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September 19, 2019: Trauma Drama

I suspect that these two words rhyme because they have a lot in common. Trauma is defined as being an injury – a blow the physical or mental system. Drama is defined as an emotional action resulting in communicative ripples. Drama results in trauma and trauma results in drama. They go hand in hand, down the street, together, are lifelong buddies.

I would like to write an essay about this, but because I’m so busy studying the EMT material, I do not have the time. I wish I did. What’s happening is as should be happening – I am slowly internalizing key terms and concepts. In other words, I’m slowly beginning to walk the walk and talk the talk.

Alys and Hrimmi
Alys and Hrimmi

I now have a quarter semester’s study behind me and now three-quarters of a semester’s study ahead of me. It is sort of like being caught in the eye of a hurricane. For example, at the conclusion of last semester I could provide you with a definition of MOI – mode of injury – now I can tell you how this term relates to trauma and related treatment.

I’m feeling good about this because this semester’s class is being taught like last semester’s classes. It is a very interactive class – we do most things, including taking quizzes, together, in groups of 4 and 5. I have wonderful group members. We are all serious students and we do our work, in class and out of class. There was some discussion last night about the Advanced Life Support and Basic Life Support kit checks. These large bags contain our supplies, and we are required to make sure that we have everything on hand before class starts. Doing this check insures that we become more familiar with the bags and the contents. Rumor had it that some group members were not showing up on time to check bags, meaning this job has been falling on the shoulders of a given few. My group members and I were busy going through our bags when this discussion was taking place. Plain and simple, we companionably pull our weight.

I have more than a passing interest in study techniques – this is because of my cognitivist leanings. So my ears perked up last night when Erin, one of my group members, pulled forth numerous notecards, each secured with rubber bands. A great deal of what we are learning is list related – we have (for example) skills worksheets and will be tested on our ability to carry out the listed items in a precise order.

Erin explained that she can first shuffle and then lay out the cards in the order the central task needs to be done. I have decided to take her idea one step further. I’m going to make up like cards and use them in practicing my practical assessments. I suspect that after a few go arounds I’ll become adept at doing this. I’m also going to put acronyms on notecards. My SOLO wilderness first responder book has them listed in the back. And I’m going to store my rubber band secured cards in a shoebox.

I’m also excited about the fact that next week, before class, Erin is going to show me a few ukulele cords.

Add to all this – Dorothy “hired” two incredible students who were in her last semester’s EMT class and are now EMTs. John and Ashlynn are in addition to being Lab assistants, also teaching assistants. Last night, before class, I went over the use of the oxygen tank and taking blood pressure using the cuff with Ashlynn. We finished our session with me feeling a lot more confident about mastering these two hands-on activities.

The two also conducted short scenarios and did a phenomenal job, explaining things clearly and in enough time to answer the innumerable questions that followed.

I noted last semester that Dorothy teaches in a fashion that sets her students up for success. This is partially through her emphasis on group work and partially on her emphasis on interactive activities. What happens is that those (like me) build on our small accomplishments and therefore are motivated to work even harder.

There are two self-takeaways here. The first is that I now know that I had major things to learn before teaching again – and now I’m learning them. When the teacher is ready, the classroom will come. The second is that what I am learning can and should be applied to teaching horses and riders.

Next: 260. 9/20/19: Rain

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