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Contents for On Course Across the Curriculum 1. Strategy: Success Teams Application: Dental Hygiene - DH 235: Senior Seminar Educator: Diane Loera, Faculty, Dental Hygiene, Cerritos College, CA Implementation: To create interdependence and encourage lifelong learning, I created success teams of students in clinical groups. At the end of each clinical day, I have students reflect on and write about the experiences they had that day with their patient and any lessons learned. These experiences can relate to patient management, instrumentation, giving injections, or anything else of significance. The students then share what they wrote with their success teams. After all students share in their success team, each success team picks the one experience and lesson they think was the most beneficial and the student presents it to the all of the success teams. This strategy encourages students to think deeply about what they are learning from their own experiences as well as to learn from the experiences of others. 2. Strategy: Affirmations Application: Medical Assisting - MED 270 - Symptomatology Educator: Kimberly Cannon, Department Chair, Medical Assisting,
We created our affirmation statements in all classes of MED 270 - Symptomatology in fall semester. Students are in their 4th and most stressful semester and I had begun my experimentation with my ON COURSE bag of tricks as a stress reliever and deeper personal introspection. Graduation was in May and I had them email me their affirmations statements. During their pinning ceremony, as they were walking onto the stage to receive their Medical Assisting pin, one of our instructors read their name and then their affirmation statement - the rest of the class said in unison - "Yes you are" as the student stood center stage beaming for all of her friends and family to see. I thought of it just a few days before pinning and it turned out to be a very moving experience. I've attached the graduating class of 2008's affirmations: You are a LOYAL, HONEST AND GENEROUS woman. You are a FORGIVING, INDEPENDENT, AND OPTIMISTIC woman. You are a GOOD PERSON, A GREAT MOM AND A SUCCESSFUL WOMAN. You are a STRONG, INFLUENTIAL AND FORGIVING woman! You are a CONFIDENT, WISE AND LOUD woman!
Application: EMS Courses Educator: Beth Clement, Faculty, EMS, Forsyth Technical Community College, NC Implementation: Use the puzzle activity to first bring students to a self-awareness about how they handle life situations. (How you did the puzzle is how you do your life.) Then shift the focus to how the activity applies to the way they respond under pressure on chaotic emergency scenes. (How you do the puzzle is how you do emergency calls.) Help students become aware of their natural strengths and weaknesses. For example, some students may lean more toward leadership roles, others may prefer to work individually, while others may find they are too afraid of failure to risk making an attempt. By identifying their weaknesses, the students can then develop methods to foster growth in their weak areas.
Application: EMS Courses Educator: Beth Clement, EMS Program Coordinator, Forsyth Technical Community College, NC Implementation:
When teaching methods of patient education, introduce students to the Wise
Choice Process as a tool for guiding patients to make wise choices. Place
students in pairs to use the Wise Choice Process in a role-play. For example,
one student might role-play a diabetic patient whose health is deteriorating
because of poor choices such as 1) eating whatever food s/he wants, 2) seldom or
never testing their blood glucose, 3) drinking alcohol heavily, 4) going
barefooted, and 5) being inconsistent in doing insulin (not based on blood
glucose level). Student doing the patient education uses the WCP to guide the
patient to identify and commit to wiser choices, as well as setting up a
specific evaluation of the success of the new plan.
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