Emergency Medical Services Institute

What We Do

St. John’s University’s Emergency Medical Services institute provides quality training to Paramedics and Emergency Medical Technicians (EMTs) who treat a cross-section of patients primarily in pre-hospital settings. Paramedics and EMTs perform a number of medical services and are an integral part to the health care team.

  • Email

    [email protected]
  • Office Location

    St. John's University
  • Phone

    718-990-8436
  • Office Hours

    Monday-Thursday 8 a.m. – 4 p.m., Friday 8 a.m. – 3 p.m.

St. John’s University’s Emergency Medical Services institute provides quality training to Paramedics and Emergency Medical Technicians (EMTs) who treat a cross-section of patients primarily in pre-hospital settings. Paramedics and EMTs perform a number of medical services and are an integral part to the health care team.

EMS Mission Statement

As a Catholic, Vincentian University, we commit ourselves to the academic excellence and perseverance through the pursuit of wisdom which we acquire from, religious values, human experience, and knowledge through our mentors. Our mission is to educate Emergency Medical Professionals who are competent, compassionate and courteous. We commit ourselves every day to the core values of St. John’s University—Truth, Love, Respect, Opportunity, Excellence and Service. Once our students have completed their academic learning experience, we encourage them to bring that knowledge they have learned at St. John’s University, into the communities which they will be serving.

Contact Us

St. John's University
Emergency Medical Service Institute
St. John's University 
718-990-8436
[email protected]

Hours of Operation
Monday-Thursday 8 a.m. – 4 p.m.
Friday 8 a.m. – 3 p.m.

Additional Information

About Us

St. John's University Emergency Medical Service Institute is formally known as Saint Vincent Catholic Medical Center’s (SVCMC), Brooklyn and Queens Region Emergency Medical Service Institute.  The Institute has been providing both the initial and refresher trainings to EMTs since 1991, and the initial and refresher training to paramedics, since 1994.

St. John’s University is accredited by

Middle States Commission on Higher Education
3624 Market Street Philadelphia, PA 19104-2680
267-284-5000

The St. John’s University Emergency Medical Service Institute Paramedic Program is accredited by:
Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions

Commission on Accreditation of Allied Health Education Program (CAAHEP)
25400 US Highway 19 North
Suite 158
Clearwater, FL 33763
P:727-210-2350
F:727-210-2354

Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP)
8301 Lakeview Parkway, Suite 111-312
Rowlet, TX 75088
P:214-703-8445
F:214-703-8992

Our goal is to provide high quality, rigorous academics to produce the best EMS professional.

St. John's University Emergency Medical Service Institute is formally known as Saint Vincent Catholic Medical Centers (SVCMC), Brooklyn and Queens Region Emergency Medical Service Institute, we have been providing quality training since 1991. In that time, we have successfully run numerous New York State certifying Emergency Medical Technician  (EMT) programs and Emergency Medical Technician Refreshers.

Since 1994, we have also provided New York State Paramedic Original (EMT-P) Programs as well as Paramedic Refresher programs. We have successfully run numerous Paramedic Original Programs with many of our students going into civil service work as a paramedic or have moved to other medical disiplines.

Our program has received National Accredition. Student loans are available thru different banking institutions for our Paramedic and EMT programs. In addition to our EMS programs, we offer American Heart Association Courses (BLS and ACLS), pediatric emergency care (PALS and NRP) and emergency trauma care courses (PHTLS) for all healthcare professionals. We are also a recognized testing center for the National Registry Association of EMT's and Paramedics.

Our continued goal is to provide the finest pre-hospital emergency care training to support the community we serve and the healthcare industry we support.

The faculty of the EMS Institute consists of Emergency Medical Technicians, Paramedics, Nurses, Physician Assistants and Doctors; who come from various backgrounds, including the Emergency Medical Services, Police Department, and the Fire Department. Our staff of  educators have well over 300 years of experience in pre-hospital patient care and many years in educating both pre-hospital and in-hospital patient care providers. The New York State Department of Health Bureau of EMS  certifies all of our instructor coordinators and lab instructors. The continued educational development of our staff is crucial to us so that we may provide our students with the best educational experience possible. We constantly work to improve ourselves and strive to learn new ways to disseminate information to our student body. 

