ASTM F1257-22

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Advanced Emergency Medical Technician

SIGNIFICANCE AND USE
4.1 Since the quality of pre-hospital AEMT training depends, in large measure, on the instructional abilities and competencies of the AEMT 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 AEMT 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 ALS/EMT instructors for ALS/EMT training and education programs.
SCOPE
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 that include instruction in advanced life support knowledge and skills.  
1.2 This guide identifies six categories of instructor in an AEMT (advanced 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 AEMT 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 an AEMT training program 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 AEMT training courses designed to prepare an individual for certification to practice above the level of the 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 AEMT 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.

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

Relations

• Refers: ASTM F1031-00(2012) - Standard Practice for Training the Emergency Medical Technician (Basic)
• Effective Date: 01-Jul-2012
• Refers: ASTM F1031-00(2006) - Standard Practice for Training the Emergency Medical Technician (Basic)
• Effective Date: 01-Mar-2006
• Refers: ASTM F1031-00 - Standard Practice for Training the Emergency Medical Technician (Basic)
• Effective Date: 10-Oct-2000

Overview

ASTM F1257-22 is the internationally recognized standard guide for the selection and practice of Emergency Medical Services (EMS) instructors in Advanced Emergency Medical Technician (AEMT) training programs. Developed by ASTM International, this standard provides EMS agencies and institutions with clear guidelines for choosing and utilizing AEMT instructors responsible for teaching advanced life support (ALS) knowledge and skills. The document defines instructor categories, outlines essential qualifications, and supports the development of effective instructional teams, with the overarching goal of ensuring high-quality pre-hospital care education and patient outcomes.

Key Topics

• Instructor Categories:
  The standard identifies six types of instructors within AEMT programs:

  • Adjunct Instructor
  • Clinical/Field Preceptor
  • Practical Skills Instructor
  • Associate Instructor
  • Course Instructor/Coordinator (I/C)
  • Course Administrator
    (Specific selection and utilization guidance are provided for clinical/field preceptors, practical skills instructors, associate instructors, and course instructors/coordinators.)

• Criteria for Selection:
  The guide establishes clear expectations for instructor qualifications, including:

  • Relevant education, certifications, and clinical experience
  • Demonstrated competency in advanced life support practices
  • Completion of instructor training programs with defined knowledge and skills objectives

• Scope of Responsibility:
  Guidance is given on instructor roles, scope of authority, and core responsibilities, such as:

  • Conducting and coordinating training according to program standards
  • Evaluating and documenting student competence
  • Maintaining current certification and engaging in continuing education

• Maintenance and Evaluation:
  Standards for the ongoing assessment of instructor performance, continuing education, and the maintenance of skills relevant to AEMT instruction are included.

Applications

ASTM F1257-22 is applicable to any organization delivering AEMT training programs that prepare candidates for certification above the standard EMT level. Practical applications include:

• EMS Agencies and Training Institutions:
  Develop comprehensive instructor selection processes and organizational policies.
• Certification and Regulatory Bodies:
  Reference guidelines to set or refine competency standards for instructors.
• Course Directors and Program Coordinators:
  Assign specific instructor roles and ensure ongoing instructor competency through evaluation and professional development.
• AEMT Instructors:
  Clarify required qualifications, responsibilities, and pathways for skill enhancement within advanced EMT programs.

By following ASTM F1257-22, institutions can build robust training teams, ensure uniform instruction quality, and align with best practices recognized across the EMS education sector.

Related Standards

Several key publications and standards complement ASTM F1257-22 in EMS education:

• ASTM F1031: Practice for Training the Emergency Medical Technician (Basic)
• NHTSA National EMS Scope of Practice Model
• NHTSA National EMS Education Guidelines
• National EMS Education Standards and Instructional Guidelines-Advanced EMT Instructor Guidelines

These documents provide additional context and detail for EMS education at multiple levels.

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Keywords: Advanced Emergency Medical Technician instructor qualifications, EMS instructor selection, advanced life support training, AEMT training programs, EMS education standards, ASTM F1257-22, instructor competency, EMS instructional team roles.

