Adapting Learning Activities to Match Specific Learning Outcomes

Example 1: Case Studies

Case studies have long been part of my teaching practice; my fellow teachers even call me the “case-study girl.” They are an effective way to bridge clinical learning and a basic knowledge of biology.   

There are large banks of published case studies, such as those on the National Center for Teaching Science and SALTISE websites. However, these case studies don’t always align with my courses. Very often, what you find is not the right level, the right content, or the right depth.

To address this, I’ve adapted many case studies to focus on real-world problems students might encounter in their health professions, helping them see the relevance of their learning. One example is “Don’t go NUTS: A Case Study on the Physiology of Stress,” in which students apply their knowledge of the nervous and endocrine systems by analyzing physiological data from a real-life scenario.

I incorporate case studies in almost every class as group sessions.  Students work in groups to analyze a scenario that is broken into subparts or subquestions.

Case studies are not just a learning tool; I also use them for assessment purposes. The group sessions in class become significant as they serve as practice for the final evaluations. For instance, in one of the nursing courses in our biology department, the final exam consists of 5 case studies. Students have to choose 4 to analyze.

Example 2: Reverse Case Building

Another activity I’ve adapted comes from a SALTISE learning activity called “DIY Case Building: Reserve Cases for Lung Pathologies.” In the original activity, students practise basic charting skills and conventions by constructing the presentation of a respiratory pathology from a physiotherapist’s perspective.

When I first saw it, it sparked an idea: reverse case building. What if my Paramedic students constructed fictional patients too, but with a focus on their clinical paramedic practice? I then created the activity “COPD Pathophysiology: Construct One Patient Description.”

In my version of the activity, students work in small groups to create a detailed patient case for 1 of the 3 chronic respiratory conditions. They develop a comprehensive patient history, including:

• symptoms
• medical background
• diagnostic findings
• etc.

The students then fill out a clinical report, simulating the paperwork that they would complete for a patient, such as in an ambulance, if they were transporting a patient to the hospital.  

Once the groups have completed their reports, they swap them with other groups. The new group reviews the patient report and attempts to diagnose the case. This dual process (building and diagnosing) helps students think critically in both directions. It reinforces their understanding of respiratory pathologies and prepares them to tackle real-world challenges.

This provides a rich opportunity to highlight the relevance of a ‘contributory discipline’.

Example 3: Race for the Hat

A 3^rd activity I’ve adapted is based on the SALTISE learning activity “Race for the Hat,” created by Francesca Theriault, a teacher at Dawson College.

It is essentially a Jeopardy-style game with an engaging twist. Instead of simply answering questions, students must physically deliver their answers to a designated spot (a hat, a bucket, etc.) before time runs out. This small addition introduces a kinesthetic component, making the activity more dynamic and interactive.

In my adaptation called Hemoglobin Hustle, I kept the basic structure of the game but tailored it to fit my pathophysiology course. I replaced the original questions with ones relevant to my course objectives, ensuring that the game tested knowledge in areas critical to paramedic understanding of blood system functions and disorders. I also created easily modifiable templates for the questions and answer cards so that I, and other teachers, could easily adapt the activity for different topics.

What makes this activity especially effective is the physical component. My students, being in a technical program, enjoy hands-on activities where they can get up, move around, and actively participate.

This small change of running to deliver their answers makes the game feel less like a classroom exercise and more like a team challenge. In addition, adding a time limit introduces a competitive aspect to the game.

Example 4: Gallery Walk

The “Gallery Walk” is another good example of how another teacher’s idea has ignited a transformative experience in my classroom. This strategy is widely used in courses that focus on creative, ethical, or social competencies, often as a way for students to provide feedback on each other’s work. However, it is less common in science courses. That said, I’ve found it effective to deliver content in my science class in a more engaging and collaborative way.

The simple idea of having students walk around the classroom inspired me. Here’s how I’ve adapted the Gallery Walk for my pathophysiology course to teach gastrointestinal disorders:

1. Group assignment
   The class is divided into small groups, each assigned a specific disorder to research.
2. Resource curation
   Students need to curate the resources to describe and explain the key characteristics that distinguish their assigned condition. For example, they identify symptoms that go beyond general abdominal pain and pinpoint the diagnostic features unique to their condition.
3. Summary
   Groups synthesize their findings and create a succinct summary of their condition on large whiteboards posted around the classroom.
4. The Gallery Walk 
   Students walk around the classroom, learning from the summaries created by other groups. If time allows, groups present their summaries to the class, drawing connections between conditions (comparing and contrasting symptoms).

Students teach each other as opposed to teacher-centred learning. I then take pictures of the whiteboards and upload them online so students can access everyone’s work.

What I love most about this approach is that it shifts the responsibility of learning and teaching to the students. It creates an active and engaging environment in which they synthesize information and present it in a way their peers can understand.