Accreditation Standards

CEAS Accreditation Standards Manual

Version 1.0 — Effective 2026 | Council for EMS Accreditation & Standards

1. Preamble & Purpose

The Council for EMS Accreditation & Standards (CEAS) is an independent accreditation body established to ensure that EMS continuing education programs meet rigorous, transparent, and measurable quality standards. CEAS accreditation provides assurance to EMS professionals, state regulatory agencies, employers, and the public that accredited programs deliver education consistent with current evidence-based guidelines and national competency frameworks.

This manual sets forth the twelve (12) accreditation standards that govern CEAS-accredited continuing education providers. Each standard includes:

  • Standard Statement — The requirement itself
  • Rationale — Why the standard exists and what it protects
  • Compliance Guidance — Specific, actionable steps to demonstrate compliance
  • Evidence Examples — Types of documentation reviewers may request
  • Common Findings — Typical issues identified during reviews

CEAS standards are designed to be specific enough to be auditable and flexible enough to accommodate diverse provider models — from large health systems and universities to small independent training companies. Standards are reviewed annually and updated as needed through a transparent process with public notice.

Key Principle: CEAS accredits the provider organization and its courses, not individual students. There are no per-student fees. Completion data reporting is included with accreditation at no additional cost.

2. Scope of Accreditation

CEAS accreditation applies to EMS continuing education (CE) programs delivered by approved providers. This includes:

  • Online/distributive education courses
  • In-person classroom instruction
  • Virtual instructor-led training (VILT)
  • Hybrid (combination) delivery formats
  • Skills labs and practical assessments
  • Conference sessions and workshops

CEAS accreditation covers courses designed for EMS professionals at all certification levels:

Level Abbreviation Description
Emergency Medical Responder EMR Entry-level emergency care
Emergency Medical Technician EMT Basic life support provider
Advanced EMT AEMT Limited advanced care
Paramedic PM / NRP Advanced life support provider

CEAS does not accredit initial certification/licensure programs (those fall under CoAEMSP/CAAHEP), nor does it accredit non-EMS healthcare education.

3. Definitions

Accredited Provider An organization that has been granted CEAS accreditation and maintains compliance with all applicable standards.
Contact Education Hour (CEH) A unit of measurement representing one clock hour (60 minutes) of educational activity. For distributive education, CEH is calculated using the CEAS formula (see Standard S-2).
Continuing Education (CE) Post-certification education designed to maintain, update, or expand the knowledge and skills of licensed/certified EMS professionals.
Distributive Education Education delivered asynchronously (online, self-paced) without real-time instructor interaction.
NCCP National Continued Competency Program — the NREMT framework for recertification education requirements.
PGC Prehospital Guidelines Consortium — coalition publishing evidence-based prehospital care guidelines.
Provider The organization applying for or holding CEAS accreditation (not individual instructors or students).
VILT Virtual Instructor-Led Training — synchronous (live) instruction delivered via video conferencing platforms.
WCAG Web Content Accessibility Guidelines — W3C standards for making web content accessible to people with disabilities.



Content Standards

Standards S-1 through S-3

These standards ensure the educational content itself is accurate, current, properly measured, and logically sequenced.

S-1: Content Quality & NCCP Alignment

Standard: All continuing education courses must contain content that is directly related to EMS patient care and maps to one or more NREMT National Continued Competency Program (NCCP) topic categories. Content must reflect current evidence-based guidelines, including those identified by the Prehospital Guidelines Consortium (PGC), and must be appropriate for the target certification level (EMR, EMT, AEMT, Paramedic).

Rationale

EMS recertification education must be relevant to clinical practice. NCCP alignment ensures that CE credits contribute meaningfully toward recertification requirements. Evidence-based content protects patients by ensuring providers learn current best practices rather than outdated or unsupported techniques.

