The chief of a town’s emergency services department would like to institute a new introductory training program for emergency medical technicians. The chief is planning to hire a curriculum design company to create this program. See complete details on the Project Scenarios sheet. Group D Scenario:
project scenario sheet
The chief of a town’s emergency services department would like to institute a new introductory training program for emergency medical technicians. The chief is planning to hire a curriculum design company to create this program. The chief wants the program to cover the following topics:
Safe measures when operating the ambulance
Initial assessment of patient’s condition
CPR and defibrillator operation
Incident report filing
Based on this information, what would be the most effective way to design curriculum for this program? You and your group members, as "employees" of a curriculum design company, will propose your curriculum design ideas to the chief and a number of his constituents in a PowerPoint presentation.
Trejo's Brainstorm This class needs to be demonstration performance. The course is geared toward new hires. The evaluations would be with zero discrepancies.
Driving test
Pulse, blood pressure, symptoms
Use training defib and Annie
Given form (s), complete report to 100% accuracy
Assessments –
Driving Ambulance slow and fast, parking ambulance and reverse
How to take pulse, taking blood pressure,
Learn basic cpr and defib use
Provide all needed forms for report and learn to complete all in stages
Ashley's thoughts
Just like when someone goes to take a driver's license test, there needs to be a manual outlining save measures when operating the ambulance. Initial assessment of patient condition can also be in the form of a manual. Instruction sheets should be mandatory on all defib equipment and cpr should be taught using a medical dummy, How much time will be allotted to the class? 4 weeks? 6 weeks? How many times a week and for how long will the class meet? Will there be regular quizzes to assess areas studied to isolate areas that need to be gone over again? I agree with the demonstration performance assessment with zero failures. We also need to think about what will lead up to that final test. The pretest, the quizzes, chapter tests, the practice sessions for both driving and patient assessment, cpr and defib while filing out the forms. I think we need to nail down how much time the students need to spend on each subject before moving to the next one first. We should also decide if they should have to test at the end of each subject and pass to be allowed to progress to the next stage. This is actually done for some county jobs (it is a pain in the rear, it is taking my brother in law 2 years to get on with Cook County IL Dept of Corrections because he has to pass each phase before moving on to the next.) do we want to spend that much time on the training? The instructions did not specify a time limit. double post disclaimer: I will be posting this on the forum as well.
Carmela's Thoughts:
Although this may sound crazy I believe it is extremely important to find out a bit about the participants of this training. How do they learn best? I have a quick queationnaire that I use that allows me to identify the learning style someone has i.e. are they auditory, kinesthetic, or visual. It is that information that will assist us in what we create. (I will scan the item to show you all and post to the file exchange) There should be: Assessments to ensure understanding after each piece with one final comprehensive assessment. Should a participant not do well in a particular section, I would not hold them back from the next section. I would provide some feedback with options for improvement and allow them to re-assess at a another date of their choice as long as it is before the comprehensive assessment.
Regardless of the training topic at hand, the best way to be prepared for an emergency is to plan and practice for it. Having said that I agree that our curriculum design should lend itself to demo-ing how things should be done. For example with the Incident Report Filing....allow participants to complete sample incident forms are the most commonly occuring incidents. They can then keep these samples in a master manual of their own. For the operation of the ambulence, have each participant spend time with an already experience ambulance driver to learn and ask questions. When they are ready, put them behind the wheel like and gp through a simulated event.
As far as the time frame for class, this could be part of the questioning that we go through with the Chief. Maybe we can ask for a report on some of his best emergency service technicians and how long it took them to complete the course vs. those that are still struggling. From there we may be able to determine a nice average for how many weeks the course should be.
Just some thoughts...
Mark's Thoughts...
