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| Date: | Thu, 10 May 2012 09:38:26 +0800 |
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Interesting set up and scenario. What does the video have to do with the scenario? Does it provide any background or context to the comparison? If the video was of the two patients who came in - that would be interesting too.
I personally think you did end with an implied question.
Your statement: Using your knowledge on successful aging, critically think to creatively and practically connect the experiences of your two patients
Implied question = What is the link between these two patients?
As Jim said - the challenge will be to make be able to compare responses to students and more easy to "score". You may want to put some parameters around the response. Narrative or bullet points (and how many words or points), in what way do you want the connections (medically, socially, psychosocially, etc.). otherwise the answers will be all over the place.
Sandy Cook, PhD,
Assoc. Prof.
Senior Associate Dean
W: (65) 6516 8722
Administrative Executive: Belinda Yeo | [log in to unmask] | 6516-8511
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Carson, Ron
Sent: Thursday, May 10, 2012 9:19 AM
To: [log in to unmask]
Subject: Application Experiences?
Must application experiences take the form of questions? Will open-ended case scenarios be effective tools? For example:
An application exercise starts with a brief video of a 104 y/o woman paragliding. I then present teams with the following scenario:
You receive a new referral for a 104 y/o female with a fractured femoral head as a result of a paragliding accident. The patient received a THR (Total Hip Replacement) secondary to the fracture. In addition to your new THR patient, you also have a 75 y/o male with a recent CVA. The patient with the CVA is very depressed over the loss of meaningful occupation.
Using your knowledge on successful aging, critically think to creatively and practically connect the experiences of your two patients
Thanks,
Ron Carson
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