clinical education, and field internship, emphasizing learning objectives, supervision, sequencing, and evaluation. Clinical education requirements stress real patient experience, documented learning, adequate contact hours, and structured objectives across in-hospital and out-of-hospital settings.

LanguageEnglish

CategoryExam

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Course Design

Didactic Instruction

Psychomotor Skills Laboratory

Clinical Education

Hospital Clinical

. . . . . . N.... ew York State Department of Health Bureau of Emergency Medical Services EMT-Intermediate Standard Curriculum ~~ Co~~urse Guide April 2001 New York State Department of Health Bureau of Emergency Medical Services EMT-Intermediate Course Guide Requirement: The State EMS Code (10NYCRR-800) requires that all EMS training courses that result in state certification must meet minimum standards regarding curricula for the specific certification level. The State EMS Council and the Department of Health has approved the use of this curriculum, as the State’s model curriculum. Course Sponsorship: Course sponsors must meet the requirements of section 800.20 of the State EMS Code and receive approval from the Department of Health. Prerequisites: The EMT-Intermediate student must have current certification as a New York State EMT-Basic. Current certification as an EMT-Basic must be maintained throughout the duration of the EMT-Intermediate course. Out-of-state candidates must receive New York State EMT-B certification before they can enroll in an EMT-Intermediate course. Course Design The EMT-Intermediate course should consist of four components of instruction: didactic instruction, psychomotor skills laboratory, clinical education, and field internship (summative evaluation) . The first three typically occur concurrently, while the field internship (summative evaluation) serves as a verification that the student is capable of serving as a competent, entry-level practitioner. Didactic Instruction The didactic instruction primarily represents the delivery of cognitive material. Although this material is often delivered by the lecture method, instructors are strongly encouraged to utilize alternate delivery methods (video, discussion, demonstration, simulation, etc. ) as an adjunct to traditional classroom instruction. The continued development and increased sophistication of computer-aided instruction offers many options for the creative instructor. It is not the responsibility of the faculty to cover all of the material in a purely didactic format. It is the responsibility of the course instructor/coordinator, however, to assure that all students successfully learn the material identified by the declarative section of the curriculum. New York State Department of Health EMT-Intermediate Curriculum Page 1 Psychomotor Skills Laboratory The psychomotor skills laboratory is the section of the curriculum that provides the student with opportunities to develop the practical skills of an EMT-Intermediate. The skills laboratory should be integrated into the course in such a way as to present the skills in a sequential, building-block fashion. Skills are typically taught in isolation. Later in the course, when an acceptable level of rote skill development has been achieved skill sets may be integrated through simulated patient care scenarios. Toward the latter part of the course, the skills lab should be used to present instructional scenarios to emphasize the application and integration of didactic learning and psychomotor skills development into patient management. Clinical Education Clinical education represents the most important component of EMT-Intermediate training since this is where the student learns to synthesize cognitive and psychomotor skills. To be effective, clinical education should integrate and reinforce the didactic, affective and skills laboratory components of the program in a professional manner. Clinical instruction should follow sound educational principles, be logically sequenced to proceed from simple to complex tasks, have specific objectives, and be closely supervised, evaluated and documented. Students should not simply be 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 EMT-Intermediate requires experience with actual patients i

FAQs

What standard does the EMT-Intermediate curriculum need to meet in New York State?

The State EMS Code (10NYCRR-800) requires EMS training courses leading to state certification to meet minimum curriculum standards for the specific certification level.

What are the EMT-Intermediate course prerequisites for enrollment?

Students must have current New York State EMT-Basic certification, maintain that certification throughout the course, and out-of-state candidates must receive New York State EMT-B certification before enrolling.

How should clinical education be organized to be effective?

Clinical education should integrate and reinforce didactic, affective, and skills laboratory components, follow sound educational principles with clear objectives, and be closely supervised, evaluated, and documented.

Sep 23, 2026

Uploaded by acoobca

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