Tuesday, July 26th

0800 - 0915 - General Session (Grand Ballroom C)

General Session-The Bizarre & Spectacular Terry Foster

1.5 Hours Operations

This lecture will focus on some of the most unique cases that have been seen in the Emergency Department. The speaker—a 30+ years experience ED nurse—will describe unusual types of patient history, mechanism of injury, clinical presentation, and other “contributing factors” that make an interesting case. This talk is very educational as well as entertaining and audience participation is strongly encouraged.

0930 - 1045 - BREAKOUTS

Not For Human Consumption
Angie Giegerich

1.5 hours Medical - Toxicological/Opiods

Review various street drugs encountered in our community including clinical presentation and appropriate inter-ventions available to pre-hospital and hospital personnel.

Nicholas Smith

1.5 Hours Instructor

Using Your Lecture to Lead is a course in how to transform your lecture curriculum or meeting agenda into an experience that produces authentic behavioral change from your students or administrators in the field. The time in the classroom or in meetings that instructors have with their students is extremely valuable. When we fall into the routine of “just getting through the material” to satisfy our short-term objectives, we miss the big picture opportunity to improve the team and further the ultimate mission of positively impacting patient care. Many of our traditional classroom experiences have been focused on simply covering objectives in order to “pass the test” and our meeting agendas fall into “maintaining the status quo.” This approach often falls short when it comes to producing sustainable, longterm results, and that lands squarely on the shoulders of the instructor. Using Your Lecture to Lead is an interactive course that is aimed at demonstrating to instructors the importance of creating relationships up and down the chain of command, how to appropriately manage a classroom or meeting to exponentially improve the curriculum or agenda itself, and to show attendees how to play the long-game.


  1. Discuss strategies and tactics to utilize in any classroom setting or meeting that you can employ immediately in order to produce a direct impact on your organization.
  2. Provide a methodology to create relationships up and down the chain of command in your organization and lead from your current position.
  3. Learn how to improve your ability to see the big-picture, protect your well-being, and respond appropriately to what may seem like failure in your classroom or meeting experience.
  4. Prioritize and execute your class or meeting agenda with the “Power of Less” by utilizing your skill in the area of Triage and Transport.
  5. Develop strategies to engage team members who are already performing well, in need of improvement, or are purposefully working in opposition to your goals.
  6. Learn about the dynamics of how behavioral change works on the individual level through the example of “The Elephant, the Rider, and the Path” to better lead your team in any group setting.

Concussions: From the Coliseum to the Clearance
James Cahalin, M.D

1.5 Hours Cardiac/Medical

This discussion with cover the definition of a concussion, the pathophysiology, diagnosis, treatment and the return to school followed by the return to sports.

POCUS For Resuscitation of the Critically Ill
Darick Day

1.5 Hours Cardiac/Medical

Implementation of ultrasound in the emergency department and prehospital arena is becoming more common every day. The clinical applications are numerous and the diagnostic data invaluable. How can we utilize this tool in the crashing patient? We will discuss some helpful strategies for incorporating Point of Care Ultrasound or POCUS into your patient assessment.

This course will:

  1. Discuss the basics of ultrasound function
  2. Discuss some common views utilized in the emergency setting
  3. Review the anatomy of physiology of the cardiopulmonary system
  4. Review pathophysiology of various shock states
  5. Review resuscitation techniques for various shock states
  6. Review vasoactive medications commonly utilized in resuscitation

1100 - 1215 - BREAKOUTS

BLS in an ALS World
Josh Stilley

1.5 Hours Medical

Are ALS interventions always the right thing for the patient? What interventions are now available at the BLS level? How can I and my service maximize benefit for the patient, and still keep a focus on the fundamentals of EMS?

Managing the Millennia Workforce
Bailey Bindle

1.5 Hours Operations

In this session, you'll learn how to recognize both the challenges and strengths of Gen Y, otherwise known as Millennials. When managing this generation, there are certain concepts to take into consideration, especially if you don't identify with this age demographic.

Presentation Outline:

I Have Had Every Disease Known to Man-Dealing with Munchausen’s
Terry Foster

1.5 Hours Medical-Psychiatric

Patients with Munchausen’s Disease are seen at every level of the health care system. This lecture will discuss the three types of Munchausen’s and how to identify these patients. Specific information will be given for dealing with them in emergency situations.

