First-Tac
Training package
CURRICULUM -TRAINING ON THE USE OF FORCE AND BASIC OF TACTICAL MEDICINE for first responding uniformed police officers
ERASMUS+ PROJECT FIRST-TAC
Development of Joint Curriculum for First Responders
on the Use of Force and First Aid Tactical Procedures
Title of the learning programme | Use of Force and Tactical Medicine Training |
European Qualifications Framework Level | Level 4 |
Duration of learning | 48 learning hours |
Learning programme group | Internal Security Public Security Security and defence |
Aim of the training
The training is focused on knowledge and skills improvement of first responding uniformed police officers regarding the use of force in performance of everyday tasks – inspections of persons and interiors – as well as building up capacity in providing first aid to different sorts of injuries. The training covers de-escalation techniques as well.
The aim of the training is to ensure that coercive measures are used efficiently and proportionally, under pressure proportionate to the threat, as a last resort, in accordance with EU standards and fundamental rights. Furthermore, the aim is to ensure that first aid assistance is given in accordance with TCCC and TECC guidelines. The training, therefore, includes specific tactics and techniques agreed as good practices by all project partners.
Requirements
Time: 48 hours overall
- 1 hour for the general part of the training
- 8 hours of online independent learning prior to the contact phase – 4 hours within the use of force unit, and 4 hours within the tactical medicine unit (via e-learning system)
- 38 hours of face to face learning – 24 hours within the use of force unit, 8 hours within the tactical medicine unit, and 8 hours dedicated to both units at the same time
- 1 hour for training evaluation
Learners: 24 (1 class)
Instructors: 2 tactics instructors, 2 techniques instructors, 2 first aid instructors
Resources:
- 1 PC or laptop with beamer,
- Internet access,
- 24 belts with pistol holsters, magazine pouches and rubber pistols; 24 handcuffs; 24 pepper sprays…
- 24 radio communication devices
- 48 modular bandages, 48 tourniquets, 100 compressed gauze
- 24 nasopharyngeal tube
- 1 Act fast rescue choking vest
- 1 package hygienic mask
- 24 chest seals
- 100 space blankets
- lubricant
- markers
- disinfection liquid
- 6 CPR adult mannequins
- 2 packages CPR foil
- 24 scissors
- 1 nasopharyngeal tube simulator
- 6 AED
- 24 IFAK pouches
- 6 soft stretchers
- fake wounds
- fake blood
- 2 packs of gloves
Location: classroom, gym with tatami, interiors and exteriors for situational exercises
Target group and entry requirements:
- First responding uniformed police officers
- Basic knowledge and skills regarding the use of force and first aid. Learners are expected to have prior basic understanding of principles in the use of force according to the national laws and EU standards, with full respect of fundamental rights principles, as well as basic skills in using force according to the principles of necessity, proportionality and precaution. They are also expected to have prior basic knowledge of BLS and CPR.
Training learning outcomes
On completion of this training, learners will be able to: |
LO1: outline basic principles related to the use of force during the performance of everyday police tasks, regarding the fact that it is the last resort, when all other non-physical means have been considered or exhausted |
LO2: apply methods and techniques of self-defence and use of force, alone and as a member of patrol, in accordance with safety regulations and principle of necessity, proportionality and precaution |
LO3: perform in accordance with established tactical procedures during the performance of everyday police tasks – inspection of people and interiors |
LO4: outline basic principles of TCCC and TECC guidelines |
LO5: provide first aid to injured persons – oneself, colleague, victim, bystander or suspect – in accordance with TCCC and TECC guidelines |
LO6: take responsibility for applying basic methods and techniques in the use of force and providing first aid, alone and as a member of team |
Learning Strategy
The training is focused mainly on skills improvement regarding the use of force in performance of everyday tasks – inspections of persons and interiors – as well as building up capacity in providing first aid to different sorts of injuries. Learners are expected to have basic knowledge in both targeted areas – use of force and first aid. The use of force related training covers theoretical and practical aspects in relation to the prevention and the use of force. That is why online independent learning is envisaged – to provide refreshment of the theoretical knowledge and serve as a starting point for practical learning. Therefore, there are three main points regarding the learning strategy:
- The training is organized as a blended learning – combining online and face-to-face learning. Online learning takes place before the face-to-face training, and covers the theoretical base regarding the use of force and TCCC and TECC guidelines. Face-to-face learning consists mostly of exercises and real-life scenario-based simulations.
