UNIT 1 – FUNDAMENTALS OF SCIENCE
Communicating scientific information
History of (paramedic) medicine
Science needs to be communicated in order to inform and educate the world.
There are various types of audiences which require different teaching methods.
Different ages require unique methods, in order to communicate the scientific
information most effectively. For example, younger children.
In order to satisfy an audience of primary school children, they would benefit
from visualising what they are learning. This visual method would include a
paramedic and an ambulance into the school. The paramedic would introduce
themselves briefly explaining what they do and why – this would take up to 5
minutes. Next a tour of the ambulance will be given to the children. To test
what they have learnt, a memory game will be followed to make the children
interact. There will also be a few more hands on activities, like bandaging up a
doll so that they are engaging. After the tour, the children will be sent into a
room to watch a little clip about early life of paramedics in ww1 where they
had stretcher bearers etc. This way the children have been given two sides of
paramedic life of early days to present. This method would be the most
effective because children struggle to focus on things for too long which would
mean that they could not take in any information from an hour lecture. They
would get bored quickly and not pay attention.
For older audiences, like a-level students the method of communication is
different. Teenagers are hard to educate because they will get bored, distracted
by others or find work funny. Although they are close to going to university and
will be having lectures, this method would not be appropriate now. Instead, a
workshop would be designed so that learning is more hands on. My workshop
would include:
● Telephone (x3) – students would be answering the phone and
responding for ‘999’ services. This will help them gain independence,
confidence through dealing with the public, sociable skills and learning
what real life situations would feel like to be an emergency call handler.
● Minor injuries, like cuts and breaks - Dealing with minor injuries involving
dressing wounds. Role played injured victims would be effective for
students as it involves interacting with real life situations that
Communicating scientific information
History of (paramedic) medicine
Science needs to be communicated in order to inform and educate the world.
There are various types of audiences which require different teaching methods.
Different ages require unique methods, in order to communicate the scientific
information most effectively. For example, younger children.
In order to satisfy an audience of primary school children, they would benefit
from visualising what they are learning. This visual method would include a
paramedic and an ambulance into the school. The paramedic would introduce
themselves briefly explaining what they do and why – this would take up to 5
minutes. Next a tour of the ambulance will be given to the children. To test
what they have learnt, a memory game will be followed to make the children
interact. There will also be a few more hands on activities, like bandaging up a
doll so that they are engaging. After the tour, the children will be sent into a
room to watch a little clip about early life of paramedics in ww1 where they
had stretcher bearers etc. This way the children have been given two sides of
paramedic life of early days to present. This method would be the most
effective because children struggle to focus on things for too long which would
mean that they could not take in any information from an hour lecture. They
would get bored quickly and not pay attention.
For older audiences, like a-level students the method of communication is
different. Teenagers are hard to educate because they will get bored, distracted
by others or find work funny. Although they are close to going to university and
will be having lectures, this method would not be appropriate now. Instead, a
workshop would be designed so that learning is more hands on. My workshop
would include:
● Telephone (x3) – students would be answering the phone and
responding for ‘999’ services. This will help them gain independence,
confidence through dealing with the public, sociable skills and learning
what real life situations would feel like to be an emergency call handler.
● Minor injuries, like cuts and breaks - Dealing with minor injuries involving
dressing wounds. Role played injured victims would be effective for
students as it involves interacting with real life situations that
