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EMSWORLD.com | MAY 2016 27 of Sciences of the United States of America showed a 55% higher probability of failing a class during traditional lecture vs. active learning. 2 With that information, why do we con- tinue to lecture for hours on end? Are we slaves to tradition? Or are we simply resis- tant to change? Either way, our methods and styles of teaching need to evolve. It's About Timing There are many way to present material other than the traditional lecture. We use several techniques in the classroom includ- ing whiteboard challenges, case studies, games, video projects, research projects and student-led classes. There are new methods of "flipping" the classroom, using scenarios, employing case studies, relying upon stu- dent interaction and creating situational simulation. At Motlow, we rely heavily on simulation, not only during scenarios, but also in everyday teaching. A paramedic's timing is vitally important to treating patients and managing a call. If our scenarios and simulation only take 10 minutes, but calls take 40 minutes, how can a student perfect timing of treatment and continued assessment? When a student is supposed to wait 3–5 minutes to adminis- ter a drug, what do they do with the time between doses? In the past, many educa- tional facilities just verbalized the actions rather than perform them. Without this practice, how can students develop timing and their internal clock? When a student wants to treat a patient with medication, she or he has to draw the simulated medication into a vial and go through the "six rights." If they want to give a specific dose of medication, they have to perform the skill. They can't simply verbalize that they administer it. Students are always amazed at the length of time it takes to draw medications properly, and how important timing is. Paramedic coordinator Justus Smith supervises while paramedic students work to stabilize the patient and fire recruits cut the patient out of the vehicle.