- The training is organized with the learner-centred approach – instructors’ role is to facilitate the learning and help learners achieve learning outcomes. This means that feedback is continuous, individual and group, and that the learning process is steered according to the achievement of learners. For example, face-to-face learning can and will be modified according to the results of online learning – if the learners show weaker results in online assessment at the end of online phase, exercises in face-to-face phase will begin with short theoretical lectures.
- The training is organized in a way that there is a progression of learning – learners tackle theory first, than exercise techniques and tactics, and finally implement everything in scenario-based simulations.
This approach will ensure that learners achieve the required competence for performing tasks as patrol members.
Chosen training methods include individual and group work, short lectures and presentations, discussions, practical exercises, demonstration, role play, simulation).
Learners are expected to actively take part in the discussion and practical exercises. The trainers support the learners to explore and integrate the concepts related to the training and also steering the process and encourage debate.
Assessment strategy
The training assessment strategy is designed to support learners in reaching learning outcomes. It is based mostly on formative assessment, i.e. individual and group feedback. Even though there are no pass/fail assessments, instructors have an obligation to point out the critical mistakes clearly, and provide suggestions for the correct course of action.
Assessments measure the achievement in each step of the learning process, and are aligned with the learning outcomes. This means that the online learning, which covers mostly theoretical knowledge, is assessed with multiple-choice questions, while the skills are assessed in practical exercises. Multiple-choice questions are composed in such a way that they assess the application of theoretical knowledge, and practical exercises are created in a way to assess situational implementation of knowledge and skills.
Each day of the training is ended with a wrap-up session, with the summary of the topics covered and comprehensive group feedback regarding the learners’ performance. This is the opportunity for pointing out the critical mistakes (if any) once again.
The last, fifth day of the training is dedicated to the scenario-based exercises, which are in fact summative assessment of learners’ achievements throughout the training, and they cover both units – use of force and tactical medicine.
For the exercises, rubrics are created, in order to assess whether the learners have achieved learning outcomes in key areas. Feedback is provided throughout the course to ensure continuous progress and general critical standards are established.
Assessment structure of the training
Assessment | Unit | When | Method | Weight |
Theoretical | Use of Force | Online independent learning | Online multiple choice test | Pass 60% correct answers / fail (two re-assessments) |
Basics of Tactical Medicine | Online independent learning | Online multiple choice test | Pass 60% correct answers / fail (two re-assessments) | |
Practical – scenario 1 | Use of Force | Day 5 of practical training – morning session | Practical exercise – non-complex scenario simulation | Correct actions / critical mistakes |
Basics of Tactical Medicine | Day 5 of practical training – morning session | Practical exercise – non-complex scenario simulation | Correct actions / critical mistakes | |
Practical – scenario 2 | Use of Force | Day 5 of practical training – afternoon session | Practical exercise – complex scenario simulation | Correct actions / critical mistakes |
Basics of Tactical Medicine | Day 5 of practical training – afternoon session | Practical exercise – complex scenario simulation | Correct actions / critical mistakes |
Training risk analysis
The goal of training risk analysis is to evaluate and mitigate training risks, that is to ensure the safety and health of training participants in every aspect related to attending training. The risk analysis for training is prepared by the activity leader (lecturer/instructor/trainer). The risk analysis should contain an assessment of the level of danger that may arise during the training and the measures that need to be introduced to protect the health and safety of the trainees and other actors involved in the training.
All training providers are authorized to implement security measures in order to avoid or reduce the risk of endangering the life, health and property of training participants, employees of the institution where the training is carried out, and third parties inside and outside the premises where the training is carried out.
