ASTM F1552-94

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Designation: F 1552 – 94
Standard Practice for
Training Instructor Qualification and Certification Eligibility
of Emergency Medical Dispatchers
This standard is issued under the fixed designation F 1552; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (e) indicates an editorial change since the last revision or reapproval.
INTRODUCTION
The emergency medical dispatcher (EMD) is the principal link between the public requesting
emergency medical assistance and the emergency medical services (EMS) system. The EMD plays a
key role in the ability of the EMS system to respond to a perceived medical emergency. The benefits
of specifically trained emergency medical dispatchers are far reaching. Through medical dispatch,
specific education, and compliance to medically sound policies and procedures, the EMD is able to
accurately interrogate the caller, dispatch the appropriate responders, provide pertinent information to
responders, and give instructions to aid patients via the caller.
This practice provides direction for the training and certification of emergency medical dispatchers
to assist them in making appropriate decisions about EMS responses in a safe, consistent and
non-arbitrary manner. EMS systems with emergency medical dispatchers trained to this practice
provide pre-arrival instructions to the caller to assist the patient until pre-hospital care arrives. The
EMD concept provides for safer vehicle response configurations and modes. It may reduce operating
costs by preserving specialized EMS resources for those emergencies requiring them.
The EMD training curriculum is not intended to furnish all inclusive telecommunications education
required for the emergency medical dispatcher or public safety telecommunicator. EMD training
provides only the additional education affecting the practice of dispatching emergency medical
resources such as ambulances, rescue units, first responder units and other types of responding units
of an emergency medical nature; coordinating these response units with those of other public safety
agencies; and providing instructions to the calling party to assist in preserving life prior to the arrival
of responding units. The curriculum is intended to provide specific knowledge and medical
information above that required of a previously trained and educated basic public safety telecommu-
nicator. EMD training is only one module of education required of emergency medical services
telecommunicators. It is a subspecialty of both public safety communications and emergency medical
services systems that is required within a comprehensive public safety communications center where
other disciplines of communications are practiced and should be present in all EMS systems.
Additional disciplines include law enforcement, fire, and aeromedical telecommunications.
This practice is one of a set of applicable standards relating to the emergency medical dispatch
function. The reader is directed to obtain related ASTM documents that encompass the administration
of EMD programs and Practice F 1258.
1. Scope medic, nurse, physician, or basic telecommunicator does not
prepare a person to function as an EMD. The emergency
1.1 This practice covers the training structure and primary
medical dispatching functions have become so specialized that
function of emergency medical dispatchers. The primary func-
only an individual with dispatch specific medical training can
tion of the emergency medical dispatcher is the management of
perform the required tasks. This practice will delineate the
calls for emergency medical assistance as outlined in Practice
training structure for the essential role of emergency medical
F 1258 and NAEMSP Position Paper on emergency medical
dispatcher.
dispatch. Training as an emergency medical technician, para-
1.2 This practice is intended to outline the basic areas of
knowledge required for an EMD, and to standardize the
This practice is under the jurisdiction of ASTM Committee F-30 on Emergency
expectations and training between the various educational
Medical Services and is the direct responsibility of Subcommittee F30.02 on
settings that are available to deliver the EMD training. This
Personnel, Training and Education.
Current edition approved August 15, 1994. Published October 1994.
Copyright © ASTM, 100 Barr Harbor Drive, West Conshohocken, PA 19428-2959, United States.
F 1552
practice is not intended to serve as a curriculum for a training 3.1.4 EMD preceptorship—a supervised dispatcher intern-
agency. All curricula developed or selected shall include the ship sponsored by the training agency.
key components outlined in this practice. 3.1.5 EMD selection—the process that establishes criteria to
1.3 It is understood that each agency may possess special identify a candidate for training as an emergency medical
and unique needs related to the training of EMDs. However, dispatcher (EMD).
those specialty training areas that lie outside the scope of this 3.1.6 pre-arrival instructions—telephone rendered, medi-
standard shall not be included in selected 24 h minimum cally approved written instructions given by trained emergency
curriculum delineated by this practice. Additional training as medical dispatchers through callers that help to provide aid to
desired may be annexed but may not supplant the learning the victim and control of the situation prior to patient access by
goals required by this practice. pre-hospital care providers.
