General and Universal Medical Care

$ 20.00

Consolidate knowledge in the initial assessment and management of EMS patients.

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SKU: PARGNUN Categories: , ,
Course type: Online; Self-Paced
Specialty: Universal Care
Language: English / Portuguese
Resources: Handbook
Level: Intermediate
Target: Paramedic
Modules: 5
Durations: 2 months
Time Effort: Up to 110 min per module
Certificate: Yes

Course Description

Simulation through virtual patients allows professionals to practice in highly realistic scenarios that support advanced skills acquisition and knowledge retention. Paramedics are health care professionals with the knowledge to respond to, assess, and examine emergent, urgent, and non-emergent medical care situations. Their training enables them to determine a patient’s physiological, psychological, and psychosocial needs to provide complex immediate care to a patient and, if necessary, refer him to a higher level of care.

General and Universal Medical Care course uses virtual patients to provide specific training in solving complete and complex scenarios with virtual patients. Through five clinical scenarios, paramedics can develop their skills in the approach and treatment of various clinical conditions, such as respiratory distress, hyperglycemia, status epilepticus, sickle cell disease, influenza and dehydration.

Course Overview

  • 5 Modules
    • 5 virtual patient cases of a basic level of complexity.
  • Average Time to practice (per module)
    • Clinical Scenario: 20 minutes per attempt (3 attempts: 60 minutes)
    • Final attempt (if applicable): 20 minutes
    • Multiple Choice Question: 5 minutes
    • Feedback Area: 10 minutes
    • Learning Objectives and Scientific References: 5 minutes
    • Handbook: 10 minutes
    • CE Hours: 9
  • Online, Self-paced
    You have up to 2 months to complete the 5 modules at your own pace.
  • Certificate of Completion
    Certificate by the Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE).

Learning Objectives

• Assess the security of care;
• Develop skills in understanding a patient’s clinical history applying SAMPLE;
• Assess pain with OPQRST;
• Assess and performed advanced prehospital interventions;
• Provide adequate treatment according to signs and symptoms;
• Perform interventions with basic and advanced equipment typically found on an ambulance, including diagnostic equipment;
• Provide specialized care during transport.

Clinical Competencies


• Universal safety measures procedures
• Promote patient safety

Airway and Breathing

• Airway – naso/oropharyngeal; supraglottic; Endotracheal intubation
• Chest tube placement – assist only
• Oxygen therapy (nasal cannula; non-rebreather; simple face mask; high-flow mask)
• Pulse oximetry
• Suctioning – upper airway


• Assess and interpret pulse (rate, rhythm and volume)
• Cardiac monitoring – 12-lead ECG (interpretive)

Medication- Routes

• Aerosolized / nebulized
• Intramuscular
• Intravenous
• Intranasal – unit-dosed, premeasured
• Mucosal / Sublingual
• Rectal
• Oral

Module 1 Generalized pain and fever

Context: The evaluation of the patient must be completed with interventions appropriate to their condition. The patient’s condition and interventions performed must be communicated as soon as possible to prepare the hospital that will receive the patient.
Virtual Scenario: Antoinette is retired and decides to take a cruise around the world. Upon her return, she complains of general pain, fever, tiredness, and nausea.

Module 2 Obvious distress

Context: A person with respiratory difficulty usually shows signs of respiratory effort and dyspnoea. With the onset of lung injury, patients initially note dyspnea with exertion. Also presents a rapid progress towards severe dyspnea at rest, tachypnea, anxiety, agitation, and the need for increasingly high concentrations of inspired oxygen.
Virtual Scenario: Alice lives alone but a few days ago she went to the nursing home to see her boyfriend. After that she has generalized pain and she can barely move.

Module 3 Feeling jittery on the street

Context: The body regulates and uses glucose as fuel. This balance can be dysregulated and a deficit or excessive increase of glucose in the blood can occur. High levels can lead to disorders of the circulatory, nervous, and immune systems.
Virtual Scenario: Andre Male is a former drug user who lives on the street. He called for an ambulance complaining of feeling jittery and not being able to stop urinating.

Module 4 Seizure in the living room

Context: A seizure is a sudden, uncontrolled electrical disturbance in the brain. This clinical condition can cause changes in a patient’s behavior, movement, or even changes in the patient’s state of consciousness. When there is a recurrent presence of seizures, namely two or more, this condition is defined as epilepsy.
Virtual Scenario: Joanna is known to have epilepsy and was found by her mother having a tonic-clonic seizure in the living room. Her mother called an ambulance after the second time it happened since she was not recovering from the seizure like she normally does.

Module 5 Generalized pain after football game

Context: Chronic pain patients have learned to adapt to the pain and it may not seem uncomfortable, although it is present. However, patients can experience acute pain attacks in extreme conditions.
Virtual Scenario: David went to see a football game and complained that he’s not feeling well and has a lot of generalized pain. He left the game and called an ambulance.

Authors and Speakers

With a multidisciplinary group of international clinical reviewers, Body Interact ensures a high standard of accuracy, diversity, and impact of its course.

Trauma Specialist Doctor Antonio Marttos

Antonio Marttos

CAPCE Program Medical Director

Scientific References

  1. Cunningham C, Richard K. National Model EMS Clinical Guidelines. National Association of State EMS Officials. 2019; Version 2.2: 10.
  2. National Association of State EMS Officials. National EMS Scope of Practice Model.2019; DOT HS 812 666
certification CAPCE

CAPCE The Commission on Accreditation for Pre-Hospital Continuing Education

F3 accreditation
9 hours of continuing education


The Commission on Accreditation for Pre-Hospital Continuing Education (CAPCE) maintains standards for the delivery of emergency medical services (EMS) continuing education. It was chartered in 1992 to help students make informed decisions regarding the quality of educational activities.


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