In cases where the elimination of risks is not possible in practice, it is necessary to reduce the risks and control the remaining risks, so that at a later stage these remaining risks are re-evaluated within the framework of the verification program and the possibility of eliminating the risks is considered in view of new findings.
Training evaluation
The development process of the “Training on the use of force and basics of tactical medicine for first responding uniformed police officers” curriculum consists of four phases: analysis, development/updating, implementation and evaluation. After the implementation of the training program, the evaluation of the teaching process is started. Based on the results of the evaluation, a comprehensive analysis is undertaken, and after the analysis is completed, and if necessary, the curriculum is ready to be updated. The assessment should show whether the trained participants achieved the training learning outcomes. In this regard, the evaluation phase is expected to provide constructive feedback on the effectiveness of the training and thereby create a basis for further improvement of the training. Feedback is collected immediately after the end of the training, and subsequently, if necessary, after the learners spends a certain amount of time at their workplace performing tasks related to the training in question.
The evaluation of the training will be carried out through evaluation questionnaires for learners and trainers.
Curriculum Structure
Agenda
TRAINING PLAN | NO. OF LEARNING HOURS | ||
I | General part of the training | 1 | |
II | Independent learning prior to the training (via e-learning) | 8 | |
1. | Use of Force | 4 | |
2. | Basics of Tactical Medicine | 4 | |
III | Contact learning during the training | 38 | |
Day 1-3 | Use of Force | 23 | |
Day 4 | Basics of Tactical Medicine | 8 | |
Day 5 | Use of Force and Basics of Tactical Medicine – assessment simulations | 7 | |
IV | Day 5 | Training evaluation | 1 |
In total: | 48 |
GENERAL PART OF THE TRAINING | NO. OF LEARNING HOURS | ||
1. | INTRODUCTION TO TRAINING | 1 | |
1.1. | Administration | ||
1.2. | Presentation of the program, goals, business competencies, lecture schedule and persons leading the training | ||
1.3. | Equipping participants with a training plan | ||
1.4. | Training structure | ||
1.5. | Rules of interaction of the persons involved in the implementation of the subject training | ||
In total: | 1 |
EVALUATION OF TRAINING | NO. OF LEARNING HOURS | ||
1. | EVALUATION OF TRAINING | 1 | |
1.1. | Evaluation of the training by the learners | ||
1.2. | Evaluation of the curriculum by the trainers | ||
In total: | 1 |
Topic learning outcomes, Learning/Teaching methods and Resources
INDEPENDENT LEARNING PRIOR TO THE TRAINING (VIA E-LEARNING) |
UNIT 1 | USE OF FORCE | |
Topic 2 | PROGRESSIVE SEQUENCES/USE OF FORCE CONTINUUM | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Describe progressive sequence/use of force continuum according to the level of threat | |
LO2: | Describe main components of situational awareness | |
LO3: | List main risk indicators during the intervention | |
LO4: | Describe main principles of effective coordination in patrol unit | |
Learning/Teaching methods | Online Individual learning – reading, watching | |
Resources | PPT Reading material Videos |
UNIT 1 | USE OF FORCE | |
Topic 3 | GIVING COMMAND/DE-ESCALATION TECHNIQUES | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | List basic commands (verbal and nonverbal) regarding the use of force | |
LO2: | Select the proper command according to the level of threat | |
LO3: | List steps in deescalating process | |
Learning/Teaching methods | Online Individual learning – reading, watching | |
Resources | PPT Reading material with photos Videos |
UNIT 1 | USE OF FORCE | |
Topic 4 | Entering rooms and buildings | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Recognize different types of facilities and explain their characteristics | |
LO2: | Describe movement formations | |
LO3: | List rules of avoiding friendly fire | |
LO4: | Describe entry and clearing techniques | |
Learning/Teaching methods | Online Individual learning – reading, watching | |
Resources | PPT Reading material Videos |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 1 | BASIC LIFE SUPPORT (BLS) | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Recognize the importance of early start with basic life support | |
