cur 516 instructional plan and presentation_daphne mcgill
TRANSCRIPT
Rapid Vehicle ExtricationInstructional Plan
By Daphne McGillCUR 516, Mr. Keith Bennett2 March 2015http://drmcg.weebly.com/
Rapid Extrication
Instructional Plan
Overview of Main Components (ADDIE model) Analysis Design Development Implementation Evaluation
Implementation Schedule
Analysis Phase
Gather Information Determine intended outcomes Focuses on:
Need of training Tasks to be completed Target learners or audience Overall goal of training
Organizes and classifies information for other ADDIE phases
Analysis – Learner Analysis Who is the intended audience? Emergency Medical Service (EMS)
personnel What common traits do learning group members possess? EMT
certification What are the differences between learners within the group?
Hospital and fire department What is the range of ability among the learners? Novices on the job
less than a year, up to experts on the job many years. What evaluation strategies to determine success and how to refine
future analysis? Minimal scene time, while stabilizing airway, breathing, circulation (ABCs) and packaging, as well as by the humane management of pain and absence of harm to rescuers
Analysis – Task Analysis
List details of the task, job, or skill Determine any needed subskills Select the subjects and experts What equipment, resources are needed Determine what is causing the gap between current and desired states Choose the best methodology
Forms the base of training objectives, content, and evaluation activities
Design Phase
Information from analysis phase is put together into a training plan
Pertinent content is used to develop overall goals and observable objectives to meet the intended learning outcome
Goals: broad generalized statements describing the learning outcomes
Objectives: describe what the learner will be able to at the end of the instruction
Design – Rapid Extrication
Goals - teach students: Why, when they would consider rapidly extricating a victim from a vehicle The resources and manpower needed to perform Rapid Vehicle Extrication Steps for safely approaching the vehicle and establishing spinal immobilization How to perform a primary assessment of the victim and determine the best
extrication techniques How safely maneuver the victim out of the vehicle while maintaining spinal
immobilization The students will practice these skills in teams to hone their skills and
increase their confidence Learning Outcome: EMS personnel will be able to perform rapid
extrication appropriately and safely after completing this instruction
Design – Rapid Extrication
Delivery Modality: Demonstrations (video and hands-on), Simulations with role-playing actor, team practices, and debriefings
Length of Training Session: 6 hours
Performance-based objectives that build upon each other Allow for cross discussions and sharing of experiences Collaborative learning in teams facing challenges together Supports critical thinking by providing a variety of simulations
Development Phase
The analysis data and design are used to create a framework, content, and materials for the training
Produce and test the design “Action” phase where all the previous efforts come together into
tangible products Creating a sample instruction: create agenda, narrative, outline, and
strategies Develop course materials: using the instructional activities already
determined in the design phase Conduct run-throughs of the materials: this is a real-time rehearsal,
paying attention to timing and feedback
Development – Instructional Delivery
Use the 9 steps of delivering effective instruction: Gain learners attention Inform learner of objectives Stimulate recall of prior learning Present information Provide Guidance Elicit their Performance Provide feedback Assess performance Enhance Retention and Transfer
Implementation Phase
Deliver the instruction
Promote understanding of material
Support mastery of learning objectives
Facilitate transfer of knowledge from instruction to the job
Implementation
Train the Instructor or instructors Get acquainted with objectives, activities, media, assessments, etc.
Prepare the Learners Necessary tools and knowledge When, where, what to bring, etc.
Arrange the Learning Space Seating, desk, etc. Test presentation/media IT hardware/software ahead of time in the
space Print handouts, whiteboard and markers, etc.
Evaluation Phase Purpose: Agreed upon by client Audience: Determine the primary audience Issues: Any issues that need to be addressed Resources: Determine resources needed to address any issues
(additional or different people, artifacts, equipment, etc.) Evidence: Determine what types of evidence will be acceptable Data-Gathering Techniques: Determine the techniques to gather
and analyze data Analysis: Tools that provide usable and useful information for
instructional designer to use to improve instruction Reporting: Report the results of the evaluation to the primary
audience/client
Evaluation – Rapid Extrication
Formative Evaluations: ongoing throughout planning and implementation Video capture of practice performance per checklist steps, reviewed
during debriefing Classroom discussions to assess cognitive progress
Summative Evaluations: at end of training to prove the worth Multiple-choice written test Performance evaluation with live standardized patient and simulated
sights, sounds, and smells of vehicle collision environment Student feedback/critique Faculty feedback/critique Hot wash and after action report
Implementation Schedule Development Timeline: 60 days
Training Development, testing, and revisions: 45 days Facilitator training development, testing, and revisions: 10 days Facilitator training: 5 days
Resources: Marketing medium Administration Didactic classroom Practical Skills Station EMS equipment and supplies: TEAM
References
Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn and Bacon.
Gardner, J. C. (2014). An Introduction to ADDIE. Retrieved from http://www.jclarkgardner.com
Hodell, C. (2011). ISD from the ground up: No-nonsense approach to instructional design (3rd ed.). Alexandria, VA: ASTD Press.
NY.gov (2014). Rapid Extrication. Retrieved from: https://www.health.ny.gov/professionals/ems/pdf/srgpsrapid.pdf
Politis, J., & Dailey, M. W. (2010). Extrication Fundamentals. Journal of Emergency Medical Services, April 2010.
Reis, G. (2014). Rapid Extrication form a Vehicle Two Person. Retrieved from: https://www.youtube.com/watch?v=mnH4fmzJQtQ
Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. San Francisco, CA: Wiley.