Zachariah Hawkins的动态

Prehospital Educators: What are my Emergency Medical Responder [EMR] students NOT doing??? ? A: Filling in a largely predictable generalized multiple choice exam creating illusions of mastery and retention ? or ? B: HANDWRITING everything/anything they can freely recall in 4 minutes regarding Airway & Ventilation strategies from the day before as a DELIBERATELY DIFFICULT memory retrieval exercise... then Think-Pair-Sharing with a team mate comparing/discussing their ACTUAL THOUGHTS? ? Yeah. ? If you want to PRECISELY KNOW what your students PRECISELY (DON'T) KNOW, multiple choice exams may not be the tool of choice. ? Here's a validated educational win-win 'recipe' once again worth considering... ? ? Provide students a blank piece of paper. ? Give a recent topic [e.g., Airway/Ventilation or Medication Administration] ? Put on a countdown timer gamifying the experience. ? Let them write ANYTHING/EVERYTHING/NOTHING that comes to mind. ? Share what they wrote with a team mate. ? Pay attention and address the gaps and questions that emerge. ? Repeat with another topic. ? Expect your students to ask for more paper[!] and want to do this No Jeopardy [i.e. non-punitive testing] activity again. ? Just a thought. ? Cheers, ? ~george ? #powerfulteaching #methodsofinstruction #paramediceducation ? Photo credit: Author's own.

How do you approach simulated patient care through the entirety of your program (same patient, evolving over time, and ongoing needs)? For example, the student cares for Mr. Bobby in every semester/term with the same history and problems, but new needs or progression of complexity? As a nurse educator, yet on the patient side with a rare, but managed condition, navigating patients through systems, the right providers, ongoing needs, and the best education is essential. We have come quite a long way, but still have large gaps. In simulation, we have the opportunity to provide simulated patient care across a curriculum. IPE is a great way to address this, but what other approaches work for your institution? How do you teach this?

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Teaching medical rounds in intensive care units (ICUs) are essential for resident education. However, the ICU’s high workload can hinder these rounds. We propose a new approach that is based on the constructivist theory of learning communities. This approach emphasizes active, collaborative learning through interaction. Our model involves structured teaching rounds that promote active learning, collaboration, and reflection, all integrated into the ICU workflow Enjoy !! #medicaleducation #ICU #intensivecare

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A lot of people know that our medical assisting program includes phlebotomy training. But were you aware that the program also includes EKG training leading to national certification, too? It’s why we refer to our program as being 3-in-1: one program incorporating training for three healthcare disciplines. Education matters a lot to healthcare employers because, often, it’s the only thing they must go on for their entry-level health positions. If getting nationally certified in three major healthcare disciplines matters to you in your career training, let us know! #BayAreaMedicalAcademy #EKGTraining #EKGCertification #MedicalAssistantTrainingSchool #MedicalAssistantStudent #CareerTraining #HealthcareTraining?

?? Enhance Your Student Engagement with Our Medical and Emergency Services Products! ?? Are you ready to revolutionize your classroom experience? Dive into the world of Medical and Emergency Services with our engaging resources designed to captivate and motivate your students! Our products will keep your learners on their toes while they explore crucial topics, making learning both enjoyable and effective. But that's not all! Challenge your students with our Test Bank Questions that stimulate critical thinking and reinforce essential knowledge. These thoughtfully crafted questions are perfect for assessing comprehension and preparing students for real-world applications in a fast-paced industry. Fun Fact: Did you know that the field of emergency medical services

Recorded Healthcare Simulation Webinar: Virtual Simulation by-Proxy (VSbP): Alternatives to In-Person Simulation-based Hospital Training for Graduate Nurses https://lnkd.in/dxu_Q_Jg #HealthySimulation #ClinicalSimulation

This Blog focuses on how to ensure that every schools’ Elementary and Secondary Education Act-required MTSS—multi-tiered system of supports is effective, and that all teachers (and other staff) are full participants in this process. The Blog describes three “medical malpractice” scenarios, suggesting that anyone experiencing one or more of them would expect the involved medical personnel to be held accountable for their mistakes. We then detail a series of specific MTSS activities (called the “First Things First”) that should be completed before a Student Case is presented to a school’s MTSS multidisciplinary building-level Team. A brief Case Study is presented with a number of First Things First activity and information gaps. We discuss the effects of these gaps on the functioning and deliberations of the MTSS Team, and wonder what should be done if the gaps are due to staff disregard or an abdication of responsibility. Tying the entire Blog together, a final question posits, “Should staff be cited, like doctors and nurses, for ‘Educational Malpractice’ when they have consciously and egregiously violated MTSS protocols and harmed students?” What do you think? https://conta.cc/4b9jZES

This Blog focuses on how to ensure that every schools’ Elementary and Secondary Education Act-required MTSS—multi-tiered system of supports is effective, and that all teachers (and other staff) are full participants in this process. The Blog describes three “medical malpractice” scenarios, suggesting that anyone experiencing one or more of them would expect the involved medical personnel to be held accountable for their mistakes. We then detail a series of specific MTSS activities (called the “First Things First”) that should be completed before a Student Case is presented to a school’s MTSS multidisciplinary building-level Team. A brief Case Study is presented with a number of First Things First activity and information gaps. We discuss the effects of these gaps on the functioning and deliberations of the MTSS Team, and wonder what should be done if the gaps are due to staff disregard or an abdication of responsibility. Tying the entire Blog together, a final question posits, “Should staff be cited, like doctors and nurses, for ‘Educational Malpractice’ when they have consciously and egregiously violated MTSS protocols and harmed students?” What do you think? https://conta.cc/4dMdFow