The Special Operations Combat Medic Course (SOCM) is a nine month long course consisting of six training blocks and a one-month long hospital rotation. The design of the course progresses the students from the fundamentals of medicine to advanced combat casualty management over its duration. The SOCM leadership is responsible for ensuring continuity of instruction, but there is a lack of interaction among the leadership of the individual blocks and their instructors. More intimate integration and knowledge sharing between the blocks would create a holistic training environment that would seamlessly blend training into a contiguous process capable of producing an even higher quality of combat medic.
The six blocks of training that make up the …show more content…
A common complaint of cadre in the Combat Trauma Management (CTM) phase of training is that students spend too much time focusing on the minutia of anatomy and physiology during the earlier blocks and cannot reliable locate vital gross anatomy of simulated combat patients during their block. A common complaint from the students is that grading criteria is not standardized throughout the course. Treatment order, or techniques taught in one block will earn them a no-go in the next and vice versa. This dichotomy exits because the PIs or NCOICs only have to standardized the grading criteria within their individual blocks based on their interpretations of standards of care. There is not an overarching standard common to all …show more content…
The Change Agents should have personal buy-in on the change. For the SOCM Course this should be block level leadership that have approached the command or CPL and expressed their support of the change. Step 6 is to create early adopters and have them beta test the new plan. By utilizing one of the cadre selected by a CA, for example an instructor in Trauma II that falls under the NCOIC CA, you ensure a fair trial. To choose someone at random invites the possibility of someone sabotaging the beta test and potentially the plan. If the right instructor is chosen, they will give an honest attempt at making the change successful. They’ll be cooperative and helpful in their guest block, creating a positive experience for everyone involved. This will help create a short-term win and develop support for the
The six blocks of training that make up the …show more content…
A common complaint of cadre in the Combat Trauma Management (CTM) phase of training is that students spend too much time focusing on the minutia of anatomy and physiology during the earlier blocks and cannot reliable locate vital gross anatomy of simulated combat patients during their block. A common complaint from the students is that grading criteria is not standardized throughout the course. Treatment order, or techniques taught in one block will earn them a no-go in the next and vice versa. This dichotomy exits because the PIs or NCOICs only have to standardized the grading criteria within their individual blocks based on their interpretations of standards of care. There is not an overarching standard common to all …show more content…
The Change Agents should have personal buy-in on the change. For the SOCM Course this should be block level leadership that have approached the command or CPL and expressed their support of the change. Step 6 is to create early adopters and have them beta test the new plan. By utilizing one of the cadre selected by a CA, for example an instructor in Trauma II that falls under the NCOIC CA, you ensure a fair trial. To choose someone at random invites the possibility of someone sabotaging the beta test and potentially the plan. If the right instructor is chosen, they will give an honest attempt at making the change successful. They’ll be cooperative and helpful in their guest block, creating a positive experience for everyone involved. This will help create a short-term win and develop support for the