Contact Us

Instructors - WIFM

What's In It For Me?

Understanding the WIIFM Approach

Every DT4EMS presentation incorporates a WIIFM element. This ensures that each session is relatable and impactful for participants. As an instructor, it is essential that you understand the WIIFM in each presentation and deliver it in a way that resonates with your students.

At the end of our program, we want participants to walk away with two key takeaways:

  1. A solid understanding of what is “reasonable” in self-defense.
  2. The ability to perform the “Parry”, a fundamental physical skill.

This approach prioritizes safety tactics over techniques. If students grasp the tactics, they will rarely need to rely on the techniques.

Class Introductions & Building Engagement

At the start of every session, have students introduce themselves. Guide them with the following prompts:

  • Name
  • A little about your background and family
  • Hobbies
  • Why did you get into EMS, Fire, Nursing, etc.?

This exercise serves two purposes:

  • It helps you understand your audience and identify those who may require extra engagement.
  • Later, it allows you to highlight that no one entered this field to fight or harm others.

The Opening Presentation: Establishing the Need for Training

The introductory presentation lays the groundwork by defining “reasonable use of force” and demonstrating what happens when staff are not trained. If participants buy into the WIIFM early, they will trust the content throughout the course.

Building the Need for Training

Many EMS and healthcare professionals carry a belief that violence is simply “part of the job.” This can lead to either excessive or insufficient use of force.

  • We start slow, gradually presenting studies in a way that builds emotional engagement.
  • The goal is to evoke frustration and realization—not at the instructors, but at the system that has failed them.
  • Participants should reach a critical awareness point, understanding that violence against EMS/Fire staff happens frequently, yet rarely makes national news.

Key WIIFM takeaways:

  1. Assaults on staff happen regularly but are often unreported.
  2. People are being arrested and convicted for assaulting medical staff. This helps shift the “it’s part of the job” mentality.

Assault Response Guidelines (ARG) Exercise

At the end of the introductory session, introduce the Assault Response Guidelines (ARG).

  1. Bring up the largest male participant and the smallest female participant.
  2. Have the male simulate grabbing the female’s throat, portraying a drunk attacker and a medic.
  3. Ask the class: “Which level of response is reasonable?”
  4. Encourage discussion without providing an immediate answer.

Then, reverse the roles and ask again.

  • Most students will now answer correctly.
  • Some will argue, which is a positive sign—they are engaging critically with the material.
  • Discuss why the majority gave their responses, highlighting factors such as size, strength, and intent.

WIIFM takeaway: You have now taught students how to evaluate “reasonable force”, rather than simply giving them the answer.

Six Steps PowerPoint: Simplifying Decision-Making

People process information differently under stress. Instead of overloading them with multiple techniques, we simplify decision-making into one step at a time.

Key WIIFM Question

  • “If 52% of staff are assaulted at a rate 22 times higher than other industries, yet they are following staging policies, where are they being assaulted?”
  • Answer: On so-called ‘safe’ scenes.

RACE Model: Managing Reaction Time

To illustrate how people react under stress, use the driving analogy:

  1. Ask students: “You are approaching a green traffic light—what are you thinking about?”
    • Expect responses like: “How long has it been green?” “Will it turn yellow soon?” “Are there pedestrians?”
  2. Then ask: “How many of you have driven home after a long shift and don’t remember the drive?”
    • Many will relate to this, confirming that habitual actions become subconscious.
  3. Explain that self-defense must become just as instinctive.
    • We need to turn self-defense from a ‘thought process’ into a ‘thoughtless process,’ just like driving.

WIIFM Takeaways

  • With practice, students won’t need to consciously process a skill.
  • A well-timed distraction can reset an attacker’s focus, giving an opportunity to escape.

Potentially Violent Calls (7Ds)

Begin by asking:

  • “Name any call that has the potential for violence.”
  • Gather 6-10 responses from students.
  • Reveal the 7Ds framework and show how every scenario fits into one of these categories.

Graham v. Connor Case Study: The Importance of “Reasonable”

Tell the story of Graham v. Connor and ask:

  1. “Were the officers right or wrong?”
  2. “Did Graham win his lawsuit?”

The class will likely be divided. Let them debate.

Then, reveal the key point:

  • The officers weren’t necessarily “right,” but their actions were ruled “reasonable.”
  • This landmark case shapes how force is judged in legal settings.

WIIFM takeaway: You don’t have to be right—you have to be reasonable.

Teaching Self-Defense: General Guidelines

  • Safety is the top priority. No horseplay or reckless demonstrations.
  • Distinguish between confused patients and aggressive attackers.
  • Escape is the goal. Winning in a fight is different from winning in self-defense.
  • Emphasize “reasonableness” over brute force.

Addressing Resistance from Martial Artists

  • Some students may have martial arts backgrounds.
  • Acknowledge their experience and frame DT4EMS as a system for understanding “reasonable use of force” in a medical setting.
  • Encourage them to continue training outside of class if they want to refine their skills.

Sidestep: The First Skill

  1. Demonstrate foot positioning:
    • Feet shoulder-width apart, hands behind the back (for the demo only).
    • Take a small step forward with one foot.
    • Show students how shifting weight impacts balance.
  2. Have students practice the sidestep.
  3. Explain why it matters:
    • The sidestep is used in every takedown technique taught in this course.

WIIFM takeaway: Mastering footwork is the foundation of effective self-defense.

Final Thoughts

  • Keep the message clear: This course is about escaping danger, not fighting.
  • Reinforce tactics over techniques: If students use good tactics, they will rarely need physical techniques.
  • Remind them: The skills they learn here could one day save their life or the life of a colleague.

By integrating WIIFM principles throughout the training, students will stay engaged, motivated, and better prepared to handle real-world situations.