1.1 本指南旨在帮助紧急医疗服务（EMS）机构选择和利用在EMT（紧急医疗技师）培训计划中授课的个人，该培训计划包括基本生命支持知识和技能的指导。 1.2 本指南确定了EMT（急救医疗技师）培训计划中的六类讲师:兼职讲师、临床/现场讲师、实践技能讲师、副讲师、课程讲师/协调员（I/C）和课程管理员。本指南认识到，根据个人的实践水平和所涉及的培训计划，个人可以在任何或所有这些类别中发挥作用。 1.3 本指南包括资格、培训、教育、经验、权限范围、责任、继续教育、评估和能力维护（如适用）的具体指南。 1.4 本指南不包括针对课程管理员或兼职讲师的具体指南。虽然本指南通过提供每个类别的定义，承认这些类型的个体在许多EMT培训项目中发挥作用，但这些个体发挥的教学作用有限，因此不需要具体的选择和使用指南。 1.5 本指南旨在适用于在EMT培训项目中任教的任何个人，无论其目前的临床实践水平如何。 1.6 本指南有意省略对院前护理经验、教学经验和继续教育要求的提及。本指南也省略了弃权或同等条款。这些问题应由适当的机构解决。 1.7 本指南仅适用于在基础生命支持培训课程中授课的教员，这些课程旨在为获得EMT以上级别的认证做好准备。 它不适用于在专业课程中授课的教师，这些课程本身不符合个人获得EMT认证的资格。 1.8 本指南未规定认证要求。此类要求应由EMT讲师所在司法管辖区的认证机构制定。本指南可用于为负责制定认证标准的管辖区提供大量指导。 1.9 本标准并非旨在解决与其使用相关的所有安全问题（如有）。本标准的用户有责任在使用前制定适当的安全、健康和环境实践，并确定监管限制的适用性。 注1: 另请参见练习 F1031 . 1.10 本国际标准是根据世界贸易组织技术性贸易壁垒（TBT）委员会发布的《关于制定国际标准、指南和建议的原则的决定》中确立的国际公认标准化原则制定的。 ====意义和用途====== 4.1 由于电子病历培训的质量在很大程度上取决于电子病历教师的教学能力和能力，因此，选择和使用该能力的个人必须具备提供有效教学所需的资格和能力。 4.2 EMT教师必须具备明确定义的知识和技能能力，明确定义与教学计划相关的职责和权限范围，并满足与教学水平相关的其他具体要求。 4.3 使用本指南，EMS机构和组织应能够制定EMT培训和教育计划中EMT讲师的选择和使用要求。

1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs which include instruction in basic life support knowledge and skills. 1.2 This guide identifies six categories of instructor in an EMT (emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories. 1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable. 1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many EMT training programs, the limited instructional roles played by these individuals preclude the need for specific selection and utilization guidelines. 1.5 This guide is intended to apply to any individual who teaches in EMT training programs regardless of the individual's present level of clinical practice. 1.6 This guide intentionally omits references to length of pre-hospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency. 1.7 This guide applies only to instructors who teach in basic life support training courses designed to prepare an individual for certification to practice above the level EMT. It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification. 1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards. 1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use. Note 1: Also see Practice F1031 . 1.10 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee. ====== Significance And Use ====== 4.1 Since the quality of EMT training depends, in large measure, on the instructional abilities and competencies of the EMT instructor, it is imperative that the individual selected and used in this capacity possess the qualifications and capabilities necessary to provide effective instruction. 4.2 An EMT instructor must possess clearly defined knowledge and skills competencies, have clearly defined responsibilities and scope of authority related to instructional programs, and meet other specific requirements pertinent to the level of instruction. 4.3 Using this guide, EMS institutions and organizations should be able to develop requirements for selection and utilization of EMT instructors for EMT training and education programs.