I would agree with most of what is already mentioned. High standards should be put in place for passing, but would their be a way to ease the tension of the training environment? That may sound silly considering the fact that the real world experience will show the students how stressful the job actually is. However, could there be a way to show a lighter side of the training that would stimulate more interest and less focus off of the testing standard? Would we also be using the testing or evaluation to also gauge the effectiveness of the course itself aside from the students' performance; meaning so that the training could be amended to pick up slack and remove what the training lacks in a future time? Does any of that make sense? *posted to the group discussion board as well*
I thought I had posted this last night, but I cannot find the post anywhere. Has everyone taken Evaluation and Assessment (EDUC - 3005 - 1) yet? When the instructions call for course evaluations it is talking about evaluating the effectiveness of the training, which is vastly different than testing participants. The course evals will tell the investors in the training (in this case the city and fire chief) that their ROI is good and that it is worth the money spent to continue the training. It also helps designers tweak minor issue in the design process. We should use level 1 & 2 evals and decide if we will use level 3 or 4 evaluations. The testing will not be a pass or fail situation for the students, but rather an observation about how well the course worked and if anything needs to be changed or if the course is even worth continuing. Methods of course evals include performance and alternative evaluation, field observation, end of course evaluations that the students will fill out rating the course. Level 3 evals will take place at least 6 months after training and level 4 evals take place one year after training. These evals can be administered during annual performance reviews.
In Short. Course evaluation is not to pass or fail students but to test their retention to pass or fail the course presentation.
Ash
As I read Ashley's post, I remember that we had several ways of testing students. They had written test and they had observable test. An example: Objective- Students must have at least three (3) items cooking on the grill at one time. So, they must practice this objective several times and as they are observed, once they hit the objective, they pass.
I created the project outline page with the slide names and numbers (not set in stone). Edit the info under the role you have chosen. I will post this and the link to the discussion board so that Dr. B can assess our progress.
Ash
Lucia's thoughts - Instructional Strategy and Activities for Group Project**
The strategy is about "how will we get there?". Here are my thoughts:
Way material should be presented: The material needs to be presented in a section per topic:
Section 1: Ambulance Operation. This could be initially presented through an interactive online elearning module. As a learner clicks on an image of the ambulance - extra windows can open to demonstrate parts if the ambulance and what their functions are. A simulation activity could be used to walk the user through the safety measures to adopt, with messages appearing of they are doing the correct / incorrect thing.
Section 2: Patient Assessment. Same method as above. An interactive module to explain the theory, followed by a simulation activity.
Section 3: CPR and Defibrillation. An interactive module to explain the theory, followed by a small group session where trainees practice the methods on a dummy.
Section 4: Incident Report. An interactive module to explain the theory, followed by an activity where trainees are presented with a case study and need to complete an incident report. This incident report could incorporate factors related to all of the above sections and serve as a training quiz as well.
In all the above sections, the activities will act as a primary means to learn as the course outcome requires a behavioral change and new skills in the learners. These new skills need to be demonstrated to determine whether the learning was effective or not.
As this is introductory training, the sequence to adopt is an inquiry-related structure which teaches similar ideas together. In this scenario, the content must be organized according to the steps that the technician will take to check the ambulances' safety, assess the patient, conduct CPR and file an incident report. So, each section will be set out per step required to complete the task. e.g. Section 1- Ambulance Operation
Group D Scenario:
project scenario sheet
The chief of a town’s emergency services department would like to institute a new introductory training program for emergency medical technicians. The chief is planning to hire a curriculum design company to create this program. The chief wants the program to cover the following topics:
Based on this information, what would be the most effective way to design curriculum for this program? You and your group members, as "employees" of a curriculum design company, will propose your curriculum design ideas to the chief and a number of his constituents in a PowerPoint presentation.
Trejo's Brainstorm
This class needs to be demonstration performance.
The course is geared toward new hires.
The evaluations would be with zero discrepancies.
- Driving test
- Pulse, blood pressure, symptoms
- Use training defib and Annie
- Given form (s), complete report to 100% accuracy
Assessments –Ashley's thoughts
Just like when someone goes to take a driver's license test, there needs to be a manual outlining save measures when operating the ambulance. Initial assessment of patient condition can also be in the form of a manual. Instruction sheets should be mandatory on all defib equipment and cpr should be taught using a medical dummy,
How much time will be allotted to the class? 4 weeks? 6 weeks? How many times a week and for how long will the class meet? Will there be regular quizzes to assess areas studied to isolate areas that need to be gone over again?
I agree with the demonstration performance assessment with zero failures. We also need to think about what will lead up to that final test. The pretest, the quizzes, chapter tests, the practice sessions for both driving and patient assessment, cpr and defib while filing out the forms.
