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
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
Handouts come at the end of lecture
Pixabay for high resolution 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.
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
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
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
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.
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.
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
Lead them to solutions using questions
Tyler Christifulli - "AV Sequencing"
Pick one from:
Scene, Transport or Handover
Equipment, Staff or Patient
Quick cycles of 15 minutes
Morten Lindkvist - "Prebrief, Simulation and Debrief"
Morten prepared this document of resources for this module:
Debrief to learn podcast
Tyler Christifulli- "Speaking of engagement"
Speaking pattern is the single best predictor of engagement
Fluctuation - volume, pitch
Hesitation - for emphasis
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.
Ashley Liebig: @AshleyLiebig
Morten Lindvkist: @medicML
Julie Deringer: @geniusRN
Dave Olvera: @DaveOlvera1
Sam Ireland: irelandsam44
Tyler Christifulli: christifulli88
Ginger Locke: @gingerlockeatx
Brandon Means: @aggiemedic30