Standards Content (Sample)

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: F1257 − 22
Standard Guide for
Selection and Practice of Emergency Medical Services
Instructor for Advanced Emergency Medical Technician
This standard is issued under the fixed designation F1257; 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 1.7 This guide applies only to instructors who teach in
AEMT training courses designed to prepare an individual for
1.1 This guide is intended to assist emergency medical
certification to practice above the level of the EMT. It does not
services (EMS) agencies and institutions in selecting and
apply to instructors who teach in specialized courses that do
utilizing individuals who teach in EMT (emergency medical
not in themselves qualify the individual for a level of EMT
technician) training programs that include instruction in ad-
certification.
vanced life support knowledge and skills.
1.8 This guide does not establish certification requirements.
1.2 This guide identifies six categories of instructor in an
Such requirements should be established by the certifying
AEMT (advanced emergency medical technician) training
agency in the jurisdiction in which the AEMT instructor will
program: adjunct instructor, clinical/field preceptor, practical
function. This guide may be used to provide considerable
skills instructor, associate instructor, course instructor/
guidance to the jurisdiction responsible for establishing certi-
coordinator (I/C), and course administrator. The guide recog-
fication standards.
nizes that an individual may, depending on his/her level of
1.9 This standard does not purport to address all of the
practice and the training program involved, function in any or
safety concerns, if any, associated with its use. It is the
all of these categories.
responsibility of the user of this standard to establish appro-
1.3 This guide includes specific guidelines for
priate safety, health, and environmental practices and deter-
qualifications, training, education, experience, scope of
mine the applicability of regulatory limitations prior to use.
authority, responsibilities, continuing education, evaluation,
NOTE 1—Also see Practice F1031.
and maintenance of competency when applicable.
1.10 This international standard was developed in accor-
1.4 This guide does not include specific guidelines for the
dance with internationally recognized principles on standard-
course administrator or the adjunct instructor. While the guide
ization established in the Decision on Principles for the
recognizes, by offering a definition of each category, that these
Development of International Standards, Guides and Recom-
types of individuals function in many AEMT training
mendations issued by the World Trade Organization Technical
programs, the limited instructional roles played by these
Barriers to Trade (TBT) Committee.
individuals preclude the need for specific selection and utili-
zation guidelines.
2. Referenced Documents
1.5 This guide is intended to apply to any individual who
2.1 ASTM Standards:
teaches in an AEMT training program regardless of the
F1031 Practice for Training the Emergency Medical Tech-
individual’s present level of clinical practice.
nician (Basic)
2.2 Other Referenced Standards:
1.6 This guide intentionally omits references to length of
NHTSA National EMS Scope of Practice Model
pre-hospital care experience, teaching experience, and continu-
NHTSA National EMS Education Guidelines
ing education requirements. This guide also omits reference to
National EMS Education Standards and Instructional
waiverorequivalency.Theseissuesshouldbeaddressedbythe
Guidelines—Advanced EMT Instructor Guidelines
appropriate agency.
For referenced ASTM standards, visit the ASTM website, www.astm.org, or
This guide is under the jurisdiction of ASTM Committee F30 on Emergency contact ASTM Customer Service at [e-mail]. For Annual Book of ASTM
Medical Services and is the direct responsibility of Subcommittee F30.02 on Standards volume information, refer to the standard’s Document Summary page on
Personnel, Training and Education. the ASTM website.
Current edition approved March 15, 2022. Published March 2022. Originally Available from: http://www.ems.gov/education/EMSScope.pdf
approvedin1990.Lastpreviouseditionapprovedin2013asF1257 – 13,whichwas Available from: http://www.ems.gov/pdf/811077a.pdf
withdrawn January 2022 and reinstated in March 2022. DOI: 10.1520/F1257-22. Available from: http://www.ems.gov/pdf/811077d.pdf
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
F1257 − 22
3. Terminology curriculum. This person also oversees all instruction in the
course and makes final evaluations concerning student compe-
3.1 Definitions of Terms Specific to This Standard:
tence.
3.1.1 adjunct instructor—an individual with specialized
3.1.11 course medical director—the licensed physician who
subject matter expertise who, on occasion, instructs a specific
provides medical direction for all didactic and clinical instruc-
topic of a curriculum under the direction of the course
tion and clinical practice experience included in an AEMT
instructor/coordinator.
training program.
3.1.2 advanced emergency medical technician (AEMT)
3.1.12 evaluation—the process of verifying clinical and
