Case studies -in class assignment

Case studies -in class assignment

Wenhsing Yang

Nursing

Medical-Surgical Nursing

Activity Description: Provide a brief description of the activity

You will be assigned to a group (4 to 5 students) and discuss this case study with a Google link. This activity will take 30 minutes. After that, you have 10 minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. This presentation will take 10 minutes per group. Feedback is welcome.
The link is here https://docs.google.com/presentation/d/1ZXzJYcymsyznni6tVvNWhUbW8V1EsekWJWQhF9rdraM/edit?usp=sharing

Learning Goals: What do you aim to achieve with this activity?

The goals of this assignment are based on ACEN requirement (critical thinking) as follows:
The goal is to avoid having your decision cause injury to anyone
With critical thinking skills, you can weigh many factors and skillfully solve problems, making good decisions a majority of the time
Operating in a critical thinking model while pursuing nursing studies helps develop the clinical judgment needed to practice safe nursing
Nursing uses a knowledge base to make decisions, generate new ideas, and solve problems

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This assignment will be used at the end of the cancer chapter (week five).
This activity will take 30 minutes. After that, you will present your answer to the class.
You have ten minutes to present your answers to the class.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

I will need to create a scenario and questions for students to complete the assignment. You have 30 minutes to complete the assignment and present it to the class.
This is a group assignment; you will be assigned to a group to discuss your answer. Please note, you will need to provide evidence-based on your answer. Please feel free to use online resources and textbooks.
This is a low-stakes assignment because it does not cause danger to people. Instead, the students will have the opportunity to share the answers with the class and ask for feedback

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use the Value rubric -critical thinking. This is part of a college-wide general education assessment.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Yes, I will repeat this activity with different classes. Different case studies will be provided based on the course objective and outcome.
Only a few students discuss in the class, so I will need to facilitate the activity and ask other students for their input.
I will give each group different case studies, so the students will have different understanding of each disease and their nursing interventions.
Students like to hear from other groups with their answers and rationales. Because each group has different answers based on their priority and information. Additionally, students will be able to work with other students. In nursing, teamwork is necessary.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

N/A

Please share a helpful link to a pages or post on the OpenLab

PowerPoint Presentation: Global Learning – Comparison of Alfred Schenker’s Secret War Diary, 1941-43 to a Current Event in Terms of Human Impact

PowerPoint Presentation: Global Learning – Comparison of Alfred Schenker’s Secret War Diary, 1941-43 to a Current Event in Terms of Human Impact

Prof. Nadine Weinstein-Lavi

English/NYCCT

English 1121

Activity Description: Provide a brief description of the activity

Students were asked to read my grandfather, Alfred Schenker's Secret War Diary, 1941-43, written while he was hiding in a cellar with nine other Jews in Lvov, then Poland, and to do namep-based and place-based research using the diary. Then, students were asked to compare an idea, quotes, names, and places in the diary to a comparable event, e.g. the current Russian invasion of Lvyv, now Ukraine (same city), or slavery, etc., and to conclude with how their ideas about those events changed as a result of their research, and how that has impacted them personally.

Learning Goals: What do you aim to achieve with this activity?

The Learning Goals for students are to acquire a global perspective in terms of learning about a specific historical event using an actual historical document (my grandfather's Secret War Diary) and to make a comparison to a comparable and/or modern event in terms of social, human, ethical, and cultural impact, so that they, in turn, might expand upon their perceptions of history vis a vis modern events and how they might effect change in actuality – whether via more open and embracing stances or more – in the world.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The reading of the diary and the subsequent PowerPoint presentation assignment was done in the middle of the semester to mark it as a unique "break" and transition assignment from the previous text (a Netflix series) to the next one, and to have students engage with current events, e.g. the Russian invasion of Ukraine.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Preparation involved a guided reading and discussion of the diary in class, homework to finish reading it on their own, answering 5 Discussion questions posted on Blackboard about the diary with 1 paragraph responses to prepare them to think about it more deeply, and suggestions as to possible topics for comparison for the PowerPoint. A slideshow demonstrating how to create a PowerPoint using the diary was shown, and specific guidance was given to each student regarding his/her topic. This was a high stakes activity given the nature of the thinking and analysis that the students were asked to do in class and on their own worth 25 points. They did very well on this particular assignment.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

The rubric was as follows (given in bullet points on the board):
*Aim for 10-12 slides
*Present SLOs and what you will determine
*Use images that you have researched about the diary and additional images you find about the places and names in it
*Use images of the comparable event
*Analyze the similarities and differences
*Answer 4 questions: 1. What were your assumptions about both event prior researching them? 2. How have your assumptions changed post-research? 3. How this has affected you personally and in terms of your worldview? 4. How will you effect change in the world as a result of this new perspective?

