Lesson plan 3 (3).pdf
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The lesson plan introduces students to case study support and myocardial infarction diagnosis over 50 minutes. It aims to: 1) introduce case studies and external research; 2) teach how to approach and solve case studies; 3) combine research and knowledge to solve problems; 4) provide knowledge on myocardial infarction diagnosis and treatment; and 5) discuss maintaining cardiovascular health. Students will apply information to a case study, make a clear diagnosis, and gain understanding of myocardial infarctions, their diagnosis, treatments and causes. The teacher will present a patient case study, discuss symptoms and readings, and guide students to a final diagnosis of myocardial infarction and how it was reached.
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Red blood cells contain hemoglobin and transport oxygen around the body. A normal red blood cell count is 4.0-5.9 million cells per liter of blood for men and 3.8-5.2 million cells per liter of blood for women. Low red blood cell count can be caused by iron deficiency anemia, vitamin deficiencies, internal bleeding, or kidney disease. High red blood cell count can be caused by smoking, congenital heart disease, dehydration, or low blood oxygen levels. Hemoglobin is a protein in red blood cells that carries oxygen, with each hemoglobin molecule able to carry 4 oxygen molecules. Oxygen binds to hemoglobin in the lungs and is released from oxyhemoglobin in tissues where
slide lesson 4.pdf
The document discusses a case study involving a 6-month-old patient presenting with tiredness, weakness, irregular heartbeats, and delayed growth. Laboratory results show the patient has low red blood cell count. Through a group discussion, the diagnosis of thalassemia is determined based on the patient's genetic ethnic background, symptoms, and laboratory abnormalities. Thalassemia is a genetic disorder affecting hemoglobin synthesis resulting in insufficient oxygen transport. Regular blood transfusions and chelation therapy are the primary treatments to manage the condition.
Lesson 3 slides.pdf
This document provides information about research and case studies in university studies. It discusses that lectures are an introduction to content and require 2-3 hours of individual study per lecture hour. Case studies are used to understand medical principles by presenting a hypothetical patient case to analyze symptoms, signs, research the condition, and make a diagnosis. The document walks through a case study of a 57-year-old man experiencing chest pain and shows his test results indicating a non-ST elevation myocardial infarction. It identifies the signs and symptoms of this type of heart attack and summarizes the condition as being caused by clogged arteries cutting off blood flow and oxygen to the heart muscle.
final draft workbook (1).pdf
This document provides information about transitioning to university, including an overview of teaching and learning styles, extracurricular activities, and financial support options. It discusses how university requires more independent study compared to secondary school. Students can get involved in sports clubs, societies, and volunteer opportunities. Financial aid includes scholarships, bursaries, government loans, and support programs for underrepresented students. The document provides links for additional details on these topics.
final draft workbook (1).pdf
This document provides information about a university orientation session that aims to help students transition to university life. It discusses:
1. The session's goals of providing an understanding of university teaching/learning, and giving a taste of cardiovascular case studies.
2. An outline of the session topics which include why attend university, a typical university week, differences in teaching/learning, clubs/societies, and financial/student support.
3. Details of future sessions which will involve learning cardiovascular physiology and participating in case studies on cardiovascular diseases.
Lesson 3 slides.pdf
This document provides information about research and case studies in university studies. It discusses that lectures are an introduction to content and require 2-3 hours of individual study per lecture hour. Case studies are used to understand medical principles by presenting a hypothetical patient case to analyze symptoms, signs, research the condition, and make a diagnosis. The document walks through a case study of a 57-year-old man experiencing chest pain and other symptoms, whose tests results indicate a non-ST elevation myocardial infarction (NSTEMI), a type of heart attack caused by clogged arteries limiting blood flow. Treatments include medications and lifestyle changes to prevent future issues.
Lesson plan 3 (1).pdf
The lesson plan introduces students to case study support and myocardial infarction diagnosis over 50 minutes. It aims to: 1) introduce case studies and external research; 2) teach how to approach and solve case studies; 3) combine research and knowledge to solve problems; 4) provide knowledge on myocardial infarction diagnosis and treatment; and 5) discuss maintaining cardiovascular health. Students will apply information to a case study, make a clear diagnosis, and gain understanding of myocardial infarctions, their diagnosis, treatments and causes. The teacher will present a patient case study and lead discussion of symptoms, ECG readings, and the final myocardial infarction diagnosis and its treatment/mitigation.
final draft workbook (1).pdf
This document provides information about a university orientation session that aims to help students transition to university life. It discusses:
1. The session's goals of providing an understanding of university teaching/learning, and giving a taste of cardiovascular case studies.
2. An outline of the session topics which include university life, clubs/societies, financial support, and future case study sessions on cardiovascular physiology and diseases.
3. An overview of the resources available to support students, such as personal tutors, wellbeing services, and careers support.
The document emphasizes that university requires independent learning and adapting to life away from home or school. Support is available, but students must take responsibility for their education.
Session 2 slides.pdf
The circulatory system transports oxygenated blood from the heart to organs via arteries and arterioles, and deoxygenated blood is returned to the heart via veins and venules. The heart has its own blood supply through the coronary circulation. Blood pressure is a measure of the force used to pump blood around the body and is measured using a sphygmomanometer. Haemoglobin is a protein that carries oxygen in red blood cells and can bind up to four oxygen molecules at a time to transport oxygen around the body.
