Teachers’ Guide 11/20/04 ~ 9/11/05 This exhibition is presenting sponsorship by the New York
State Department of Health, Bureau of Emergency Medical Services. Additional support has been provided by
Laerdal Medical Corporation, United New York Ambulance Network, and Upstate
Medical University. Media sponsorship
was provided by EMS Magazine.
The
New York State Museum is a program of the
Teachers’ Guide Teacher Background Information on Emergency Medical Services (EMS) in New York State In the twenty-first century, we expect medical help to
come to the aid of the seriously ill or injured no matter where that might
be. Thanks to a network of volunteer,
non-profit and commercial agencies, ambulances in both the most densely
populated cities and the least settled rural areas bring us medical providers
who treat and transport patients to hospitals for definitive care. It hasn’t always been this way. Until the nineteenth century, emergency departments did not exist
as we know them today. In the cases of
severely afflicted patients, physicians gave medical care in patients’ homes or
wherever the injured and sick might be.
As hospitals came into being in urban settings, medical
staff could provide services beyond the capabilities of individual
doctors. Following the initial use of
horse-drawn ambulances in military campaigns, including the American Civil War,
similar vehicles began to bring patients to hospitals in New York’s
cities. In more rural areas beyond the
hospital network, first aid and ambulance transport would come only with the
general use of automobiles. In the
meantime, those seeking emergency treatment waited for a doctor to arrive or
sought their own means of transport to medical help. The following
section is historical Information about medical services from exhibition
panels.
Emergency Medical Services 1869-1915 1869 ·
With the first use of a
Bellevue Hospital ambulance in Manhattan, emergency medical service had its
start in New York State. In the following decades, ambulance transportation was
limited to urban areas. Hospitals operated horse-drawn ambulances into the
twentieth century, with a driver and physician attendant. The physician was
prepared to administer medicines and even do minor surgery. 1900s ·
In June, a
self-propelled electric ambulance went into service at St. Vincent’s Hospital
in New York City. The vehicle was built by Frederick R. Wood and Son and had a
speed of fifteen miles per hour and a range of twenty-five miles before
requiring recharge of the batteries. 1910s ·
More motorized
ambulances, including those powered by internal combustion (gasoline) engines
were in use in New York’s cities. Specialty manufacturers were building motor
ambulances, often variations of hearse bodies. Builders used chassis produced
by others or assembled their own. Emergency Medical Services 1915-1960 1920s ·
In many places, funeral
homes provided ambulance service. If a dedicated ambulance was unavailable, a
hearse or combination hearse-ambulance often transported patients to hospitals.
Standard equipment on ambulances included a removable cot on wheels and a seat
for the attendant. Provision was made for heating the patient compartment with
some deluxe ambulances featuring hot and cold running water. 1930s ·
After motor vehicles
became common in rural parts of New York State, volunteer ambulance agencies
usually organized, under the auspices of local fire departments. Equipment in
the patient compartment often was limited to a stretcher, linens, splints and
dressings. Sometimes resuscitators and oxygen tanks were carried, and the first
radio communications took place. 1950s ·
American Red Cross
first aid handbooks served as the standard for treatment provided by ambulance
attendants who were not physicians. Attendants continued to concentrate on
transporting patients to the hospitals rather than on medical care. By the
1950s, better-trained ambulance personnel (non-physicians) were prepared to
clear airways, perform artificial respiration, control bleeding, splint
fractures, assist in childbirth, and deal with poisonings. The 1950s began an era when for-profit specialized
companies provided service in many large cities, displacing ambulances run by
hospitals and funeral directors. Emergency Medical Services 1960-2000 ·
Pre-hospital care
changed radically in the second half of the twentieth century. This revolution
was due to advances in medicine, especially in the rapid treatment of heart
attacks and of trauma that, in part, came out of the war in Vietnam. In
addition, the standards of the National Highway Safety Act of 1966 required
comprehensive training and certification of ambulance personnel. Emergency
Medical Technicians (EMTs), become as much health care providers as
transporters. ·
Ambulances carried much
more sophisticated equipment, such as defibrillators. ·
During this time
period, advanced EMTs with training and certification were now called
paramedics. ·
In January of 1997, at
a minimum a person certified to respond to an emergency had to staff each
ambulance. ·
As of January 1, 2000,
the minimum required to respond to an emergency with an ambulance was EMT
certification. ·
Direct radio
communication took place between the ambulances and hospitals. By the