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity worked very well in the classroom. Students were immediately engaged in reading an actual historical document being presented by a relative (me) of the author (my grandfather) whose eye witness account of the events in Lvov, then Poland, now Ukraine, during the Holocaust made them more real and uncontestable than other information they had seen about the Holocaust, such as movies, posts, articles. Students also found trying to do place-based and name-based research about the diary interesting and like being a detective. Analyzing how it compared to a comparable event asked them to think about it more deeply from an additional perspective, and summing up the impact it all had upon them personally was a good culmination.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

NYCCTEng1121ProfLaviSpring2022JoshuaIronsPowerPoint.pptx
Alfred'sWarDiary.pdf
C:\Users\nlavi\Downloads\NYCCTEng1121ProfLaviSpring2022ArielCabreraPowerPoint.pdf

Please share a helpful link to a pages or post on the OpenLab

Comprehensive Understanding of Cardiovascular Medications

Comprehensive Understanding of Cardiovascular Medications

Dora-Ann Oddo

Dental Hygiene

Principles of Dental Hygiene Care III (DEN 2300 Seminar)

Activity Description: Provide a brief description of the activity

This activity will provide dental hygiene students to gain an understanding in cardiovascular medications and how to apply this knowledge to patients’ medical history as part of their assessment process. This activity requires dental hygiene students to gain proficiency in oral communication, information literacy, and the understanding of cardiovascular medications related to their patients’ disease/condition. Students will participate in a collaborative assignment by gathering research on cardiovascular medications. After students formulate their research, students will verbally present this information to the class. In addition, the students will upload their PowerPoint presentation on OpenLab, and review classmates research based upon a rubric scale. The verbal and written discussions of this activity support critical thinking and creates meaningful in-depth discussions among students.

Learning Goals: What do you aim to achieve with this activity?

The aim of this activity is to encourage verbal communication and information literacy about patients with cardiovascular diseases/condition. The learning goal for each student is to aquire an understanding of cardiovascular medications including indication of use, oral implications, side effects, and adverse effects. This activity will enhance students’ learning and the ability to ask critical thinking questions when assessing a patient’s medications. This activity encourages oral communication, information literacy, undergraduate research, working collaboratively and using open digital pedagogy.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity will be implemented mid-semester and performed in the classroom for a duration of thirty minutes. The out-of-class time for students can range from one to two hours based upon their research, developing a PowerPoint, uploading the PowerPoint to OpenLab, and writing reflections on one or two students’ post.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This activity is a low-stakes assignment. The instructor will randomly select students by using the Wheel of Names. Each group will consist of three students. After the students are divided into groups, the instructor will assign each group a cardiovascular medication.
Student will be given these questions to answer:
1. Identify the brand and generic name.
2. What is the indication for use?
3. What are the oral implications?
4. How does medication affect dental hygiene treatment?
5. Does this medication have any drug interactions?
6. What is the pharmacologic category?
The students will work collaboratively with their assigned groups by researching and answering the questions. Each student will be responsible for creating a slide as part of the group’s PowerPoint presentation. The students will have a week to prepare the PowerPoint and gather information to present to the class. The lead of the group will be responsible to upload the PowerPoint on OpenLab.

The second part of this assignment will culminate
a week later when the students present the PowerPoint to the class. Students will have the opportunity to ask their peers questions. Each presentation should be about five to ten minutes. After the presentation, the students write a review on OpenLab based upon a rubric scale.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

This activity was developed by Oral Communications VALUE rubric. The students will be evaluate using Oral Communication Value rubric to assess proficiency preparedness, knowledge, and the ability to effectively communicate information to their classmates.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity has not yet been implemented.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Discussion on the newly discovered Salivary Gland

Discussion on the newly discovered Salivary Gland

Khrystyna Vyprynyuk

Dental Hygiene

DEN 1112 Oral Anatomy

Activity Description: Provide a brief description of the activity

The activity is a discussion board assignment. Students enrolled in the DEN 1112 Oral Anatomy course are learning about multiple organ systems in the context of how they relate to the Head and Neck anatomy, dental anatomy, and the practice of a dental hygienist. The discussion topic is on the newly discovered salivary gland.

