Bethanne, this does allow for spontaneity and on the spot thinking, which simulates real world experience.
Michele Deck
Event cards (case studies) are an excellent way to help develop critical thinking skills without effecting real people. I like these because it builds confidence without harm to a patient. It is a nice change from rote learning. I love the idea of having the cards in my pocket and handing them out randomly out on the floor of the clinical setting.
I have used case study with a compare and contrast method. I will create a Case Study then I will place students in small work groups to create a case study with the same topic or medications. I consistently remind the students that Case Studies are designed to stimulate critical thinking on the part of the reader.
Leslie, I'm glad you like these. I hope you will implement them into your teaching plan.
Michele Deck
I liked the event cards to use prior to students going into thed clinical setting.
I meet with students before completion of their clinicals to discuss experiences and compare skills or techniques they saw and what they were taught.
Michelle, the washable markers are a great idea! I can see how this is beneficial to learning the content.
Michele Deck
We use washable markers to "draw" muscles on students. This reinforces where the muscle attaches & inserts as well as how big/small the muscle really is.
We've also used clay on a skeleton to show the same. The students love this because they get to see if a muscle is smooth or striated and how their techniques help or hurt that muscle.
Dawn, thank you so much for describing the process to create and use this terrific teaching activity. I love the white out use and will try it myself this week.
Michele Deck
I was teaching my Clinical Microbiology class how to identify unknown bacterial isolates. We worked extensively with flowcharts that would pose a question concerning their bacterial isolate and then, depending on the answer to that question, would take the student down the path to other questions or would suggest biochemical tests that needed to be done and interpreted. After practicing as a class several times, each was given a series of 8 unknown bacterial samples to identify as their term project. For the final exam at the end of the term, I created a case study that required the students to then take a similar adventure using the flowcharts to identify the bacteria causing the patient to be ill. When they would reach a section of the flowchart that required them to perform a biochemical test, I had them use a "scratch-off card" that I made to determine the results of that biochemical test. There were only results for those biochemical tests that should have been performed. So, if they accidently went down the incorrect pathway on the flowchart, there would be no result for the biochemical test that they selected. That way, I was able to determine whether the student actually knew what they were doing, whether they made a mistake (and where they made that mistake), or whether they were simply guessing. I made the scratch off cards by creating a table in MS Word that listed all of the biochemical tests we discussed in class, and the results of the biochemical tests that were relevant to perform for the case study. I then laminated the form and used Wite-Out tape to cover the results area for all of the biochemical tests. The students could easily use their fingernail to scratch off the Wite-Out, but I provided a few coins next to that station that could be used as well. The students seemed to really enjoy this simulated activity.
Mabel, event cards present opportunties to learn to problem solve with real world examples.
Michele Deck
Any creative stimulation I can bring to my classes is always a plus. Since I teach most of the theory classes, they can tend to become boring. I use case studies and bingo, but I'm hoping to find a way to initiate the use of event cards. Sounds like fun.
John, it is challenging to teach critical content to those with limited life experience. We do all we can for them.
Michele Deck
Critical thinking skills are harder to find in younger students coming to Medical Assisting. It is difficult to teach to students with few life experiences. Using real life scenarios or event cards has a huge impact on students and makes it "real".
Venusa, I like the diversity of your teaching methods. It is the variety that reaches all the different learners.
Michele Deck
Could be challenging at times when teaching clinical courses. When creating my lesson plan, I integrate both simulation and actual activities that students will get the chance to apply what they have learned in the classroom. I created a competency skills checklist relevant to their scope of practice so learning can be more productive. In planning activities, I connect with site managers for a service learning event or contact medical organizations doing charity work offering free medical services and partner with our students. This will address those learners who are kinesthetic and not only the visual and auditory learners. For auditory learners, I integrate available simulation and interactive learnign softwares as part of the method in teaching concepts which I find it productive and engaging to students.
Charlotte, this is such a wonderful strategy! How lucky you were to have this modeled. I hope you use it with your learners.
Michele Deck
Helen, this is a terrific idea! Thank you so much for sharing it with us here.
Michele Deck
When I was doing my clinical internships, my preceptors would often look at a note I had written, give me random labs and ask me to evaluate how I would have handled the same patient given different lab values. In the same way, she would ask me how I would have handled the same patient with the same labs but complaining of a particular symptom. It was interesting and "event-card-ish" to consider how one small factor would make a huge difference in care, with all other things being equal.
Black out Bingo can also be used as an icebreaker. Have the new students initial the other new students who meet the criteria you have made.
I have had patients interpret the gestures just as well as the students. Now I teach them basic words in sign language. It gets the point accross and gives them a new language for hearing impaired patients.
