Epilepsy and Buccal Midazolam Instructor Trainer Training

Why Co-Delivery Offers Stronger Assurance Than Traditional Train-the-Trainer

Epilepsy and buccal midazolam training is safety-critical. When an organisation trains internal instructors, the purpose isn’t just to issue a Train-the-Trainer certificate. The purpose is to ensure that the instructor can teach safely, answer questions accurately, assess competence fairly, recognise unsafe practice, and understand when concerns need to be escalated.

For this reason, we have reviewed how our EBMI Instructor training is delivered. Traditional Train-the-Trainer programmes are often completed over two face-to-face days. While this model can still be appropriate for some experienced trainers, we believe that a more structured, supported and evidence-based pathway provides stronger preparation and greater assurance.

We are always adapting and updating our training courses so that they remain at the forefront of medical-based education, and always want to provide the best ways to learn.

Our preferred EBMI Instructor route is therefore a blended instructor development pathway. It includes pre-course e-learning, four live virtual sessions, independent study and assessment tasks, a face-to-face co-delivery training day, portfolio building, final skills and knowledge assessment, and portfolio moderation.

This approach takes more time than a traditional two-day model, but we believe the benefits are significant, and is why our course provides the most value.

But why is the old way less effective?

The Problems with Traditional Train-the-Trainer Models for Medical Training Courses

The traditional EBMI Train-the-Trainer model is usually delivered over two face-to-face days. During the course, candidates may cover epilepsy awareness, buccal midazolam administration, training delivery, practical demonstration, assessment expectations, and the responsibilities of an instructor. Most of the modules are set in stone, but we always customise the course content to suit the organisation’s needs.

The traditional model can work well for experienced trainers who already have a strong background in health or social care training, a good understanding of epilepsy and rescue medication, and experience assessing practical competence. It focuses less on methodology and more around context and how to explain everything to do with epilepsy in detail.

Another benefit of the traditional model is that it is direct and time-efficient. It allows organisations to train instructor candidates within a short period of time.

However, for many candidates, two days worth of training contains a lot of information in a short space of time. There may be limited opportunity to consolidate learning, complete meaningful preparation, practise delivery, build a portfolio of evidence, receive developmental feedback, and demonstrate safe readiness to deliver independently. All of this can result in delegates who aren’t 100% confident when it is time to apply what they have learned.

For a safety-critical subject such as Epilepsy and Buccal Midazolam training, this matters.

A Better EBMI Instructor Development Pathway

Our preferred pathway is more structured and supportive.

Instead of relying on a short, intensive course, the EBMI Instructor Development Pathway is split into distinct stages.

Candidates progress through each part of the programme and complete relevant study and assessment tasks before moving forward.

The pathway includes:

Pre-course e-learning
Four live virtual instructor development sessions
Independent study and assessment tasks linked to each session
A face-to-face co-delivery training day
Portfolio building
Final skills and knowledge assessment
Portfolio moderation

This means candidates are not simply attending training. They are developing, evidencing and demonstrating their readiness to teach EBMI safely.

All the information contained within the course will be easier to retain, and they are ordered in such a way that the previous stage informs the next, making the course flow better overall.

Now let’s talk about each stage of the course in more detail.

Pre-Course E-Learning

This new instructor course begins with pre-course e-learning. This gives candidates the opportunity to revisit key knowledge before the live sessions begin.

E-learning helps establish a shared baseline of understanding. It includes epilepsy awareness, seizure recognition, rescue medication principles, emergency response, person-centred care, documentation, local policy considerations, and the responsibilities linked to buccal midazolam training.

This allows the live sessions to focus on application, discussion, safe teaching practice and instructor development, rather than simply delivering information, most of which candidates should already know.

Four Live Virtual Sessions

Candidates then attend four live virtual sessions. These sessions are interactive and developmental, and being virtual means they are easier to fit into a busy schedule.

Each session focuses on key areas of instructor readiness, including clinical knowledge, training delivery, assessment, learner support, competence decisions, safety-critical teaching points, and the responsibilities of delivering EBMI training to others.

The virtual format also allows learning to be spaced over time. This gives candidates the opportunity to reflect, ask questions, complete tasks, and strengthen their understanding between sessions.

This is very different from trying to absorb everything over two consecutive days.

Independent Study and Assessment Tasks

After each live virtual session, candidates will complete relevant independent study and assessment tasks.

These tasks are important because they help candidates to apply what they have learned. They also provide evidence that the candidate is engaging with the subject at the required level before moving forward.

This staged approach helps identify any gaps in knowledge, confidence or understanding early in the programme. It also means candidates are better prepared before they reach the co-delivery stage.

This is one of the key differences between a supported development pathway and a traditional attendance-based course.

Face-to-Face Co-Delivery Training Day

The face-to-face co-delivery day is a central part of this new approach to instructor training. .