Learning Goals: What do you aim to achieve with this activity?

The goal of this activity is to promote student engagement by improving their reading skills. However, by participating in this activity students will also be incorporating their writing, information literacy, and teamwork skills.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity will be incorporated mid-semester as one of the homework assignments. Minimal classroom time is devoted to this activity, only enough time to go over the assignment, expectations, and technicalities (10 minutes). Students are expected to spend 2 to 3 hours out-of-class time over the course of 2 weeks to complete this assignment.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The activity is presented as a low-stakes assignment (4% of the total course grade). In preparation for this activity, students will read a chapter in the course textbook on Glandular Tissues and attend the lecture presentation on the same topic. Additionally, students will be required to read the assigned article "The tubarial salivary glands A potential new organ at risk for radiotherapy" https://www.thegreenjournal.com/article/S0167-8140%2820%2930809-4/fulltext.

The assignment consists of two parts. In the first part, students are instructed to summarize the article in at least 500 words and answer two or more of the following questions. The main post should include at least two references. One of the references should be from the article provided, additional references can be from any other scholarly article on this topic.

Questions:
1. Name one of the reasons why this mysterious gland has not been noted until now?
2. How would you classify this newly discovered gland and why?
separate organ
major salivary gland
minor salivary gland
3. What will this discovery mean in terms of sciences such as head and neck anatomy, oral pathology, radiology, or oncology?

In the second part of the assignment, students are asked to respond to at least 2 (each response is 25 points) of their classmates. A quality response should have at least 200 words. A short phrase, such as "thank you" or “good post”, will not be accepted as a quality response. Explaining why students agree or disagree with their classmates should be presented in a cordial and professional manner.

All posts are going to be available on the Open Lab course site. Incorporating open educational resources during this assignment allows students attending different sections of the same course to participate in the same assignment, which enhances collaboration and student communication.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

The assignment is graded as follows: main post 50% of the grade, replies to the classmates 50% (25% each). Since the target of this assignment is to evaluate students’ reading comprehension, the VALUE rubric on reading assessment will be used to grade the main post. I believe the course is not part of the college-wide gen ed assessment initiative. Despite the main SLO of this assignment being reading, other SLOs such as writing and information literacy are also evident in this assignment.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity has been presented in a similar format during the Fall 2020 and Fall 2021 semester. It has since been modified and improved and has not yet been implemented in the new format. I am looking forward to implementing this activity in a new format, specifically on the Open Lab platform, the use of open educational resources will allow students from multiple course sections to interact with one another, develop new networking skills, and improve communication. In the past, the challenges that had been encountered were mostly due to students not following the instructions and in some cases forgetting to provide responses to their classmates. This has been modified by adding clarity to the instructions and providing clear breakdown of points distribution. I will definitely add a detailed grading rubric that would allow for more constructive feedback, incorporate main assessment points from the VALUE rubric. Students stated that they enjoyed discussion board post as a writing assignment that incorporated aspects of informal communication, allowed them to voice their opinion towards their classmates ideas in a professional manner, and that it is slightly different that what they had been assigned in the past.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

One of the students was able to submit her work from a previously incorporated assignment to the CityTech Writer journal, which was selected for publication in the CTW vol. 16

Please share a helpful link to a pages or post on the OpenLab

A Mock Cultural interaction between a Hmong immigrant family and American Doctor

A Mock Cultural interaction between a Hmong immigrant family and American Doctor

Lisa Pope Fischer

Social Science

ANTH 2000: Medical Anthropology

Activity Description: Provide a brief description of the activity

This is a teaching exercise, or module, that will lead up to a mock interaction between a Hmong patient and American doctor. Essential to Anthropology is the ability to be sensitive to cultural differences. In terms of understandings of illness, one culture may have a different interpretation of, and different treatment for particular illnesses. I designed this exercise by drawing on issues and concerns presented in Ann Fadiman’s work with Hmong immigrants (1997, 2000). The objective of this module is to teach students skills of perception and interpretation. The module begins with reviewing some basic anthropological concepts and key terms. The duration of the exercise requires preliminary preparation such as assigning the readings to the students. The in class activity should allow time to discuss and review the material. This exercise would be suitable for smaller class sizes no larger than 40 but perhaps could be modified for a lecture demonstration or online learning if students handed in written descriptions.

Learning Goals: What do you aim to achieve with this activity?