Lesson plan 2 (1).pdf
This 50-minute lesson plan covers the cardiovascular system and haemoglobin. The objectives are to: 1) Understand the circulatory system and properties of blood vessels; 2) Learn about coronary circulation and the heart's blood supply; 3) Understand blood pressure; 4) Learn about cardiovascular disease; 5) Understand haemoglobin's role in oxygen transport. Students will apply their knowledge through a Kahoot quiz and complete a questionnaire. The outcomes are for students to understand the circulatory system's function and complete exercises to check understanding. The lesson includes explanations of key topics, activities like gap exercises, and a Kahoot quiz to assess learning.
Session 2 slides.pdf
The circulatory system transports oxygenated blood from the heart to organs via arteries and arterioles, and deoxygenated blood is returned to the heart via veins and venules. The heart has its own blood supply through the coronary circulation. Blood pressure is a measure of the force used to pump blood around the body and is measured using a sphygmomanometer. Haemoglobin is a protein that carries oxygen in red blood cells and can bind up to four oxygen molecules to transport oxygen around the body.
Lesson plan 2 (1).pdf
This 50-minute lesson plan covers the cardiovascular system and haemoglobin. The objectives are to: 1) Understand the circulatory system and properties of blood vessels; 2) Learn about coronary circulation and the heart's blood supply; 3) Understand blood pressure; 4) Learn about cardiovascular disease; 5) Understand haemoglobin's role in oxygen transport. Students will apply their knowledge through a Kahoot quiz and complete a questionnaire. The outcomes are for students to understand the circulatory system's function and complete exercises to check understanding. The lesson includes explanations of key topics, activities like gap-filling exercises, and a Kahoot quiz to assess learning.
Teacher Questionnaire (1).pdf
This teacher questionnaire asks respondents to rate their level of agreement with 7 statements about case-based learning and theoretical knowledge teaching for students. The statements address whether a mix of these two approaches is efficient, if there was valuable exchange of ideas between students and supervisors, and if didactic learning should precede case studies to help students understand topics and clinical conditions. It also asks about student engagement, motivation and preparation from lessons, as well as the inclusiveness and expectations set by case studies. Respondents are to circle 1 for strongly disagree, 2 for disagree, 3 for agree, or 4 for strongly agree for each statement.
LESSON PLAN 1.pdf
This lesson plan introduces students to the transition to university through a 50-minute session. It aims to discuss students' impressions of university, understand challenges on a personal and academic level, and learn how teaching differs from sixth form. Students will gain an understanding of typical university workloads, exams, extracurricular activities and support services. Teachers should be prepared to discuss their own university experiences and the positives and negatives of transitioning. The session involves students submitting initial university impressions, a lecture on reasons to attend and differences from sixth form, and a discussion of university clubs and financial support. Students' submitted impressions will be shared and any questions answered before summarizing.
session 1 workbook.pdf
This document provides information about transitioning to university, including differences in teaching and learning, extracurricular activities, and financial support options. It outlines a typical week at university, which involves blended online and in-person learning, independent study, and various assessments. The document also discusses getting involved in sports clubs and societies, and describes several types of financial support including scholarships, bursaries, government loans, and funds for unexpected hardship.
session 1 guide to uni.pdf
The document provides information about an orientation session for students transitioning to university. It is presented by four third-year students as part of their capstone project. They aim to give attendees a better understanding of university life. Their session will cover why students go to university, what a typical week is like, differences in teaching and learning styles, adapting to independent living, student clubs and financial support. Later sessions will use case studies to teach about cardiovascular diseases. The presentation provides details about the schedule, teaching approaches, adapting to independence, getting involved on campus, and student support services available.
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- 1. Lesson plan 3: Topic: Case study support and Myocardial Infarction ‘diagnosis’. Duration: 50 minutes (45 minutes plus 5 minutes of students gathering and departing) Lesson Objectives: 1. Introduce the concept of case studies and external research to the students and apply them to a university setting 2. Understand how to approach solving a case study 3. Understand how to combine research and prior knowledge to solve a problem 4. Gain knowledge on myocardial infarction after ‘diagnosis’ 5. Gain information on how to maintain a healthy cardiovascular system Outcomes from the lesson: 1. Apply information given to provide possibilities for causes of problems within the case study 2. Have come to a clear diagnosis and understand how this was achieved 3. Be better prepared to approach a less scaffolded case study in session 4 4. An understanding gained by the students of myocardial infarctions, their diagnosis, treatments, and causes Subject knowledge needed/revisited: 1. General vital readings of the cardiovascular system – what is normal/irregular 2. Causes of cardiovascular inconsistencies 3. Ways to maintain good cardiovascular health 4. Myocardial infarction vital ranges and information on treatment, diagnosis and causation
- 2. Duration Teacher activity Pupil activity/ learning Learning checks/assessment Support, challenge, intervention 2 minutes Introduction of the session Ask if they have any questions as to how the session will be led 5 minutes Research at university – information and questions Questions 3 minutes Recap on cardiovascular vitals Ask if they have any questions 5 minutes How to approach case studies 7 minutes Patient presentation of symptoms and vitals Some extracurricular content 3 minutes Ask for suggestions of problems Compare case study information to knowledge - workbook 5 minutes Walk through ECG readings Compare on workbook Ask for questions to make sure all students understand Extracurricular content 6 minutes Final diagnosis of myocardial infarction and how that diagnosis was reached Noting down important information relevant to diagnosis 7 minutes Treatment/mitigation 2 minutes Questions/Next session content Ask students to put up their hand if they enjoyed this session, to put their hand if they found the case study easy to understand, and if they thought the case study was inclusive or not? Ask for questions