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This document, which replaces the 1985 national guidelines for emergency medical technician (EMT) continuing education (CE), presents guidelines for designing, implementing, and evaluating CE for EMTs. The introduction explains the process used to develop the revised guidelines. Section 1 discusses the following competency assurance principles underlying development of the revised curriculum: (1) assessment of practice outcomes; (2) assessment of potential to practice; and (3) assessment of professional qualities. Justifications for assessing each item and recommended evaluation methods are also presented. Section 2 details the roles played by state emergency medical services offices and the National Registry of Emergency Medical Technicians in developing and operating emergency medical services (EMS) and in training and certifying EMTs. Section 3 describes the following mechanisms for competency assurance: (1) needs assessment; (2) assurance of knowledge (structured CE, refresher programs, lecture programs and conferences, nationally recognized CE courses, approved self-study, case reviews, grand rounds, sentinel event review, directed studies, teaching); and (3) assurance of skill proficiency (field performance evaluation; hospital clinical performance evaluations; skills workshops; performance examinations; integration of new technology, procedures, protocols, and products; evaluation of educational programs). The bibliography lists 29 references. A table detailing advanced-level EMS provider recommended hours of CE is appended. (MN)

The vision for the future of EMS involves a broader public health role and will require an increase in the professionalization in the field of paramedicine. There are currently 14 institutions of higher education in the US offering Bachelor's Degrees in the field of Emergency Medical Services (EMS). These Bachelor's Degree EMS (BDEMS) programs are in a unique position to affect the future of paramedicine. This study explored the BDEMS Program Directors' (PD) views regarding the role that their programs have played, are playing, and may play in the professionalization of paramedicine. Semi-structured one-on-one interviews were conducted with the PDs of all 14 BDEMS programs to explore the definition of profession, professionalization within paramedicine, and the role of BDEMS programs in said role. The interviews were recorded; the transcripts were analyzed to identify themes and trends relevant to the issues of professionalism and professionalization. There was no consistent view of what defines a profession. Issues related to autonomy and the existence of, or creation of, a unique domain of practice were infrequently mentioned by the PDs. While most BDEMS PDs feel that paramedicine should be a profession, few felt that it currently is a profession. There was little consensus regarding the role that BDEMS programs should play in the professionalization of paramedicine and some disagreement over what should be the focus of a BDEMS curriculum. While all recognized the teaching role of BDEMS programs, few identified research, leadership, or community service roles. Four broad strategies for BDEMS programs to increase their role in the professionalism of paramedicine are proposed.