Different Curricula in EMSTesting

By Tom Maliszewski AAS, CCEMT-P, Platinum Educational Group

The information below explains how EMSTesting uses different curricula and how curriculum topic areas are reflected in student assessment results. In static tests, each question is mapped to a curriculum topic, helping students see which areas need review. The same mapping applies to Computer Adaptive Testing, allowing students to focus on weaker areas.

Instructors can also review topic-area performance across a cohort to identify trends and provide targeted instruction. This guide can help educators build cohorts or adjust curriculum selections to ensure assessment feedback aligns with their teaching approach.

Education Standards 2021: The 2021 National EMS Education Standards (NEMSES) are guidelines published by the National Highway Traffic Safety Administration (NHTSA) that define the minimum competencies and knowledge required for entry-level Emergency Medical Services (EMS) clinicians at four levels: Emergency Medical Responder (EMR), Emergency Medical Technician (EMT-B), Advanced EMT (A-EMT), and Paramedic (EMT-P).

Module, Topic, Objective (MTO) is set up more like a publisher sets up a textbook. An example would be the Module of Trauma, within that module aretopics such as Soft Tissue Injuries are included, and then the Specific Objective: 5-2-2 - List the layers of the skin.

National Registry Objectives (ALS & BLS): The specific objectives are developed and validated by national subject matter experts, including educators, physicians, and state officials, through a Practice Analysis to ensure they reflect real-world, entry-level EMS practice.