During this day, candidates have the opportunity to observe, participate in and contribute to delivery under the guidance of an experienced Guardian Angels tutor. This allows them to see how Epilepsy and Buccal Midazolam training is delivered in practice and how safety-critical messages are reinforced with learners.

Co-delivery gives candidates the opportunity to practise teaching, support learners, manage questions, explain risk, demonstrate practical skills and receive feedback in a supported environment. A simulation of the work they will do themselves, but with less pressure attached.

This provides much stronger evidence of readiness than a short microteach alone can promise. It also helps candidates build confidence before they are expected to deliver independently.

Portfolio Building

Throughout the pathway, candidates will build a portfolio of evidence.

The portfolio includes completed assessment tasks, reflective accounts, lesson planning evidence, evidence of participation, professional discussion records, feedback, teaching reflections and competence-related evidence.

This gives a clearer picture of the candidate’s development over time and is a good reference for them when they want to refresh their memory or consult notes from a previous training session.

It also supports quality assurance. Rather than relying on one assessment moment, the portfolio shows how the candidate has developed knowledge, judgement, teaching ability and understanding of their responsibilities as an Epilepsy and Buccal Midazolam Instructor/Trainer.

Final Skills and Knowledge Assessment

Before they receive their accreditation, candidates must undertake a final skills and knowledge assessment.

This helps confirm that the candidate has the knowledge, practical understanding and teaching readiness required to deliver Epilepsy and Buccal Midazolam training safely.

The assessment is not just about remembering information. It is about applying knowledge to realistic training and care scenarios, recognising risk, understanding safe administration principles, explaining key teaching points and making appropriate decisions about learner competence.

This final stage provides an important checkpoint before instructor status is confirmed. We don’t want any delegates to begin their new role without all the necessary information, or with a lack of confidence, so we are strict when judging each candidate’s success. In medical training, there is no room for half measures or poor judgement.

Portfolio Moderation

The final stage is portfolio moderation.

Moderation provides an additional layer of quality assurance. It helps ensure that assessment decisions are fair, consistent and supported by appropriate evidence.

This is particularly important where instructors will go on to deliver training internally within their own organisations. Moderation helps protect standards and supports confidence that candidates have met the required expectations before being signed off.

Why This Approach Works

After years of providing bespoke training courses for healthcare staff and care professionals, we understand what makes a good training course, and what delegates need to see the most success in their respective field(s).

As a result, we believe the supported co-delivery pathway gives stronger assurance than the traditional two-day model.

It allows candidates to build knowledge gradually, rather than absorbing everything at once. They will complete independent study, build a portfolio of evidence, and have the opportunity to co-deliver with an experienced tutor; this is on top of everything else we just discussed.

This creates a much stronger evidence base for instructor readiness.

For organisations, this means greater confidence that their internal instructors are prepared to teach safely and effectively. For candidates, it means they are supported throughout the process and are not expected to move from learner to independent instructor after a short course alone.

And, most importantly, for people receiving care and support, it means the staff around them are more likely to receive safe, accurate, and effective training.

Is the Traditional Two-Day Model Still Available?

Yes. We recognise that a traditional two-day EBMI Train-the-Trainer course may still be appropriate in some circumstances.

This may be suitable for candidates who are already experienced trainers, have strong existing knowledge of epilepsy and buccal midazolam, regularly assess practical competence, and have access to clear local governance and ongoing standardisation.

However, if candidates are new to instructor delivery, new to epilepsy and buccal midazolam, or expected to cascade training widely across an organisation, our preferred recommendation is the supported co-delivery pathway.

We allow organisations the freedom of choosing what type of training is right for their team members, but we can provide guidance if necessary.

Who Is the Supported Pathway Training Method For?

The supported Epilepsy and Buccal Midazolam Trainer / Instructor Development Pathway is particularly suitable for:

New or developing trainers
Internal trainers and champions
Care provider trainers
School, community and social care staff
Staff who will deliver epilepsy and buccal midazolam training to support workers
Organisations wanting stronger evidence of instructor competence
Services supporting people with complex epilepsy needs
Providers who want clearer quality assurance before allowing independent delivery

It is also suitable for organisations that want a more robust, developmental, and professionally accountable approach to instructor training.

Moving Beyond Attendance-Based Train-the-Trainer

At Guardian Angels Training, we believe safety-critical instructor training should go beyond just attendance.

A certificate should not simply show that someone attended a course. It should be supported by evidence that they have developed the knowledge, skills, judgement and confidence needed to teach others safely.

Our preferred EBMI Instructor Development Pathway reflects this standard. As we’ve shown, the approach is better for all involved and gives a much clearer and safer route to instructor sign-off.

If you would like to sign up for this course, or want to learn more, please don’t hesitate to contact us.