The General Education Outcomes that the assignment aims to achieve are: Intercultural knowledge and Competence.
This lesson addresses: Cultural self-awareness, knowledge of cultural worldviews, empathy, shared forms of communication, curiosity, and openness .The objective of this module is to briefly outline the anthropological concepts of “cultural relativism,” “worldview” and “emic/etic” as tools for understanding that different cultures may interpret illness differently. This is important in terms of making diagnoses as well as treating patients in a culturally sensitive manner. Cultural relativism is an approach in anthropology that tries to maintain a neutral non-judgmental stance, showing both “empathy” for cultural differences, as well as “openness” to see cultures that are different from our own without bias. This exercise looks at beliefs regarding health and illness from Hmong culture teaching “openness” to other perceptions of health. A young girl is misdiagnosed due to cultural misinterpretation causing dire consequences, so the aim is that students can imagine their perspective, to learn “empathy.” “Worldview” is a concept central to anthropology, looking at how individuals perceive their world and their place in it, which can be different in different cultures. Emic and Etic are common concepts in anthropology that try to show differences in perception, “cultural self-awareness,” the emic being the perspective of the people we study, and etic being the outsider’s perspective, the perspective of the anthropologist who analyzes the culture. This assignment in particular looks at an example where communication between cultures lead to a horrible outcome for one little girl, and the aim is to try to understand and create “shared forms of communication” to avoid such a tragedy again. As a mock patient and doctor interaction, the students learn “curiosity” and “critical thinking” as, they articulate responses based on two different cultural worldviews related to health and healing showing ability to see things from multiple cultural perspectives. In terms of High Impact Educational Practices (HIEP), this exercise uses collaborative learning. Diversity and global learning, and community based learning. It will become part of my Open Lab site for ANTH 2000: Medical Anthropology, and Blackboard.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The in class activity should allow time to present the concepts and themes, and have students perform the mock patient and healthcare practitioner scenario, followed by discussion of the issues raised in the reading and presentation. One standard hour –fifteen-minute class period would suffice but allowing a class period to view the film might expand the topic. This exercise would be suitable for smaller class sizes no larger than 40 but perhaps could be modified for a lecture demonstration if students handed in written responses to the discussion questions.

Film Suggestion:
“Split Horn: Journey of a Hmong Shaman” (2001, 56 minutes)

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The module begins with reviewing some basic anthropological concepts and key terms. The Fadiman book The Spirit Catches You, wonderfully exemplifies issues of cultural difference and perceptions of illness, but she also has a short article that focuses on epilepsy that can also be used to illustrate cultural difference. A full-length film documents the story of a Hmong shaman, (Split Horn), but you can also use short video clips to illustrate the point of cultural difference. The duration of the exercise requires preliminary preparation such as assigning the readings to the students and handouts for the mock patient/healthcare practitioner interaction.

Fadiman, Ann. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, & Giroux, 1997.

Fadiman, Ann. "The Spirit Catches You and You Fall Down": Epilepsy and the Hmong. Epilepsy & Behavior: E&B [Epilepsy Behav] 2000 Feb; Vol. 1 (1), pp. S3-S8.

Activity: Cultural Perceptions
I.Review the Anthropological concepts either using PowerPoint or in handouts. This exercise gets students to think about how we might be quick to judge other cultures (ethnocentrism), yet also understand how others might perceive us.

KEY TERMS/ CONCEPTS:
Cultural Relativism: Anthropologists attempt to be neutral non-judgmental observers that take into account the culture’s practices relative to their own cultural understandings.

Ethnocentrism: People might judge a culture’s practices in a negative manner simply because they might be different from their own. Anthropologists try not to be “ethnocentric” or “Western centric” as it is important to understand why a culture might perceive or do something rather than judge it in a prejudice manner.

Emic/Etic: Anthropologists use the concept “emic” to explain the perspective of the people one studies. How do the people perceive their culture? How do they interpret the world in which they live? In contrast, the anthropologist must also retain the “etic” perspective, the view of the scientific observer. The etic perspective allows the anthropologist to step back and analyze the culture using the various theories in which to interpret a culture’s practices (i.e. Cultural Marxism/social conflict theory, Functionalism, Practice theory, Reflexive Anthropology/writing culture, etc.)

Worldview: Refers to how a person views their world and their place within it. Whereas some people may define themselves and behave according to a religious worldview, an atheist can also have a worldview. Different cultures may have different types of worldviews that affect perceptions of time and space, feelings about moral behavior, how they think about and how they seem themselves within their society.

Culture Bound illnesses: These are illness that might be found within particular societies.