1.4 The scope of this standard includes: 3.1.7 public safety telecommunicator—an individual trained
1.4.1 EMD instructor qualifications, to communicate by electronic means with persons seeking
1.4.2 Student selection criteria for emergency medical dis- emergency assistance and with agencies and individuals pro-
patcher candidates, viding such assistance.
1.4.3 Emergency medical dispatcher training curriculum
4. Significance and Use
guideline,
4.1 The emergency medical dispatcher should be a specially
1.4.4 Guidelines for EMD course goals and minimum time
trained telecommunicator with specific emergency medical
allocations,
knowledge. These EMS personnel have traditionally per-
1.4.5 Testing and evaluation of the student utilizing the
formed this role without the benefits of dispatch specific
stated course goals as basis for certification or certification
medical training and medically sound protocols. Prompt,
eligibility as an emergency medical dispatcher,
correct, and appropriate patient care can be enhanced with the
1.4.6 Recommended equipment, materials, and facilities for
use of a standardized approach to selection, training and
training,
performance assessment. This standard guide is intended for
1.4.7 Guidelines for training course administration and
use by agencies, organizations and jurisdictions having the
record maintenance, and
responsibility for providing the training, practice, and evalua-
1.4.8 Guidelines for an optional EMD preceptorship.
tion of emergency medical dispatchers.
1.5 This standard does not purport to address all of the
safety concerns, if any, associated with its use. It is the 5. Instructor Qualifications
responsibility of the user of this standard to establish appro-
5.1 All instructors shall be thoroughly knowledgeable about
priate safety and health practices and determine the applica-
the emergency medical dispatching environment and with the
bility of regulatory limitations prior to use.
working environment of public safety telecommunications.
5.2 It is essential that the emergency medical dispatch
2. Referenced Documents
instructor be capable of understanding, adequately presenting,
2.1 ASTM Standards:
and defending ALS level-Dispatch Life Support information.
F 1177 Terminology Relating to Emergency Medical Ser-
This necessitates that the instructor responsible for teaching the
vices
medical portion of the training program have training, skill,
F 1258 Practice for Emergency Medical Dispatch
and experience at the advanced EMT (EMT-I/EMT-P) level.
Alternatively, this instructor may be a critical care trained
3. Terminology
physician, nurse or physician assistant. This level of instructor
3.1 Definitions of Terms Specific to This Standard:
qualification is necessary to facilitate the student’s understand-
3.1.1 coding—the selection and assignment of an alphanu-
ing of medical classifications necessary to interrogate and
meric classification to a call by an EMD.
evaluate the input of the caller, as well as their ability to
3.1.2 emergency medical dispatcher (EMD)—a trained pub-
systematically categorize the information obtained from the
lic safety telecommunicator with additional training and spe-
caller and assign appropriate and locally designed response
cific emergency medical knowledge essential for the efficient
configurations and modes.
management of emergency medical communications.
5.3 The instructor shall have proven competence as an
3.1.3 emergency medical dispatch priority reference system
instructor in a related field.
(EMDPRS)—a medically approved reference system used by a
5.4 EMD instructors shall be proficient in the specific skills
local dispatch agency to dispatch aid to medical emergencies,
and concepts taught in the EMD course.
which includes: systematized caller interrogation questions,
5.5 Each instructor shall have successfully completed a
systematized pre-arrival instructions, and protocols matching
recognized EMD training course.
the dispatcher’s evaluation of injury or illness severity with
6. Selection Criteria for Training
vehicle response mode and configuration.
