Writing Better NREMT-Style Questions with Todd Vreeland [Part 1]

Preparing Students for the Modern NREMT: A Conversation with Terrie Goode

What does it really take to prepare EMS students for success on the National Registry exam and in the field? In this episode of the National Registry of Emergency Medical Technicians focused We Are EMS Educators podcast, Dan Limmer, Chuck Elias, and Todd Vreeland sit down with Terry Agadi, Education Stakeholder Relations Program Manager at the National Registry, for a candid conversation about modern EMS education, exam readiness, and clinical judgment. Terry shares insights from decades in EMS as a provider, instructor, state education leader, and now national educator advocate. The discussion covers the biggest challenges facing EMS students today, including study habits, confidence, time management, technology-enhanced exam items, and the growing importance of clinical reasoning over memorization. You’ll also hear practical strategies educators can use immediately: * Building stronger study habits and retention techniques * Preparing students for technology-enhanced and clinical judgment questions * Teaching beyond memorization toward patient-centered decision making * Supporting students through stress, burnout, and real-world barriers * Understanding recent National Registry exam and website changes Whether you teach EMTs, paramedics, or are preparing students for certification, this episode offers a clear look at where EMS education is headed and how educators can better prepare the next generation of clinicians

Building Pathways in EMS: A Conversation with David Page

David Page breaks down how EMS Corps is reshaping EMS education—opening doors for underserved students, rethinking how we teach, and building a workforce that truly reflects the communities we serve.

Writing Better NREMT-Style Questions with Todd Vreeland [Part 2]

Build NREMT-style items that work. Dan Limmer and Chuck Allias sit down again with Todd Vreeland—former NREMT exam coordinator and Philly Fire medic—to turn blueprinting into crisp, Registry-style questions. They break down stems, keyed answers, and the art of writing plausible (not random) distractors; show how to keep choices equal in length and tense; and strip out “dark and stormy night” fluff so the stem follows the flow of a call. You’ll hear when negatives are fair game, how to fold repeated verbs into the stem, order numeric lists, and mine students' fill-ins for real-world distractors. They touch on timing (why MC items read in ~half a minute), updating items as guidelines evolve, and what’s different about clinical judgment/TEI items. Finish with a simple style sheet and a team review process that removes clues, raises difficulty correctly, and produces fair, focused items that separate knowing from guessing.

Writing Better NREMT-Style Questions with Todd Vreeland [Part 1]

Stop guessing, start blueprinting. Dan Limmer and Chuck Allias sit down with Todd Vreeland, former NREMT exam coordinator and Philly Fire medic, to show how real Registry-style items get made. Learn what to test, how to map to the Education Standards and Scope of Practice, and why publisher banks miss the mark. Walk away with a simple plan to build fair, focused exams that improve pass rates. Part 2 tackles stems, distractors, and polish.

Helping Every Student Succeed: A Conversation with Dr. Mike Miller

In this episode of We Are EMS Educators, Dan Limmer talks with Dr. Mike Miller, Assistant Director of the Committee on Accreditation of EMS Programs, about what it takes to help more students succeed in EMS education. They explore the reasons students leave programs, what educators can do to reduce attrition, and how simple changes—like better support, connection, and teaching strategies—can make a lasting difference. They also discuss the role of accreditation, the importance of mentoring, and why supporting educators themselves is key to strong programs. Recorded live at Accreditcon, this episode offers a clear look at practical ways to improve EMS education, from both sides of the classroom.