John Knight Session 17th July 2018 – Park Campus

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Session title: Pathophysiology of diabetes (Emergency Medical Technicians)

Number of students: 20 – 30

Date, time and location: 17th July 2018, 09:00 – 10:50, Room 110 Haldane – Singleton Campus

Session outline:
This is a first year lecture to the Emergency Medical Technician (EMTs) students. It will build upon the knowledge that the students have gained in the first and second semesters of their programme. EMTs together with paramedics are typically the first responders to emergency medical situations and require a deep understanding of the pathophysiology associated with a diverse variety of emergency care scenarios. There are three relatively common diabetic emergencies encountered routinely by EMTs and this teaching session is aimed at providing students with essential underpinning knowledge of diabetes as a disease. The lecture will assume no prior knowledge of the subject material so as to be as assessable as possible to all students whatever their previous academic background. The lecture will begin with a list of learning objectives explaining why EMTs need a thorough understanding of diabetes and its associated complications. As well as providing learning outcomes, these objectives will be valuable in helping students prepare for formal assessments of the subject material in written and practical assessments.

The lecture will then have the following structure:

  • The biological need for glucose in the human body
  • The normal blood glucose range
  • Normal control of blood glucose in health
  • The insulin response
  • Definition of diabetes
  • Type I and II diabetes mellitus
  • Gestational diabetes
  • Symptoms of diabetes
  • Diabetic emergencies
  • Long term effects of poorly controlled diabetes

This will be a traditional lead lecture that will consist predominantly of pictures and diagrams which the lecturer will talk around, the lecture will deliberately keep text to a minimum requiring the students to make key notes to supplement the visual information of the slides. In the lecturer’s experience this approach means that students have to process the information that is being delivered to make short notes and this helps with retention of information and minimises the risk of students just taking a copy of the lecture form blackboard to read over when exams approach. Throughout the lecture the lecturer will be asking the student group a variety of short questions to encourage their participation to facilitate a deeper learning experience. Where appropriate the lecture will incorporate simple animations. The lecture will finish with a brief summary of the key learning points and provide a series of links to additional learning resources. If time permits a short number of multiple choice questions will be provided to allow the students to gauge their understanding of the subject material.

Teaching methods used in this session (click to expand / contract):

Active Learning  
Audience participation  
Authentic assessment  
Feedback session  
Flipped learning  
Formative assessment  
Group work  
Lab session  
Large student numbers
Practical session  
Small student numbers  
Summative assessment  
Technology enhanced learning

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