LO2: | Define the most common indicators of cardiac arrest | |
LO3: | Define the algorithm of basic life support and paediatric basic life support | |
LO4: | Describe the purpose and advantages of the use of AED | |
Learning/Teaching methods | Online Individual learning – reading, watching | |
Resources | PPT Reading material Videos on performing CPR |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 2 | FOREIGN BODY AIRWAY OBSTRUCTION | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Define airway obstruction caused by a foreign body in three age categories | |
LO2: | Describe the algorithm in dealing with airway obstruction in three age categories | |
Learning/Teaching methods | Online Individual learning – reading, watching | |
Resources | PPT Reading material Videos on performing belly pressure |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 3 | HYPOTHERMIA | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Describe causes and symptoms of hypothermia in adults and infants | |
LO2: | Define factors increasing the risk of hypothermia | |
LO3: | Define the steps in preventing hypothermia | |
Learning/Teaching methods | Online Individual learning – reading, watching | |
Resources | PPT Reading material |
CONTACT LEARNING DURING THE TRAINING |
UNIT 1 | USE OF FORCE | |
Topic 1 | DEALING WITH THE COOPERATIVE PERSON | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Demonstrate the correct positioning in order to maintain safety | |
LO2: | Use correct requests/commands when dealing with cooperative person(s) | |
LO3: | Demonstrate appropriate controlling/escorting techniques when dealing with cooperative person(s) | |
Learning/Teaching methods | Demonstration, role play | |
Resources | Videos |
UNIT 1 | USE OF FORCE | |
Topic 2 | HANDLING THE DUTY BELT EQUIPMENT | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Demonstrate the correct positioning of the equipment on the duty belt | |
LO2: | Operate different types of equipment depending on the level of threat, in accordance with the use of force principles | |
Learning/Teaching methods | Demonstration Role play | |
Resources | Duty belt with standard equipment (handcuffs, baton, OC gas, handgun, flashlight) |
UNIT 1 | USE OF FORCE | |
Topic 4 | HANDCUFFING | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Apply handcuffs when person is in standing position | |
LO2: | Apply handcuffs when person is in lying position | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Video Duty belt with standard equipment (handcuffs, baton, OC gas, handgun, flashlight) |
UNIT 1 | USE OF FORCE | |
Topic 7 | BODY SEARCH | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Recognize types of body search | |
LO2: | Apply body search technique on a person in different positions, individually and in team | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Video Duty belt with standard equipment (handcuffs, baton, OC gas, handgun, flashlight) |
UNIT 1 | USE OF FORCE | |
Topic 5 | USE OF COERCIVE MEASURES IN CURBING PASSIVE-DEFENSIVE LEVEL OF RESISTANCE – OVERCOMING PASSIVE RESISTANCE WITH PHYSICAL STRENGTH | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Recognize types of passive resistance | |
LO2: | Apply different techniques for overcoming passive resistance | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Video Duty belt with standard equipment (handcuffs, baton, OC gas, handgun, flashlight) |
UNIT 1 | USE OF FORCE | |
Topic 8 | DEALING WITH THREATENING PERSON (VERBALLY AGGRESSIVE OR IN POSSESSION OF DANGEROUS OBJECT) FIREARM PROTECTION AND RETENTION TECHNIQUES GROUND DEFENCE TECHNIQUES | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Recognize signs of possible attack | |
LO2: | Identify dangerous items which could be used by person | |
LO3: | Apply different techniques and movement when giving commands and de-escalating situation (gradation) | |
LO4: | Use appropriate methods when handling dangerous items | |
LO5: | Demonstrate team management skills dividing the roles of patrol unit | |
LO 6: | Apply different techniques and movements to protect the firearm from an offender without using equipment or apply weapon retention techniques in standing position | |
