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kbrozenick

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  1. Another thing that we are using when they take their module exams the first 10 questions are all practical based questions. They are projected up on the screen via power point. For example a picture of a piece of equipment that they used in practical session, a picture of a patient in a specific position or a anatomy diagram with an arrow pointing to a specific structure. I was very amazed at how many people did not know what a piece of equipment was called that they had used in class and was lectured on extensively. I think this is a good thing to ensure your students are well prepared for the field upon completion of the class.
  2. I wanted to share some things that we have done in the classroom with our current class that seemed to work out well. 1. Using power point slides with blank boxes and projecting it on to the white board. Have the students fill in information that is missing in the slide. This works for things like signs/symptoms of a disease process, patient assessment algorithms or the components of the EMS delivery system. Pretty much anything that you can put up on the board they can go fill in. 2. They all had to find an appropriate size pair of gloves and were given some shaving cream to rub all over their hands. They then had to remove the gloves without getting shaving cream on them. 3. At the end of the well-being of the EMT chapter they were split into three groups. They were given a notecard with a specific situation on it. They had a bunch of PPE in the front of the classroom. Each team then had one minute to dress a "provider" in the proper PPE for the given situation. The equipment included, gloves, extrication gear, traffic vests, gowns, different types of masks, eye protection etc. They were given 3 different scenarios. This went quite well. 4. At the conclusion of the Medical, Legal and Ethical chapter they were given a handout with two separate scenarios. Using their books, notes and state protocols they had to go through the scenarios and answer the few questions after each one. Both scenarios dealt with DNR's, ethical dilemmas, confidentiality, HIPPA, consent etc. I tried to make sure each scenario had different aspects of the chapter in them. This was a good teaching tool however I misjudged the time to do them in class. They only ended up having 20minutes of class time to work on them. I asked them to try to contact their group members through e-mail and formulate a group response and be ready to discuss at the beginning of next class. Since it was so early in the class most ended up just formulating their own opinion at home. We did have a lengthy discussion the next class. Next time I will try to allot at least an hour for this assignment. 5. At the beginning of the anatomy lecture the students were split up into groups of three(this was a good number for our class of 18). After each system the groups had to do an activity based on what was just covered. The teams would accumulate points. The team at the end of class that had the most points were awarded 5 bonus points each. Once they caught on to the game it really made them pay more attention as we covered each section. Plus it broke up the lecture into some practical time. - Directional Terms - Each group was given a piece of paper with 3 different directional type words. Each member of the group had one minute to get in position of what they had. For example one post-it had anatomical position. Another post-it had "I am distal to the shoulder but proximal from the wrist. What am I? for either the elbow of the knee . Another post it had a position such as supine, prone or semi-fowlers. Again when they turned the paper over they had 1 minute to get in the appropriate positions. When the one minute was up they had to freeze. - Skeletal system - each group was given a piece of paper upside down that had 6 post it notes of different bones. They were told to not look until instructed. They were then told they would have one minute to place the post it notes on a selected "patient" of their group. Those who had the most right at the end were rewarded the points. This was quite interesting. They were not allowed to use their books or notes for this challenge. - Cardiovascular System - (This one they were told they could use their books and notes it did seem to be a little more challenging for them) They were given a form that was entitled trace a drop of blood through the body. There were some "givens" throughout the blanks and they had two minutes for this challenge. The team with the most correctly filled in blanks were rewarded the points for that section. ( I would change the time next time to about 3 minutes next time I do it.) - DIgestive System - This one incorporated the quadrants of the abdomen along with the organs in the abdomen. Again they were given a piece of paper upside down with 6 post it notes. 