SELF-EVALUATION FORM

Instructor's name/ Physician: Lindsay Hahn

Date: March 24, 2015
Time: 7-10pm
A. Please provide relevant information on the following areas of your teaching.
1. Level and number of students:
EMT students, groups of 6 students, 4 groups throughout the night (45 minutes per group)
2. Topic(s) of the session:
Normal childbirth
3. Aims and objectives of the session:
1. Have students practice a normal childbirth delivery with manikin
2. Review signs of imminent labor and stages of labor
3. Practice communicating with woman in labor
4. Review APGAR scoring
5. Identify components of Ob kit
4. Organization and planning:
1. Review NYS EMT protocols regarding childbirth
2. Check all equipment before lab
3. Set up Ob manikin and baby
4. Set up table and chairs in classroom
5. Setting and management of the session:
Setting was small classroom with table and chairs. Management was led by lab coordinator who
assigned 45 minutes to each station of the night. I had each group of 6 students for 45 minutes at
a time, then they rotated to the next station. I had 4 groups of 6 students over the course of the
night for a total of 24 students.
6. Methods/Techniques (use of technology & audio-visual aids, etc.):
This is a hands-on lab skills session. No technology or AV equipment was used. I had one
obstetrics manikin (manikin of a woman from belly button to mid-thigh) that is used for students
to practice delivering a baby. I was on the belly button end of the manikin, pushing the baby out
Developed by Kadriye O Lewis, Ed.D
Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center

through the birth canal, coaching the student on the other side in proper technique and
communication skills. After the baby is delivered, we discuss cutting the umbilical cord,
APGAR scores, delivering the placenta, and managing post-partum bleeding.
7. Content (knowledge, presentation, and outcome):
My knowledge of the content is high. Ive participated in over 50 vaginal deliveries and scored
well on my obstetrics and gynecology shelf and practical exams as a medical student. I also
delivered one baby in the field as an EMT so I can bring that experience to the table as an EMT
instructor.
The presentation went well. With 45 minutes and 6 students, I paired the students into groups of
2 and did 3 deliveries. With the limited time, each student was involved in a delivery and
APGAR scoring and I was confident the important points were made. It is slightly
uncomfortable and awkward to be pushing out the plastic manikins while instructing students
about technique and communication but I tried not to let the students see me struggle.
With regard to outcomes, at the end of each groups rotation I asked some questions to test their
understanding and asked for questions. I answered all questions to the best of my ability. They
will have a written exam on this material in early April and again on their state written exams but
until they deliver a baby in the field, we wont know if the knowledge was taken in and retained.
8. Assessment:
B. Please give a short assessment of your involvement in the following areas of your
teaching. (Your evaluation should honestly reflect your self-observation, self-judgement and
self-reaction.)
1. How many times have you previously taught this session?
About six times.
2. What teaching and learning activities took place?
I had one obstetrics manikin (manikin of a woman from belly button to mid-thigh) that is used
for students to practice delivering a baby. I was on the belly button end of the manikin, pushing
the baby out through the birth canal, coaching the student on the other side in proper technique
and communication skills. After the baby is delivered, we discuss cutting the umbilical cord,
APGAR scores, delivering the placenta, and managing post-partum bleeding.
3. What have the learners been asked to do in preparation for this session?
Learners should have attended the normal childbirth lecture given by the coordinator earlier in
the week and should have read the accompanying chapter in their textbook.
4. How much time did you spend on planning and conducting this session?
15 minutes planning, 3 hours conducting.

