Reports

As part of our committed effort to simplify your accreditation process, we have created reports that are identical to the CoAEMSP's self-study forms for Appendices E-H. We recognize that the CoAEMSP wants to see documentation about how you track and evaluate your students' field and clinical internships. With the data your students have already entered into Fisdap, you can easily generate these reports with all the information required by the CoAEMSP.

Appendix E: Hospital Clinical Affiliate Institutional Data Form

This report should be generated for each clinical site you send students to during their clinical internships. Please note that everything with an asterisk is required.

Under Additional Accreditation Info, you will fill out the information not already captured in Fisdap, which is specific to that hospital.

Appendix F: Field Internship Institutional Data Form

This report should be generated for each field site you send students to during their field internships. Please note that everything with an asterisk is required.

Under Additional Accreditation Info, you will fill out the information not already captured in Fisdap, which is specific to the service as a whole (beyond the scope of just your students' activity at the ambulance service).

Appendix G/H: Student Patient Contact Matrix

Complete this report one time for a composite look at your students' patient contacts for both their field and clinical internships. Fisdap's version looks slightly different than the CoAEMSP's because we display your program's total goals in one column on the report.

CoAEMSP Report Tips

• Fisdap is responsible for monitoring the CoAEMSP website so that we can modify our reports, when necessary, to ensure they are up-to-date. However, we want to hear from you if you notice that our reports differ-in any way- from what the CoAEMSP is asking for.

• Accreditation site visitors are interested in hearing that you understand the information contained in the reports you print from our website. Familiarize yourself with your students' data so you can be confident the reports are accurate.

• On the reports pages where you choose the information you wish to display, be mindful of the group of students you select. Including students who do not use Skills Tracker or did not complete the program can inadvertently skew your averages. We also provide you the option to only include data from paramedic students.

Fisdap Tips & Tricks: 9/18/2019 — Fisdap Reports

To chart your students' progress, use the Graduation Requirements Report. This report is your best view of how students are doing throughout the course.

To view the Graduation Requirements Report:

1. Hover over the orange Reports tab, click New Reports.
2. Find and click on the Graduation Requirements Report.
3. Choose all the information you want to include in the report: goal set, student(s), and shift type.
4. Click Go to display the report.
5. If you like, click the PDF icon to get a printer-friendly report.

To customize your own goal sets,

1. Click the +Goal Set button on the Graduation Requirements Report page.
2. From the Custom Goals page, click the Add new goal set button.
3. Fill out the form and be sure to hit Save at the bottom of the page.

You can create goals that are specific to your different EMT, AEMT, and Paramedic class requirements. The default goal set (National) is based off the USDoT’s 1998 National Standard Curriculum. The Virginia goal set reflects the state’s 2013 Clinical Hour and Competency List. Feel free to use either goal set template and set goal numbers that reflect your program’s standards. Read more below about why customized graduation requirements are so important for accreditation and demonstrating established program requirements in Fisdap.

Fisdap Tips & Tricks: 9/18/2019 — Fisdap Reports

To figure out why students may be getting credit for observing Team Leads rather than performing them, use the Observed Team Lead Report.

1. Hover over the orange Reports tab, click New Reports.
2. Find and click on Observed Team Lead Report.
3. Choose the date range, desired format, and student name. Then click Go.

The Observed Team Lead Report can also be a great resource when students are concerned about why they aren't getting credit for performing the team lead.

Many programs, especially if they are using the National Standard Curriculum goals as a guide, require students to perform the patient exam and the patient interview (collectively known as the comprehensive assessment) to get credit for performing the Team Lead. This report identifies shifts where students did not perform the Team Lead, patient exam, and/or patient interview. You can also click a link and go directly to the shift in question from the Observed Team Lead report output. 

If students are not getting credit for performing the team lead, it may be because they indicated they observed the patient exam and/or interview, or they may have not entered that section of data entry.

If students wish to correct their data entry because something was recorded improperly, you will need to open the shift if it has been locked.

The concept underlying the Eureka Graph originated from Dr. M.E. Wilson in England in 1991. Wilson studied 12 ambulance staff members, 14 Royal Navy medical assistants, and eight medical students during a two or three week training attachment to the department of anesthesia at the Royal United Hospital in England.

Wilson used a simple graph to chart each participant’s intravenous cannulation (IV) and endotracheal intubation (ET) attempts. For each successful attempt, the student’s graph climbed one notch and for each failure the graph descended one notch. Participants and staff reported that they found this method of charting their progress enjoyable.

Wilson defined competency as the point at which the slope of the curve on the participant’s graph reached a consistent 39 degree elevation (corresponding to an 80% success rate). In order to claim evidence of mastery, Wilson suggested that the student’s performance curve needed to stay above the 80% mark for more than 20 trials or attempts.

This concept of competency was first introduced to EMS education in the United State by Kim Grubbs from Johnson County Community College (Overland Park, Kansas) at the 1995 EMS Today Conference. We call the point at which the student's performance dramatically improved the Eureka Point.

Here's an explanation of how the Eureka Graph works  for field shifts:

• For each successful skill attempt, the student's graph climbs one point; and for each unsuccessful attempt, the graph drops one point.
• When the student reaches an 80% success rate over 20 attempts, the graph shows the moment of skill competence by drawing a dashed line (representing continued 80% success rate) as a continued reference point.
• The colors on the graph help determine a trend in performance. Red indicates that there are fewer than 10 attempts and/or that the success rate is less than 60%. Yellow indicates that the success rate is between 60-79% in the last 10 attempts. Green indicates that the success rate is above 80% in the last 10 attempts.

Some examples:

Example 1

As you can see from the legend at the top of the graph, this is a report that was generated for Student 220. The report was requested for all IV attempts between August 1, 1998, and October 31, 1998. This student had performed 28 attempts in that period of time. This student has not yet reached the point of competency.

Example 2

Student 66 achieved competency in 29 IV attempts.  This graph is very typical of most Eureka Graphs.  The line hugs the baseline at the beginning, and then begins to gain a steady success climb.

The student remains close to the 80% (dashed) reference line after reaching the competency point.

Example 3

This student also reached a competency point, but did so much later in the program.

Here's how the Eureka Graph works for lab shifts:

While the Eureka Graph works the same for lab shifts, you have greater greater flexibility with establishing goals for when students hit the Eureka Point. 

You can customize the Eureka Graph by setting the numbers for successes over attempts. You could use any numbers that you think are appropriate, and the student will hit the Eureka Point when he achieves X number of successes over Y attempts. 

As an example, you could type in 4/5, 16/20 or 80/100 and so on depending on the requirements of your program.

For more information about the origin of the Eureka Graph, you can read the following journal articles:

1. Wilson, M.E. Assessing intravenous cannulation and tracheal intubation training. Anesthesia, 1991 Vol. 46 pp 578-9.

2. Konrad, C., Schupfer, G., Wietlisbach, M., Gerber, H. Learning manual skills in anesthesiology: Is there a recommended number of cases for anesthetic procedures? Anesth Analg 1998 Mar; 86(3):635-9