6.1 Each EMD training entity shall adopt a formal written
3.1.3.1 Discussion—An EMDPRS is not any particular
policy delineating the selection procedures for individuals to be
proprietary set of cards or questions. It is a generic set of
trained or employed as emergency medical dispatchers, or
protocols meeting this description.
both. It must address the ability to:
6.1.1 Read and write at a high school graduate or GED
Annual Book of ASTM Standards, Vol 13.01. level;
F 1552
6.1.2 Perform those clerical skills as delineated by the their associated minimum time allocations. Although 19 h are
employing agency; mandated, all 24 h of the EMD course must be utilized in
6.1.3 Perform verbal skills in a clear and understandable teaching these required goals. The remaining 5 h are to be
manner, in the required language or languages established in dispersed so the learning goals may be tailored to each training
the criteria as necessary to that dispatch provider agency; agencies requirements. It is imperative the “no less than”
6.1.4 Perform alpha-numeric transcription skills necessary (NLT) hours be followed when developing an EMD course.
to correctly record addresses, locations, and telephone num-
8.3 Develop a basic understanding of the rationale for
bers; and, emergency medical dispatching including (NLT 1 hour):
6.1.5 Demonstrate competency in basic telecommunications
8.3.1 The history of EMD,
skills as defined by the training or hiring agency. 8.3.2 The evolution of EMD,
6.2 Selection criteria should also include the following
8.3.3 The philosophy of EMD,
traits:
8.3.4 Common misconceptions of EMD,
6.2.1 A clear attribute of helpfulness and compassion to-
8.4 Develop a basic understanding of the roles and respon-
ward the sick or injured patient and the caller advocate;
sibilities of EMD: (NLT 1 h),
6.2.2 The attributes necessary to clearly guide callers in
8.4.1 The sub-roles and segments of the duties,
crisis through necessary interrogation procedures and the
8.4.2 Professional subspecialties,
provision of telephone pre-arrival instructions;
8.4.2.1 Public safety community,
6.2.3 The attributes of learning necessary to master the
8.4.2.2 Law enforcement,
skills, philosophy, and knowledge required to successfully
8.4.2.3 Fire communications,
complete the training process;
8.4.2.4 EMS communications,
6.2.4 The attributes necessary to efficiently and effectively
8.4.2.5 The medical community team,
organize multiple tasks and complicated situations and activi-
8.4.2.6 A colleague of the medical profession,
ties;
8.5 Develop an understanding of the medical-legal aspects
6.2.5 The ability to handle the known levels of emotional
of EMD (NLT 1 h),
stress clearly present in caller/patient crisis intervention, death
8.5.1 The legal concepts affecting the EMD,
and dying situations, call prioritization and triage, and multiple
8.5.1.1 Negligence,
tasking;
8.5.1.2 Abandonment,
6.2.6 The abilities necessary to function within the team
8.5.1.3 Foreseeability,
framework of public safety and EMS systems;
8.5.2 Misconceptions and inappropriate concerns, and
6.2.7 The abilities to elicit and assimilate caller information
8.5.3 Appropriate concerns.
and then to prioritize but appropriately consolidate (summa-
8.6 Gain the knowledge necessary to successfully interro-
rize) this information in a format used to inform the public
gate callers to obtain relevant information (NLT 1 h):
safety responders.
8.6.1 Rationale for interrogation,
8.6.2 Understand the psychology of the caller,
7. Emergency Medical Dispatcher Training Curriculum
8.6.3 Chief complaint determination,
Guidelines
8.6.4 The caller’s hysteria threshold,
7.1 The EMD curriculum must be specific to this subspe-
8.6.5 The concept of repetitive persistence, and
cialty of telecommunications and emergency medical systems.
8.6.6 The types of callers (minority groups, third party,
7.2 The EMD curriculum used shall consist of lesson plans
children, disabled and speech impaired, etc.).
with defined educational goals and objectives. The lesson plans
8.7 Develop an understanding of the concepts of dispatch
and their individual objectives shall coincide with the practice
life support (DLS) and the psychological aspects of providing
standards listed in reference documents and in the appendix.
pre-arrival instructions (NLT 1 h):
The EMD training curriculum shall address the concepts of
8.7.1 Practical limitations confronting the EMD, and
design and the application of skills necessary for the appropri-
8.7.2 Predictable events affecting DLS delivery.
ate use of the EMDPRS utilized within their dispatch agency.
8.8 Develop an understanding of the methodologies for
7.3 The curriculum used shall include the learning goals
delivering pre-arrival instructions and demonstrate the practi-
contained in this practice.
cal use of the pre-arrival instructions (NLT 1 h):
7.4 The specific curriculum used must follow a logical and
8.8.1 Understand the various categories of pre-arrival in-
progr
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