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ASTM F1031-22

(Practice)

Standard Practice for Training the Emergency Medical Technician (Basic)

Standard Practice for Training the Emergency Medical Technician (Basic)

SIGNIFICANCE AND USE
4.1 The purpose of this practice is to provide standardized means of providing Emergency Medical Technician training. The practice should be used by all individuals and agencies that train such persons.  
4.2 Successful completion of this course of training neither constitutes nor implies certification or licensure.  
4.3 This practice adopts the knowledge and skill objectives contained in the NHSTA curriculum (latest version) as the standard practice for training those persons who provide emergency medical care at the basic life support level and are known as Emergency Medical Technicians. The actual lesson plans contained in the referenced document are recommended for use; however, each instructor may modify the order of presentation according to local needs.  
4.4 This practice outlines a comprehensive course that covers most common emergencies encountered by the Emergency Medical Technician. Emergency Medicine Technician courses that do not include all of the knowledge and skill objectives of this practice may not be referred to as meeting this standard.
SCOPE
1.1 This practice covers a standard course for the training of the Emergency Medical Technician which will prepare a person to perform those skills commonly required to render lifesaving aid at the scene of an emergency and during transportation to a definitive care facility.  
1.2 It is not the intent of this practice to require that the curriculum be used exactly as presented, but only that the knowledge and skill objectives that are part of the curriculum be included in any course purporting to train an Emergency Medical Technician. It is not the intent of this practice to limit the addition of knowledge and skill objectives as required by local conditions.  
1.3 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.

General Information

Status
Published
Publication Date
14-Mar-2022
ICS
11.160 - First aid
Technical Committee
F30 - Emergency Medical Services
Drafting Committee
F30.02 - Personnel, Training and Education
Current Stage
Ref Project

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ASTM F1031-22 - Standard Practice for Training the Emergency Medical Technician (Basic)
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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.
Designation: F1031 − 22
Standard Practice for
1
Training the Emergency Medical Technician (Basic)
This standard is issued under the fixed designation F1031; 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 (´) indicates an editorial change since the last revision or reapproval.
1. Scope 3. Terminology
1.1 This practice covers a standard course for the training of 3.1 Definitions of Terms Specific to This Standard:
the Emergency Medical Technician which will prepare a
3.1.1 emergency medical technician (EMT) (NHTSA)—the
person to perform those skills commonly required to render
primary focus of the Emergency Medical Technician is to
lifesaving aid at the scene of an emergency and during
provide basic emergency medical care and transportation for
transportation to a definitive care facility.
critical and emergent patients who access the emergency
1.2 It is not the intent of this practice to require that the
medical system.This individual possesses the basic knowledge
curriculum be used exactly as presented, but only that the
and skills necessary to provide patient care and transportation.
knowledge and skill objectives that are part of the curriculum
Emergency Medical Technicians function as part of a compre-
be included in any course purporting to train an Emergency
hensive EMS response, under medical oversight. Emergency
Medical Technician. It is not the intent of this practice to limit
Medical Technicians perform interventions with the basic
the addition of knowledge and skill objectives as required by
equipment typically found on an ambulance. The Emergency
local conditions.
Medical Technician is a link from the scene to the emergency
1.3 This international standard was developed in accor-
health care system. Emergency Medical Technicians’ scope of
dance with internationally recognized principles on standard-
practice includes basic, noninvasive interventions to reduce the
ization established in the Decision on Principles for the
morbidity and mortality associated with acute out-of-hospital
Development of International Standards, Guides and Recom-
medical and traumatic emergencies. Emergency care is based
mendations issued by the World Trade Organization Technical
on assessment findings.
Barriers to Trade (TBT) Committee.
4. Significance and Use
2. Referenced Documents
4.1 The purpose of this practice is to provide standardized
2
2.1 National Highway Traffıc Safety Administration:
means of providing Emergency Medical Technician training.
National EMS Scope of Practice Model
Thepracticeshouldbeusedbyallindividualsandagenciesthat
National EMS Education Standards
train such persons.
2.2 U.S. Department of Transportation/National Highway
3
Traffıc Safety Administration: 4.2 Successful completion of this course of training neither
Emergency Medical Technician—Ambulance: National constitutes nor implies certification or licensure.
Standard Curriculum, Course Guide, latest version
4.3 This practice adopts the knowledge and skill objectives
Emergency Medical Technician—Ambulance: National
contained in the NHSTA curriculum (latest version) as the
Standard Curriculum, Instructor’s Lesson Plans, latest
standard practice for training those persons who provide
version
emergency medical care at the basic life support level and are
known as Emergency Medical Technicians. The actual lesson
plans contained in the referenced document are recommended
1
This practice is under the jurisdiction ofASTM Committee F30 on Emergency
Medical Services and is the direct responsibility of Subcommittee F30.02 on for use; however, each instructor may modify the order of
Personnel, Training and Education.
presentation according to local needs.
Current edition approved March 15, 2022. Published March 2022. Originally
approved in 1986. Last previous edition approved in 2013 as F1031 – 13, which was
4.4 This practice outlines a comprehensive course that
withdrawn January 2022 and reinstated in March 2022. DOI: 10.1520/F1031-22.
covers most common emergencies encountered by the Emer-
2
Available from National Highway Traffic Safety Administration (NHTSA),
1200 New Jersey Ave., SE, West Building, Washington, DC 20590, http:// gency Medical Technician. Emergency Medicine Technician
www.nhtsa.gov.
courses that do not include all of the knowledge and skill
3
Available from U.S. Government Printing Office Superintendent of Documents,
objectives of this practice may not be referred to as meeting
732 N. Capitol St., NW, Mail Stop: SDE, Washington, DC 20401, http://
...