St. John's University Emergency Medical Institute Administration
PolitiVictor Program Medical Director, MD, FACP, FACEP 
RiboniFrankDirector EMS Education, BS, Paramedic, CIC, NYS Regional Faculty 
HollidayScott Associate Director EMS Education, BS, Paramedic, CIC, NYS Regional Faculty 
ChiangScottEMT-P, MBA, CIC, Clinical Site Visitor
   
 

St. John's University Emergency Medical Institute Faculty

Ambadjes

Jacque

EMT-P, CIC

Baltaian

Armen

EMT CLI

Brown

Keith E. 

EMT-P, CIC

Chiang

Scott

EMT-P, MBA, CIC 

DeResto

Jessica 

EMT-P, BSN, CIC

DeSena

Lisa

EMT-P, CLI

Duff

Malik 

EMT

Enzmann

Justin

EMT-P, CIC

Fagan

Ryan 

EMT-P

Finneran

Michael

EMT, CIC

Higueros

Madelyn 

AS, In Progress

Hoffman

Timothy

BS, EMT-P, CIC

Holliday

Scott

BS

Katz 

Jason

EMT-P, CIC

Klein

Maria 

NREMT-P, BA, CIC 

Klein

John

EMT-P CLI

Lyons

Liam

EMT, BS

MacKay

Robert

EMT, MS, CIC

MacKay

Christina

EMT, MS

Markosyan

Aram

EMT-P, CLI

Meisels

Daniel

EMT-P, MPA, CIC

Portigiano

Anthony

NREMT-P, CIC

Quinn

Irene

EMT, CIC

Riboni

Frank

BS

Santoiemma

Vincent

EMT-P, MBA, CIC 

Shanhai

Peter

EMT, CIC

Shanhai 

Matthew 

BS

Shapiro

Barry

EMT-P, BBA

Torre

Vinicio

EMT-P, CIC

Weiner

Shoshana

DNP, CIC

Wolf

Stewart

EMT-P

Paramedic–Clinical and Field Education

For St. John’s University Emergency Medical Service Institute paramedic students, clinical education represents the most important component of their paramedic education since this is where the student learns to synthesize, cognitive (knowledge), psychomotor (skills), and affective (behavior). To be effective, their clinical education will integrate and reinforce the didactic and skills laboratory components of the program. Clinical instruction will follow sound educational principles, be logically sequenced to proceed from simple to complex tasks, have specific objectives, and be closely supervised and evaluated.

The ability to serve in the capacity of an entry-level paramedic requires experience with actual patients. The clinical education process enables the St. John’s student to build a database of patient experiences that serves to help in clinical decision making and pattern recognition. A skilled clinical educator will assist the student by pointing out pertinent findings and discussing and focusing the student’s learning.  Clinical education preceptors’ responsibilities include:

  • Close supervision of the students during rotation
  • Explanation and use of equipment in the units or on the vehicles
  • Review of patient progress charts or PCRs with students
  • Documentation to the training institute of any student who exhibits questionable performance.

Clinical Affiliates–Field Education in a Hospital Setting

Because of the unpredictable nature of emergency medicine, the hospital environment offers two advantages in paramedic education: volume and specificity. In the hospital setting, the paramedic student can see many more patients than is possible in the field. This is a very important component in building up a "library" of patient care experiences to draw upon in clinical decision making.

The use of multiple departments within the hospital enables the St. John’s paramedic student to see an adequate distribution of patient situations. In addition to emergency departments, which most closely approximate the types of patients that paramedics will see, clinical education should take advantage of critical care units, OB/GYN, operating rooms/anesthesia, pediatrics, psychiatric and phlebotomy. This will help assure a variety of patient presentations and complaints.

St. John’s University has established agreements with institutions and agencies that provide clinical experience under appropriate medical direction and clinical supervision. Students will have access to patients who present common problems encountered in the delivery of advanced pre-hospital emergency care. The clinical site will be periodically evaluated with respect to its continued appropriateness and efficacy in meeting the expectations of the programs. Clinical affiliates should be accredited by the Joint Commission on Accreditation of Healthcare Organizations.

Clinical experiences will occur after the student has successfully demonstrated competence in skills, knowledge, didactic, laboratory and scenario evaluations.

Preceptor Information 

This section will serve as our paramedic preceptor information area. We have uploaded the Preceptor Package for your review. The package contains information on:

  • Preceptor Roles and Responsibilities
  • General Guidelines and Instruction
  • Teaching Suggestions for Preceptors
  • How to evaluate Field Internship Students
  • Program Goals and Objectives
  • ALS Ambulance (Field) Rotation Objectives
  • How to Use the Clinical Evaluation Instruments
  • Clinical Rotation Evaluation / Capstone Field Internship Rotation Forms
  • Contact Information
  • Preceptor Acknowledgment Form

On the last page it has an acknowledgement sheet to be filled out by the paramedic preceptor and returned to our program clinical coordinator.