Invasive Mechanical Ventilation
Justin Duncan

1.5 Hours Airway/Ventilation

Bedside to bedside mechanical ventilation is important in the CCT world and considered a standard of care. Invasive Mechanical Ventilation is becoming widely popular for the 911/emergent world. More and more EMS clinicians are managing intubated patients. WE will discuss ventilator use for the intubated patient in the 911/emergent world as well as the critical care transport environment.

This course will:

  1. Discuss basic care / assessment / monitoring of every intubated patient
  2. Discuss breath types and modes of mechanical ventilation
  3. Discuss ventilator use for the intubated patient in the world of EMS / CCT
  4. Discuss “terminology” with regards to invasive mechanical ventilation and tie it to individual functions
  5. Discuss ABG’s and intubated patients (brief discussion due to time; focus on acidotic patients and manipulation of the buffer system)
  6. Discuss COVID concerns and patient/provider safety with regards to intubated patients and invasive mechanical ventilation

1330 - 1445 - BREAKOUTS

All Bleeding Stops Eventually
Angie Giegerich

1.5 Hours Trauma

Review of Blood Administration and Massive Transfusion in Trauma Knowledge of hemorrhage control and resuscitation strategies is vital when caring for trauma patients. This presentation reviews components of blood resuscitation, use of whole blood in trauma, and massive transfusion considerations.

Learning to Know
Nicholas Smith

1.5 Hours Instructor

Learning to Know is a course meant to motivate, inform, and instruct individuals from all backgrounds on an often ignored, but vitally important skill: how to learn. This class is important for both EMS students and instructors, as it seeks to breakdown how to be successful in education at any level. Learning is a skill that we are supposed to just “figure out” through our educational journey in primary, secondary, and post-secondary education. But why not elevate our understanding of the educational process by focusing on it directly? Learning to Know is an interactive class that creates “Ah-ha” moments for attendees by identifying what many students and instructors may know, but have never had articulated. This is accomplished through a mix of original ideas, classical and contemporary literature, and relevant examples brought together from years of personal experience tutoring students and instructors in the field of EMS.


  1. Encourage attendees to “find their why” by understanding different types of motivators and how they translate into actually taking action.
  2. Utilize “Educational Triage” to understand the difference between learning and knowing so together they can guide your approach to education through a familiar idea to EMS providers.
  3. Distinguish your personal learning style preferences and how that translates to actual course work and on the job learning.
  4. Learn to be a demanding reader and go beyond the elementary level by using simple techniques to vastly increase your understanding of course material.
  5. Mold educational material to your understanding by “wrestling” it into submission through a consistent, efficient, and complete approach.
  6. Prioritize your time through the idea of “reality scheduling” and understanding why “Discipline = Freedom.”

Making Just Culture a Reality
Shannon Watson

1.5 Hours Medical

Creating a “just culture” within your organization is imperative for patient safety. This empowers employees to proactively monitor for areas of improvement and bring forward errors when they occur. In addition, this system of shared accountability creates a positive work environment where employee behaviors can be handled fairly and in a just manner. Creating a just culture doesn’t happen overnight, but come to this course to understand the philosophy of just culture, the just culture algorithm, and how to implement this with your workforce.

Thoracostomy Master Class
David Wright

1.5 Hours Trauma

We often run critical calls, but when the moment arrives, do you know how to evaluate the need, the locations, and the maintenance required for thoracostomies. It is important to understand the anatomy, physiology, and procedural aspects of an emergent thoracostomy. From needles, to fingers to tubes, we will cover it all, so when the time comes, you will be well prepared to execute the procedure like a pro.


  1. The student will identify the important anatomical structures involved in thoracostomy placement
  2. The student will list the various types of thoracostomies
  3. The student will review signs and symptoms requiring the need for thoracostomy in a patient
  4. The student will be able to troubleshoot the most common causes of thoracostomy malfunctions and complications

1515 - 1630 - Closing General Session

It’s All About the Mindset -- Josh Stilley

1.5 Hours Trauma/Operations

The Chuck’n’Go versus Stabilize in Place. The approach to the critically ill or injured patient is not a one-size fits all spectrum. The time limits and standards that we have worked within for the last few decades are sometimes too long, and sometimes too short. In order to understand when is the right time to transport, we must understand what the priorities for our patients really are. We must also break some of the habits we have formed in order to reduce the harm we can cause by sticking with current standards