Developed by Kadriye O Lewis, Ed.D

Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center

5. How successful were you? If you have questions about what you were trying to do, what are
they?
I think I was successful given the time constraints and number of students.
6. What went well in this session? Why?
All students participated in the delivery of a newborn and neonatal assessment. Despite the
sensitive nature of the topic, I was able to engage all the students and have them practice
professional phrases and medical terminology that surround childbirth.
7. What problems did you experience? Why?
Pushing the manikin baby out of the manikin mother took a surprising amount of effort.
Obviously it is difficult to simulate actual childbirth with plastic manikins but the amount of
force I needed to push the babies through took away from my time coaching the students.
8. What are the strengths of your teaching?
I consider myself to be professional despite the giggles some of the students had at the manikin,
I spoke with confidence about what an EMTs role is during an uncomplicated childbirth which
instilled confidence in the students.
9. What part of the session could be stronger?
I would have preferred if we had enough equipment so that each student could gown up in the
manner necessary, instead of just one student per team of two being able to.
10. What did you learn from this experience that will help you in the future?
I need to ask for more baby powder to lubricate the baby and mother manikins.
11. What will you do to improve your next teaching session?
Pre-powder the baby and mom manikins between each group to ease the delivery process.
12. If you were to grade your teaching, what grade (E, VG, G, NI, U - See section C) would you
give yourself on this session? Explain it.
VG I am comfortable with the material and achieved the goal of having all students involved
and engaged in the session. I believe I met all the learning objectives.

Developed by Kadriye O Lewis, Ed.D

Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center

13. Write below a narrative that synthesizes your progress as a teacher, commenting especially
on areas where you most need improvement. Suggest actions you can take to improve.
The first time I did this lab was when I was in college and had never delivered a baby
before. I knew the facts and what I was supposed to teach but had no practical
experience. I assisted in my first delivery while volunteering as an EMT in my
hometown in upstate NY and it gave me new knowledge, appreciation, and
understanding of the material I was teaching. After six weeks of labor and delivery as a
third year medical student, I had participated in many many uncomplicated deliveries
which solidified my knowledge with regard to how to teach the childbirth EMT lab. In
that way, I have progressed as a teacher tremendously for this specific lesson. There
are always ways to improve, so I will strive to involve more students in more ways for
this lab in the future, (ie have one student practice calming down the father in the room,
one student practice bundling a baby, one student performing a uterine massage while
another performs the APGAR, etc).

Introduction

VG

Focused/gained attention

Introduced lesson and made the aims clear to the

students
Stimulated recall of prior learning

Stated the intended outcomes

Teaching Competencies
Provided updated knowledge
Explained and structured the subject clearly to assist
students' learning
Used student-centered teaching strategies

Developed by Kadriye O Lewis, Ed.D

Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center

Not Applicable

Unsatisfactory

ImprovementNeeds

Good

Very Good

Self-Evaluation Checklist
&
Instructor Activities

Excellent

C. Please rate your performance in each of the following areas: How well I did ?

NI

NA

NI

NA

VG
x

x
x

Gained student active participation and interest in the

topic
Provided conducive atmosphere for student-tostudent interaction and learning
Presented information based on the students' diverse
abilities and interest
Moved smoothly from stage to stage

x
x
x
x

Highlighted the key points

Used active pace

Attempted to maintained the students' interest

Handled problems of inattention

Coped with individual difficulties

Used effective questioning techniques

Handled the students' questions and responses

Used answers/ideas given by the students

Monitored student activity

Checked on student learning

Made eye contact with all class members

Used my voice and body movements

Used praise to built up student confidence

Provided adequate feedback to the students

Conveyed my enthusiasm

Summarized the session

Developed by Kadriye O Lewis, Ed.D

Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center

Discussed the students' concerns about their progress

Organization

VG

NI

NA

Had a lesson plan

Used updated information to keep the material

relevant and appropriate
Provided clear direction for the activities to be
completed
Made the level of difficulty appropriate for the
students
Determine the correct amount of student work

x
x
x
x

Used time wisely

Methods and teaching strategies

x
E

Used models/examples/visual aids as illustrations

VG

NI

NA

x
x

Used didactic methods

Used small groups

Used peer teaching: pairs/trios

x
x

Worked with individual students

Other (.)
Application

VG

NI

Provided a model of good practice

Linked this session to other sessions

x
x

Provided examples to apply to similar situations

Assessment

Developed by Kadriye O Lewis, Ed.D

Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center

NA

VG

NI

NA

Reviewed teaching process and topic design based on

student feedback and achievement
Provided opportunities for constructive feedback

Provided formative assessment

Provided summative assessment

Developed by Kadriye O Lewis, Ed.D

Online Masters Program for Healthcare Professionals
Cincinnati Childrens Hospital Medical Center