Mind/Body dualism: Western medicine tends to separate understandings of how illness in the body might be separated from the mind whereas many cultures see the two as closely related.

II. Give illustrative examples to spur discussion about ethnocentrism and cultural relativism. Encourage students to look at cultures in a culturally relative way by reminding them that people outside our own culture may view American practices as unusual as well.

1. Female brutality or beauty? Female circumcision is a practice in which elders cut off a young woman’s clitoris to prepare her for womanhood. Some refer to this as Female Genital Mutilation (FGM). This practice evokes much debate about brutality and mutilation of women, yet studies indicate that women from these societies may perceive this practice as a means to obtain purity and femininity (Gruenbaum 2006). Ask students in what ways do American women brutalize their bodies in the pursuit of femininity or beauty? To shock them you might show an image of the Cat lady who has had too many plastic surgeries, or a hyper thin anorexic looking fashion model. (See suggested short video clips from youtube below – following the bibliography)

2.Food delicacy or garbage? Students often cringe when they hear that in some cultures grub worms or monkey brains might be considered a delicacy, however, there are foods that Americans eat that other cultures might find repulsive. How, for example are grub worms similar to shrimp? For people outside the United States, peanut butter might look like mud or feces. People might perceive fine cheese as smelly rotten dairy. In the south, or even at the Coney Island Nathans, one can buy fried frog legs. Americans often perceive French food as elite fine food, yet they make “escargot” from common snails, and they perceive horsemeat as a healthy specialty.

III. Discuss how the above examples illustrate an understanding of “ethnocentrism,” but also connect to the idea of “emic” and “etic” as a matter of different cultural perceptions. Expand their understanding of emic /etic by connecting to an example of interpretations of cultural illness.

In Freed’s (1999) work, “Taraka’s Ghost”, a young bride in a strange new village experiences spirit possession, but is this a form of anxiety attack or depression? Would anti-depressants work if she truly believed she needed a shaman to remove the spirit? Several anthropologists have looked at the culture bound illness “Susto” prevalent among Mexican and other Hispanic communities in which they believe a person who has a sudden fright or trauma may develop loss of energy, loss of appetite, sleeplessness, and depression. Whereas from a Western medical perspective “susto” might be explained as a psychosocial illness in which the person becomes antisocial and uses the excuse of illness to withdraw, “susto” also has underlying physical symptoms that may be covering up serious illnesses such as diabetes (Poss & Jezewszi 2002) or tuberculosis (Rubel and Moore 2001), or hypoglycemia (Bolton 1981).

IV. Instigate discussion of the suggested Fadimon reading with a mock patient and doctor interaction exercise. You can have student volunteers improvise a discussion between an ill person and a healthcare practitioner or have the students all do the exercise in pairs. The exercise creates a scenario between a Hmong immigrant family with a sick daughter and a Western medical practitioner. Discussion should follow the exercise.

HANDOUT FOR STUDENTS:
Each student will improvise or act out a “scene” that depicts a Hmong patient with a healthcare practitioner. We will discuss the reading in light of themes that result from this mock patient/doctor exercise.

PERSON ONE: You are a Hmong immigrant whose baby daughter is sick. Based on what you read in Fadiman’s article or book, how might a Hmong patient describe and present their illness.

Consider the following:
The immigrants understanding of the illness or self-diagnosis: The spirit catches you and you fall down. Her older sister slammed the door so loudly that her spirit was scared out of her and she fell down. Illness may have many causes but can be due to a loss of the soul to a malevolent spirit. It might be a sign that she will grow up to be a high status Shaman who can go into a trance and see the spirits and in this regard this illness (epilepsy) is highly distinguished and should not be cured as it may lead to prestige later in life.

Cultural perception of illness and health:
• Will not take pills if the colors are inauspicious.
• Will refuse surgery, anesthesia, autopsies, blood tests, and spinal taps.
•May wear a white “spirit string” on wrist that can’t be cut off while they are ill as their soul might endlessly wander.
• Hmong traditional medicine may include herbs, amulets, and animal sacrifices.

PERSON TWO: you are a health care professional and you are trying to understand or interpret what the person is saying to develop a diagnosis. Based on what you read in Fadiman’s article or book, how might a Western Doctor describe and interpret the illness.

Consider the following:
Western Medicines cultural understanding of illness:
• Customs and traditions – desensitized empathy.
• Cultural taboos- perception that only Western medicine can cure and to look at “alternative” practices would be inappropriate. There may be legal rules or “taboos” in treating patients, especially children.
• Hierarchies—tend to be “rational” and controlling.
•Have their own language that an ordinary patient might not understand.