Compliance Guidance

  • Identify the NCCP category or categories each course addresses in course metadata and marketing materials
  • Reference current clinical guidelines and peer-reviewed sources within course content
  • Ensure content is written at the appropriate level for the target audience (EMR content should not assume paramedic-level knowledge)
  • Review and update content at minimum every two (2) years or within six (6) months when significant guideline changes occur
  • Maintain a bibliography or reference list for each course (see also Standard S-8)

Evidence Examples

  • Course syllabus or outline showing NCCP category mapping
  • Bibliography with dates of referenced guidelines
  • Content review log showing most recent review date
  • Sample course content demonstrating evidence-based references

Common Findings

  • Course content references outdated AHA guidelines (pre-2020)
  • NCCP category not specified or incorrectly assigned
  • Content level inappropriate for stated audience (paramedic content marketed to EMTs)
  • No bibliography or reference list provided

S-2: Contact Hour Calculation

Standard: Providers must calculate and document contact hours using a published, reproducible methodology. For distributive education (online/self-paced), CEAS accepts the following standard formula:

Reading Time = Word Count ÷ 8,000 words per CEH
Assessment Time = Question Count × 1 minute ÷ 60
Media Time = Actual duration of video, audio, and interactive media (in hours)

Total CEH = Reading Time + Assessment Time + Media Time
(Rounded to nearest 0.25 CEH)

Providers may propose alternative methodologies with supporting documentation and rationale for CEAS review and pre-approval.

Rationale

Accurate contact hour calculation protects the integrity of CE credits. Inflated hours misrepresent education value; deflated hours shortchange learners. A standardized, reproducible formula ensures consistency across providers and enables independent verification. The 8,000 words-per-CEH rate is based on adult education research for technical healthcare content with a reasonable comprehension pace.

Compliance Guidance

  • Document word count (net instructional text), question count, and media duration for each distributive course
  • Maintain calculation worksheets showing how CEH was derived
  • For in-person and VILT courses, contact hours equal actual instructional time excluding breaks, registration, and non-instructional activities
  • A contact hour calculator is available in the Provider Portal
  • If using an alternative methodology, submit documentation to CEAS for pre-approval before listing courses

Evidence Examples

  • CEH calculation worksheet for each course
  • Word count documentation (from LMS or word processor)
  • Video/media duration logs
  • For in-person: agenda or schedule showing instructional time vs. breaks

Common Findings

  • CEH claimed without supporting calculation documentation
  • Word count includes boilerplate (headers, footers, navigation text) inflating CEH
  • In-person courses count lunch breaks and registration as instructional time
  • Media time estimated rather than measured from actual runtime

S-3: Content Sequencing

Standard: Courses must implement content sequencing that ensures participants complete all required educational content — including readings, presentations, videos, case studies, and other instructional materials — before accessing the post-test or final assessment.

Important Distinction: CEAS requires sequential completion (content before assessment). CEAS does NOT require per-page minimum time locks, artificial timer gates, or forced minimum viewing durations. Experienced practitioners should not be penalized with arbitrary time barriers on content they have already mastered.

Rationale

Content sequencing ensures that learners engage with educational material before being assessed. Without sequencing, a participant could skip directly to the post-test, pass based on prior knowledge, and receive CE credit without engaging with the course content. This undermines the educational purpose of continuing education. However, CEAS distinguishes between meaningful sequencing (content before assessment) and punitive time-gating (forcing experienced providers to wait on timers).

Compliance Guidance

  • Configure your LMS to enforce sequential activity completion
  • The post-test or final exam must not be accessible until all preceding content activities show a completion status
  • Document your LMS sequencing configuration (screenshots, settings export, or written description)
  • Per-page timers are permitted but NOT required — this is a provider choice, not a CEAS mandate
  • For in-person courses, sequencing is inherent in the schedule — document attendance tracking procedures

Evidence Examples

  • LMS configuration screenshots showing activity completion requirements
  • Student activity log showing sequential completion timestamps
  • Course structure document showing prerequisite chains



Assessment Standards

Standard S-4

Ensuring assessments are valid, reliable, and appropriate for the course content and audience.

