In my x-ray position lab close as we come to a clinical setting we use a random draw on what x-ray exam they are going to position next, i also make up patients like the event cards and they have to demonstrate how they would handle the situation.
In the past I have made up cards with names of meds on them and passed them around in post conference having the students pronounce them correctly. If they get it correct they may keep the card. I have found this to be a fun way to learn how to pronounce these dificult meds and it is very funny to hear how crazy some students pronounce some of them. We all get a good laugh and still learn in the process. At the end we count our cards and the winner gets a small reward. In the future I like the idea of the black out bingo especially. I have made scavenger lists with things on them such as Atrial fib and 4+ pitting edema for them to check off. They enjoy this also. I will use all the suggestions because I think they will all add to the learning experience.
Laura, creating and using event cards can simulate real world job events in a safe environment for learners.
Michele Deck
Event cards they are very helpful when you are trying to assess the students level of critical thinking skills they have and what do they still need to work on.
We have not used any of the creative teaching strategies. I think that our staff members should use event cards in the senior phase because they make the students think through real-world situations. The teachers can assess their teaching skills and the students critical thinking skills. I think that it is a great idea for our students to use gestures/signs to communicate with professionals in the field when they go on their externships.
Event cards are a great way to get the student thinking during a lab competency. They need to rely on their brain and not their book.
Vickie, thank you for sharing your successful approach to real world scenarios. Your students are lucky to have you use this activity because it will improve their skills when they are in the job world.
Michele Deck
Dr. Cheryl, I am so glad you have found some new tools and activities from the course. Enjoy!
Michele Deck
I create scenarios from experience for teaching students to handle problems, complaints and mistakes that arise in practice. I typed and laminated the scenarios and have students randomly draw from a bag. The students have to role-play how the situation would be handled. This leads to some great class discussions on proper ways to resolve problems, and how to deal with HIPAA or ethical issues. This has become a very successful way of getting my students to use critical thinking, triaging, and problem solving in actual pharmacy practice.
I teach clinical, anatomy and physiology classes. However, anatomy and physiology is the foundation of medical studies. I am anxious to incorporate the t-shirt assessment, shower cap brain anatomy, and spaghetti muscle exercises into my anatomy and physiology classes. It’s a strong learning strategy for visual and tactile learners. These strategies will make a significant impact on understanding anatomy. I have found that using acronyms with a story tied to it for remembering aspects of anatomy and physiology are helpful.
Tammara, this is a great idea, thanks for sharing it.
Michele Deck
My peers and I have and is currently using scenario/event cards. I've found that majority of students retain information this way and is prepared if we decide to revisit the scenario's at a later date. Making the scenario's/event card's a class project/discussion is very helpful as well.
The presentation of the skill by demonstration which is done by me the instructor or by a video This is followed by skill practice, and a competency checkoff. The patient event cards are definitly something that we could use if the students have any down time during the module. Our clinical classes are 5 weeks and some skills take the entire time, so we don't have as much free time in those.
I have started to incorporate making lab orders for the students to select when they have a patient, so that way they can get clinical application practice while mastering the skills.
Although I teach psych nursing didactic, I love the idea of "Staff Surprises": I often ask my students about their psych clinical experiences but this strategy would give our discussion a focus with an important objective: To learn high quality clinical care from all the nursing staff irrespective of staff skill or competence.
Sandy Mishkin
Margaret, I agree, the randomness of receiving the cards keeps students interested.
Michele Deck
Event cards are something that really keeps students on their toes. It keeps their interest and keeps them thinking. Students listen intently because they don't know which one they will get when it is their turn.
i have applied the events card giving my students scenarios to think about where potential problems may arise. i would like to use the dot, i think it is especially useful when we have on the job training.
I use the Staff Surprises, a little different than described. I like for students to critic (nicely) each other and help each other out. It can be difficult with a large class do give every student the equal amount of one-on-one time spent with me. So I pair up my “good†students with my students who are struggling with a skill. They usually work very well together and the student who was struggling improves on their skill set.
Donna, this is best as this is a safe learning situation for all.
Michele Deck
Chemo, you have the best proof that this methods works...success of your students no matter what their personality type.
Michele Deck
