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The winning team won a 2-foot tall ANATOMY trophy and bragging rights!

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We used fast (mini) rubrics to see if groups were running in the right direction.

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This topic was very accessible for all students, which led to high engagement

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I like to let the teams commit to their ideas BEFORE sharing out for warm and cool feedback. This helps them not second guess their choice and be easily swayed into choosing something very similar to other groups. The WARM feedback encourages them to just Run with IT!

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Students re-evaluted their narrowed down ideas. A few teams rerouted after reviewing the Stakeholders and Empathy Maps.

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We never took down our stakeholders map because it helped to redirect any group that was creating an interesting, but irrelevent solution. This really helped kids with the real-world aspect. (A product that was solely academic did not serve all of the stakeholders.)

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We read through excerpts of this book, particularly the "Epilogue: A Patient's Questions."

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Unfortunate that this is actually a phrase, but it sure lends itself to persuading students of the need for knowledgeable self-advocacy as a patient.

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This is a quote from "How Doctors Think" regarding a patient who was fearful (of a deadly diagnosis) speaking honestly with her doctor...

"..the notion that saying it might make it real."

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The favorite story from Nurse Jen was the patient who had a piece of chicken stuck in her throat. She used a fork to try to push it down but got that stuck too. The surgeon had to push the fork all the way down into the stomach, flip it, and pull it back out.

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How do we, as medical clinicians, help patients better understand the language of medicine?

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Nurse Jen shared about her role as a school nurse. Conveniently we had a Medical Emergecncy Response Team (MERT) incident just an hour prior, so she could share what that was.

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As a group we took time to share about personal experiences that related to this reading - text-to-self connections. (I remind them to think about what they are comfortable sharing so they don't accidentally overshare.)

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Nurse Jen

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Nurse Jen, 2025 School Nurse of the Year!, was our wonderful real-world expert/authentic audience.

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Standard: understand the role of root words in medical terminology and translate/use words in context 

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Standard: understand the role of root words in medical terminology and translate/use words in context 

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Students spent time studying the most common Latin/Greek root words, their origins and some examples.

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Teams were built based on information gathered in the early days of school related to their abilities and their preferred areas of interest. For this particular activity, and for this time in the year, I strongly encourage teacher-selected groups.

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hard at work

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Students uncovered the importance of communication in the medical field in part by sharing their personal medical experiences. There were several to the spark lit to dig deeper.

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Communication

Critical Thinking

Empathy for others

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Nurse Jen was our main sorce for our Need to Knows. She shared several stories of situations where communication break downs caused problems.

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The Ideation protocol was a natural fit to run with this group because they couldn't narrow down their ideas, and their headings organically merged into one outstanding one!

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One group of students brought in medical imaging from a family member's surgery. It was great to see the engagement!

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Solution Example - A Mnemonic Device and Prototype to Care for Patients

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Solution Example - A Mnemonic Device and Prototype to Care for Patients

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Their prototype evolved into their solution! The 3 cup system is used in the clinical setting to ensure great patient care.

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Ideas Quota / 100 Ideas

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This group designed a color-coding system to ensure proper communicaiton with patients.

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This group created a communication system that differentiated amongst different age groups!

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Understanding or Driving Question better

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Understanding or Driving Question better

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We continued to go back to the DQ to see if we were on track. They even pulled some of the sample words and incorporated them into their solution.

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Groups shared their Empathy Maps. This is an easy and effective way to ease them into presenting - low stakes, high encouragement (no wrong answers).

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I love sharing what I do! I hope it inspires some students to pursue nursing!

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The change I made this year brought practical learning, replacing some of the rote memorization characteristic of the study of anatomy. Now my students don't just know the med. term root words, they have used them correctly in context. Students were grateful to be freed from the monotony of memorizing. The feedback was that they felt they learned the terms in a group setting while being creative.

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Our last ditch effor to get to 100 Ideas is "How would ______ solve this?"

The teams came up with:

-Milly Bobby Brown

-Logan's Roadhouse

-Target

-the Swift/Kelsey wedding coordinator

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Students evaluated their ideas to see if ideas could be combined. This led to much richer/more nuanced solutions.

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This year, this was the kids' favorite part. Being able to manipulate lots of little pieces of information into clusters of creative ideas brought lots of smiles!

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One thing that this project fell short on was really digging into the studies and research related to communication breakdowns in the medical world. We had limited time, and sacrificed some of that to have time to really brainstorm and flesh out our ideas.

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This team used their experience with robots at hotels and theme parks to create a solution for patients.