S-4: Assessment Standards

Standard: Post-tests and assessments must measure knowledge gained from the course content. Minimum standards:

  1. Multiple-choice questions must have a clear stem, one correct answer, and plausible distractors
  2. Minimum passing score of 70% or higher
  3. Question pool should be sufficiently large to discourage memorization — minimum 1.5× the number of questions presented per attempt for courses offering retakes
  4. Scenario-based and applied questions are encouraged
  5. Providers should conduct periodic item analysis to identify poorly performing questions

Rationale

Assessments serve two purposes: verifying that the learner engaged with and understood the material, and providing formative feedback. Questions that are poorly written, too easy, or drawn from a pool too small to prevent memorization undermine these purposes. Item analysis helps providers continuously improve their assessments.

Compliance Guidance

  • Maintain documentation of your assessment development process
  • Keep item analysis records (question difficulty, discrimination index)
  • Ensure all questions are reviewed by a subject matter expert with relevant credentials
  • For hands-on/practical skills assessments, document the evaluation criteria and evaluator qualifications
  • Calculate and document the question pool-to-presentation ratio for each course

Evidence Examples

  • Question bank with correct answers and rationales
  • Item analysis reports (if available from LMS)
  • SME reviewer sign-off documentation
  • Skills evaluation checklists and rubrics

Common Findings

  • Question pool equals presentation count (no randomization, easy memorization)
  • Questions contain obvious “throw-away” distractors (e.g., “all of the above,” humorous options)
  • Passing score set below 70%
  • Questions test recall of trivial details rather than clinical application



Technology Standards

Standard S-5

Technology requirements that support educational quality without mandating proprietary systems.

S-5: Technology & LMS Requirements

Standard: Providers delivering online or hybrid courses must use a learning management system (LMS) or equivalent platform that:

  1. Tracks individual student progress and completion status
  2. Records assessment attempts, scores, and timestamps
  3. Enforces content sequencing per Standard S-3
  4. Maintains audit logs of student activity
  5. Provides secure authentication (individual student accounts)
CEAS accepts all major LMS platforms (Moodle, Canvas, Blackboard, D2L, custom platforms, etc.) and does NOT require any proprietary system or integration.

Compliance Guidance

  • Provide documentation of your LMS platform and its capabilities
  • Demonstrate that your platform meets each sub-requirement (a) through (e)
  • If using a custom platform, provide screenshots or documentation of tracking, sequencing, and logging capabilities
  • CEAS may request sample activity logs during review (anonymized student data is acceptable)



Reporting Standards

Standard S-6

Student completion data submission requirements and available methods.

S-6: Student Data & Completion Reporting

Standard: Providers must submit student completion records to CEAS for all accredited courses.

Required fields per student record:

  • Student name (first, last)
  • Completion date
  • Course identifier (CEAS course number)
  • CE hours awarded
  • Pass/fail status

Optional but recommended fields: NREMT ID, state license number, license type, student email.

Submission methods:

  1. REST API — JSON format, documented at /api-documentation/
  2. CSV file upload — Template available in Provider Portal
  3. Manual web entry — Individual record entry via Provider Portal
There is NO per-student submission fee. Completion reporting is included with accreditation.

Compliance Guidance

  • Submit records within 30 days of course completion
  • CEAS provides a CSV template, API documentation, and manual entry form in the Provider Portal
  • Rejected records include specific error messages for correction and resubmission
  • Maintain your own copies of all submission records



Instructor & Materials Standards

Standards S-7 and S-8

Ensuring qualified instruction and current, well-referenced course materials.

S-7: Instructor & Author Qualifications

Standard: Course instructors and content authors must hold qualifications appropriate to the course content and target certification level. At minimum:

  1. Current EMS certification at or above the level being taught, OR relevant healthcare credential (MD, DO, RN, PA, etc.), OR advanced degree in a relevant field
  2. Subject matter expertise demonstrated through professional experience, publication, or advanced training
  3. For skills-based courses: instructor must hold current certification in the skills being taught (e.g., current ACLS instructor certification for ACLS refresher courses)

Compliance Guidance

  • Maintain current CVs or credential documentation for all instructors and content authors
  • Make records available upon CEAS request
  • Update records when credentials are renewed or changed
  • New instructors must be documented before they begin teaching accredited courses

S-8: Course Materials & Currency

Standard: All course materials must:

