- Emergency First Response is the fastest-growing international CPR, AED and first aid training organization. With more than 37,000 instructors worldwide, EFR® is backed by 43 years of experience in the development and delivery of instructional courses, training materials and educational curriculaEFR Certification is recognized to be at par with other CPR & Basic Life Support Training organization in the world
- Carefully designed training materials and visual aids to promote better comprehension and retention
- Dive Funatics as a PADI Center, actively focuses on Scuba Diving Training and teaching EFR Courses. We reguarly teach and conduct EFR courses year after year here in the Philippines, particularly in Cebu
- We have competent EFR Instructors in-house
- We have an EFR Instructor Trainer. One of the few Filipino EFR Instructor Trainer in the country today
- We are one of the few centers that offer all EFR Courses outside of the Scuba Diving industry. We believe in the vision that every household should have a member of the family who is adequately trained in cardiopulmonary resuscitation (CPR) & automated external defibrillator (AED).
Every day, in more than 175 countries around the world, Emergency First Response Instructors help communities prepare for disaster by training community members to respond to medical emergencies when emergency services are delayed or unavailable.
Emergency First Response courses follow the emergency considerations and protocols as developed by the members of the International Liaison Committee on Resuscitation (ILCOR). Members include American Heart Association (AHA), European Resuscitation Council (ERC), Australian Resuscitation Council (ARC), New Zealand Resuscitation Council (NZRC), Heart and Stroke Foundation of Canada (HSFC), Resuscitation Council of Southern Africa (RCSA), Inter American Heart Foundation (IAHF), Resuscitation Council of Asia (RCA – current members include Japan, Korea, Singapore, Taiwan).
Focused on training the lay rescuer, the Emergency First Response approach to training builds confidence in lay rescuers and increases their willingness to respond when faced with a medical emergency by teaching them the skills they need in a non-stressful learning environment. Participants are also given as much practice as necessary to master and retain these skills.[/vc_column_text][/vc_tta_section][vc_tta_section title=”About ILCOR” tab_id=”1511237057166-e5eb7b8b-3d83″][vc_custom_heading text=”International Liaison Committee on Resuscitation (ILCOR)” use_theme_fonts=”yes”][vc_column_text]The International Liaison Committee on Resuscitation (ILCOR) was formed in 1992 to provide a forum for liaison between principal resuscitation organisations worldwide. Although the criteria for participation were not closely defined, member organisations were expected to have an accepted remit for creating resuscitation guidelines, preferably for more than one country, and to be multidisciplinary in membership. At present, ILCOR comprises representatives of:
- American Heart Association (AHA)
- European Resuscitation Council (ERC)
- Heart and Stroke Foundation of Canada (HSFC)
- Australian and New Zealand Committee on Resuscitation (ANZCOR)
- Resuscitation Councils of Southern Africa (RCSA)
- Inter American Heart Foundation (IAHF)
- Resuscitation Council of Asia (RCA)
The objectives of the ILCOR are to:
- Provide a forum for discussion and for coordination of all aspects of cardiopulmonary and cerebral resuscitation worldwide.
- Foster scientific research in areas of resuscitation where there is a lack of data or where there is controversy.
- Disseminate information on training and education in resuscitation.
- Provide a mechanism for collecting, reviewing and sharing international scientific data on resuscitation.
- Produce statements on specific issues related to resuscitation that reflect international consensus.
ILCOR meets twice each year usually alternating between a venue in the United States and a venue elsewhere in the world. In collaboration with the AHA, ILCOR produced the first International CPR Guidelines in 2000 and an International Consensus on CPR and ECC Science with Treatment Recommendations in 2005. Once again, in collaboration with the AHA, ILCOR is now co-ordinating an evidence-based review of resuscitation science, which will culminate in a Consensus Conference in February 2010. The proceedings of this meeting, to be published in October 2010, will provide the material for regional resuscitation organizations, such as the ERC, to write their resuscitation guidelines.[/vc_column_text][/vc_tta_section][vc_tta_section title=”Accrediting Organizations” tab_id=”1511236528775-eb8c671a-fb46″][vc_custom_heading text=”International Acceptance” use_theme_fonts=”yes”][vc_column_text]Emergency First Response courses have been approved or meet the following organizations’ guidelines for CPR/First Aid training:
North, South and Central America
- Aerobics and Fitness Association of America (AFAA)
- Alaska Department of Health and Social Services
- American Camp Association.
- American Council on Exercise (ACE)
- Board of Massage Therapy State of Hawaii
- Boise Idaho Child Care Training Network
- California Board of Chiropractic Examiners
- California Department of Corrections and Rehabilitation
- Federal OSHA Guideline 29 CFR 1910.151.
