Instructional Plan By Daphne McGill CUR 516 Mr Keith Bennett 2 March 2015 httpdrmcgweeblycom Rapid Extrication Instructional Plan Overview of Main Components ADDIE model Analysis ID: 278790
Download Presentation The PPT/PDF document "Rapid Vehicle Extrication" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Rapid Vehicle ExtricationInstructional Plan
By Daphne McGill
CUR 516, Mr. Keith Bennett
2 March
2015
http://drmcg.weebly.com
/
Slide2
Rapid ExtricationSlide3
Instructional Plan
Overview of Main
Components (ADDIE model)
AnalysisDesignDevelopmentImplementation
EvaluationImplementation ScheduleSlide4
Analysis Phase
Gather Information
Determine intended outcomes
Focuses on:Need of trainingTasks to be completedTarget learners or audience
Overall goal of trainingOrganizes and classifies information for other ADDIE phasesSlide5
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
rescuersSlide6
Analysis – Task Analysis
List details of
the task, job, or
skillDetermine any needed subskillsSelect the subjects and experts
What equipment, resources are neededDetermine what is causing the gap between current and desired statesChoose the best methodology
Forms
the base of training objectives, content, and evaluation
activitiesSlide7
Design Phase
Information
from
analysis phase is put together into a training planPertinent 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 instructionSlide8
Design – Rapid Extrication
Goals - teach
students:
Why, when they would consider rapidly extricating a victim from a
vehicleThe 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
d
etermine
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
instructionSlide9
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
simulationsSlide10
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 strategiesDevelop course materials: using the instructional activities already determined in the design phaseConduct run-throughs of the materials: this is a real-time rehearsal, paying attention to timing and feedbackSlide11
Development – Instructional Delivery
Use the 9
steps of delivering effective instruction:
Gain learners attentionInform learner of objectives
Stimulate recall of prior learning Present information Provide Guidance Elicit their PerformanceProvide feedback
Assess performance
Enhance Retention and Transfer Slide12
Implementation Phase
Deliver the instruction
Promote understanding of material
Support mastery of learning objectives
Facilitate transfer of knowledge from instruction to the jobSlide13
Implementation
Train the Instructor or instructors
Get acquainted with objectives, activities, media, assessments, etc.
Prepare the LearnersNecessary tools and knowledge
When, where, what to bring, etc.Arrange the Learning SpaceSeating, desk, etc.Test presentation/media IT hardware/software ahead of time in the space
Print handouts, whiteboard and markers, etc
.Slide14
Evaluation Phase
Purpose
:
Agreed upon by client Audience: Determine the primary audience
Issues: Any issues that need to be addressedResources: 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
: R
eport
the results of the evaluation to the primary
audience/clientSlide15
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 progressSummative 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
reportSlide16
Implementation Schedule
Development Timeline: 60 days
Training Development, testing, and revisions: 45 days
Facilitator training development, testing, and revisions: 10 days
Facilitator training: 5 daysResources:Marketing medium
Administration
Didactic
classroom
Practical
Skills Station
EMS
equipment and
supplies:
TEAMSlide17
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.comHodell, 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.pdfPolitis, 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
.