Our goal at St. Johns is to educate new paramedic students with your guidance and experiences through preparing competent entry-level Paramedics in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.

Student Team Leadership Objective

TEAM LEADS

Advanced Life Support Ambulance Field Internship

Advanced Life Support field internship rotations require the student to participate in patient care on one of two chosen 911 ALS ambulances. There is a minimum of 240 hours required for capstone field internship.  To complete the ALS field experience ambulance requirements students must complete 60 team leads with a paramedic preceptor, 40 being ALS team leads along with 2 unconscious and 2 pediatric team leads. Team leads can only be documented during field internship using human patients.  Students not completing all the requirements by this deadline will be dismissed from the program.  Once a student completes the minimum competency requirements for the field internship phase, they must still participate in a minimum of one (1) ALS field rotation per week to maintain clinical practice/competency.

CRITERIA 

FOR SUCCESSFUL TEAM LEADS

Team Leadership Objective: The student has successfully led the team if he or she has conducted a patient interview and physical assessment, as well as formulated, implemented, and directing a comprehensive treatment plan for the patient.  This means that most (if not all) of the decisions have been made by the student, especially formulating a field impression, directing the treatment, determining patient acuity, disposition and packaging, and moving the patient (if applicable).  Minimal to no prompting was needed by the preceptor.  It is not necessary for the student to perform any individual skills outside of the patient history and physical exam.  When a student is acting as the team leader no action shall be initiated/performed that endangered the physical or psychological safety of the patient, bystanders, first responders or crew.  Team leads must be monitored and approved by a crew member on one of the student’s approved field internship units.

Team leads will be tracked in Platinum. 

As approved by the St. John’s University Paramedic Advisory Committee on 10/13/2021 the requirements to get credit for a PERFORMED ALS team lead are as follows:

ALS Team Lead

1. Student must perform the patient interview AND physical exam
2. A medication other than oxygen is administered (by anyone on the team)

      OR

3. An ECG monitor and an IV (attempt) are performed together (by anyone on the team).

4. An ALS PCR is submitted for each ALS team lead

BLS Team Lead

  1. Check Team Lead Box
  2. Performed patient interview AND patient exam.

Patient did not receive a medication or an EKG and IV (attempt)

Successful Completion of the field internship

There is a minimum of 240 hours required for capstone field internship. There is no specific number of calls required.  You must, however, be team leader of a minimum of at least 60 emergency responses and 40 of those must be ALS.  Of those 40 ALS teams leads 2 must be pediatric patients and 2 must be on unconscious patients.  An ALS PCR must be submitted for each ALS team lead patient.

All field internship requirements (240 hours, 60 total teams leads, 40 ALS team leads, 2 ALS pediatric, 2 ALS unconscious and an ALS PCR for each ALS team lead patient) must be completed by and locked in Platinum Planner by the mandatory field internship completion date.  Failure to complete field internship requirements on time will result in a course failure and dismissal from the program.

Adult Emergency Department Rotation: (Minimum of 120 hours)

The purpose of this rotation is to allow the paramedic students the opportunity to work side-by-side with other medical personnel in the emergency room setting.  Students will be given the opportunity to follow up on the care and treatment of a patient from the time of arrival in the emergency department, until final disposition of the patient.  Students should be able to strengthen their skills of patient assessment through discussions with emergency staff, as well as hands-on experience with patients.  Students will be able to perfect those practical skills that apply to their profession. Under supervision, the skills shall include but not be limited to the following: within the scope of the paramedic practice as established by the New York State Protocol.

  • Patient assessment

  • Blood drawing

  • Intravenous therapy

  • Medication administration

  • Endotracheal intubation

  • 12 Lead EKG, use and interpretation.

Students are encouraged to experience triage and fast track areas if applicable to that facility.

Student Objectives Adult Emergency Department (These experiences must be completed)

At a minimum, paramedic students performing clinical rotations in the adult emergency department will be expected to accomplish the following objectives during each rotation:

  1. Perform and document at least 5 patient assessments, including recent and past medical history and physical exams. The assessment should include taking and recording vital signs and a review of all systems (neurological, cardiovascular, pulmonary, gastrointestinal, genitourinary).  Enter these assessments into FISDAP.

