Emergency medical services (EMS), as we know the concept today, originated with national legislation known as the National Highway Traffic Safety Act of 1966. This law set standards for training, provided for state and local oversight, advised the establishment of radio communication and highlighted the importance of a singular emergency access telephone number. At this time, the government had come to view traffic accidents as a serious public health issue. Combating the dread effects of such collisions required a normalization of education and procedures across political jurisdictions. Among the aims of the 1966 law was the establishment of the National Registry of Emergency Medical Technicians (NREMT).
From the inauguration of the NREMT in 1970, the role and identity of the emergency medical technician (EMT) have solidified within the context of the health care system. States must issue guidelines for EMT training and certification that meet or exceed federal standards. This resulted in improving quality among this class of first responders. Furthermore, graded categories of EMTs now exist, including EMT-Basic, EMT-Paramedic and Paramedic levels of expertise. Needless to say, education and EMT training are comprehensive, as are methods of evaluating candidates. Included among the evaluation components is the psychomotor examination.
The importance of the psychomotor examination in discerning professional competence can not be understated. The cognitive portion of the NREMT exam provides a measure of the candidate’s grasp of theoretical knowledge. Alternately, the psychomotor section tests practical knowledge, facility with equipment, reaction times, communication skills and assessment abilities. In fact, the current version is the end-product of a process begun in the 1990s by the NREMT to assess practical aptitudes relative to revised EMT training curricula. As the organization states on its web site, a psychomotor foundation is essential to understanding the “whys, hows, and sequencing of all steps in each skill…”
Divided into seven parts, the psychomotor exam often utilizes a simulated flesh-and-blood patient to test the candidate’s competencies. First among the segments is a simulated assessment of a trauma patient. The candidate is given a hypothetical scenario and expected evaluate the scene of the incident; determine the extent of injuries; perform necessary resuscitative procedures; get a brief history from the patient (if able to speak); and perform a physical examination that may vary in degrees of detail. The next test division involves ventilatory management, where the candidate must treat respiratory stress while monitoring the pulse at the carotid artery. Use of supplementary oxygen and the bag-valve-mask device is evaluated here, as is dexterity with endotracheal tubes.
The examination continues by testing the abilities to deal with cardiac arrhythmias and accurately discern the measurements of an electrocardiogram . Intravenous therapy and medication administration comprise the fourth portion of the test. Under this heading, the prospective EMT is called to insert a patent IV line into the arm of a mannequin. Upon completing this task, the candidate must then administer a dose of medication, contingent on the scenario given. Another module involves verbal interaction and communication with a patient, where the examinee is tested on the ability to relate to the patient and to extract vital medical information.
The psychomotor evaluation is concluded by two final sections. First, the EMT aspirant demonstrates expertise in pediatric service. Ventilatory management procedures are repeated, this time under a scenario with an infant patient. Insertion of a line to administer bone marrow treatments must also be performed. Finally, EMT training is evaluated through tests of basic skills: stabilizing patients with spinal trauma, managing those in shock and controlling the loss of blood. Successfully completing these rigorous challenges is a credit to the training received.