mid-1970s, the first such paramedics went into service in New York City. ·
By the late 1990s, each
ambulance was certified to provide a specific level of patient care, the
minimum being that offered by basic level EMTs. ·
In 1996, municipal EMS
in New York City became part of the Fire Department of New York, now the
largest EMS operation in the country. ·
In 1970, the State
Department of Motor Vehicles registered 1,900 ambulances, with 621 in New York
City. ·
In 1990, the New York
State Department of Health documented 1,180 ambulance operations, with 46,247
people (81% volunteers) certified to provide emergency medical services at
various training levels. Emergency Medical Services Today Non-profit agencies, both
independent operations and those associated with fire departments, comprise the
largest group of EMS providers in New York State. Hospitals, once the key
component in municipal ambulance service, continue to provide significant
ambulance response. Volunteer ambulance services
across the State are the primary EMS providers in rural and some suburban
communities. The number of times that these ambulances attend emergencies is
much smaller than urban providers and the distance that they travel to
hospitals is usually much greater. For-profit ambulance operations account for
most of the million-and-one-half emergency calls (and as many non-emergency
transports) in the state each year. Commercial ambulances serve many of New
York’s large cities, although in some cases they work cooperatively with public
safety emergency medical agencies. For example, the Albany Fire Department
provides paramedic treatment in the field while commercial ambulances transport
and treat patients en route to city hospitals. Compared with the service
provided 50 years ago, ambulance squads of all types offer much more advanced
levels of emergency medical care as well as express rides to hospitals. Teacher Background Information on the Exhibition In 1989, Myron Gittell, a nurse, EMT and ambulance
collector, came to the New York State Museum and saw the fire apparatus
exhibit. Mr. Gittell inquired about the
lack of ambulances in the firefighting gallery, a query that was directed to
Geoffrey Stein who is the curator of the fire apparatus exhibit. Within a short time, the two men developed a
proposal for an ambulance exhibit. The Museum’s temporary exhibitions committee rejected
this proposal. After the September 11th,
2001 catastrophe and with the subsequent important role that the New York State
Museum played in commemorating and interpreting the events of that day and
later, a new appreciation for emergency workers of all types was born. The exhibit proposal was resubmitted and
accepted by the temporary exhibition’s committee, which put the exhibition on
the calendar. Once again, Myron Gittell played a key role in
volunteering his time and knowledge in finding many of the vehicles scheduled
for display in this exhibition. All but
one ambulance and almost all of the medical equipment in “Help is Here” is
borrowed. The very long list of lenders includes ambulance squads,
municipalities, museums, and individuals. Exhibit Goals-
To exhibit and interpret
artifacts of pre-hospital and hospital era emergency medical transport
(ambulances) and treatment (medical equipment) from the twentieth century. -
To present museum visitors an
outline of the evolution of emergency medical services from the post-Civil war
era to present. Exhibit Contents The large exhibition hall: -
Fifteen ambulances
representing distinct time periods or types of emergency medical transport. -
Artifacts of ambulance design
and construction (i.e., builder’s design drawings, etc). -
Artifacts of patient retrieval
(i.e., rescue litters, stretchers, etc). -
Four ambulances are open for
an interior view o
1939 Pontiac-Superior o
1974
Cadillac-Miller-Meteor o
1997 Ford-Horton o
2004 Ford-McKay Miller The
small attached exhibition hall: -
It is divided into four groups
pertaining to emergency medical services o
Ambulance Operations
and Communications o
General Medical
Equipment o
Heart and Lung:
Cardio-Pulmonary Emergency Equipment o
Broken Bones: Trauma Standards that can be addressed while using this exhibitØ
NYS Learning Standard:
Mathematics, Science, and Technology o
Standard 5 – Technology
5.5:
History and Evolution of Technology Teachers
can address how medical technology has advanced since 1869. 5.6:
Impacts of Technology Teachers
can address how the positive and negative impacts of technology across time
affected society and individuals. o
Standard 6 –
Interconnectedness: Common Themes 6.5:
Patterns of Change Teachers
can help students to identify how ambulances have changed over time and the
effects of these changes upon emergency medical services over time. o
Standard 7 –
Interdisciplinary Problem Solving 7.1:
Connections Teachers
can address how science and technology work together to develop new medical
practices. Ø
NYS Learning Standard:
English Language Arts o
Standard 1.1 – Language
for information and understanding: Listening and reading Teachers
can direct students to read text labels for information in the exhibit. Ø
NYS Learning Standard:
Social Studies o
Standard 1 – History of
