Several years ago, I had a group of 6th-grade girls obsessed with the show Grey’s Anatomy. While the show was probably too old for them, they talked about it constantly. Closer to the end of the year, we were studying the human body. I wanted to take advantage of their enthusiasm for a show about a hospital and create a simulation that could recreate the diagnosis process (without all the interpersonal drama).

There are many reasons that I find simulations to be excellent teaching tools. First, a simulation promotes experiential learning through students having to make decisions in open-ended instructional environments. Second, simulations develop critical thinking, decision-making, and enthusiasm from the participants through hands-on experiences. Finally, using simulations to bridge the gap between theory and reality makes them a no-brainer for industry, education, athletics, etc. For example, the healthcare industry relies heavily on simulations to train its staff to help and diagnose patients.

In this simulation, your students will be healthcare professionals, and you (and any willing adults) will be the patients. The students will ask questions and take information to help them deduce what ailment the patient is suffering from. This patient simulation will include injuries like broken bones and minor things like the flu. Your students will put their knowledge of the human body to the test as they try and figure out how to help the patient.

Preparation: 

·      The classroom will serve as the hospital. If you have a multiage classroom, section the classroom for each age group.

·      Each group is allowed to have notecards to assist them in diagnosing the patient.

o   The youngest group can have notecards on the different systems of the body

§  Depending on how many students you have, divide the systems amongst the students so they are responsible for making the note card and doing the research

o   The middle group will have note cards on the different organs of the body

§  Divide the organs (by system) amongst the students, so they are responsible for making the note card and doing the research

·      For example, if someone were in charge of the organs of the cardiovascular system, they would have notes about the heart, veins, arteries, arterioles, etc.

o   The oldest group can have notecards with all the possible ailments that the person may have.

§  The oldest students will be told all the possible injuries and sicknesses the adults may have beforehand. Give them several days to do the background research. Next, they need to split up amongst themselves and research the symptoms, the illness or injuries, and the treatments for those problems.

·      Each station should have several pieces of paper, a clipboard, and a pen or pencil for taking notes, which will be transferred from one station to the next.

·      Each adult should have the illness and symptom checklist to remind them of the symptoms they are portraying at each level.

Age: upper elementary and middle school