Getting Started

Welcome!

  1. If you have not completed the online registration, please do so now.
  2. Please arrange to get your textbook so you can begin the reading and completing the skills guides and chapter reviews. You really have to have the book by the class closing date. If you get squeezed for time, call me.
  3. If you have learning style concerns about your ability to learn the material in the textbook by reading the text and doing the workbook without classroom lecture, please email me immediately.
  4. Print a copy of the Syllabus for your class from this link or from the index on the left side of the page.
  5. Please email me to confirm that you have ordered and received your textbook.
  6. When you receive an email that you have been made a member of the discussion group, look at the class roster for your class. It is a file in the discussion group. Please email me if your roster entry needs any changes. You can view the group from the discussion group link on the left side of the screen.

Before the Class Begins:

  1. Understand the learning process used in this class.
  2. Read and understand ALL of the textbook and do the exercises for each chapter. you don't stand a chance of doing much reading after the class begins.
  3. Find and review the the Syllabus. Go to the day-by-day course plan and bookmark it or save it.
  4. Find and get to know your mentor. Contact your candidate coordinator to identify your mentor.
  5. Find out from your mentor what kind of patrol pack or vest you are going to use and whether you must purchase it. If you are to suppply it, you must order it right away so it will arrive before class starts. If the patrol supplies your vest or pack, you need to pick it up before the class starts.
  6. Make your cravats.

Before the First Class Meeting:

  1. Read and practice the Guide to Assessment handout. Use the Audio CD or mp3 files. KNOW ALL THE LISTS LIKE YOUR NAME. Write your own assessment script and practice it!
  2. Review Chapters 1-7.
  3. Complete the exercises for Chapters 1-7 and have them ready to turn in.
  4. Show up for the first class session in old comfortable clothes and, if desired, a yoga type mat or knee pads.

Soon after Class Starts:

  1. Make your cravats if you don't have it done already. (You must have them by class session three) Make sure they are BIG – 60” across the bottom is ideal!
  2. Make sure you have your packs by the fourth class session -or- something suitable to carry your supplies (shoebox etc).
  3. Beware of the Power Curve.











Learning Styles:

This class assumes you can understand and retain the material in the text by reading and doing the workbook. The class time is dedicated to advancing that knowledge to effective application rather than reinforcing basic understanding. Not all students learn well in this style. Please read about the learning process used in this course.

Problems may arise from visual issues, native language, and learning disabilities among other concerns. If you feel you may have a problem in this area., please call me ASAP so we can discuss the best way for you to get the material.

Working with your mentor and doing advanced reading during the summer are some of the best tools you have to assure a positive class experience.












Learning Process:

The learning process which occurs in this (or any other) class consists of Input, Output, Application, Synthesis and Evaluation phases. Each of these phases is necessary to effective use of OEC skills in an on-the-snow environment. What distinguishes this class is the amount of class time we spend on Application, Synthesis and Evaluation phases and the corresponding level of mastery of OEC that you achieve. In order to spend the time on Application, Synthesis and Evaluation, the Input and Output phases are largely accomplished by you outside of class.

Input

The textbook and handouts are the primary "input" tools. Class presentations are used very sparingly and almost exclusively to provide material beyond that in the written material. Through reading and retention of the material in the text and handouts before the appropriate class session are essential.

Output

The Output phase triples the retention of material you read. The workbook and online quizzes are the primary Output tools in this course. The Output phase is essential in establishing understanding and retention of the material. Traditional classes provide classroom lecture and discussion to accomplish the "output" phase. Our class time begins with the Application phase, assuming you have largely accomplished the Input and Output phases on your own.

Application

Guided practice provides the application phase in this class. We practice OEC skills striving to apply the material from the text to the situation at hand. In guided practice, we focus on maintaining a rescuer/patient relationship at all times to apply and reinforce patient contact techniques.

Synthesis

We spend about half of our class time doing scenarios. Acting as rescuer in scenarios focuses on the Synthesis phase of learning. We apply all we have learned to provide complete care for a series of patients. The scenarios are structured to integrate recently learned material while drawing on material previously learned and providing the "surprise" and "detective" factors which characterize real patient contacts. Some scenarios deliberately involve subjects about to be covered in order to provide "forward' motivation.

Evaluation

We all act as patients in scenarios. Through preparation for our role as patients is the most important learning experience in this class. We must thoroughly learn the signs and symptoms the patient would experience, prepare suitable moulage and identify all aspects of the desired treatment. During class, patients provide feedback to the rescuers regarding essential treatment and their performance in the scenario. Providing this evaluation brings the patient to the highest level of learning.