Page 117 - JSOM Winter 2019

tools and equipment at disposal, and learning objective. dilemmas, and the whole “movie” is needed to gain the proper
In the Swiss Armed Forces, training is divided into three mindset for participants. Further, equipment necessary for the
phases: learning phase, consolidation phase, and application instructor directing the overall exercise, management of the
phase. student and the exercise, and, finally, various limitations to the
exercise set the rules of the “game.”
While considering the objective of the lesson, the mnemonic
“SMART” is used—Specific, Measurable, Attainable, Realis- The theme should not be too broad and kept concise, focusing
tic and Time bound. For the student, four key points have to on training efforts such as Tactical Combat Casualty Care in
be clear—content, conditions, evaluation standard, and final urban areas or prolonged field care in austere conditions.
behavior. 4
Each student can have individual goals assigned, connected
A lesson plan is sufficient for the learning and consolidation to specific roles. A senior medic might supervise a MASCAL
phase, but for the application phase, a complete exercise con- incident, whereas a junior medic has to be resourceful when
cept is necessary (Figure 1). This concept should consist of the treating several wounded. Exercise direction should be written
theme and goals for the students and the number and functions down for flawless organization when setting up the exercise,
of the assistants for managing the exercise. A detailed sched- and each assistant director knows what to do, where, and with
ule, a map and detail of the starting situation, the imposed what.

Identifying the phases of training assists in the development of
a time plan, and ensuring to schedule time reserves guarantees
FIGURE 1 Example of a simple lesson plan. the potential for management quality.
LESSON PLAN
Theme An instructor may impose dilemmas to provoke reactions by
Tourniquet application the students. For example, running out of intravenous cannu-
Training ground, day, time:
Length: las and thus having no peripheral intravenous access should
65 min HN Camp, Obstacle course – trigger a reaction in accordance to the protocols and planning
Monday, 08.07.19 – 1000AM 5
Objectives: by establishing intraosseous access instead.
The students are able to effectively stop a massive hemorrhage on a
limb using a CAT/tourniquet within time limit. The training scenario is the setting for the whole “film.” A
The students know indications and contraindications for TQ use. general situation depicts what is happening overall; where
Participants: Equipment, material: and who are the opposing forces, allied forces, and civilian
10 Host All provided by instructor corps population; and so on. Further information can expound on
Nation –11 CAT, Training Tourniquets what is happening in the immediate vicinity of the region and
soldiers influencing the start of the exercise. A detailed, drawn plan
Process: makes it easier to show the students where they are to set the
Introduction (objectives, motivation) conditions.
Topics (building knowledge, competence, practice, and application
capacity) To prevent confusing or potentially dangerous situations, the
Training assessment and summary/conclusion
exercise limitations or rules of the game have to be explained
Time Procedure Methodical indication and understood. For example, each person wearing a yellow
Introduction – Explaining vest or each door marked with colored tape is not part of the
2' Frontal instruction
objectives of lesson exercise scenario itself. Having a predefined code word like
Presentation “Importance “NO GAME” for the opposing forces can address an immi-
of Stopping Hemorrhage” Frontal instruction, Q&A nent danger or convey something that is not part of the ex-
10' and difference in TQ at the end of presentation ercise, like using a device to gain intraosseous access only on
application depending on specific prosthetics or on a manikin.
phases CUF/TFC
Demonstration, 2 times, Specific equipment must be available so that the flow of the
Application of Hasty TQ without and with
10' exercise is minimally interrupted and maximally facilitated.
in Buddy Aid comments
Keep Q&A to minimum Small examples can include stationing dummies at the correct
Show step-by-step locations, working radio communication in support, etc.
Hand out TQ, students together with students
15' practice application in once, then supervise At the end of the exercise, the exercise staff will need some
pairs
individual training time to complete the criticism panel and to provide a “hot
Demonstration, 2 times, wash” presenting varying results to the students.
Application of Hasty TQ without and with
5'
as self-aid comments The exercise review will be conducted with all participants of
Keep Q&A to minimum the exercise attending. The criticism should not begin with a
Show step-by-step monologue of the exercise director but with the students’ own
Students practice together with students
15' statements and self-reflection. Integrating and participating
application on themselves once, then supervise
individual training the students with criticism contribute to their critical thinking.
Outro – Summary of Frontal instruction, Finally, the exercise director lists the points raised during the
5' keypoints; sort/order include students, own exercise and grading; the director also indicates whether the
equipment used keypoints goals have been achieved (Figure 2).

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