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.

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.

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.