3 of them were organs found in the abdomen and 3 simple definitions of these organs purpose. We have 2 small boards and 1 larger board in the classroom. We divided those into 4 areas with a large + on each section. For the other two groups they were given half a piece of poster board with a + on it. Without using their notes they had 1 minute to label each quadrant with its appropriate abbreviation (RLQ... etc.) and place the appropriate organ and description in the proper quadrant. The one with the most correct got a point. They really seemed to enjoy this activity and it broke up the lecture. So far thats what we have been able to do. Next week we do vital signs and sample history. We are going to lecture on each particular vital sign and then let them practice in smaller groups that specific vital sign. We will have a total of 4 instructors for our group that is now at 16. This hopefully giving them ample opportunity to practice with supervision to ensure proper technique. After the completion of the lecture, they will pick a partner and take that persons vital signs. After they have those baseline vitals that "patient" will go run the steps several times. The other partner will then take there vital signs every 3 minutes until they return to baseline. After they have returned to baseline they will switch roles. Hopefully this will give them reps of taking vital signs on a patient with "abnormal" vitals. We will see how this goes. Will update to let everyone know how it goes. In addition to the above, we have tried to incorporate a lot of video's to go along with our lectures. There is a lot of good video on youtube. Its just a bit time consuming to find what you really want and that fits into your lecture. We are using course compass and have included discussion posts on certain topics along with course documents, chapter resources and study tips. So far that has been a great tool for class. Also we had set up a group facebook page, for the group to post pictures and what not. All the students in our class (from all age groups are on facebook except 1 person). That has proved to be a great tool, especially for the class to network a bit.
  3. I am confused by what you mean by a pre-test. Are you referring to a pre-test that involves knowledge of EMS and/or EMT-B related information? Or are you talking about a pre-test that is determining student academic aptitude? I am not sure in regards to specific EMS potential that a pre-test would be helpful at this level. At a EMT-A or Paramedic level sure, I think that would would be a helpful tool. However, at the EMT-B level I do not think that type of test would be very helpful. Now if your talking about reading comprehension and their ability to learn, I would definitely say yes to that type of pre-test.
  4. I think that this depends completely on the instructor and the training institute that is providing the education. Like all programs there are both good and bad. I think that you must tailor your classes to meet the needs of your students. Based on the fact that medicine is an ever evolving process, we currently are teaching based on a curriculum that was implemented in 1994! (Very happy that the new curriculum is in the process of being implemented) I think as educators we do have to use technology more frequently to keep up with the learning styles. Of course we have to base this technology use on your audience. I hear a lot of negativity about technology. Technology is not meant to replace knowledge. Technology is meant to assist the provider to provide excellent care. We need to continue to have high standards in our courses and turn out excellent providers! In doing so they will pass the test. I do wish however that the programs in the area would raise their standards on the students thats are accepted into the programs. It would maybe help a little bit. I think we just have to keep doing the best we can, and set the bar high and keep it there. Bring the students up to the bar not lower it for them.
  5. I think there is a place for apps. However, it is not a substitute for a student learning the material. There are apps that encourage people to study etc. Its all about balance.
  6. A lot of really good posts! Especially "tcripp", I really appreciate your perspectives. Keep doing what your doing! All I can say is you want quality not quantity! If they are good providers and you give them the tools to improve the ones that care will . The ones that don't will leave. It will be better in the long run.
  7. One more thing to add. I had the opportunity to use a "clicker" or "student response" program while taking a college class. I thought i was a really great idea. I work in a small department that does not have a lot of "budget" for the purchase of such an expensive item. In turn since everyone has texting capabilities anymore I found this sit:. http://www.polleverywhere.com. As long as you have less than 30 students you can set up an account and essentially create questions etc, and add them directly into a power point presentation. I say as long as you have less than 30 students its free. There are some perks to getting the paid subscriptions. I did not have that option in my service. This works well for accomplishing the goal of keeping students engaged in the lecture.
  8. Here is an idea not only for ipad but for any cell phone that everyone has. If you go to http://www.polleverywhere.com/, you can sign up and as long as you have less than 30 people in the class, you can use an "online polling system" to ask questions that students must actively answer. If you have less than 30 students you can use this free. Its kind of neat and students seem to enjoy the connection of answering questions with their phones via a text message. I had the opportunity of using the clicker system before and it was the same concept. I do instructing in a small service and the money is just not there to spend on such things. I thought that was a good alternative if its practical in your program.