  2. Interact with patients and their families. Observe behavioral reactions to injury/illness.

  3. Operate oxygen administration equipment and give oxygen as many times as possible.

  4. Administer medications as many times as possible.

  5. Record the mechanism of action, dosage, route of administration and indications for any medications given.

  6. Establish IV access as many times as possible.

  7. Draw and prepare blood samples for laboratory studies as many times as possible.

Goals Adult Emergency Department (The student should complete as many of these experiences as possible)

It is the goal of adult emergency department rotations to expose paramedic students to as many experiences as possible. There are skills outside the scope of paramedic practice that you may observe or assist with.  These are only done as observations or assisting the licensed professional.  You are not to perform these skills yourself.  These skills may include but is not limited to:

  1. Observation of or assisting a licensed professional with procedures not commonly performed in the pre-hospital environment such as:

    1. Placement of central venous lines

    2. Arterial puncture for placement of arterial lines and blood gases

    3. Endoscopic procedures

    4. Neurological assessments

    5. Hemodynamic monitoring

    6. Urinary catheterization

  2. Assisting in cases of cardiac arrest as directed

  3. Review treatment modalities not normally utilized in pre-hospital medicine.

Pediatric Emergency Department Rotation: (Minimum of 60 hours)

The purpose of this rotation is to expose the paramedic students to the specialized care given to pediatric patients in the emergency department and to provide an opportunity for the student to develop an effective approach to pediatric patients.  This rotation will also allow the paramedic student to appreciate how the developmental differences of children influence assessment considerations and techniques and develop an appreciation for the child's physiologic response to illness and injury as it differs from the adult.  Applying these principles, the student should recognize the progression of respiratory distress, respiratory failure and shock and their correct treatment.

Student Objectives Pediatric Emergency Department (These experiences must be completed)

At a minimum, paramedic students performing clinical rotations in the pediatric emergency department will be expected to accomplish the following objectives during each rotation:

  1. Observe and assist assessment and management of 5 pediatric patients.

  2. Discuss each patient’s condition with the preceptor and document the following:

    1. Pathophysiology

    2. Common signs and symptoms

    3. Common treatment plans

    4. Prognosis

Goals Pediatric Emergency Department (The student should complete as many of these experiences as possible)

The goal of the pediatric emergency department clinical rotations is to expose students to as many experiences as possible involving assessment of common injuries and illnesses in children.

Anesthesia / Operating Room Rotation: (Minimum of 60 hours)

Once students have been successfully tested in the technique of endotracheal intubation in class on simulation manikins, they are required to perform a minimum of five (5) successful intubations in the operating room or on field rotations.  Students should be closely monitored by the preceptor in the operating room.  Preceptor and/or physician responsibilities should include:

  1. Close supervision of students during actual attempts

  2. Explanation of the actual anatomy witnessed during the intubation attempt.

  3. Airway assessment and evaluation and verification of tube placement

Students are to be present, dressed, and ready to begin at the scheduled time.  Students must leave sufficient time to arrive and park at the facility, arrive on the proper surgical floor, introduce themselves to the charge nurse and/or anesthesiologist, determine possible candidates for endotracheal intubation, change into proper surgical attire and be ready for the first case.

Patient contact and interaction is important and is expected with each case the student follows.

  1. The student shall accompany the anesthesiologist to see the patient prior to the procedure.

  2. They shall introduce themselves as a St. John’s University paramedic student and ask the patient permission to observe their procedure as part of their clinical learning experience and education.

  3. They shall follow a case until completion of the procedure or until released by the anesthesiologist.

  4. When entering and exiting an OR suite they shall check in and out with the circulating nurse in charge of that suite.

Student Objectives Operating Room / Anesthesia

At a minimum, paramedic students performing clinical rotations in the operating room / anesthesia department will be expected to accomplish the following objectives during each rotation:

  1. Appropriately manage the patient’s airway before, during and after anesthesia to include:

    1. Proper positioning of the head and shoulders

    2. Formation of an effective seal with a bag valve mask

    3. Effective ventilation with a manual ventilation device and mask

    4. Successful placement of an endotracheal tube or LMA in all ages and conditions of patients

    5. Appropriate assessment of tube placement and continued airway management

Goals Operating Room / Anesthesia (The student should complete as many of these experiences as possible)

It is the goal of operating room / anesthesia department rotations to expose paramedic students to as many experiences as possible. This may include but is not limited to:

  1. Administration of medications to facilitate placement of endotracheal tube or LMA.

  2. Monitoring patients, including blood pressure, pulse, respirations, level of consciousness, arterial oxygen saturation, and end-tidal carbon dioxide detection

  3. Assisting in operation of manual ventilation equipment (BVM)

Note: The primary purpose of this rotation is airway management, not just endotracheal intubation.