- Girl Scouts USA
- Illinois Department Of Public Health
- Maryland Institute for Emergency Medical Services Systems (MIEMSS)
- Michigan DHS, Bureau of Children and Adult Licensing.
- National Academy of Sports Medicine (NASM)
- National Oceanic and Atmospheric Association (NOAA)
- National Strength and Conditioning Association (NSCA)
- North Carolina DHHS Division of Child Development
- Occupational Safety & Health Administration (OSHA), New Mexico
- Occupational Safety & Health Administration (OSHA), Puerto Rico
- Ohio Job and Family Services
- State of New York Department of Health PAD training
- State of Washington Dept of Labor & Industries Accreditation
- United States Association of Blind Athletes (USABA)
- United States Coast Guard (USCG) for a merchant mariner license
- United States OSHA Region 10 – includes federal jurisdiction for Alaska, Washington, Oregon and Idaho
- Utah State Parks and Recreation.
Asia and the Pacific Islands
- International Yacht Training (IYT) in the Asia Pacific region
- Philippine Heart Association Council on CPR
- South Korea:
- Korean Body Guard Martial Arts Association & affiliates
- Dream & Green Tour
- Sport For All – Korea Handball Federation
- Yacht N Company
- Young Jae Art & Craft School & Boy & Girl Scouts
- Yangchun-Gu Hapkido Association
Australia and New Zealand
- International Yacht Training (IYT) in the Asia Pacific region (incl. Australia and New Zealand)
- Australia Council for Teaching Swimming and Water Safety (AUSTSWIM)
- Australia Nationally Recognised Training to Provide First Aid and other first aid related courses when conducted through PADI Asia Pacific’s Registered Training Organisation (RTO ID#6729)
- New Zealand Qualifications Authority (NZQA) when conducted at a Private Training Establishment (PTE) and competency was assessed as meeting OSH/NZQA unit standard 6400, 6401, 6402 (or 6400, 26551, 26522 or equivalent / most recent unit standards)
Europe, Middle East, Africa and Russia
- British Canoe Union (BCU)
- Duke of Edinburgh’s Award – United Kingdom
- Espirito Santo Fire Department, Brazil
- Féderation Suisse de Vol Libre
- Health and Safety Executive (Great Britain) and (Northern Ireland) for the purposes of first aid in the workplace
- Italian Resuscitation Council
- Northwest (UK) SureStart Care for Children
- Schweizerischer Hängegleiter-Verband
- Scouts Association U.K.
- SEMICYUC Sociedad Española de Medicina Intensiva, Críticos y Unidades Coronarias (Member of Spanish Resuscitation Council)
- SkillsActive – United Kingdom
With today’s fast-paced lifestyle, people find they not only enjoy studying on their own time, but tend to learn and remember more. Educational studies consistently show that independent study leads to better assimilation and retention of the information.
The benefits of the Emergency First Response independent study learning method include:
Better participant preparation
Independent study accommodates individual learning styles and allows participants to learn at their own pace. This leads to better preparation before skill development, particularly when participants watch the video and see role-model skill demonstrations.
More effective use of time
Participants arrive prepared for hands-on training, which makes in-class time shorter to accommodate busy schedules. Independent study allows the instructor to focus on skill development and scenario practice during face-to-face time with participants.
Focused face-to-face time
Since independent study reduces the amount of time an instructor must spend covering general background knowledge, more time can be spent on skill development to meet specific workplace requirements. The face-to-face time is focused to fill in any knowledge gaps and to provide information relevant to local regulations.
Other Delivery Methods
Though Emergency First Response courses and materials lend themselves well to independent study and the classroom time savings benefits this brings, there are other teaching formats your instructor may use. In some cases, live delivery of the theory components (as well as the practical sessions) is preferable. You and your instructor will determine which method is best for you.[/vc_column_text][/vc_tta_section][vc_tta_section title=”BLS for Layperson Courses” tab_id=”1511238382500-83929da3-6815″][vc_custom_heading text=”Be an Internationally Certified Emergency Care Provider” use_theme_fonts=”yes”][vc_column_text]Emergency First Response courses encompass adult, child and infant CPR and first aid skills, and incorporate Automatic External Defibrillator (AED) training and emergency oxygen use. Emergency First Response also offers comprehensive First Aid at Work courses, specifically designed to meet national and international compliance standards for CPR and first aid courses in the workplace. Emergency First Response courses are flexible in design to accommodate scheduling and training needs. They can be taught together or alone in any combination.