  1. Include a bibliography or reference list citing sources used in content development
  2. Reference current clinical guidelines (AHA, NAEMSP, PGC, state protocols, etc.) where applicable
  3. Be reviewed for currency at minimum every two (2) years
  4. Be updated within six (6) months when significant guideline changes occur (e.g., new AHA Guidelines)
  5. Clearly identify the version or revision date

Compliance Guidance

  • Maintain a content review log showing date of last review and reviewer name for each course
  • When updating courses, document what was changed and why
  • Bibliography format should follow a recognized citation standard (APA, AMA, etc.)
  • Version numbering should be visible to students (e.g., “Version 2.1 — Updated January 2026”)



Ethics & Governance Standards

Standard S-9

Ensuring independence, transparency, and integrity in the accreditation process.

S-9: Conflict of Interest

Standard: CEAS maintains strict conflict-of-interest policies at all levels:

  1. CEAS Reviewers: Must disclose any financial interest in, employment by, personal relationship with, or competitive relationship with the provider under review. Reviewers with identified conflicts are disqualified from that review. Providers may challenge a reviewer assignment within 5 business days.
  2. CEAS Board Members: Must disclose all EMS industry affiliations. No board member may have a financial interest in an accredited provider.
  3. Providers: Must disclose any relationships that could create a conflict in course content (e.g., product endorsements, manufacturer sponsorships).

Compliance Guidance

  • Conflict-of-interest disclosures are documented and maintained by CEAS
  • Providers receive notification of their assigned reviewer and may exercise their challenge right within 5 business days
  • CEAS publishes its COI policy and reviewer screening procedures on this website
  • If your course content is sponsored by or features products from a specific manufacturer, disclose this in the course materials



Accessibility & Compliance Standards

Standards S-10 through S-12

Ensuring courses are accessible, complaints are handled fairly, and records are properly maintained.

S-10: Accessibility & Accommodations

Standard: Providers must ensure accredited courses are accessible to participants with disabilities, consistent with ADA requirements. At minimum:

  1. Online courses should meet WCAG 2.1 Level AA guidelines where feasible
  2. Video content should include captions or transcripts
  3. Providers must have a documented process for handling reasonable accommodation requests
  4. Alternative assessment formats must be available when requested

Compliance Guidance

  • Document your accessibility policy and accommodation request process
  • Test online content with screen readers and keyboard navigation at least annually
  • Provide contact information for accommodation requests prominently in course materials
  • When captioning video, automated captions are acceptable if reviewed for accuracy

S-11: Student Complaint Process

Standard: Providers must maintain a documented student complaint process that:

  1. Is communicated to students before or at the start of each course
  2. Provides a clear method for students to submit complaints (email, web form, etc.)
  3. Includes a timeline for response — no longer than 15 business days
  4. Documents all complaints received and resolutions provided
  5. Includes an escalation path to CEAS if the student is not satisfied with the provider’s resolution

Students may file complaints directly with CEAS at any time via emsaccreditation.org/contact.

Compliance Guidance

  • Include your complaint process in course materials, website, or LMS
  • Maintain a log of complaints received, investigations conducted, actions taken, and outcomes
  • Make complaint records available to CEAS upon request during reviews
  • CEAS escalation contact: complaints@emsaccreditation.org

S-12: Record Retention

Standard: Providers must retain the following records for a minimum of five (5) years:

  1. Student enrollment and completion records
  2. Assessment records (scores, attempts, timestamps)
  3. Course materials and syllabi (version history)
  4. Instructor/author credential documentation
  5. Complaint records and resolutions
  6. Conflict-of-interest disclosures
  7. Content review logs

Records must be stored securely and made available to CEAS upon reasonable request during compliance reviews.

Compliance Guidance

  • Implement a formal records retention policy
  • Use secure storage (encrypted backups recommended)
  • Ensure records are retrievable within 10 business days of a CEAS request
  • When records reach the 5-year retention limit, they may be archived or destroyed per your organization’s policy
  • Digital records should have documented backup procedures



16. Enforcement Framework

CEAS uses a graduated enforcement model designed to correct issues rather than punish providers. Enforcement is proportional to the severity and pattern of non-compliance.