Labor & Delivery Rotation: (Minimum of 24 hours)

The purpose of this rotation is to allow the paramedic student to observe and assist, if requested, in the care of patients in this unit.  In a controlled environment the student will learn to recognize signs and symptoms of normal and abnormal labor and birth and learn to effectively communicate with and develop sensitivity to the woman in labor.  The student will gain experience in conducting patient gynecological histories, observe patients through the labor process to birth and observe surgical and abnormal deliveries.  The student will learn to better understand the principles of newborn management techniques and post-partum care.

Student Objectives L&D (These experiences must be completed)

At a minimum, paramedic students performing clinical rotations in L&D will be expected to accomplish the following objectives by the end of rotation hours:

  1. Perform at least 5 patient assessments and accurate physical assessments of the pregnant patient to include the following: interpretation of vital signs; head to toe assessment and fetal heart tones.

  2. Assess a minimum of two (2) newly born including APGAR score. 

  3. Observe effects of pharmacological agents administered.

Goals L&D (The student should complete as many of these experiences as possible)

It is the goal of L&D rotations to expose paramedic students to as many experiences as possible. This may include but is not limited to:

  1. Verbalizing the essential interview questions a paramedic must ask a pre-hospital obstetric patient. 

  2. Demonstrate the ability to obtain an appropriate history when evaluating the obstetric patient. 

  3. Correctly identifies given obstetrical emergencies and verbalizes the appropriate treatment required for each:

    1. 3rd Trimester Bleeding. 

    2. Breech Delivery. 

    3. Prolapsed Umbilical Cord. 

    4. Limb Presentation 

    5. Multiple Births 

    6. Abruptio Placenta 

    7. Placenta Previa 

    8. Uterine Rupture 

  4. Post-Partum Hemorrhage 

  5. Toxemia of Pregnancy 

  6. Verbalize the name, mechanism of action, and indication for use of medications used in the L&D setting.

  7. Explain verbally and demonstrate the elements of assessment used to determine the APGAR Score of a delivered neonate.  Student correctly determines APGAR Score at 1 minute and 5 minutes after birth.

  8. Attend newborn to the nursery (with permission) and observe the physical exam of the newborn.

Intensive Care Units Rotation: (Minimum of 8 hours)

The Intensive Care /Critical Care Unit clinical experience rotations are designed to provide the paramedic student with a sound understanding of acute care and management of patients suffering from serious disease and trauma entities and to provide an opportunity to learn at a level beyond the parameters of pre-hospital intervention. The purpose of this rotation is to allow the paramedic students to observe and participate, as much as possible, in the care of patients in these highly specialized areas.  Students will have the opportunity to familiarize themselves with the various pieces of specialized equipment used in these units and to further their knowledge through discussions with the staff.

Student Objectives ICU (These experiences must be completed)

At a minimum, paramedic students performing clinical rotations in the ICU will be expected to accomplish the following objectives during each rotation:

  1. Perform at least 3 patient assessments including recent and past medical history and physical examination.

  2. Observe effects of pharmacological agents administered.

Goals ICU (The student should complete as many of these experiences as possible)

It is the goal of CCU rotations to expose paramedic students to as many experiences as possible. This may include but is not limited to:

  1. Reviewing all charts, including patient's chart, diagnosis, treatment, progress notes, and nurse's notes keeping those records confidential as required by HIPAA.

  2. Prepare and administer medications as directed by preceptor.

  3. Performing peripheral IV insertion as directed by preceptor.

  4. Assisting in ambulating patients from bed to chair, lifting and turning patients, and with activities of daily living.

  5. Assisting in cases of cardiac arrest as directed, including performing CPR, managing the airway, assisting with endotracheal intubation, and electrical arrhythmia therapy as directed by preceptor.

  6. Evaluating results of laboratory tests, and correlating results with patient management.

  7. Review the operation of mechanical ventilator equipment.

  8. Observing and assisting in setting up and maintaining IV infusion pumps.

  9. Exposure to critical care diagnostic procedures.

  10. Review treatment modalities not normally utilized in pre-hospital medicine.

Cardiac Catheterization Lab: (Minimum of 8 hours)

This is an observation rotation in a controlled environment where the student will observe cardiac catheterizations.

