Medical Emergencies and Administration of Medication in School

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 115-116
Author(s):  

Although the occurrence of medical emergencies that are life-and-death matters is quite rare in the school population, certain medical illnesses and injuries do occur while children are in school and require immediate assessment. Since it is unrealistic to expect a school nurse or physician to be immediately available for this assessment, school administrations should develop a set of written policies and procedures to handle these emergencies until such time as a nurse or physician can be contacted or be physically present. Two or more regular members of the school staff, depending on school size, should be designated as the responsible persons to handle the assessment, and one member should be available at all times to give whatever first aid is needed. These persons should be trained in a standard Red Cross course, including cardiopulmonary resuscitation, or have training as an emergency medical technician. This training should be updated as often as necessary to keep them competent in this area. An emergency medical kit should be available in each school and checked regularly by the responsible staff persons who are trained in this area. A detailed account of medical emergencies in school, including a list of equipment necessary for an emergency medical kit and how to classify medical emergencies and their treatment, is contained in chapter 18 of the school health manual of the American Academy of Pediatrics.1 The emergencies related to participation in athletics should be handled by a member of the athletic staff. Chapter 15 of the school health manual details procedures for management of athletic injuries.1

2005 ◽  
Vol 9 (1) ◽  
pp. 73-78 ◽  
Author(s):  
David D. Miller ◽  
Guy Guimond ◽  
David P. Hostler ◽  
Thomas Platt ◽  
Henry E. Wang

Author(s):  
Lauren Maloney ◽  
James Dilger ◽  
Paul Werfel ◽  
Linda Cimino

Purpose: As Emergency Medical Technician educators develop curricula to meet new national educational standards, effective teaching strategies validated for course content and unique student demographics are warranted. Three methods for answering multiple choice questions presented during lectures were compared: a) Audience Response System (ARS, clickers), b) hand-raising-with-eyes-closed (no-cost option), and c) passive response (no-cost option). The purpose was to determine if using the ARS resulted in improved exam scores. Method: 113 Emergency Medical Technician (EMT) students participated in this cross-over, block randomized, controlled trial, which was incorporated into their Cardiac Emergencies and Pulmonary Emergencies course lectures. Students took pretests, immediate post-tests, and delayed post-tests composed of multiple choice questions that targeted either lower or higher order thinking. Results: For both lectures, there were significant improvements on all immediate post-test scores compared to all pretest scores (p Conclusions: In this cohort, incorporation of no-cost question-driven teaching strategies into lectures was as effective as an ARS at encouraging significant, immediate and sustained improvements in answering multiple choice questions.


2016 ◽  
Vol 31 (S1) ◽  
pp. S87-S95 ◽  
Author(s):  
Jonathan R. Studnek

AbstractObjectivesThe objective of this paper is to identify factors associated with compensation for Emergency Medical Technician (EMT)-Basics and Paramedics and assess whether these associations have changed over the period 1999-2008.MethodsData obtained from the Longitudinal EMT Attributes and Demographic Study (LEADS) surveys, a mail survey of a random, stratified sample of nationally certified EMT-Basics and Paramedics, were analyzed. For the 1999-2003 period, analyses included all respondents providing Emergency Medical Services (EMS). With the addition of a survey in 2004 about volunteers, it was possible to exclude volunteers from these analyses.ResultsOver 60% of EMT-Basics reported being either compensated or noncompensated volunteers in the 2004-2008 period. This was substantially and significantly greater than the proportion of EMT-Paramedic volunteers (<25%). The EMT-Paramedics earned significantly more than EMT-Basics, with differentials of $11,000-$18,000 over the course of the study. The major source of earnings disparity was type of organization: respondents employed by fire-based EMS agencies reported significantly higher earnings than other respondents, at both the EMT-Basic and EMT-Paramedic levels. Males also earned significantly more than females, with annual earnings differentials ranging from $7,000 to $15,000.ConclusionsThere are a number of factors associated with compensation disparities within the EMS profession. These include type of service (ie, fire-based vs. other types of agencies) and gender. The reasons for these disparities warrant further investigation.StudnekJR. Compensation of Emergency Medical Technician (EMT)-Basics and Paramedics. Prehosp Disaster Med. 2016;31(Suppl. 1):s87–s95.


2018 ◽  
Vol 40 (6) ◽  
pp. 561-568 ◽  
Author(s):  
Judith Brenner ◽  
Jeffrey Bird ◽  
Samara B. Ginzburg ◽  
Thomas Kwiatkowski ◽  
Vincent Papasodero ◽  
...  

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