Level Action Trigger Public?
1 Coaching Letter Minor findings, first occurrence. Good faith effort evident. No
2 Warning Repeated minor findings, or moderate finding. Corrective action required within stated timeline. No
3 Probation Serious non-compliance, unresolved warnings, or pattern of violations. Enhanced monitoring. Yes
4 Suspension Severe non-compliance, public safety concern, or unresolved probation. Cannot award new credits during suspension. Yes
5 Revocation Fundamental breach, fraud, or failure to correct during suspension. Full removal of accreditation. Yes
Transparency Rule: Actions at Level 3 (Probation) and above are published on the CEAS website at /enforcement/. Levels 1-2 remain private to encourage voluntary correction without reputational harm.

17. Due Process & Appeals

Every provider subject to enforcement action has the right to:

  1. Written Notice — Specific findings, cited standards, and proposed action, delivered in writing (email and certified mail)
  2. 30-Day Response Period — Provider may submit written response, additional evidence, or corrective action plan
  3. Review Panel — For Level 3+ actions, an independent panel reviews the case. Panel members must be free of conflicts per Standard S-9
  4. Hearing — Provider may request a formal hearing (virtual or in-person) with the right to bring counsel or an advisor
  5. Appeal — Final decisions may be appealed to a separate appeal panel within 30 days of the decision
  6. Reinstatement Path — Suspended or revoked providers receive written reinstatement criteria and may reapply after demonstrating compliance
Commitment: No provider will lose accreditation without having a full opportunity to respond, present evidence, and appeal the decision.

18. Fee Schedule

Fee Type Amount Notes
Organization Application $1,000 One-time, non-refundable. Covers initial review.
Annual Accreditation $600 Annual renewal. Includes compliance support and portal access.
New Course Review $200 Per course submitted for initial accreditation.
Course Renewal $100 Per course, biennial renewal review.
Per-Student Submission $0 No charge. Included with accreditation.

Fee Policy: All fees are published. Changes require 90 days advance written notice. No surprise assessments or hidden charges. Fees may be paid via check, ACH, or credit card through the Provider Portal.

19. Glossary of Terms

ACLS Advanced Cardiovascular Life Support
ADA Americans with Disabilities Act
AEMT Advanced Emergency Medical Technician
AHA American Heart Association
CE / CEH Continuing Education / Contact Education Hour
CEAS Council for EMS Accreditation & Standards
CoAEMSP Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions
EMR Emergency Medical Responder
EMT Emergency Medical Technician
LMS Learning Management System
NAEMSP National Association of EMS Physicians
NCCP National Continued Competency Program (NREMT)
NREMT National Registry of Emergency Medical Technicians
PGC Prehospital Guidelines Consortium
SME Subject Matter Expert
VILT Virtual Instructor-Led Training
WCAG Web Content Accessibility Guidelines (W3C)

Appendix A: CEH Calculator

Use the following worksheet to calculate Contact Education Hours for distributive education courses:

Course Title: ________________________________
CEAS Course Number: ________________________________

Step 1 — Reading Time:
  Word Count (instructional text only): _______ words
  Reading CEH = Word Count ÷ 8,000 = _______ CEH

Step 2 — Assessment Time:
  Number of Assessment Questions: _______ questions
  Assessment CEH = Questions × 1 min ÷ 60 = _______ CEH

Step 3 — Media Time:
  Total Video/Audio Duration: _______ hours _______ minutes
  Interactive Media Duration: _______ hours _______ minutes
  Media CEH = Total media hours = _______ CEH

Total CEH = Reading + Assessment + Media = _______ CEH
(Round to nearest 0.25 CEH)

Appendix B: NCCP Category Reference

NREMT National Continued Competency Program (NCCP) categories for recertification education:

Category Topic Areas (Examples)
Airway, Respiration & Ventilation Airway management, oxygen therapy, ventilation techniques, capnography
Cardiovascular Cardiac assessment, ECG interpretation, ACLS algorithms, acute coronary syndromes
Trauma Hemorrhage control, spinal motion restriction, burns, blast injuries
Medical Toxicology, endocrine emergencies, infectious disease, neurological emergencies
Operations EMS systems, safety, communications, incident command, MCI management
Individual or Local/State Community-specific topics, protocol updates, case reviews, quality improvement

Providers must map each accredited course to one or more NCCP categories. Multi-category courses should identify the primary category and proportional hour allocation.

