Mary,
My area of training is education. I do not remember seeing the ADPIE acronym before today. It reminds me of the ADDIE instructional design model used by educators. These types of mnemonics are often very helpful to professionals as we provide training newcomers of the field in the proven processs and structures of the trade. These often provide a solid foundation for the correct focus of the required critical thinking toward the task at hand. Thank you for sharing your helpful insights.
Dr. S. David Vaillancourt
The nursing process is an excellent way to teach analytical skills. It consists of 5 steps that correlate with the acronym ADPIE. The A is for assessment. In this step the nurse gathers the subjective and objective data or the concrete and abstract data as defined in the course. Next, the D is for Diagnosis or defining the problem. P is the plan of action and I stands for the interventions used to work the plan. And finally E is for evaluation. The nurse evaluates the plan and the interventions to identify if the plan is working for the patient or if the plan and interventions needs to be modified. By using the nursing process (ADPIE) students learn to use the analytical skills that are so necessary in the nursing profession.
Robert,
Facilitating that focus is a masterful teaching strategy. Analysis is as much about removing extraneous information and affective dispositions as it is about gathering the right information on which to focus. Nice work.
Dr. S. David Vaillancourt
In teaching mechanics the largest stumbling block seems to be anything dealing with electrics. The students seem to develop a mental block about how hard the problem is, how complex the solution is going to be, and that they will probably get it wrong anyway. As a facilitator, keeping them focused on the problem itself and the evidence provided by basic troubleshooting, they are most always amazed at how easy the solution actually is. People tend to put up thier own roadblocks to thinking by concentrating on fear of complexity and failure.
Patricia,
This is an excellent way enhance the collaborative learning experience. Nice work.
Dr. S. David Vaillancourt
Our class is broken up into 4 teams at the beginning of the cohort. We have competitions every Friday afternoon. The competitions include physical tasks ( relay races involving surgical suite setups) and mental challenges which include debates.
Stacy,
Very good. Role-playing is a tried and true method for getting students to apply knowledge they have recently obtained. It also expands the new knowledge to a higher level of thinking and reinforces it in the long term memory. Nice work.
Dr. S. David Vaillancourt
Jennifer,
Having your students go through that process and "show their work" (like in math class) is an excellent learning experience and provides you the opportunity for individualized instruction. Very good.
Dr. S. David Vaillancourt
I am a pharmacy technician instructor. I have my students evlauate patient profiles. By using the material that they have learned in class, they have to analyze the profile to tell me where there may be a drug interaction or a cotraindication.
I also have them go through the decision making process in real life situations.
I use a role playing for many areas and many reasons. To offer the student a real world approach to a given situation ans to also place obstacles in front of them that they may not have considered. I call this keeping them on their toes. In health care, each patient and their circumstances are different as well as the physician's approach to treatment. By throwing them hooks along the way, this helps them to adapt to the many patient types they will encounter.
Carol,
These capstone courses provide great opportunity to bring together all of the previously learned knowledge and skills so the students may accurately apply comprehensive solutions to clinical scenarios. Very good. Thank you for sharing your expertise.
Dr. S. David Vaillancourt
In the nursing clinical course, we use clinical case scenarios and clinical critical mapping to look and analyze a disease or patient case situation. It helps them learn all aspects of a disease and analyze different teaching and medical management for a nurse.
Jeff,
That seems like a good strategy and opportunity to model. Nice job.
Dr. S. David Vaillancourt
I like to think aloud and have the students discuss the possible steps and consequences. We explore two or three solutions.
Ann,
Perfect. Thank you for sharing this comprehensive approach.
Dr. S. David Vaillancourt
We use real cases (easy to do in our field of veterinary medicine). Students must present the 'problem' (owner's complaint). Then, they present all of the animal's history (when problem started, if it's worsened, diet, vaccines, cough/sneeze, previous treatment, etc).
Then, they collect data in the form of a physical examination (subjective data & objective data)
Now, students can formulate a list of potential causes of the problems (differential diagnoses), and what tests they want to run to try to find causes for the problem (plan).
After all tests are done, they must evaluate the results, and be able to discern which results could be attributed to the problem.
This is a commonly used method- it's called POVMR- Problem-Oriented Veterinary Medical Record
Quebec,
Very good. Thank you.
Dr. S. David Vaillancourt
I do not teach online. I have an actual classroom setting. But in either environment, students in the group are given a rubric that is to reflect the participation of all members. One of the grading criteria on the rubric deals with attendance and participation.
Quebec,
Collaborative work emulates the real-world setting and is a good training ground for students in class. Do you have any favorite methods for providing a means by which "They…hold members accountable…" in your online classes? As I'm sure you have experienced, this can be a point of contention within some classes. Thank you for sharing your insights.
Dr. S. David Vaillancourt
I like to incorporate situations within the classroom environment that allow students to work cooperatively to solve problems. In the English class, students have been assigned to a final group project in which they are responsible for how the project is completed. They are also required to hold members accountable for participating in the project.