LO 7: | Apply different techniques and movements to protect himself when attacked on the ground and regain a position of protection and advantage | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Video Duty belt with standard equipment (handcuffs, baton, OC gas, handgun, flashlight) |
UNIT 1 | USE OF FORCE | |
Topic 9 | ENTERING ROOMS AND BUILDINGS SAFELY AND EFFECTIVELY IN LOW TO MEDIUM LEVEL OF THREAT (INCLUDING ABANDONED BUILDINGS AND LOW LIGHT CONDITIONS) | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Evaluate information received considering potential treats and vulnerabilities | |
LO2: | Recognize different types of facilities and explain their characteristics | |
LO3: | Apply techniques for gradual and cautious observation around a corner, uncleared area and other obstacles to avoid threat | |
LO4: | Identify areas of fatal funnel and immediate treat | |
LO5: | Demonstrate safe movement and appropriate | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Video Duty belt with standard equipment (handcuffs, baton, OC gas, handgun, flashlight) |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 1 | BASIC LIFE SUPPORT (BLS) | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | assess vital signs following the European Resuscitation Council guidelines | |
LO2: | open the airway using the head tilt and jaw thrust | |
LO3: | perform cardiopulmonary resuscitation following the European Resuscitation Council guidelines | |
LO4: | demonstrate the use of AED according to the BLS algorithm | |
LO5: | recognize airway obstruction caused by a foreign body | |
LO6: | demonstrate foreign body removal in case of airway obstruction | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Baby mannequin Teenager mannequin Adult mannequin Training AED Gloves CPR foil Space blanket Hygienic mask |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 5 | MASSIVE BLEEDING | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | self-apply tourniquet and apply it on another person correctly | |
LO2: | select an appropriate dedicated pressure dressing/wound packing | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Gloves Tourniquet Fake blood Fake wounds Haemostatic dressing Bandage Gauze Modular bandage Scissors Wound packing simulator |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 6 | RESPIRATION | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Apply a dedicated dressing (with or without valve) or improvised one | |
LO2: | follow the basic principles of early hypothermia prevention – demonstrate correct application of space blanket | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Chest seal Valve dressing Gloves Space blanket |
UNIT 2 | BASICS OF TACTICAL MEDICINE | |
Topic 4 | MARCH-E PROTOCOL FOR TRAUMA INJURED PERSON | |
Topic learning outcomes | On completion of this topic, learners will be able to: | |
LO1: | Recognize the importance of sequence of the MARCH-E protocol | |
LO2: | Follow MARCH-E protocol algorithm correctly in medical emergencies and in a CUF situation | |
LO3: | Demonstrate fast evacuation from a threat zone | |
LO4: | Demonstrate correct way to place a person in the recovery position | |
Learning/Teaching methods | Demonstrations Role play | |
Resources | Gloves Nasopharyngeal tube Nasopharyngeal tube simulator Lubricant Stretchers |
UNIT 3 | USE OF FORCE AND BASICS OF TACTICAL MEDICINE |
Assessment 1 | SCENARIO 1 |
Assessment methods | Simulation – Domestic violence case |
Resources | Duty belt with standard police equipment – handcuffs, baton, pepper spray, flashlight, FX handguns and simmunition; IFAK, fake blood; rubber knife 1 adult female actor and two male actors Simulation room or other appropriate indoor space |
UNIT 3 | USE OF FORCE AND BASICS OF TACTICAL MEDICINE |
Assessment 2 | SCENARIO 2 |
Assessment methods | Simulation – Containing an armed suspect |
Resources | Duty belt with standard police equipment – handcuffs, baton, pepper spray, flashlight, FX handguns and simmunition; IFAK, fake blood; rubber knife 1 male actor Simulation room or other appropriate indoor space |
UNIT 3 | USE OF FORCE AND BASICS OF TACTICAL MEDICINE |
Assessment 3 | SCENARIO 3 |
Assessment methods | Simulation – Misdemeanour suspect |
Resources | Duty belt with standard police equipment – handcuffs, baton, pepper spray, flashlight, FX handguns and simmunition; IFAK, fake blood; rubber knife 2 male actors Simulation room or other appropriate indoor space |