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The Teaching Course for EMS 2.0 (SHOWNOTES!)

 

 

 

Hey everyone! 

 

If you didn't get a chance to attend The Teaching Course for EMS 2.0 at EMS World today, this post will not make a lot of sense to you... Ginger Locke took some live notes for us, and we wanted to host them for everyone to have! Thanks for coming! And if we missed you this year, come see us next year! 

 

 

 

The Teaching Course for EMS 2.0

#TTCEMS

DISCLAIMER:  These are Ginger’s notes, that were taken whilst working on lesson plans and being a podcast superstar so forgive any errors or ommissions.  

 

Dave Olvera - "What if? - Rare pneumonic. React, accept, reset, engage"

Mike Lauria’s paper: Psychological Skills to Improve Emergency Care Providers’ Performance

Mike Lauria’s website

“Beat the Stress Fool” - Breathe, Talk, See (Mental Rehearsal), Focus with Trigger Word

 

Sam Ireland - "The Divided Audience"

Emotional Buy in *then* logical brain

Speaker’s Atlas 

Handouts come at the end of lecture

Pixabay for high resolution images

Getty images

Theory of the divided audience is called “dual-coding”

3 take-away points per lecture

If you don’t know your audience, make the teaching points simple. 

3 take-homes

Gradual builds - Audio-visual sequencing

Visual Story Aid - emotional buy in

Illustration Builds - instead of static images 

 

Tyler Christifulli - "The Awkward Presentation Guy"

If you are going to play a video embed it in the powerpoint using Y2mate.com

We teach like we’ve seen other people teach

Dependent variables

Educator’s mannerism

Black out the slide for dramatic effect

Dinner date - low tolerance for awkward

Small audience can tolerate a bit of awkward

Large audience or TV will tolerate more awkward

Hammock Theory - decreased attention in the middle of a talk

Intro - Hammock - Conclusion

Use tactics in the middle of a talk to spike attention: joke, video, change in tone, stop everything, black out slide

What do you do with long classes?

Break talks into short talks, then activities, small group work, etc. 

Do not use textbook publisher powerpoints

Strategy - change inflection and speed of speech


 

Sam Ireland - "Fraction of Inspired Orientees"

Is the training culture flawed?

Avoid gang mentality - hazing

 

Elevate them with this language:

“What would I trash talk about this person after they left?”

“How do I make this into something constructive?”

“How do I approach the subject without offending them?”

“ How can I make sure they leave feeling like they WANT to come back?”

 

Top priority of the secure educator: Make sure the trainee knows they are capable of everything

 

Are they inspired? How did they feel during the training? 

Match the education to their educational background to help the learner find their flow rather than anxiety or boredom. 

Find out how the learner wants to learn.

Switch the teaching role where the learner becomes the educator

Use Anonymous polling at polleverywhere.com

 

Ashley Liebig - "Feedback"

PEARLS for debriefing Walter Eppich

Feedback Resources from Natalie May

goo.gl/VSkNGT

 

Feedback triggers:

Truth

Relationship

Identity

 

We self-identify and self-label ourselves, so when feedback challenges those beliefs we struggle to manage the emotions and then do not receive the feedback. 

 

Is there anything useful in the feedback? Regardless of how we see ourselves.

Sometimes you need to PAUSE

You do not have to receive the feedback?

Look objectively at the feedback and tease out anything of valuable

 

Before you start:

Is this the right time, right environment, in the right frame of mind, is it necessary?Types of 

 

Feedback:

Advocacy Inquiry: “I saw...” “I think...” “I am curious...” “I noticed...”

Giraffe Feedback: Facts, Emotions, Need, Task

 

Rapid fire? Be prepared or really good at giving feedback or it gets drawn out and loses clarity. “Send me an email letting me know what your plan is, so we can both be 100% on the same page”

 

Conversation pauses: 3 seconds or longer

Give people the opportunity to talk and reflect.

Give an action and concrete (specific) plan to execute.

Use “I” and “we” statements. “I hear you.” “I got you.”

Feedback is best done one on one. 

Avoid shame.

Give feedback constantly as part of culture to include positive and negative feedback

3:1 ratio for positive:negative feedback

Positive feedback should also be specific. 

Social constructivism 

 

Sam Ireland - "What Comes Next?"

The Do’s & Don’ts of Slide Design

How to respond to a question to get it to stick with the learner

Where Memory and Understanding overlap = critical thinking

Rote memorization versus 

Ego preservation

Lead them to solutions using questions

 

Tyler Christifulli - "AV Sequencing"

Scenario/Stress Matrix

Pick one from:

Scene, Transport or Handover

and

Equipment, Staff or Patient

Quick cycles of 15 minutes

Audio-Visual Sequencing

 

Morten Lindkvist - "Prebrief, Simulation and Debrief"

Morten prepared this document of resources for this module:

https://docs.google.com/document/d/1NK1jYnCN389VQXl7B6ZFVkFpRF-RrLYmA9dskCneBas/mobilebasic

 

Debrief to learn podcast

 

Tyler Christifulli- "Speaking of engagement"

Speaking pattern is the single best predictor of engagement

Fluctuation - volume, pitch

Hesitation - for emphasis

Rate - 

 

Umm is almost always prefaced by something else, “and” “but” and “so”

Start with one point that you want to inflect and build from there.

The Worst Speech ever on Youtube

Whiteboard technique - draw, turn, talk, draw, turn, talk

Work in the awkward pause.

 

 

 

Faculty:

Ashley Liebig: @AshleyLiebig

Morten Lindvkist: @medicML

Julie Deringer: @geniusRN

Dave Olvera: @DaveOlvera1

Sam Ireland: irelandsam44

Tyler Christifulli: christifulli88

Ginger Locke: @gingerlockeatx

Brandon Means: @aggiemedic30

 

 

 

 

 

Original author: Ginger Locke
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