The student will observe this minimally invasive procedure to access the coronary circulation for both diagnostic and interventional (treatment) purposes.

Goals Cath Lab Rotation (The student should complete as many of these experiences as possible)

The goal of the cardiac catheterization rotation is to expose paramedic students to as many experiences as possible. This may include but is not limited to:

  1. Observe test performed to recognize occlusion, stenosis, restenosis, thrombosis, or aneurysmal enlargement of the coronary artery lumens.

  2. Observe heart muscle contraction and coronary circulation via x-ray fluoroscopy image. 

  3. Observe re-perfusion of coronary arteries through the different techniques of angioplasty.

  4. Identify structures involved while observing coronary blockages.

  5. Observe the placement of stents.

Success Story

Pharmacy EMT
Chez Valenta '11P

Moving Acute Care from the ER to the Community

Graduating with her certificate in 2011—a little under a year—she received her license as an Advanced Emergency Medical Technician(AEMT), a state qualification for paramedics.

Learn more.

 

Testimonials

Luke Homer
President, Paramedic Original Class '19

In the tri-state area, the St. John's EMS Institute has a well-known reputation of producing great EMS professionals. When I would arrive at clinical rotation sites, my preceptors often breathed a sigh of relief when they realized I was a St. John's paramedic student. They knew St. John's produced smart and competent students that could discuss cases and perform skills correctly and efficiently. This reputation is created by the intelligent, dedicated, and caring faculty and staff of the institute who build students to be successful EMS providers through intense but rewarding academic and laboratory work. I am proud to be a graduate of the St. John's EMS Institute.

Robert Harford

My name is Robert Harford and I graduated from St. Johns University in March of 2016 as both a NYS and Nationally Registered Paramedic (POC-17). While being educated at this facility, I learned not only from my textbooks but also from the experience of seasoned paramedics. While the program itself is rigorous, I've had many friendships (both personal and professional) stem from it as well. Since graduating I have moved out of state and currently practice in Charlotte, NC as a Paramedic Crew Chief. The education I received from SJU has served as a foundation for the skills and knowledge that I proudly use every day.

Caroline Negus
Paramedic Original Class '17

We all have different strengths and weaknesses, levels of confidence, comfort levels, and social skills. If you are researching a paramedic program, then we all have the same passion.

At St. John's you will find the most knowledgeable lecturers and instructors who are devoted to your success, all with patience and understanding of everyone's differences.

The internship will provide a most invaluable experience that you will cherish forever.

You will be reminded that your results are dependent on your efforts. If you have the drive, they provide all of the resources for your success.

When all is said and done, you will have made some strong bonds, and of course you will be a proficient Paramedic.

Dominic Orlando, NYS EMT-P

I was a student in POC-16 who graduated summer of 2015, and my experience in St. John's University's paramedic program was like no other experience. Even being deployed four times to combat as a US Marine did not prepare me for the amount of learning and hands on experience I was taking part in. Most training programs for medical providers don't allow you to work with patients until the very end, not at St John's. From almost Day 1 you're on an ambulance doing Basic Life Support rides to hone in your BLS skills, and then right into your first skills with airway and intubation. You go into the operating room along side Doctors and Nurses and intubate live, surgical patients. Again experience you won't find anywhere else. The Instructors of St John's are top notch and set me up for success in my chosen profession. I now work as a full time paramedic for the Long Beach Fire Department and am a card carrying member of the International Association of Fire Fighters (IAFF) Local 287. St John's prepared me to be the imminently qualified Paramedic and is the best choice for any EMT who is interested in advancing their education and qualifications.

Dominic Arena
Paramedic Original Class '21

Before making my decision on which Paramedic School to attend, I asked several Paramedics which school they thought would be the best. Many who I asked strongly recommended St. John's University. I found this program to be very well structured and organized with Paramedic Instructors that love their job and love teaching, not to mention the amount of experience they have gathered during their careers. I strongly recommend any person looking to become a Paramedic attend this program!

Vincenzo Bennardo
Paramedic Original Class '23

I never had a chance to thank you. The program you run and its curriculum was very beneficial to me. I’ve thanked the instructors, both lab and didactic, and they deserve every bit of my gratitude. I can already see the difference between a St. John’s medic and a “cookbook” medic. I’m glad I chose St. John’s. Thank you.