Diving into a Professional Image
​                                     By:  Kim Shrader

Project at a Glance :

This project allows high school EMS students the opportunity to explore and understand the importance of a professional image as it pertains to their ability to demonstrate knowledge and skill competency as health care providers. 
        
Driving Question:

How can we create a professional image that reflects our knowledge and skills as a competent EMT?           

Standards:

• Affective Domain (State of MI EMS curriculum)
• Skills4Success: Personal Accountability & Ethical Citizenship

Team / Culture Building:

• 5 Ps (Polite, Prompt, Prepared, Productive, & Positive)
• We begin the year with randomly assigned teams to mirror the world of EMS. That makes it so important to learn how to work with everyone!  

Entry Event:

•  Introduction video including a brief online visit with members of our Advisory Board who have been prepped: one looks “messy” and speaks w/ a lot of slang.  One jumps in late, and one has the ultimate display of professionalism. They each share a 2 minute “welcome to EMS” from their perspective speech.​​

Stakeholders:

• Future EMT patients
• Future employers
• Student

Empathy Building:

• Students create Empathy Maps for future patients and employers
• AEIOU protocol​​

Inquiry / Need to Knows:

•  Students will create a Stakeholder Map to identify who will be impacted by the Driving Question.
• Next, the will conducts interviews of:  Parents/Grandparents/Friends/Teachers: who would you want helping you on your worst day “car crash” - This will be a take-home Q & A that they should complete by making phone calls (at least 2) to someone who they know has had a medical procedure or ambulance ride.  
• Following interviews students will share out their findings in a Q & A session for a S4S grade.

• Exit Ticket: What do we still need to know?

Incubation:

• QUIZLET: (Vocabulary) - including Professional attributes listed in textbook; revisit DQ Accountability Questionnaire.
• Talking Chips protocol - One chip per person (actually, one tongue depressor because we’re an EMS class). Share out one thing they’ve learned about professionalism in EMS so far.  This is a great way to check in with students and reflect on learning.
• Use the Idea Quota protocol to generate 100 in 10 minutes to generate solution ideas.
• Next students will Saturation and Group their ideas
• Followed by the $100 Test​

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Solution Building:
During the next phase of the project students will use the:

• NUF Test 
• Dot Voting
• $100 Test to work towards a solutions.​​

Critique and Revision: 

• To ensure the best ideas are included in their solution students will engage in a Critical Friends discussion including creating a new and improved/revised Empathy Map of who this person in NOW, after they've developed the characteristics necessary for success.
• Invite guests who participated in the Entry Event video to give feedback.​

Authentic Audience:

• Invite representatives from our Work Based Learning Office, HR Reps from the local ambulance companies and hospitals, and members of the CTC Advisory Board

Final Presentation:

• Students present an EMT candidate who meets all of the requirements of the job: cognitive skills, psychomotor skills, and AFFECTIVE skills ​

Click here for teacher's full plan.

Reflection and Feedback:

• Students will create a KWL reflecting on the following criteria - What surprised them about what is required of putting on a uniform? What core values are their strengths? What do they still need to work on?
• Incorporate NHSTA EMS Standards for EMT education rubric link.
• S4S rubric - Personal Accountability

Click here for the  teacher's Journey through PBL on Padlet.

Meet the Educator:
Kim Shrader is an EMS Instructor at the Ottawa Area Intermediate School District's Careerline Tech Center. 
     "PBL engages student learning and helps build an inquisitive approach to learning."