It's a great idea to personalize it by asking about their doctors.
I do a form of the staff suprises already. I think this is a great way to have my students learn to be observant and also see how a lot of people get lazy over the years when they've been working in the healthcare field. I have my students tell me things they've noticed when they went to see their own doctor. They discuss the good things that were correctly done and the things they noticed that weren't done well.
I have the class create case studies and role play the case studies with each other. IE..sports massage therapy.
Joshua, this is a great "real job world" strategy. Keep up the good work.
Very good idea Paul. I am going to pull that one into our class.
As a massage therapy instructor, I will throw a different last minute scenario change when they are performing 1 hour instructor massage. Normally they are expecting to do a general 1 hour massage therapy session. I will go into the session and ask them to only work on my back for 1 hour. In this case they have to think on their feet and remember that they are working for the client. It makes them pull on every skill they have learned for that part of the body.
Jeanne, I am glad you have had success with your strategies and I appreciate you sharing that with us.
I have used case studies with client scenarios in both clinical and class to help stimulate critical thinking. Hand gestures have been very helpful in clinicals but now I have some new ideas of some I have not used (I like the big eyes approach) because it is so true and natural for students to do when they are stuck. I have also used staff surprises but I have never called them by that name. I do find it important for students to discuss both the good and concerning occurances that happen at clinicals. I try to do both a pre-conference and a post-conference at my clinicals since I have the beginners and they need both direction before the day starts and debriefing at the end.
Paula, this is a great teaching idea, keep up the good work .
I have used role playing in the didactic portion of med surg I. We were discussing diagnostic testing and I divided students into triplets. I gave them a diagnostic test, and assigned one student as the nurse, one as the patient and one as the evaluator. I then gave them a few minutes to reveiw the procedure and the nurse's role in preparing the patient for the procedure. The patient's part was scripted ahead of time by myself (all though I encouraged the students to improv). The group then performed their little skit in front of the rest of the class. The evaluator was given a chance to critique the presentation. (ie, what did the nurse leave out?). Every once in a while, I threw them a curve ball and interjected my comments as the very annoying family member. It went well. I wouldn't do this until the classmates where somewhat comfortable with each other. It was effective, but took a fair amount of prep work - the good thing is that it can be used again.
I am constantly using event cards to check critical thinking skills. These allow students to realize they know more than they think they do! When they hear a case study based on covered information, they immediately say "I dont know that", but after a little prodding, they surprose themselves!
Accountability is a critical skill in the careers we teach.
I enjoy using the event cards, it gives the students some independance and well the responsibility and accountability for getting their tasks done on their own
I will try this idea this week. Thanks!
In my hands-on massage classes, the students exchange massages with each other on a regular basis. After each massage, I encourage the students to verbalize a version of "Roses and Thorns" by sharing 3 things about the massage that felt GREAT, and 3 things that could be improved.
I'm glad you have had success with this, also.
A good creative teaching strategy I've used that has helped reinforce contents and skills would be the gestures/signs strategy.
Using bingo in English class is a great suggestion.
I am not really teaching in either of those settings but the bingo game is one that I have adapted in my English course to teach grammar and punctuation.
Scenarios can serve a variety of purposes.