What type of questions does a typical healthcare practitioner ask?
• What is your name, your date of birth
• What brought you in today? What is your illness?
• What kind of symptoms are you experiencing?
• What is your medical history? Do you have prior ailments, surgeries, and/or allergies?
• What medications do you take?
• Is there a family history of illness? Does heart disease or diabetes run in your family?
• Can your occupation play a role in your illness?
•Review of systems: do you have headaches, vision troubles, trouble swallowing, nausea, etc.

How might a Western doctor interpret the Hmong explanation about a malevolent spirit causing the illness?
Symptoms /diagnosis from Doctor’s perspective: At first the doctors did not understand the parents and thought Lia had bronchitis or pneumonia and prescribed antibiotics. After the third time taking Lia to the hospital they saw she was suffering from a sudden attack of seizures or convulsions.

DISCUSSION QUESTIONS AFTER MOCK PATIENT/DOCTOR INTERACTION:

1. How might differences in language affect diagnosis and treatment? Why is it important to have access to skilled interpreters? What might be the challenges of having an interpreter?

2. How might cultural differences affect diagnosis and treatment? How might it be helpful to practice both allopathic and folk medicine? What are the challenges?

3. How did the patient interpret the doctor? What did they think about the doctor and his/her treatment of them?

4. How did the doctor interpret the patient? What did the doctor think about the patient? (I.e. “noncompliance” – patient’s refusal to disregard instructions)

5. What is the “culture of medicine”? How do Western doctors perceive health, illness, diagnosis and treatment?

6. How is Western medicine linked to legal practices (i.e. Child protective services/child endangerment, Brain dead = death) and how might this conflict with the patient’s perspective?

7. Why is the patient’s view of their illness important even if it is culturally different from the Western Medical perspective?

8. How might there be inequality between doctor and patient? How might a patient’s perception of doctor’s as authority figures impact their interaction with the doctor?

9. Why is it important, as Fadiman suggests, for health care practitioners to “develop certain habits of listening, empathy, and flexibility” (2000: 6).

10. Why does Fadiman suggest doctors to ask : What do you think caused this illness? What do you call this illness? What are you most afraid of?

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Assessment for Intercultural Knowledge and Competence:
Student Learning Outcomes (SLO): Cultural Self Awareness, Cultural Worldview, Empathy, Verbal and Non-verbal communication, Curiosity/critical thinking, Openness.

(SLO) Knowledge: Cultural Self Awareness.
Intercultural Experience.
“The experience of an interaction with an individual or groups of people whose culture is different from your own. Intercultural/cultural differences: The differences in rules, behaviors, communication and biases, based on cultural values that are different from one's own culture(AAC&U).”

Assessment of Cultural Self Awareness:
Emic and Etic are common concepts in anthropology that try to show differences in perception, “cultural self-awareness,” the emic being the perspective of the people we study, and etic being the outsider’s perspective, the perspective of the anthropologist who analyzes the culture. The exercise tries to get students to understand Hmong cultural beliefs from their perspective (emic) but also be able to analyze and interpret them from an etic perspective (The anthropologist or doctor)

(SLO) Knowledge: Knowledge of cultural worldview frameworks.
“Worldview is the cognitive and affective lens through which people construe their experiences and make sense of the world around them(AAC&U).”

Assessment of cultural worldview frameworks.
“Worldview” is a concept central to anthropology, looking at how individuals perceive their world and their place in it, which can be different in different cultures. This exercise looks at the worldview from American culture in contrast to Hmong culture.

(SLO) Skills: Empathy.
"Empathy is the imaginary participation in another person’s experience, including emotional and intellectual dimensions, by imagining his or her perspective (not by assuming the person’s position). (Bennett 1998)"

Assessment of Empathy.
Cultural relativism is an approach in anthropology that tries to maintain a neutral non-judgmental stance, showing “empathy” for cultural differences. This exercises looks at beliefs regarding health and illness from Hmong culture. A young girl is misdiagnosed due to cultural misinterpretation causing dire consequences, so the aim is that students can imagine their perspective.

(SLO) Skills: Verbal and nonverbal communication.
Articulates cultural understanding of verbal & nonverbal forms of communication and show ability to create shared understandings.

Assessment of Verbal and nonverbal communication.
This assignment in particular looks at an example where communication between cultures lead to a horrible outcome for one little girl, and the aim is to try to understand and create “shared forms of communication” to avoid such a tragedy again.

