EMS Instructor Qualifications and Credentials Survey
Barrie Morrison, M.Ed.(DE)

INTRODUCTION/BACKGROUND
The goal of this research project was to establish a baseline description of
existing standards for EMS instructor qualifications and credentials. The
premise of the study is that EMS instructor qualifications and credentials vary
between institutions who provide EMS education in Canada. The project was
conducted through a partnership between the Society for Pre-hospital
Educators in Canada (SPEC) and the Justice Institute of British Columbia –
School of Health Sciences (JIBC).

When recruiting or hiring instructors to teach at the EMR, PCP, and ACP
level, what is the minimum number of years of experience that they must
have?
50.00%
45.00%
40.00%
35.00%
30.00%

METHODS

EMR
PCP
ACP

25.00%

SPEC and the JIBC collaborated to develop questions for an online survey.
Sixty-one (61) EMS educational organizations from across Canada, both
public and private, were approached, using email and phone calls, asking if
they would be willing to participate in the online survey. Forty-two (42)
organizations agreed to participate. Subsequent emails were sent providing
access information to the online survey. Thirty-two (32) participants
completed the survey for an overall compliance rate of 52%.

When recruiting or hiring instructors to teach at the EMR, PCP, and
ACP levels, what is the minimum educational qualification(s) that
they must have?
30.00%

60.00%

An undergraduate degree in Education
A masters degree in Education
A PhD in Education
CPR instructor certification

10.00%
5.00%
0.00%
One year or more

Two years or more Three years or more Four years or more

0.00%

ITLS instructor certification
PHTLS instructor certification
PEPP instructor certification

Five years or more

30.00%

60.00%

90.00%

120.00%

Principles of adult learning

When survey respondents were presented with a wide range of adult
education topics most were of the opinion that these topics should be
mandatory in an EMS related educational credential. Over 50% of
respondents favour the concept of a national EMS instructor competency
profile that would give educational organizations and individual instructors,
standards to base and compare their instructor qualifications against.

Roles and responsibilities of the instructor
Learning styles

Further questions for discussion include:
•

Program administration
The learning environment
Managing the classroom

Mandatory

•

Audiovisual basics
Setting educational goals and learning objectives

Nice to have

Developing a lesson plan

EMR
PCP
ACP

Instructional methods - lecture
Instructional methods - group discussion
Instructional methods - facilitation
Instructional methods - oral questions
Instructional methods - demonstration
Skills instruction

•

Would the findings of the survey be similar with other allied healthcare
professionals?
Is the quality of instruction “better” for those organizations that have
higher credentialing standards?
Does field and clinical experience truly make a difference in the quality
of instruction?

Not required

ACKNOWLEDGEMENT:
The JIBC would like to acknowledge the support of the Society of Prehospital Educators of Canada

Evaluation strategies - developing written exams
Conducting competency-based evaluation

For further information and complete survey results, contact:

Evaluation strategies - developing practical exams
Evaluation strategies - exam results analysis

ACLS instructor certification

Program specific orientation, mentoring, and observation of teaching skills
plays a large part in ensuring faculty are capable of teaching independently
in the classroom. Monitoring of instruction pays a key role in quality
assurance.
Organizational support for instructor professional development varies.
Mandated and optional professional development tends to focus on
instructional skills training and specialized instructor credentials. There is
very little support for academic educational credentials.

Legal issues and the educator

Licensed at or above the qualification level
expected to teach
Licensed above the qualification level
expected to teach
A basic instructional skills workshop (2-3
days)
An advanced instructional skills workshop (57 days)

A diploma in Adult Education

90.00%

Survey results indicate that EMS educational institutions rely on field and
clinical experience when recruiting instructional faculty. Formal academic
credentialing in education or adult education is the exception rather than
the rule with evidence that organizations look towards instructional skills
training and specialized credentialing to meet program niche requirements.

Professionalism

No qualification or credential

A certificate in Adult Education

15.00%

What do you think should be the minimum requirements
(topics/activities) for an EMS related educational credential?

ABBREVIATED SURVEY RESULTS

0.00%

20.00%

DISCUSSION:

Realism concepts - moulage
Realism concepts - immersive simulation
Realism concepts - using standardized patients
Knowledge of new technologies

Barrie Morrison M.Ed.(DE)
Faculty Development Manager
JIBC – School of Health Sciences
bmorrison@jibc.ca

Online facilitation skills
Program evaluation

PALS instructor certification

JUSTICE INSTITUTE OF BRITISH COLUMBIA