Reading & Language: the Framework of Knowledge

Whether you hope to be an EMT, firefighter, doctor, or nurse, you have to learn the basic language of Anatomy and Physiology. Traditionally, that has been Latin. Along the way, Emergency Medical Education created a shorthand of acronyms that helps practitioners learn and retain complex data. Students first have to learn the structure and syntax of medical terminology in order to learn the physiologies and etiologies in the human body.

Homeostasis—the sustainment of biological life— is fundamentally this: “Air goes in and out, blood goes round and round, and Oxygen is good.” Students are taught that on the very first day. The distance between that fact and the Krebs cycle is hundreds of hours of studies and tens of thousands of dollars, all of which most of my students don’t have. So, let’s start simply and see how far we get by semester’s end.

Teaching Basic Life Support requires a crash course in biology and pathophysiology. It’s accomplished by teaching the language (Latin), slang (acronym), and effective reading comprehension techniques.

Start with the Basics:

Latin & Acronyms

Everything begins with comprehension of the Mother Tongue: Latin. Latin Terminology is the verbal underpinning that constructs the names for illnesses, injuries, cell types, metabolic actions, anatomy, physiology, and pathophysiology.

The proper Latin term for a heart attack is -myocardial infarction. The lengthy Latin is often abbreviated to ‘MI,’ as in: “The guy in Exam Room Five is having a massive MI (you’ve probably heard this in countless TV medical dramas a thousand times).” In Latin, “myo” means muscle, “cardial (or cardio)” means heart, and “infarct” means death; muscle of the heart death/heart-muscle death. You don’t have to memorize all the terms; you just have to learn the Latin root terms. Latin combines prefixes and suffixes to build complex phrases like medical root words can be constructed to explain complex physiological phenomena.

When students begin the study of a heart attack, they know that it will involve the muscle of the heart dying. There are many ways muscle death can occur, and they all will be investigated as we delve into the pathophysiology of heart attacks.

Latin Terminology provides a common shorthand to understand the language of medicine, EMS acronyms allow a quick framework to reference when we want to apply that knowledge during patient care.

The acronyms in EMS are overwhelming at first, but like everything else in this field, if they are learned piecemeal, their use becomes simple and helpful.

The basis for all patient care is the patient assessment, so let’s begin there. In the Primary Assessment alone—the very first section of the exam—there are the following acronyms: LOC, AVPU, GCS, A&Ox4, ABCs, RPM, D or C/C, and E (Where’s the mind-blown emoji on the keyboard when you need it?). If that frazzles the reader, consider if you had to rattle those off in front of your entire cohort, know what each implied, and how to assess them. Or worse, imagine if you needed to remember and apply them to a patient who may be dying. It’s less daunting once you remember our top priority: keeping the air moving in and out, blood going round and round, and oxygenating when beneficial. Let’s examine one of the more important acronyms in that litany: ABCs.

ABC stands for Airway, Breathing, and Circulation. Since all of those must be present and stable for a person to survive, it’s a good idea to check them early and often. Included in that mantra are the respiratory rate and quality, the patient’s blood-oxygen saturation, the presence, rate, and regularity of a pulse, a blood pressure reading, and a capillary refill timed assessment. Being a well-known phrase, ABC cues students (and professionals) to step back, review their assessments, recalibrate, and construct a game plan for the remainder of the emergency. The genius is the simplicity. You’d be surprised how often something as simple as reciting ABC during difficult calls can simplify the situation and fix overlooked issues.

Take a Look at the Book

In the beginning, it’s almost more important that students learn how rather than what to study. The road beyond EMT school steepens, and the learning curve is sharp. If would-be EMTs hope to become firefighters or physicians, absorbing and retaining information is a better skill to learn than the subject matter.

EMT’s official textbook is thick, heavy, and printed in a migraine-inducing font size. It can be daunting for the most studious, so it’s unsurprising that most students avoid the tome like The Plague. But it doesn’t have to be intimidating. If students approach the book not as course text but as if it’s a magazine or social media, they’re more inclined to explore with curiosity rather than trepidation.

Even better—approach the book like you would patient care. Look at the chapter outlines as the bare bones, fleshed out chapter by chapter, riffle through the pages, write down the bold terms, and review the highlighted sections. Jot terms you understand and concepts you’d like detailed. Then, in class, you will be able to ask relevant questions and participate in discussions.

Students who go out on a limb and risk being laughed at or seen as anything other than perfect facilitate an environment that fosters further questions and classroom participation. They benefit the entire class, including. I love a student who habituates successful learning techniques, demonstrates curiosity toward the subject matter, and is not afraid to ask questions. They set the tone for the cohort.

Previous
Previous

"Ah-Ha!" Moments; Simplification and Synonym

Next
Next

Failure is Necessary