The Emergency First Response courses build lay rescuer confidence to provide care when faced with a medical emergency. Participants learn and practice the same patient care techniques and principles used by medical professionals, but at a lay person level.[/vc_column_text][/vc_tta_section][vc_tta_section title=”EFR Instructor Course” tab_id=”1511238496477-2480070a-39d6″][vc_custom_heading text=”Teach – Enable Others Save Lives” use_theme_fonts=”yes”][vc_column_text]During the Emergency First Response Instructor course, you will build on your skill as an Emergency Responder and focus on developing your instructional abilities to teach these skills to others. The Instructor course provides you with the additional training necessary to teach the Emergency First Response Primary Care (CPR), Secondary Care (First Aid), Care for Children, CPR & AED courses. (Most region-specific workplace courses require additional training.) Through a multi-media approach of independent study, classroom sessions and practical teaching assignments, you learn to conduct Emergency First Response courses.
The instructor course covers specific goals and performance requirements for the Primary Care, Secondary Care, Care for Children and CPR & AED courses, along with instruction on how to structure learning, the requirements of performance-based training, and your role as the instructor in the learning environment. You also learn how to motivate students, evaluate student knowledge, present course content effectively, become proficient in developing students’ hands-on skills practice sessions, and are taught how to present an effective scenario-based learning experience. You’ll also receive information helpful in marketing your EFR business.
To enter the Emergency First Response Instructor course, you must be 18 years old and have completed CPR and first aid training in the past 24 months or a be a practicing medical professional such as a physician, Emergency Medical Technician, Paramedic or Registered Nurse.[/vc_column_text][/vc_tta_section][vc_tta_section title=”RA 10871″ tab_id=”1511615963281-457c4b35-0574″][vc_custom_heading text=”Basic Life Support Training in Schools Act”][vc_column_text]
AN ACT REQUIRING BASIC EDUCATION STUDENTS TO UNDERGO AGE-APPROPRIATE BASIC LIFE SUPPORT TRAINING
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Section l. Short Title. ~ This Act shall be known as the “Basic Life Support Training in Schools Act”.
Sec. 2. Declaration of Policy. – Pursuant to Section 15, Article II of the 1987 Philippine Constitution, it is hereby declared the policy of the State to protect and promote the right to health of the people and instill health consciousness among them. Pursuant thereto, the State shall ensure that able-bodied citizens are equipped with the necessary knowledge and basic skills to respond to certain health emergencies.
Sec. 3. Basic Life Support for Basic Education Students. – It shall be the duty of all public and private basic education schools operating nationwide to provide their students with basic life support training through the use of psychomotor training in an age-appropriate manner. The instruction shall include programs which have been developed by the Philippine Heart Association (PHA) or Philippine National Red Cross (PNRC) using nationally-recognized, evidence-based guidelines for emergency cardiovascular care, and psychomotor training, to support the instruction. As far as practicable, basic education schools shall incorporate basic life support training as part of the schools’ comprehensive health and physical education curriculum. As used in this Act, psychomotor training refers to hands-on practice to support cognitive learning.
Sec. 4. Certification for Training. – All successful student-trainees shall be certified to have undergone the training required by a competent school authority.
Sec. 5. Training Providers. — The school principal or administrator shall coordinate with the Department of Health (DOH) for its assistance in providing competent instructors for the school’s basic life support education training program. The DOH shall accredit nongovernment organizations (NGOs) competent to provide basic life support instructions.
Sec. 6. Exceptions. — Students suffering from any physical or mental disability which may render them unable to perform a basic life support procedure are exempted from going through the basic life support training program.
Sec. 7. Appropriations. – The amount necessary to carry out the provisions of this Act shall be charged against the current year’s appropriation of the Department of the implementing agencies. Thereafter, such amount as may be necessary for the continued implementation of this Act shall be included in the annual General Appropriations Act.
Sec. 8. Implementing Rules and Regulations. – Within ninety (90) days from the approval of this Act. the Secretary of Education, in consultation with the Secretary of Health, shall formulate the rules and regulations implementing the provisions of this Act. The implementing rules and regulations issued pursuant to this section shall take effect thirty (30) days after its publication in a national newspaper of general circulation.
Sec. 9. Effectivity. – This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation.
Lapsed into Law on July 17, 2016, without the signature of the President in accordance with Article VI, Section 27 of the 1987 Constitution.[/vc_column_text][/vc_tta_section][/vc_tta_tour][/vc_column][/vc_row][vc_row][vc_column]