the United States and New York 1.1: Development of American culture Teachers can address the evolution of emergency medical practices in the twentieth century. 1.2: Important cultural values Teachers can address how emergency medical treatment in New York State was given and how decisions about medical treatment were made. 1.4: Change across time Teachers can address how emergency medical treatment in New York State has changed over time. A topic to explore with students of all age levels In conjunction with the
Help is Here exhibit, teachers and students can research how to volunteer for local
fire departments for fire fighting and for providing emergency medical
treatment. Teachers can take their students to visit the fire departments and
receive information explaining how people become volunteers in this field. Student Activities
v Each visit activity may or may not include a pre-visit or post-visit activity to do. v Please bring something upon which students can write. Using walls to write upon is not allowed in the Museum. v Please feel free to adapt any part or all of an activity to meet the needs of your class and curriculum. v Please feel free to share or to distribute the contents of this guide with colleagues. Suggested Activities for Elementary Students Pre or Post-Visit Activity: Skill Goals: ·
Write to transmit information. ·
Present information clearly, concisely, and comprehensibly. Content Goals: ·
Organize information according to an identifiable structure Learning Standards: ·
English Language Arts 1.2 ·
Social Studies 3 ·
Health 2.1 Students can create an evacuation plan for the classroom
(or for the whole school with older age students). Students should think about
the steps necessary to get out of their building in the event of an emergency.
They can draw a map with two (or more) possible routes out of the building and
write step-by-step instructions for other members of the class. Once the plan
is complete, students can trade maps and instructions with one another. Compare
students’ routes to the official school evacuation plan. An adaptation of this activity is to have a class
work on an evacuation plan as a group. Another neighboring class can also work
on an evacuation plan as a group. Once each class completes their plan, they
can trade the plan with each class. The students can compare and contrast the
routes each class developed. They can also compare and contrast the two plans
to the school official emergency evacuation plan. Visit: Skill Goals:
Content Goals:
Learning Standards:
This activity emphasizes the
skills of comparing and contrasting. To prepare for this activity, please bring
pencils, sheets of blank paper, and something upon which students can write. a) The students choose two ambulances and draw them. b) The students create a list of the differences between
the two ambulances. c) Older students can write down a list of differences. d) In the classroom, the students can share with the
class their drawings and lists. Or: a) The students choose one ambulance and draw it.
Include details of features such as equipment, ladders, and so on. b) The students find another student to work with who
drew a different ambulance from the one that they drew. c) The students with their partner then compare the
differences in the ambulances that they drew. d) Older students can write down the list of differences
to share in class when they return. Suggested Activities for Junior High or High School Students Visit: Skill Goals:
Content Goals:
Learning Standards: ·
Social Studies 1.2 ·
Social Studies 1.4 ·
English Language Arts
1.2 In the Help is Here
exhibition, the students can pick two ambulances from different eras about
which to write. For example, the students might choose the S & S Cadillac
ambulance from 1967 and the Miller-Meteor ambulance from 1957. The students can
write down a list of all the features for each ambulance on a piece of paper. Once they have looked
closely at the ambulances and made their lists, have the students enter the
“Patient Care” section of the gallery. In this gallery, the students can look
through the variety of medical equipment and list what equipment might have
been carried in each ambulance (please note that there is not much medical
equipment in the exhibit prior to the 1950s). It is important to stress to the
students that they need to keep the year of the ambulances they chose in mind
when listing the equipment that might have been carried because the ambulance’s
year will correspond with what kind of medical equipment was stocked. When the students have
completed their lists of both the ambulance features and the medical equipment
possibilities, have the students walk to the back of the exhibit and look
closely at the Ford-Horton ambulance from New York City’s Fire Department. The
students can discuss in a group or write individual lists about the features of
this ambulance along with a discussion of the kinds of medical equipment that
would be carried today. With this information about
the Ford-Horton ambulance written, the students can then visit the World Trade
Center Exhibition. In this exhibit, the students can make comparisons about
what the emergency medical response might have been to the collapse of the
Trade Center had the ambulances they chose responded to the tragedy. For