(SLO) Attitudes: Curiosity/critical thinking.
Able to question and articulate responses showing ability to see things from multiple cultural perspectives.

Assessment of Curiosity/critical thinking
As a mock patient and doctor interaction, the students learn “curiosity” and “critical thinking” as, they articulate responses based on two different cultural worldviews related to health and healing showing ability to see things from multiple cultural perspectives.

(SLO) Attitudes: Openness.
Suspends Judgment in valuing their interaction with culturally different others.
“Postpones assessment or evaluation (positive or negative) of interactions with people culturally different from one self. Disconnecting from the process of automatic judgment and taking time to reflect on possibly multiple meanings” (AAC&U).”.

Assessment of Openness.
Cultural relativism is an approach in anthropology that tries to maintain a neutral non-judgmental stance, showing “openness” to see cultures that are different from our own without bias. This exercises looks at beliefs regarding health and illness from Hmong culture.

Association of American Colleges and Universities. "Intercultural Knowledge and Competence VALUE Rubric." 2009. https://www.aacu.org/value/rubrics/intercultural-knowledge.

Bennett, J. 1998. Transition shock: Putting culture shock in perspective. In Basic concepts of intercultural communication, ed. M. Bennett, 215-224. Yarmouth, ME: Intercultural Press.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I have not been able to run the ANTH 2000 “Medical Anthropology” class yet for lack of enrollment, but I hope to try to offer it in the Spring 2021. I am not sure how I could adapt this lesson for online learning if that should continue, but perhaps have students write response papers.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Materials needed
1) Anthropology key terms
2) Readings:
Book: Fadiman, Ann. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, & Giroux, 1997.
OR
Article: Fadiman, Ann. "The Spirit Catches You and You Fall Down": Epilepsy and the Hmong. Epilepsy & Behavior: E&B [Epilepsy Behav] 2000 Feb; Vol. 1 (1), pp. S3-S8.
(Available thru City Tech library article database EBSCO)
3) Xerox of mock patient/healthcare practitioner scenario (https://openlab.citytech.cuny.edu/popefischeranth2000medicalanthro/files/2020/06/Intercultural-Knowledge-and-Competence-for-ANTH-2000-Medical-Anthro-.pdf)
4) Optional: Video “Split Horn: Journey of a Hmong Shaman”. Or you might show a short video clip from youtube that shows a Hmong Shaman doing a ritual cure (See suggestions below after bibliography of references and suggested reading).

Other Resources
Possible links:
•Pdf course notes
•Powerpoint slides
•List of online resources
• Google images are a good way to find pictures AND Youtube.com has a number of short video clips.

REFERENCES AND SUGGESTED READING:
Arntfield, Shannon L., Kristen Slesar, Jennifer Dickson, Rita Charon “Narrative medicine as a means of training medical students toward residency competencies” Patient Education and Counseling. Volume 91, Issue 3, June 2013, Pages 280–286

Bolton, Ralph (1981) “Susto, Hostility, and Hypoglycemia” Ethnology , Vol. 20, No. 4 (Oct., 1981), pp. 261-276.

Fadiman, Ann. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, & Giroux, 1997.

Fadiman, Ann. "The Spirit Catches You and You Fall Down": Epilepsy and the Hmong. Epilepsy & Behavior: E&B [Epilepsy Behav] 2000 Feb; Vol. 1 (1), pp. S3-S8.

Freed, Stanley A. and Ruth Freed (1999) “Taraka’s Ghost,” Natural History, October 1999, pp. 84-91.

Gruenbaum, Ellen. “Sexuality Issues In the Movement to Abolish Female Genital Cutting in Sudan.” Medical Anthropology Quarterly, Vol. 20, Number 1, (2006) pp. 121-138

Hahn, Robert A. and Marcia Inhorn (eds.) (2010) Anthropology and Public Health, Second Edition: Bridging Differences in Culture and Society.Oxford University Press.

Kleinman A, Eisenberg L, Good B. Culture, illness, and care: clinical lessons from anthropologic and cross-cultural research. Ann Intern Med 1978;88:251–8

Oubre, Alondra. Shamanic trance and the placebo effect: The case for a study in psychobiological anthropology. PSI Research, Vol 5(1-2), Mar-Jun, 1986. pp. 116-144.

