Rationale behind Syllabus Design

After an in depth review of the literature surrounding the context and environment as it relates to adult learning, I found that my passion in designing a program for adult learners surrounds the theories behind the physical environment and situated cognition.  As observed by Malcolm Knowles (1970), adults are more motivated to learn when they see the immediate application of knowledge and prefer to participate in problem-centered learning activities. The theory of situated learning suggests that knowledge and skills related to adult roles and responsibilities can be learned most efficiently within the actual context where they are used (MacKercher 2004).  In designing a program for adult learners, I want to emphasize how the environment in which they learn and the various forms of situated cognition can provide for an effective program of study for adults. 

The learners targeted for my program design are adult learners in a medical assisting training program who need a comprehensive course to prepare them for their formal clinical hours preformed at an ambulatory office.  It is important to provide a course to students at this crucial time in the program to properly prepare students for the ‘real life’, or live experience they are about to undertake during their externship clinical hours.  During these clinical hours, medical assisting students will be required to perform basic surgical procedures on patients and assist physicians with drawing blood, taking blood pressures, patient education and many other duties.  This is a big jump for students to go from theory courses and watching demonstrations straight into being expected to effectively perform these medical operations. 

To prepare students for this experience, I have designed a syllabus for a twelve week course combining theories and techniques the students have learned in prerequisite courses in their program with ‘real-life’ learning.  Students will go through situated cognition by practicing techniques on human volunteers and simulation models to draw blood, perform eye-washing techniques, and many other procedures. This ‘real life’ context in learning has been proven to be very effective in training adult learners.  In the situated learning model, the learner learns during experiences instead of only from experiences (MacKeracher 2004).   

The physical environment in the learning process is important to my program design as well.  Recent studies show that facilitators can actually choose the seating configuration conducive to the desired outcome (Lawson 2009). The learning environment for the medical assisting course will consist of a lecture area surrounded by a simulated laboratory.  The room is arranged to act and work like a ‘real life’ medical office complete with a patient check in area, medical records section, and numerous laboratory testing and patient areas.  In this setting, the students will feel as though they are actually in a medical office/laboratory.  I believe combining the theories behind situated cognition and the physical environment in adult learning will give an optimum learning environment for these medical assisting adult learners.

During the program review, I studied a medical assisting program of practice curriculum and adapted many concepts from this program.  As can be identified in my syllabus, I adapted the concept of competencies.  I believe that these competencies are crucial for student success not only because they are required for CAAHEP accreditation, but also because students are able to prove they have mastered techniques before they practice on actual patients.  In addition, the student and the medical facility will be more confident when performing procedures on actual patients.   Under the course objectives, I made sure to include the five main criteria needed for entry level medical assistants in a clinical setting.  These are asepsis and safety, diagnostic procedures, medication administration, patient teaching, and first aid.  All practitioners in the field are expected to know this criterion on day one. I also adapted the environment of the classroom.  I was impressed with the layout which simulated a ‘real-life’ medical office.  As mentioned earlier, this concept is deeply rooted in the early theories of adult learning and environment. 

 

 

 

 

References

Lawson, K. (2009). The trainer’s handbook (3^rd Updated ed.). San Francisco, CA: Pfeiffer Wiley Press.

MacKeracher, D. (2004). Making sense of adult learning. (2^nd ed.). Toronto, Canada. University of Toronto Press.

 

 

 

 

 

 

 

 

 

COURSE SYLLABUS

Clinical Procedures

MED2200

Course Meetings: Wednesdays, 9am to 12pm                        Room: 109 Carol Bonell Memorial Laboratory

Instructor:  Aimee Bricker, CMA, AAMA

Instructor Contact Information:

 aimee.bricker@bsu.edu

Cell: 812-555-5555

Office: 812-555-5555

 

Minimum contact hours: 48

 Credit Hours: 3

 Lecture hours: 36

Lab Hours: 12

Perquisites:

MED 1100 Introduction to Clinical Procedures

PHM1100 Pharmacology

PHM1140 Anatomy and Physiology

Absences:

Students are allowed up to 2 absences during the 12 weeks.  Make up work (tests/quizzes) will be accepted 2 times per quarter.  Competencies will be scheduled to be made up on one make up day at the end of week 10.  All competencies must be scheduled to be made up during that time unless the instructor has granted a special exception ahead of time.

 

Course Description:

The course instructs medial assistant students in assisting with minor surgical procedures, performing EKG’s, and administering injections using subcutaneous intradermal, intramuscular, and z-tract techniques.  Obtain blood by capillary puncture and venipuncture is also taught.  Cardiopulmonary resuscitation (CPR) certification is provided by a certified CPR instructor through the American Red Cross or American Heart Association.  Office emergencies are also discussed.