  9. -You are requested to respond to an incident or maybe on standby for law enforcement officials that are busting a meth lab. While doing so they discover 6 children in the home ranging from 1 year to 12. All complaining of symptoms from exposure. - Multiple down rescuers from a secondary accident. Managing that incident especially when you have intensity with the patients being providers and people you work with. -The CO calls are always good.
  10. As for the nursing school question. Unfortunately some instructors in all different settings believe that everything they say and do are perfect. They also believe that they don't make mistakes. You will meet those types all through life. The fact that you realize they are giving you information that may not be correct means you are staying on top of the material and you will get out of the class what you are putting into it. As for how to handle that particular instructor all you can do is respectively ask to clarify what they had said. If you are met with resistance or get a "talking too" that may be a battle not worth fighting. As many say a seat in nursing school these days is a very special place indeed. Keep doing what your doing and studying the information. I always tell people your one text book that you have is just a source for information. Its not the end all be all of everything. Focus on learning and understanding the topics at hand instead of memorizing information out of one source. Good luck to you in your studies. I hope that you find those good instructors that understand that we are all human and make mistakes. I have been reading several posts that crotchity has posted on, I think he is just trying to get a rise out of whoever the poster is. Go figure.... I also think you summed up how to handle the instructor problem in a nut shell.
  11. The book, EMT Teaching a Common-Sense Approach I found to be very helpful as a new instructor. The author is Richard A. Cherry. It has a 1998 copyright and a few things that are a little bit more outdated but there is a lot of very good information out there. I too am interested in resources so far its just hit or miss on what is out there. In regards to putting my lectures together I do a lot of "thinking outside the box" and try to remember that the textbook is a guide, there are other things/topics that sometimes may be needed based on the student population in a class. I use the world wide web to research information. From tips for power point presentation to pulling from every text book I can get my hands on, I try to get whatever I can from anywhere I can get it. Depending on what type of information you are looking for EMS1.com is a good site to use for information. They have "paramedicTV" while some if it may not be very useful there is some. Same as Youtube their may be a lot of garbage but if you spend the time to look there are valuable resources out there. EMS.gov - has a lot of history type things available. I had the opportunity to view The History of Modern EMS very interesting and a lot of information on that DVD. Its a little bit pricey. everydayemstips.com - Very good site. emseducast.com - has a lot of podcasts that you an download and listen to while your driving that covers a lot of topics that instructors face. I found some good information there. Particularly the podcast on bullying in adult education. A place you can get free power point backgrounds to spice up your lectures can be found here: http://www.medicineppt.com/ I had the opportunity to see presentation on active learning by Dan Limmer recently. Looking into active learning, especially for the younger generations that we are seeing coming into this business need things to keep the focused. Just talking and using text on slides is not reaching the younger generations. I don't think it holds there attention. The book "Active Learning Manual EMT-B" by Limmer and Le Baudour really intrigued me as a new instructor. Last but not least, in this day an age technology is all around us. I have been spending a little bit of time looking at some apps that are out there for the smart phones to try to pass them along to students and instructors for that matter. Anywhere from anatomy and physiology to just things that could help them learn and help them in the field as providers. Theres a few that I came up with off the top of my head.
  12. While the blue CPR manikins are a lot cheaper and you can get more bang for you buck the little anne manikins hold up so much better. However, whatever you have to do to start works. We just are phasing out using the blue ones and getting the ones that are a little bit more. They hold up better. AED trainers just depends on what you like.
  13. I am very intrigued by active learning in the classroom. I am a newer instructor and I am very interested in any ideas that may be out there for active learning in the classroom. There is a lot out there about active learning but not a lot of specific ideas for EMS. Does anyone have anything they have tried that they would like to share. I would appreciate the ideas.
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