Appendix C: Application Checklist

Use this checklist to ensure your application is complete before submission:

Organization Application Requirements

  • ☐ Completed organization application form (via Provider Portal)
  • ☐ Organization contact information and legal entity name
  • ☐ Program Director credentials (CV, current certifications)
  • ☐ Description of educational programs offered
  • ☐ LMS documentation (if offering online courses)
  • ☐ Student complaint process documentation
  • ☐ Records retention policy
  • ☐ Accessibility accommodation policy
  • ☐ Conflict-of-interest disclosure (for sponsored content)
  • ☐ Application fee payment ($1,000)

Per-Course Requirements

  • ☐ Course title and description
  • ☐ Target audience (certification level)
  • ☐ NCCP category mapping
  • ☐ CEH calculation worksheet (Appendix A)
  • ☐ Course outline or syllabus
  • ☐ Assessment description (question count, passing score, pool ratio)
  • ☐ Sample content (first module or representative section)
  • ☐ Bibliography / reference list
  • ☐ Instructor/author credentials for all listed personnel
  • ☐ LMS sequencing documentation (for online courses)
  • ☐ Course review fee payment ($200 per course)

Appendix D: Sample Compliance Documentation

D.1 Content Review Log (Sample)

Course Last Review Reviewer Changes Made Next Review Due
ACLS Update 2026 2026-01-15 Dr. J. Smith, MD Updated to 2025 AHA Guidelines 2028-01-15
Pediatric Emergencies 2025-09-01 M. Johnson, NRP Added new PGC recommendations 2027-09-01

D.2 Item Analysis Summary (Sample)

Question # Difficulty Discrimination Action
Q1 0.72 (Moderate) 0.35 (Good) Retain
Q7 0.95 (Too Easy) 0.08 (Poor) Revise — distractors too obvious
Q12 0.22 (Too Hard) 0.12 (Poor) Review — possible stem ambiguity

D.3 Complaint Log (Sample)

Date Complainant Issue Resolution Days to Resolve
2026-02-10 Student A Certificate not received Resent electronically and by mail 2
2026-03-05 Student B Question #7 disputed SME reviewed, question revised 8

Appendix E: API Integration Guide

CEAS provides a REST API for automated student completion reporting. This is the recommended method for providers with high submission volumes.

Base URL

https://emsaccreditation.org/api/v1/

Authentication

Include your API key in the request header:

Authorization: Bearer YOUR_API_KEY_HERE

API keys are issued in the Provider Portal under Settings > API Keys.

Submit Completion Record

POST /api/v1/submissions
Content-Type: application/json

{
“course_id”: “CEAS-2026-001”,
“student_first_name”: “John”,
“student_last_name”: “Smith”,
“completion_date”: “2026-04-01”,
“ceh_awarded”: 2.0,
“pass_fail”: “pass”,
“nremt_id”: “E123456”,
“state_license”: “TX-123456”,
“license_type”: “Paramedic”,
“student_email”: “john.smith@example.com”
}

Batch Submission

POST /api/v1/submissions/batch
Content-Type: application/json

{
“submissions”: [
{ “course_id”: “CEAS-2026-001”, “student_first_name”: “Jane”, … },
{ “course_id”: “CEAS-2026-001”, “student_first_name”: “Bob”, … }
]
}

Full API documentation with all endpoints, error codes, and webhook configuration is available at /api-documentation/.

25. Version History

Version Date Changes
1.0 April 2026 Initial publication. Twelve accreditation standards, enforcement framework, due process procedures, fee schedule, appendices A-E.

This document is the official CEAS Accreditation Standards Manual, Version 1.0.

Questions? Contact accreditation@emsaccreditation.org

© 2026 Council for EMS Accreditation & Standards. All rights reserved.

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