The created workshop consists of 4 lessons.
The following is the lesson plan that I shared with my group: Initial Inquiry Lesson plan- Simple Case Studies
This first lesson plan requires more work and based on the feedback that I receive from my peers, I will submit the final copy in Phase 4.
The following are my lesson plans for classes 2, 3 and 4:
Inquiry Lesson Plan #2- Advanced Case Studies
Inquiry Lesson Plan #3- Simulation
Inquiry Lesson Plan #4 Clinic Experience
ASSESSMENT
Assessment– it is so simple yet so hard. There are so many restrictions, opinions, research, and procedures in reality. Assessment is an area that I take seriously because based on my assessment, my student’s future is affected. Respiratory Therapist student in their practicum year at the hospital are assessed in the following two ways:
- Exam marks. In terms of exams, students write two separate multiple choice didactic exams where they are expected to recall didactic information.
- Clinical practice assessments. Here, students are expected to meet clinical objective listed in their log books (that are handed out to students and I go over each skills before they begin their clinical practice) Students are then paired with preceptors who provide written feedback each shift, I spend time with my students at the bedside, in seminars and during scheduled class time. Based on the combination of the information obtained from these various sources of assessment I am able to articulate goals that my students need to work on. So I provide on-going feedback after each time we spend together, and with scheduled formative and summative evaluation times.
Baley (n.d.) writes that “numbers, letters, theories and formulas are not original truths but secondorder representations of the world as directly experienced (Merleau-Ponty, 1962). ‘Reliability and validity are not the exclusive domains of number crunchers’ (Biggs & Tang, 2007, p. 193). Inquiry acknowledges that understanding is always subject to personal history and past experiences (Abram, 1996; Kincheloe, McLaren & Steinberg, 2005 as cited in Baley (n.d.)) and that ‘to treat everyone the same when people are so obviously different from each other is the very opposite of fairness’ (p.13). In my workshop, my students will be assessed on their clinical practice without giving them a grade. I will assess the following:
- Ability to ask for patient’s past medical history, social, familial and work histories, blood work results, diagnostic information and be able to interpret this data to come up with a possible diagnosis.
- Students will also be assessed on the type of questions that they ask. For example, a weaker student may ask questions that are based on theory that they should already know. This will indicate to me the areas where the student is lacking knowledge and I would provide this feedback to the student. On the other hand, a student who asks in depth questions about application of theory would indicate to me ability to critically think.
Instead of providing students with detailed feedback, I will ask them to reflect on their strengths and weaknesses and come up with SMART goals for improving their weaknesses. If a student is unable to accurately reflect on their performance, I will provide detailed feedback so that they are fully aware of their performance and are able to improve in a timely manner.
Below is an example of a case scenario PowerPoint that I will go over with students as a group. This presentation is discussion based and requires their participation:
Conducting a Respiratory Assessment on a Spontaneously Breathing Patient
In order to better understand the student’s knowledge base, a Kahoot quiz will be conducted at the end of this presentation based on the content in the PowerPoint. In order to extrinsically motivate the students, chocolate will be given to the three people who acquire the highest scores. AKA… I am totally dangling the carrot to improve participation.
Here are examples of simulation scenarios that the teacher can use to run through the sessions in Lesson 3:
I created these scenarios using the theory learned in the first two years of the respiratory therapy program and using the National Competency Framework that dictates the knowledge that students must posses.
Below I am including the categories that my students are assessed on throughout their clinical year, only skills assessed in the workshop will be signed off, I will comment on the “soft skills” that students portrait and this serves as formal documentation:
Combined Evaluation Form – Level 1 May 2019