The purpose of this weeks blog post is to update last weeks lesson plan based on the Case Study example in West's Chapter 5. Updates to last weeks lesson plan are in Green text.
Use a Wiki to Develop an Identification and Treatment Plan for Cold Injuries
Task: In a small group, students develop an identification and treatment plan for cold injuries and evaluate a treatment plan for each injury that is or used to be commonly accepted but has since been shown to be non-therapeutic or harmful.
Lesson Duration:
8-10 contact hours
Target Audience:
Students who are working in field that requires knowledge of first aid or who will be living or working in cold environments
Objective Learning Outcomes:
At the end of the lesson learners will be able to:
- Identify the five different types of cold injuries
- Chilblain
- Frostbite
- Immersion foot
- Snow blindness
- Hypothermia
- Identify the symptoms and causes of the injuries
- Identify the correct first aid and treatment procedures for the injuries
- Utilize and edit a wiki to conduct a collaborative learning event
- Conduct basic research on a directed topic
- Evaluate the quality of a source for research purposes
Materials Required:
Computer with internet access, students must be made aware of this requirement prior to signing up for the course.
Presentation/Procedure:
- Instructor should develop and provide an icebreaker for students. The icebreaker should require pictures and some (limited) personal information from students in order to provide a better understanding of group structure.
- Instructor will introduce the topic to the learners and provide a link to the wiki site that will be used during the lesson.
- Resources for developing a wiki should be made available for students, some examples are:
- http://www.howtogeek.com/howto/34248/how-to-create-a-wiki-without-any-technical-know-how-using-google-sites/
- www.wikispaces.com/
- http://www.wikihow.com/Start-a-Wiki
- Instructor should provide a basic scaffolding to provide basic research and format ideas for students. Students should be encouraged to provide pictures and descriptions for each type of injury as well as develop a small practical exercise to assess learning outcomes. Instructor must refrain from editing students work, advice may be provided if sought but all edits should come from students.
- Students will develop an identification and treatment plan for each cold injury listed. Group members will also identify and review one treatment plan that was previously accepted but has now been identified as either non-therapeutic or harmful.
- The identification portion should provide pictures and written descriptions of each injury and focus on identifying the injury.
- The treatment portion of the assignment should focus on two phases of treatment, immediate first or buddy and longer term medical care.
- The "debunking" portion should describe a formerly accepted treatment (ie: rubbing ice on a frostbite injury) and describe why it is no longer accepted as a treatment of the injury.
Suggested Learning Activities:
- Students should utilize established, reviewed publications and references for their site. Exampes are
- FM 4-25.11 (FM 21-11) First Aid
- http://emedicine.medscape.com/article/1278523-overview
- www.marines.mil/unit/tecom/fmtbn-e/.../Cold%20injuries.doc
- Students should build multiple pages to address the different cold injuries.
Rubric: 20 Possible points from categories listed below.
CATEGORY
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4
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3
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2
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1
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Sources
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Source information collected for all graphics, facts and quotes. All documented in desired format.
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Source information collected for all graphics, facts and quotes. Most documented in desired format.
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Source information collected for graphics, facts and quotes, but not documented in desired format.
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Very little or no source information was collected.
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Content
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Covers topic in-depth with details and examples. Subject knowledge is excellent.
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Includes essential knowledge about the topic. Subject knowledge appears to be good.
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Includes essential information about the topic but there are 1-2 factual errors.
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Content is minimal OR there are several factual errors.
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Organization
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Content is well organized and presented in a clear and logical manner.
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Content is organized but is not clear and intuitive.
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Content is logically organized for the most part.
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There was no clear or logical organizational structure, just lots of facts.
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Workload
Sources Evaluated |
The workload is divided and shared equally by all team members.
Students review and evaluate multiple peer reviewed or otherwise authoritative sources to provide accurate information |
The workload is divided and shared fairly by all team members, though workloads may vary from person to person.
Students review and evaluate multiple non- reviewed sources to provide information |
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.
Students provide data from single non-substantiated sources |
The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Students fail to utilize or cite resources. |
Good lesson, I like how you incorporate icebreakers at the start of the lesson to gain interest and use a very comprehensive assessment plan.
ReplyDeleteAlso, good use of ascending complexity wrt Bloom's taxonomy levels (i.e. you go from identify to evaluation in the lesson objectives).
So does this lesson fit in the research study category from chapter 4 or do you see it more as a type of case study?
It is kind of in between. I set it up more as a research study since it would require research for and evaluation of sources. It would not be difficult to see it as a case study either. When it first went together I was not sure how useful a wiki would be for the topic but after looking at it for a while I really started to like the idea. The Army has a pretty comprehensive task list that is more directed at the “what to do” rather than the “how to do”. There could be a lot of open space for using wikis to fill in the difference.
ReplyDeleteHi TX,
ReplyDeleteI think it may have been a challenge to adapt your lesson plan to one of the specific projects in West and West (2009) chapters 4 and 5, and “case study” was probably the best choice. Your idea to have students research and present best treatments for the various cold injuries, and to debunk folk or discredited remedies aligns with West and West’s statement that “case studies encourage students to evaluate the strengths and limitations of a situation or problem, and to suggest alternative solutions and actions” (p. 82).
My only doubt or question about the validity of this activity as a case study comes from West and West’s assertion that “the key to an effective case study is having an open-ended problem or question that may have many different, yet nevertheless valid, answers or solutions” (p. 83). I don’t know enough about treating cold injuries to be sure, but I wonder if there is more than one recommended treatment for each injury, thus rendering this exercise open-ended.
Regardless, you have framed a challenging learning project which, if executed diligently by the participants, would produce handy people to have around in a cold-weather environment.
KSU Cuz
Reference
West, J. A., & West, M. L. (2009). Using wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass.
This is an interesting approach that I had never given thought to. I did not realize the treatment of cold injuries has changed so significantly that you could build multiple case studies around debunking a formerly accepted treatment. If students are studying current practice and acceptable treatment plans, what is the value of identifying formerly accepted treatments? How do students collaborate on that portion of the project given that the treatment is no longer used? If the intent is to critically analyze a medical scenario and develop a treatment plan, I would think the case study approach would be most appropriate. West and West (2009) stated that case studies are used to solve problems and make quality decisions. In this case, having students review a cold injury case allows them opportunity to use their critical thinking skills to identify the facts in the case that are relevant to the problem, make assumptions that lead to future actions, and develop a solution-based analysis for short and long-term treatment.
ReplyDeleteI believe case studies are an effective method to test student knowledge about a particular subject and put them "in the moment" to draw on their thinking and problem-solving skills. When done collaboratively, it adds the elements of communicating multiple ideas, defending reasoning and rational, and coming to group consensus on the final product. I think case studies are a very effective way to teach but I had never given thought to using a wiki to have students collaborate on them. Now I have a new tool in my teaching toolbox!
Reference
West, J. A., & West, M. L. (2009). Using wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Josses-Bass.