How Do I Keep Dry Subjects Interesting?
When students ask me questions during clinical time at the hospital, sometimes I encourage them to do some research on the internet and then present on that subject in post-conference.
What are some other techniques for learning that can keep the students emotionally invested and involved?
Christina, thank you for sharing such a powerful teaching example we can all use to teach positions.
Michele Deck
One of my hardest subjects to learn was body planes/directions/etc. I struggled with it and I just could not grasp the directions and locations.
One of my instructors finally decoded the mystery to me- by not only comparing the direction/location to a similar word to form a sort of clue or mnemonic- but also making a sort of hand oriented dance. Going through all the directions now, I still perform the hand gestures that go with the location. Palmar- "palm" hands facing out (like an offering pose.) Distal, "distance" and pointing outward with a limb. "Rostral, towards the nostril."
Seems silly, but there's a reason that children learn best with a rhyme, dance or comparative words- and that reason can also be applied to adults. They might even remember the subject a bit better if they find the dance silly, by lightening the mood and creating a memorable experience.
Diane, I think that is a great idea, mt students get pre-made flash cards with their textbook, but I am not sure this is the best practice. I think making them in class will concrete the information and playing a game with them will make it a fun goal. Thanks.
James, sharing experience with the students is an approach that works because it builds credibility and relevance.
Michele Deck
Yes, I do the same, I try to come up with ways to make it fun for the students so that they will retain the information. I will either explain something that I occurred during my work experience or I have them review something similar to get the feel of what we are dicussing.
TIMOTHY, this also allows the students to see relevance and usefulness of information and skills they are learning.
Michele Deck
I agree with any strategy that involves real life applications or experiences. We retain and recall concepts (words or events) that we can relate to.
I agree with any strategy that involves real life applications or experiences. We retain and recall concepts (words or events) that we can relate to.
Diane, this us a wonderful activity because it is student driven, which I'd a successful way to learn terminology.
Michele Deck
I find it extremely difficult to retain my students interest in medical terminology and coding. One reason I think is because the topics can be very concrete and dry. Also there is an overwhelming amount of material to go over in a short period of time; (my classes run 2x's a week for 5 weeks).
I have tried several strategies, I found the best one so far is to put the students into small groups and give them terms to look up and place on index cards. After that I have them read the terms aloud and then the definitions. I then scramble to cards and have them play memory in their selective groups.
I found this to be interactive, fun and helps to facilitate learning and trigger memory mnemonics.
Carey, it is great to hear you have had success with this. I would continue to use this idea to teach this concept.
In my Medical Terminology class the students learn about body planes/directions/regions/etc...there are so many terms for them to remember and the students seem to get frustrated quickly. I will use yarn and have them tape the yarn to each other to simulate the various planes and directions we are discussing. Once I started using this activity the students caught on very quickly and actually asked if they could review it again before taking quizes or exams.
Baseball and how to play it in class is detailed in course 311. I don't know the shaving cream game.
This is an excellent real world approach. I know your students benefit from it.
what is the baseball and shaving cream game?
Since I am a doctor I bring real case studies into the classroom which stimulates many different ideas and points of view. I ask a lot of what you you do in this situation if you were the MA?
Noreen, I'll have to try you pin the bone on the skeleton idea. It is both visual and kinesthetic !
These are great ideas - we also play pin the bone on the skeleton! With some text are interactive power points and additional games. I encourage everyone to see what resources are available with your text book.
I would think the CSI approach would be a popular one with your learners. Thanks for sharing, Linda.