Course Objectives:

Upon completion of required course work, the student will be able to:

Asepsis and Safety

·         Demonstrate proper  use of the eyewash equipment

·         Demonstrate Standard Precautions of infection control with selection and use of Personal Protecting Equipment an proper disposal of biohazard us material while performing patient care and invasive treatment procedures

·         Assist physician with patient care for minor office surgeries, demonstrating sterile procedure, performing suture removal, and wound care

·         Discuss safety, quality control, and maintenance of pulmonary and cardio function testing equipment

Diagnostic Procedures

·         Perform pulmonary function testing

·         Perform electrocardiography with correct lead placement, mount ECG reading, and identify basic types of arrhythmias

·         Display sensitively to patient rights and feelings in collection specimens and explain the rationale for performance of a procedure to the patient

·         Show awareness of patient’s concerns regarding their perceptions related to the procedure being performed

·         Perform capillary puncture procedures and venipuctiure procedures including vacutainer, butterfly, and syringe techniques

·         Demonstrate patient care and preparation for procedures and treatments

·         Apply critical thinking skill in performing patient assessment and care before, after, and during procedures.  Anticipating and preparing supplies and equipment needed for treatments and procedures

·         Demonstrate spirometry respiratory diagnostic testing

Mediation Administration

·         Verify ordered doses/dosages prior to preparing proper dosages of medication for administration, applying pharmacology principles, including the principles of IV therapy

·         Administer oral medications

·         Select proper sites and administer parenteral medication using subcutaneous, intramuscular , z-tract , and intradermal injection techniques, including allergy and TB testing, screening, follow-up, and reporting

·         Demonstrate updating and recording medication and immunization records

·         Practice within the standard of care for a medical assistant, and apply local , state, and federal health care legislation and regulation appropriate to the medical assisting practice setting

·         Document accurately in the patient record

Patient Teaching

·         Instruct patients according to their needs to promote health maintenance and disease prevention and document patient education

·         Demonstrate recognition of the patient’s level f understanding in providing patient instruction and use language/verbal skills that enable patients’ understanding

 

 

First Aid

·         State the principles and steps of professional /provider CPR

·         Obtain and maintain provider/professional level CPR certification by an approved instructor certified training by the American Red Cross or American heath Association

·         Describe the basic principles of first aid and perform first aid procedures, including training to identify and manage medical emergencies involving choking, seizures, shock, fractures, poisoning, bleeding, and wound emergencies

Course Competencies:

Perform Venipuncture using Vacutainer and butterfly methods

Remove mediation from a vial

Perform intradermal, intramuscrular, subcutaneous, and Z-tract injections

TB and allergy testing, screening and follow-up

Suture removal and wound care

CPR  and First Aid as defined by certification from the American Red Cross trainers or American Heart Association

 

Required Text:

Comprehensive Medical Assisting Administrative and Clinical Competencies, 4^th edition, Lindh, Pooler, Tamparo, Dahl, Delmar Publishing, Bundle ISBN 111155556666

Workbook to accompany Delmar’s Comprehensive Medical Assisting Administrative and Clinical Competencies, Bundle ISBN 1111555566666

Supplementary Material:

Medical Dictionary for Allied Health. McGraw-Hill, ISBN 777888999888

American Red Cross Professional or American Heart Association Health Care Provider CPR training manual

Teaching Strategies:

This course will be taught by lecture, role play, demonstration, return demonstration, audio/videos, discussion, simulation, and active class participation.  The internet will be used to supplement the topics discussed.  Assignment may be given that require students to do research on the selected databases offered through the library catalog or a public library collection.  Access to the database can be found at www.bsu.edu.lrc.

Student Strategies:  

Students are expected to be active learners by attending class and any required laboratory hours, reading the text and completing written and / or computer assignments.  Students are expected to spend time outside of class as necessary to learn the material and to take initiative and speak to the instructor about tutoring as needed. 

Skill Level Requirements (Core Competencies):

The student must satisfactorily complete and pass each psychomotor and affective skill evaluation with a grade of 77% (c+) or better to receive the competency score percentage needed to pass the class.

Evaluation Methods:

Students will be evaluation by the following:

Examinations:                                                                    30%

Assignments/Quizzes:                                                   20%

Competencies:                                                                                 30% (All must be passed)

Comprehensive Final Examination:                          20%

Grading Scale:

Students will be graded using the following scale:

90-100                   A

80-89                     B

70-79                     C

65-69                     D

Below 65              F

 

Week(s)	Lesson Topics
Week 1 and 2	Assisting with Office/Ambulatory Surgery ·         Applying Sterile Gloves ·         Opening Sterile Packages ·         Apply critical thinking skills in anticipating and preparing supplies and equipment needed ·         Dressing Change ·         Suture/Staple Removal
Week 3 and 4	Medication Administration ·         Proper Disposal of Drugs (schedule II drugs) ·         Administration of oral medications ·         Verify dosage ordered ·         Withdraw medication from a vial ·         Administration of subcutaneous, Intramuscular, and Intradermel Injections ·         Z-Track Intramuscular injection technique ·         Administer vaccine ·         Maintain immunization records
Week 5 and 6	Phlebotomy: Vunipucture and Capillary Puncture ·         Palpating a Vein and Preparing an patient for Venipucture ·         Syringe ·         Vacuum Tube System, Butterfly Needle System ·         Capillary Puncture
Week 7 and 8	Electrocardiography ·         Perform single-channel or multichannel electrocardiogram and mount strip ·         Demonstrate Spirometry Testing
Week 9	Emergency Procedure and First Aid ·         Provider/professional level CPR Certification ·         First Aid Procedures (choking, fractures, arm splint, burns, control bleeding, shock poisoning, bandages ·         Eye irrigation with Eye Wash Station
Week 10	Diagnostic Imaging, Rehabilitation, Therapeutic Modalities ·         Research state regulation regarding training and licensure for performing imaging procedures ·         Document patient education ·         Transferring patient from wheelchair to examination table and return ·         Assist patient to stand and walk ·         Care of falling patient ·         Assist patient with walker, crutches, or cane
Week 11	Review and make up needed competencies
Week 12	Comprehensive Final Exam