The Blackboard website for PHMY 592 contains some video materials originally developed to help provide students with an overview of the Maryland Poison Center (MPC) as well as the beginning material for the general approach to the poisoned patient. This material is flexible enough to be able to be used for a variety of purposes. One of the major advantages of having this content in this format was enabling us to use this material for experiential students during their initial orientation period. Instead of going through the same orientation for each student and resident that started with the MPC, we were able to provide them with a series of quick videos they could review covering the basics of the MPC. We could then spend time with them answering questions, getting them started on the rotation specifics, and listening to calls coming into the MPC.
The general approach to the poisoned patient material is also able to be used for a variety of coursework. By making this material available in video form, students were instructed to review the material prior to class. We then used class time to engage in discussion of the material and applied the concepts to cases.
This concept has been especially helpful in other coursework in the curriculum, including in ISAT/PP&T. There are different folders for different material: one is for the general approach to the poisoned patient. The folder includes handouts, slides, and movies for the general approach to the poisoned patient material. The next folder contains the information for the management of specific overdoses of select cardiovascular agents, including handouts, slides and videos. By posting this material in advance, we are able to provide students with content that can be reviewed prior to class. Since there was only one hour available of actual class time in ISAT, we were able to use that time for case discussions. We followed the same model for sessions in PP&T.
For PHAR 592, Dr. Klein-Schwartz and I developed a “laboratory” that provides students with an opportunity to interact with materials that we discuss in the course. Students get a chance to taste a variety of activated charcoal preparations, they get to draw up a dose of n-acetylcysteine for a “child” with an acetaminophen overdose, they get to make a calcium paste that is to be applied dermally to a “patient” with a hydrofluoric acid burn to the hand, etc.
We’ve also instituted a Jeopardy-style game in this course that’s a fun way of showing students what knowledge they’ve gained as a result of taking the course as well as allowing students to showcase their toxicology related knowledge that may not have been learned in the course.