example, what would the response of the Miller-Meteor ambulance from 1957 have
looked like? Finally, what did the response in 2001 with ambulances similar to
the Ford-Horton look like? In this discussion, the students can consider what
the strengths and weaknesses for each ambulance responding to 9-11 might have
been. Scavenger Hunt Worksheet This worksheet is to be used
in the exhibit hall. Please make one copy for each student before your visit to
the Museum. Skill Goals: ·
Contrast and compare
emergency vehicles and equipment ·
Explore the use of
emergency medical equipment ·
Explore efficiency
measures for emergency medical equipment Content Goals:
Learning Standards:
Scavenger Hunt
Scavenger
Hunt Answers 1. Gongs (1911 & 1918), bells, sirens, lights 2. 1974, 1997, 2004 Cabinets
were used for storage and more medical equipment 3. Stretchers (reeves, scoop), Stokes basket, Stair
chair 4. 1917 – medical bags and boxes were used 1974 – built in cabinets and medical bags The students “compare and contrast” answers will
vary. 5. In 1960, CPR was used 6. Hearses, transporting patients, treating patients,
parades 7. Trauma kit – several items are in the kit Glossary Airway: (noun) a passage for
air into the lungs. Ambulance: (noun) a
vehicle/van that carries a person who is sick or hurt to the hospital. Ambulance Attendant: (noun)
a person who does not necessarily have medical training but
who rides in the ambulance with the sick or hurt person. Artificial Respiration: (noun) the rhythmic forcing of air into and out of the lungs of
a person whose breathing
has stopped (www.webster.com); this is a medical
treatment used to help a person breathe Chassis:
(noun) the support frame of the ambulance. Cot:
(noun) a bed for transporting patients, which can be taken down and set up
easily. Dressing: (noun) bandages
used for covering a wound; (verb) the process of covering a wound. Defibrillator: (noun) an
electronic device that applies an electric shock to restore the rhythm
of a fibrillating heart (www.webster.com);
a piece of medical equipment that
helps the heart to start beating. Emergency Medical Personnel:
(noun) the people who drive the ambulance, attend the patients
and provide medical services. Emergency Medical
Technician: (noun) people who can provide medical services on an ambulance. First Aid: (noun) emergency
treatment given to a hurt or ill person. Fractures: (noun) breaks in
bones. Health Care Provider: (noun)
a person who gives medical help to a patient. Hearse: (noun) a vehicle
that carries dead bodies to the grave site. Heart Attacks: (noun) this
is damage to the heart muscle. Hospitals: (noun) a place
where sick and hurt people are given medical treatment. Intubation: (noun) the
introduction of a tube into a hollow organ such as the trachea. Life Support Techniques:
(noun) ways through medical treatment to help a person continue
to live. Linens: (noun) cloth used to
cover things, such as beds. Oxygen Tanks: (noun)
equipment that carries oxygen for use with helping people breathe. Paramedics: (noun) a
specially trained medical technician licensed to provide a wide range
of emergency services (such as defibrillation and the intravenous administration
of drugs) before or during transportation to a hospital (www.webster.com); people trained in
emergency medical techniques who work on ambulances for the purpose of treating
ill or injured people at the place where the people are found. Resuscitator: (noun) an
instrument that is used to revive someone who can’t breathe. Splints: (noun) pieces of
plastic or wood used to keep a broken leg straight and in place. Stretcher: (noun) a cot used
to carry a sick or hurt person; some stretchers are carried and
some are on wheels and pushed. Transporters: (noun) people
who ride with the sick or hurt person to the hospital but may
not be able help the person. Trauma: (noun) an injury (as
a wound) to living tissue caused by an extrinsic agent <surgical
trauma>; a disordered psychic or behavioral state resulting from
mental or emotional stress or physical injury; an agent, force, or mechanism
that causes trauma (www.webster.com); a serious
injury to the body that is caused by some outside source such as a blow to the
head. Teachers’ Guide Evaluation
Name of School ________________________________________________________ Date of Visit
___________________________________________________________ Name of lead Teacher
___________________________________________________ Grade Level(s)
_________________________________________________________ Teachers’ Guide Used
___________________________________________________
What did you like most about
this guide? ______________________________________________________________________ ______________________________________________________________________ What needs to be improved? ______________________________________________________________________ ______________________________________________________________________ Additional Comments: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Thank you for your participation in this evaluation. Please fax or mail this evaluation
to: Director of Museum Education and
Public Programs New York State Education Department Cultural Education Center 3029 Albany, New York 12202 FAX: 518-473-8496 |