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Thinking through change.
Thinking through change.
Robert Marchi, another community professional who left his practice to become an educator, teaches in the School of Healthcare.
He sees our college as a vital component of healthcare in our state. MTC confers certifications that gets people directly into the workforce at many levels. Being a part of sending good healthcare workers into our communities is a source of joy and satisfaction for Robert.
He also feels the stakes of his instruction: without a good foundation, students won't go on to succeed and be compassionate and competent caregivers. So he sweats the details. His attention to broad issues and unit details make him a conscientious instructor. Below, you'll find some fun examples of his creative teaching: multilinguistic "words" he and his students have cobbled together to engage their mastery of medical roots, stems, and suffixes. You'll also find some information about how he frames emotionally difficult topics, which abound in medicine.
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Episode 6
Episode 6
Listen here to our sixth episode or subscribe on Apple or Spotify.
Creative Medical Terminology
As Robert describes, teaching students Medical Terminology is teaching a new language that, in turn, is made up of other languages. As he teaches students roots and prefixes and suffixes, he has them apply their learning to create new terms for fun and to show mastery. Scroll below for a few examples that he and his students have made up.
Marchi vocab words 2.pptx
The Textbook is a Challenge
The Textbook is a Challenge
In Medical Terminology, the textbook remains a key part of student learning and success. But, as in many other classes, students often fail to engage with it. Robert, along with a lot of the teaching community, puzzles over this dilemma. There are a number of ways you can try improving student use of the textbook. This link will give you a few suggestions. For more ideas that are customized to your courses, contact us at the CTE.
Beginning Emotional Units
Beginning Emotional Units
Healthcare centers on bodies in illness, injury, and pain. Robert has learned that high-emotion units like cancer are minefields for many students who are just beginning to study healthcare. As he tells us, he's begun to add what he calls a "disclaimer" at the beginning of the unit on cancer so that students can take a moment to check in with their own experience and to center themselves as students of the disease, not victims. Here is a sample of how he begins such a unit. Do you teach topics that are fundamentally challenging to human experience? How do you frame them?
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