Trading Desktops for Trauma Bays

Michael Vernon is no stranger to stories of emergency care. As administrative support to the EMS team at Stanford Department of Emergency Medicine, he has spent many hours at the conference room table listening while physicians traded clinical experiences and discussed care.

But listening and doing are two different things as Vernon discovered when he stepped across the clinical threshold.

Michael, along with colleagues Nicole Zamignani and Afia Joarder, recently traded office work for airway management, trauma simulations, shadowing in the emergency department (ED), and ambulance ride-alongs through Stanford's Emergency Medical Technician (EMT) course. It was a memorable and career-defining experience.

One particular simulation involving a gunshot wound proved memorable for Vernon. "I wasn't expecting it. We had to actually pack a wound, feel for the source of the bleeding, and get it under control. I won't forget that."

Zamignani’s most memorable moment was a scenario with a stroke patient. "My grandma had a stroke, so it hit close to home,” she said. “I wanted to nail it. I didn’t get everything exactly right, but now I’ll never forget the neurological assessment. That kind of mistake becomes a lesson you carry."

For Joarder, it was the first call that came in when she did a 12-hour ambulance ride-along.  A woman was in active labor but nothing was going according to plan. "We learned about textbook delivery patterns in class, but this wasn't textbook. It taught me how important adaptability is," she said.

When the Learning Gets Real

The course, a two-quarter, high-intensity offering led by clinical faculty, is open to all Stanford students. The first quarter focuses on Emergency Medical Response, laying the groundwork through asynchronous lectures, Q&A sessions, and evening skills labs. 

Then the second quarter takes a challenging and, for some, unnerving turn with realistic scenarios.

The simulations of chainsaw accidents, pediatric drownings, and mass casualty incidents are more than academic exercises. The exercises give students the chance to see how they would respond under pressure—and to recalibrate in real time.

"There was a trauma scenario where I felt panic rising," Vernon said. "But then something clicked. I slowed down, remembered what we practiced, and followed the protocol. I realized you don't need to do guesswork, just follow the steps.”

Additional intensive clinical drills focused on mastering hands-on competencies like bleeding control, CPR, splinting, and scene safety.

Every student was required to complete 24 hours of clinical observation that included ED shifts, ambulance ride-alongs, or a combination of both. Zamignani chose to do hers in the Stanford ED, shadowing techs and assisting with triage and wound care. 

"It gave me a sense of the full arc of care," she said. "You see how much the prehospital phase shapes what happens next. And being in the ED made me realize—I can do this. I want to be here."

Speaking the Language of Care

Not every skill in the EMT course involved bandages or monitors. Communication was central—and just as critical. Students learned how to speak with patients experiencing trauma, dementia, psychiatric crises, and language barriers.

"Even if someone can’t respond, you speak to them, not around them," Joarder said. "It’s not just what you do. It’s how you make them feel in the moment."

Rewriting Their Roles

Zamignani and Joarder intend to apply to medical school in the future, and now have a special affinity for emergency medicine.

"I avoided shadowing in the ED because I was afraid I wouldn’t be able to handle it," Zamignani admitted. "This course showed me that I can. It brought me back to why I want to go into medicine."

Vernon came away with a different kind of clarity. "I’ve supported EMS faculty for years, but now when they talk about cases or trauma protocols, I actually understand what they mean. I respect their work even more." 

Zamignani, Joarder, and Vernon also shared a common secondary goal: to be ready when it matters most.

“I didn’t want to be useless in an emergency,” Vernon said. “If something happened and I couldn’t help—that would stay with me.”

Taking It Further

All three plan to take the National EMT Certification Exam. From there, they’re considering part-time EMT roles at events, volunteer opportunities, or returning as teaching assistants for future cohorts.

"Being at a concert or sports event and actually knowing what to do—that’s empowering," Joarder said. "And it would be a fun way to keep using the skills."

Not Just a Perk—A Pathway

The EMT course is open to all Stanford students, but its availability to staff remains under the radar. The program costs thousands elsewhere. At Stanford, for four staff members each year, it’s free.

Vernon said, "I was nervous. I didn’t think I had it in me. But it turned out to be one of the best experiences of my career."

"People come to Stanford for opportunities like this," Zamignani said. "And this one changed the way I see myself in healthcare."