Meaningful Use Begins in the Classroom
I have been spending a lot of time babysitting our 10-month-old grandson. Suffice it to say I enjoy this immensely but my energy certainly isn't what it was when his father was this age!
One day it dawned on me that the baby's early attempts to learn the English languageare similar to learning medical terminology. I currently teach Advanced Medical Terminology at a local community college. Some days I literally go from baby talk to teaching 12 syllable words like "esophagogastroduodenoscopy" in the span of 60 minutes. But the satisfaction the student/child experiences when a word "clicks" is on some level the same and the process of understanding, articulating, and actually using the words is very similar.
Putting it all together into "meaningful use" is even better. As the baby learns that language even exists, that there is a way to communicate which is better and more fun than crying, he meets the challenge with all of his being. He learns the language much faster than he learns to actually talk. Repeating words over and over to him gives opportunity for praise as he demonstrates he understands. "How big are you?" "wave bye-bye" and "give kisses" all are met with the action so we know he understands the words - but this is way before he can actually say them himself. As time goes on, he understands more and more words and even initiates "conversation," has the inflection of speaking, but yet no meaningful words are uttered. He points, "talks," and gets his point across in our "conversation" but still no real words are spoken! Eventually he will learn to speak single words, put words into sentences, read, and write, all in due time as his language skills develop.
Similarly, I find most college students in Advanced Medical Terminology remember some of their beginning medical terminology words, but now find themselves challenged as it moves to the next level. They come to understand what the words mean but can't necessarily pronounce it yet. That's all OK as they are still speaking the medical language on some level. And, yes, they still are motivated by praise. Now the hard part as students mature, similar to our grandson, is putting together the newly learned terminology into meaningful use, not just knowing what it means and spelling/pronouncing it correctly, but now using it correctly, understanding its meaning and its relationship to anatomy, physiology, and disease. "Meaningful use" progresses to critical thinking as they learn disease processes, lab analysis, surgical procedures, and pharmacology, as well as the intricacies of coding, record management, chart analysis, registries, etc., as they transition through their coursework with me as well as other professors and eventually to the working world. Just like our grandson, I am proud to see the students progress and happy to share their success as they learn the language, knowing see their opportunities for future careers grow as their knowledge increases. Whether one syllable words by our grandson or 12 syllable words by my students, I totally enjoy their progress towards their future!