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1.1 This practice covers the definition of responsibilities, knowledge, practices, and organizational support required to implement, perform, and effectively manage the emergency medical dispatch function.  
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SIGNIFICANCE AND USE
5.1 The emergency medical dispatcher should be a specially trained telecommunicator with specific emergency medical knowledge. Many of these personnel still perform in this role without the benefits of dispatch specific medical training and medically sound protocols. The majority perform their duties without appropriate medical management provided through a structured quality assurance/improvement environment. Training only prepares a new EMD for correct use of the EMDPRS. It cannot ensure that the EMDPRS is used as intended. Since the EMD is clearly defined as a prehospital medical professional, it is necessary to establish sound medical management processes through a multi-component QA/QI program administered by the EMD's agency in conjunction with the physician medical director. Prompt, correct, and appropriate patient care can be enhanced through the use of a standardized approach to quality assurance, especially the component of EMD performance assessment. This practice is intended for use by agencies, organizations, and jurisdictions having the responsibility for providing such services and assurances to the public through the correct management of the nation's emergency medical dispatchers.
SCOPE
1.1 This practice covers the function of the emergency medical dispatcher (EMD). This function is the prompt and accurate processing of calls for emergency medical assistance. The training and practice through the use of a written or automated medical dispatch protocol is not sufficient in itself to ensure continued medically correct functioning of the EMD. Their dispatch-specific medical training and focal role in EMS has developed to such a complexity that only through a correctly structured and appropriately managed quality assurance environment can the benefits of their practice be fully realized. The philosophies of emergency medical dispatch have established new duties to which the emergency medical dispatch agency must respond. It is important that their quality assurance/quality improvement (QA/QI) activities, including initial hiring, orientation, training and certification, continuing dispatch education, recertification, and performance evaluation be given appropriate managerial attention to help ensure the ongoing safety in the performance of the EMD. This practice establishes functional guidelines for these managerial, administrative, and supervisory functions.  
1.2 The scope of this practice includes:  
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SIGNIFICANCE AND USE
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4.1 Implementation of this practice will ensure that the EMS system has the authority commensurate with the responsibility to ensure adequate medical direction of all pre-hospital providers, as well as personnel and facilities that meet minimum criteria to implement medical direction of pre-hospital services.  
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4.1 The purpose of this guide is to improve the quality of initial emergency medical care provided to the sick and injured. As the first trained person at an emergency medical scene, it is critical that the first responder be proficient in providing patient care and minimizing further complications until more highly trained emergency medical service personnel intervene.  
4.2 In identifying these minima, the guide acknowledges many types of first responder emergency medical care courses of study. This guide allows and encourages the addition of optional knowledge, skill, and attitudinal objectives. Programs such as those for law enforcement, firefighters, and ski patrol are examples of this diversity meeting specific local community needs.  
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SCOPE
1.1 This guide covers minimum requirements for the scope of performance of first responders who may be responsible for the initial care of sick and injured persons of all ages in the prehospital environment.  
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Standard Guide for Scope of Performance of Triage in a Prehospital Environment

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4.1 This guide is not intended to be used by itself, but as a component of Guide F1288. Merely conforming to the guidelines described herein will not ensure that adequate triage is carried out in a multiple casualty incident.  
4.2 The purpose of this guide is to establish a methodology for performing triage.  
4.3 Individuals responsible for performing triage must be proficient in triage methods and related life-saving techniques.  
4.4 A basic concept of triage is to do the greatest good for the greatest number of casualties.  
4.5 The assessment process must be focused so as to identify those most at risk of early death who are likely to be salvaged by rapid medical intervention.  
4.6 Triage allows the most efficient use of available resources.  
4.7 This guide acknowledges many types of individuals with varying levels of emergency medical training. It also establishes a minimum scope of performance and encourages the addition of optional knowledge, skills, and attitudinal objectives.  
4.8 A vital role in the development of and operational application of triage is that of medical control. This guide should be used by medical directors in the determination of operational and medical protocols for use during MCIs.  
4.9 This guide is intended to assist those who are responsible for defining the scope of performance of individuals who perform triage.  
4.10 For the purpose of this guide the word “injured” includes both sick or injured patients, or both.
SCOPE
1.1 This guide covers minimum requirements for the scope of performance for individuals who perform triage at an emergency medical incident involving multiple casualties in a pre-hospital environment.  
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1.3 Operating within the framework of this guide may expose personnel to hazardous materials, procedures, and equipment. For additional information see Practice F1031 and Guides F1219, F1253, F1285, F1287, F1288, F1489 and F1651.  
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SCOPE
1.1 This guide covers the minimum training standards for First Responders (FRs) who may be responsible for the initial care of sick and injured persons of all ages in the prehospital environment.  
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Standard Guide for Training and Evaluation of Individuals Who Are Responsible for or Perform Triage in a Prehospital Environment

SIGNIFICANCE AND USE
4.1 This guide is intended for use by those responsible for the development and implementation of training programs, that include competency evaluation, for triage in the prehospital environment.  
4.2 This guide is not intended to be used by itself, but as a component of Guide F1288.  
4.3 This guide acknowledges many types of individuals with varying levels of emergency medical training. It also establishes a minimum training standard and encourages the addition of optional knowledge, skill, and attitudinal objectives.  
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4.5 At the beginning of the program, students shall be informed of the course objectives and requirements for successful completion.
SCOPE
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