I don’t know that there is anything that gives me an insta-aneurysm more than the casual educational cliché “yea – that’s the way we teach it in here, but when you’re out there, it’s totally different”. Pardon me, but…really?! Statements like that belong no where, and I mean NO WHERE near critical care transport (or any other medically associated entity for that matter). If what we teach, is not how we practice – then – we got’ problems – BIG PROBLEMS!
I can’t imagine a more confusing and muddled way to completely and utterly destroy an innocent student’s motivation and desire to progressively learn. By demonstrating such a massive mismatch between what we teach in the classroom and our expectations in the field, we not only (and very effectively) eliminate the principle of educational integrity, validity and authority. Why embrace and “culturize” concepts such as active learning, return demonstration and critical thinking, if we abandon the same, when we punch the clock and buckle our belts.
Eric Westervelt recently scripted an interview he had with Stanford Physics and Education Professor Carl Wieman. During the interview Wieman passionately describes the benefits of “active learning” and argues that “a well implemented active learning approach can substantially improve understanding and retention of the material” (1).
As an inspiringly true progressive, Wieman, nailed it. Active learning encompasses the whole picture – taking the same form whether in the classroom, the lab or the streets. Why even teach the right way, if we are NOT going to support it in practice?
I acknowledge that there is always room for the clinical application of classroom knowledge, but it should not (and does not) replace the need to consistently hold standardized methods from classroom to chopper.
It kills me that I even have to write about something like this… it gives me more chest pain than ACS. Someone please pass me an Aspirin!!
Be well and stay safe out there!!