I like the idea of the event cards to encourage critical thinking. I would like to use this tool for pharmacology which is usually the topic my students loathe. I could put a scenario on the card and have them tell me what medication would you use to treat this? This would make them think of the medication in a real life situation instead of just memorizing a bunch of names ad doses.
I agree that a student must know the information backward and forward to demonstrate and teach it to peers.
I like the idea of having the student hold thier own clincal skills workshop in which they instructor and teach others who want to learn hands-on clinicla skills. They are able to use what they have learned in class through teaching others. In my opinion this really reinforces those concepts so that they don't forget and are really learning the rationale behind certain clincal skills.
Thanks for sharing this great idea. I will try the comments on my cards in the future along with the content.
Because it is massage we carry laminated cards/signs. When we enter a clinic space we chose an appropriate card and show it to the student while they are working on a person. The cards can have suggestions on them, or requests to see a specific stroke. We also have a dry erase board for issues not on the cards. We also have cards that say, "Way to go" and "that looked great!" The students like the idea of being communicated to without disrupting the session and client.
Paul
Yes, Tammy, I have used "people bingo" on the first day of class and it is a good activity to get to know people.
I have used event cards in the past but didn't know they were called that. I love the idea of patient bingo. It could also be adjusted for a first day of class activity to get to know each other.
I have used event cards. Of course I didn"t know they were called event cards at the time.
My students have projects that they are responsible to complete and because they work at different paces, some are finished before others. Cards with additional assignments are handy as they allow for student participation and critical thinking. In addition, the student is not left to their own devices while the others finish their assignments.
In our clinic here, we have them to do many run throughs with SOAP note charting. We do different activities that involve made up clients and situations, to students using each other as a client. After they do their intake/interview process, they carry on with filling in their SOAP charts. They are then checked by the instructor to make sure they are using correct abbreviations and including the right amount information for the next person.
as an instructor in surgical technology, I allow my students to enter the lab. There will then be a table with instrumentation just thrown on it. I will then call out a name of an instrument and they have 5 seconds to find that instrument! It works great for them to learn to work under pressure!
Tammi, your approach on this topic is very wise. Keep up the good work!
I utilize "Staff Surprises" all of the time with my clinical classes and it works out great. I teach Surgical Technology and my students go out on 2 clinical rotations each 8 weeks long in major hospital operating rooms. They work 8, 10, or 12 hour days and they see alot of good and bad things. While they are in school we emphasize to them that we teach you the right way in school but that when you go out in the field you will see people with alot of bad habits and do not adopt those bad habits or we will fail you.
I have meetings twice per week and the discussions are filled with examples of "bad habits"; many of which are coming from surgeons. I stress to my students to remember the right way and do not adopt those bad habits because you are putting the life of your patient at risk. I also stress to be very quiet and not say a word to anyone; there will be time for that after graduation. They are all frustrated but they understand.
Tammi Smith CST, MBA
Yes, it is a great way to track who has completed which clinical goals that day.
I have students assigned in two floors of the facility; I would definitely use the "Dot on Watch" strategy.
I haven't really had the opportunity to use a creative teaching strategy in a clinical or on the job setting, but am hoping to use some of the ideas presented in this course.
If we can model how to constructively give feedback on good and not so good performance in clinical, we are giving the learners life skills they will use on the job.
The more variety of methods you can use, the better the results you will see.
Post conference is the place where students can debrief in a safe environment and learn from observations, both good and not so good techniques.
It is an effective strategy because real life situations create opportunities to observe and understand clinical practice.
I too enjoy this creative teaching strategy with clinical students. Post conferencing is a wonderful way of allowing students to share their experiences and discuss how or why the experience could have been handled in a different light.
Diana
