Today was full of student presentations. The students, even
the few shy ones, stood before the class and individually taught the class
about the medicine they were assigned to learn about, or the chapter they were
assigned to present to the class in preparation for the final exam on Friday.
With Dr. Nilson’s input, a few of the students bravely presented their chapter
to the class. The women were definitely more reserved about the project than
the men. Part of their reserve is due to the culture. In Mynamar, women are not
on equal social standing with the men.
Lindsey and Bjorn made miniature quizzes on the audience
response system for each presentation. To our chagrin, the translators, Timothy
and Abraham, laughed at some of the misspelled words that Lindsey missed when
imputing the questions into the system. We, yet again, helped the students
develop the critical thinking and reasoning skills that are required to be a
good barefoot doctor by only guiding them in the correct direction when they
answered incorrectly. After a while, they would figure out who, among them, was
answering incorrectly, and use the same reasoning skills to persuade their
fellow classmates to understand the information, and change their answer to the
correct one.
We were very interested to understand the value of the
audience response system (ARS). During one of the presentations, one of the
students said that the drug she researched could cause both constipation and
diarrhea. The instructors were all confused until one of the translator read
the Burmese textbook’s section on the drug, and started laughing! The
translators of the book wrote that the drug could cause both symptoms, and we
would have never known if we hadn’t used the ARS system.
Lindsey
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| Lindsey and Bjorn working the ARS system |
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