training program—a course of instruction that provides an
educational skills and knowledge competencies of an AEMT
individual with the knowledge and clinical skills of emergency
instructor.
medical care necessary to function at a level ofAEMTpractice
above the level of EMT.
3.1.13 instructor training program—an educational pro-
gram that provides a foundation of essential educational
3.1.3 advanced life support—a level of pre-hospital emer-
principles to assist individuals to instruct in, or coordinate,
gency medical care that includes all EMT procedures and any
AEMT programs.
or all additional procedures, interventions, or techniques de-
fined by the National Standard Curricula, medical care that
3.1.14 practical skills instructor—an individual who assists
includes all EMT procedures and all additional procedures,
with practical skills instruction under the direction of the
interventions, or techniques defined by the National Standard
course instructor/coordinator.
Curricula.
3.1.15 qualification—a requirement which shall be met by
3.1.4 AEMTinstructor—anindividualwhoprovidesinstruc-
anAEMTinstructorcandidatepriortoselectionandpracticeas
tion in a training or education program for the AEMT person-
an AEMT instructor.
nel (NHTSA). The primary duty of the Advanced Emergency
4. Significance and Use
Medical Technician is to provide basic and emergent medical
care and transportation for critical ill and injured patients who
4.1 Since the quality of pre-hospital AEMT training
access the emergency medical system. This individual pos-
depends, in large measure, on the instructional abilities and
sesses the basic knowledge and skills necessary to provide
competencies of the AEMT instructor, it is imperative that the
patient care and transportation. Advanced Emergency Medical
individual selected and used in this capacity possess the
Technicians function as part of a comprehensive EMS
qualifications and capabilities necessary to provide effective
response, under medical control. Advanced Emergency Medi-
instruction.
cal Technicians perform interventions with the basic and
4.2 An AEMT instructor must possess clearly defined
advanced equipment typically found on an ambulance. The
knowledge and skills competencies, have clearly defined re-
Advanced Emergency Medical Technician is a link from the
sponsibilities and scope of authority related to instructional
scene to the emergency health care system. Educational Re-
programs, and meet other specific requirements pertinent to the
quirements: One of the eligibility requirements for licensure at
level of instruction.
this level requires successful completion of an accredited
4.3 Using this guide, EMS institutions and organizations
Advanced Emergency Medical Technician course.
should be able to develop requirements for selection and
3.1.5 associate instructor—an individual who possesses the
utilization ofALS/EMT instructors forALS/EMT training and
qualifications and education/training of a course instructor/
education programs.
coordinator but, in a specific course, assumes a supportive or
assisting role to instruct and coordinateAEMT programs. This
ADVANCED LIFE SUPPORT INSTRUCTOR
individual may substitute for the course instructor/coordinator
GUIDELINES
in case of necessity or serve as a course instructor/coordinator
in other courses.
5. Course Instructor/Coordinator
3.1.6 clinical certification—a standardized process for
5.1 An individual shall be considered eligible to serve as an
evaluation and recognition of an acceptable level of compe-
AEMT course I/C when requirements as outlined in 5.1.1 and
tence in a specific aspect of patient care.
5.1.2 have been met by that individual.
5.1.1 Qualifications—Prior to entering the instructor train-
3.1.7 clinical experience—practice in an area of patient
ing program, the course I/C candidate shall:
care.
5.1.1.1 Be at least a high school graduate or have a General
3.1.8 clinical/field preceptor—an individual who supervises
Equivalency Diploma (GED), preferably a degree in a support-
and evaluates the students during clinical or field experiences
ive discipline;
under the direction of the course instructor/coordinator.
5.1.1.2 Have pre-hospital patient care experience at least at
3.1.9 course administrator—an individual responsible for
the level being taught;
managing administrative details of a course, separate from
5.1.1.3 Be certified at least at the level being taught;
actual instruction of the course.
5.1.1.4 Demonstrate, at the level being taught, current
3.1.10 course instructor/coordinator (I/C)—an individual competenceinandknowledgeofemergencycareoftheacutely
who is authorized by the appropriate entity to present and ill or traumatized patient to the satisfaction of the appropriate
assess competence in all of the subject matter contained in a agency; and
F1257 − 22
5.1.1.5 Demonstrate to the instructor training agency read- 5.1.4.11 Shall coordinate student field or clinical activities
ing and language skills commensurate with resource materials with the clinical/field preceptors;
to be utilized in the AEMT training program. 5.1.4.12 Should have knowledge of the administrative and
legislative processes affecting the local, regional, or state
5.1.2 Education/Training/Experience—The course I/C can-
...