I think we need to nail down how much time the students need to spend on each subject before moving to the next one first. We should also decide if they should have to test at the end of each subject and pass to be allowed to progress to the next stage. This is actually done for some county jobs (it is a pain in the rear, it is taking my brother in law 2 years to get on with Cook County IL Dept of Corrections because he has to pass each phase before moving on to the next.) do we want to spend that much time on the training? The instructions did not specify a time limit.
double post disclaimer: I will be posting this on the forum as well.
Carmela's Thoughts:
Although this may sound crazy I believe it is extremely important to find out a bit about the participants of this training. How do they learn best? I have a quick queationnaire that I use that allows me to identify the learning style someone has i.e. are they auditory, kinesthetic, or visual. It is that information that will assist us in what we create. (I will scan the item to show you all and post to the file exchange)
There should be:
Assessments to ensure understanding after each piece with one final comprehensive assessment. Should a participant not do well in a particular section, I would not hold them back from the next section. I would provide some feedback with options for improvement and allow them to re-assess at a another date of their choice as long as it is before the comprehensive assessment.
Regardless of the training topic at hand, the best way to be prepared for an emergency is to plan and practice for it. Having said that I agree that our curriculum design should lend itself to demo-ing how things should be done. For example with the Incident Report Filing....allow participants to complete sample incident forms are the most commonly occuring incidents. They can then keep these samples in a master manual of their own. For the operation of the ambulence, have each participant spend time with an already experience ambulance driver to learn and ask questions. When they are ready, put them behind the wheel like and gp through a simulated event.
As far as the time frame for class, this could be part of the questioning that we go through with the Chief. Maybe we can ask for a report on some of his best emergency service technicians and how long it took them to complete the course vs. those that are still struggling. From there we may be able to determine a nice average for how many weeks the course should be.
Just some thoughts...
Mark's Thoughts...
I would agree with most of what is already mentioned. High standards should be put in place for passing, but would their be a way to ease the tension of the training environment? That may sound silly considering the fact that the real world experience will show the students how stressful the job actually is. However, could there be a way to show a lighter side of the training that would stimulate more interest and less focus off of the testing standard? Would we also be using the testing or evaluation to also gauge the effectiveness of the course itself aside from the students' performance; meaning so that the training could be amended to pick up slack and remove what the training lacks in a future time? Does any of that make sense? *posted to the group discussion board as well*
I thought I had posted this last night, but I cannot find the post anywhere. Has everyone taken Evaluation and Assessment (EDUC - 3005 - 1) yet? When the instructions call for course evaluations it is talking about evaluating the effectiveness of the training, which is vastly different than testing participants. The course evals will tell the investors in the training (in this case the city and fire chief) that their ROI is good and that it is worth the money spent to continue the training. It also helps designers tweak minor issue in the design process. We should use level 1 & 2 evals and decide if we will use level 3 or 4 evaluations. The testing will not be a pass or fail situation for the students, but rather an observation about how well the course worked and if anything needs to be changed or if the course is even worth continuing. Methods of course evals include performance and alternative evaluation, field observation, end of course evaluations that the students will fill out rating the course. Level 3 evals will take place at least 6 months after training and level 4 evals take place one year after training. These evals can be administered during annual performance reviews.
In Short. Course evaluation is not to pass or fail students but to test their retention to pass or fail the course presentation.
Ash
As I read Ashley's post, I remember that we had several ways of testing students. They had written test and they had observable test. An example: Objective- Students must have at least three (3) items cooking on the grill at one time. So, they must practice this objective several times and as they are observed, once they hit the objective, they pass.
I created the project outline page with the slide names and numbers (not set in stone). Edit the info under the role you have chosen. I will post this and the link to the discussion board so that Dr. B can assess our progress.
Ash
Lucia's thoughts - Instructional Strategy and Activities for Group Project**
The strategy is about "how will we get there?". Here are my thoughts:
Way material should be presented: The material needs to be presented in a section per topic:
In all the above sections, the activities will act as a primary means to learn as the course outcome requires a behavioral change and new skills in the learners. These new skills need to be demonstrated to determine whether the learning was effective or not.
As this is introductory training, the sequence to adopt is an inquiry-related structure which teaches similar ideas together. In this scenario, the content must be organized according to the steps that the technician will take to check the ambulances' safety, assess the patient, conduct CPR and file an incident report. So, each section will be set out per step required to complete the task. e.g. Section 1- Ambulance Operation