Poss, Jane and Mary Ann Jezewski (2002) “The Role and Meaning of Susto in Mexican Americans' Explanatory Model of Type 2 Diabetes” Medical Anthropology Quarterly , New Series, Vol. 16, No. 3 (Sep., 2002), pp. 360-377

Rubel, Arthur J. and Carmella C. Moore (2001)”The Contribution of Medical Anthropology to a Comparative Study of Culture: Susto and Tuberculosis” Medical Anthropology Quarterly, New Series, Vol. 15, No. 4, Special Issue: The Contributions of Medical Anthropology to Anthropology and Beyond (Dec., 2001), pp. 440-454

Thompson, Jennifer Jo Ritenbaugh, Cheryl Nichter, Mark. Reconsidering the placebo response from a broad anthropological perspective. Culture, Medicine and Psychiatry, Vol 33(1), Mar, 2009. pp. 112-152.

Suggested photograph images or videolinks:
Film Suggestion:
Split Horn: Journey of a Hmong Shaman

The spiritual healing of Hmong Shamanism (7:28)
https://www.youtube.com/watch?v=ymJnUHxqRpE

ASA Documentary: Second Generation Hmong Shaman (33:39)
https://www.youtube.com/watch?v=OrSZBsGn-4M

Anorexic Models: The curse of fashion modeling (2:47)
https://www.youtube.com/watch?v=ZK-Lhy-HqCs

Extreme Plastic Surgery (8:42)
https://www.youtube.com/watch?v=9R149OXxsGg

The link on Open lab includes the handout I would give students:

Click to access Intercultural-Knowledge-and-Competence-for-ANTH-2000-Medical-Anthro-.pdf

Please share a helpful link to a pages or post on the OpenLab

Click to access Intercultural-Knowledge-and-Competence-for-ANTH-2000-Medical-Anthro-.pdf

Image Critique

Image Critique

Zoya Vinokur

Radiologic Technology and Medical Imaging

RAD 1225 Radiologic Procedures

Activity Description: Provide a brief description of the activity

This is an in-class activity which involves student interaction and critical skills. Students will look and analyze two films a week every other week. Then they will discuss their finding and share with class. Radiologic Technologists take and review a lot of films daily as part of our routine job performance. Acquiring an acceptable radiograph or digital image requires knowledge of the anatomy, positioning criteria, radiographic exposure, and other skills. In addition, the radiographer must know and meet specific diagnostic imaging criteria to provide the radiologists images suitable for interpretation. A knowledgeable RT assesses acquired images as a point of quality control to make sure it meets the diagnostic criteria. Students need to make critical thinking decisions and be able to evaluate images. Combining imaging skills with patient skills is truly an artful use of scientific principles and people skills. Occasionally we must be creative to present anatomy in a way that meets the diagnostic criteria. After each activity students will discuss findings and give feedback. In addition, they will be required to write reflection on their findings and post on Open Lab.

Learning Goals: What do you aim to achieve with this activity?

• Students will learn effective methods of analyzing images and communicate with other students.
• Students will be able to identify qualities of image as radiologic technologist and be able to critique it
• Students will be able to interact with patients of diverse cultural backgrounds, disabilities, sexual orientations, age groups or illness with the utmost respect and care and provide best possible images.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The in-class portion of this activity will be in done during semester lectures every other week, where is the place-based learning must be done. Homework will be given and reflected on Open Lab.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This activity is low stakes .

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

This activity includes General Education Learning Goals:
1. Skills:
• Communication- communicate in diverse settings and groups, using written (both reading and writing), oral (both speaking and written)
• Inquiry/Analysis – Derive meaning from experience, as well as gather information from observation. Use creativity to solve problems.
2. Integration:
• Integrate Learning – Resolve difficult issues creatively by employing multiple systems and tools.
3. Values, Ethics, And Relationships:
• Global/Multicultural Orientation – Discern multiple perspectives. Use awareness of cultural differences to bridge cultural and linguistic barriers. Demonstrate proficiency and capacities in dealing with a diverse society.
This activity also includes High-Impact Educational Practices:
1. Collaborative Assignments and Projects.
2. Diversity/Global Learning
3. Service Learning/Community–Based Learning

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity was successful in the Lectures. It will be implemented in my different courses with the addition of place-based learning. As we view images contained in this activity we will also address two important issues: what anatomy should be presented in a specific view, and how should that anatomy be presented. For example, a radiograph that is positioned correctly and demonstrates the proper anatomy must also have optimal exposure technique to yield maximum diagnostic value. My students enjoyed this activity since it is reflecting in their daily activity in Hospitals, but in more formal way.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab