Thursday, March 31, 2016

Doctor Day advice

The teacher at my younger daughter's preschool says that they're going to start a unit on different careers, and she asked me if I could come talk to the kids about being a doctor. Of course, I said yes.

While I did this once before for my older daughter's class many, many years ago, I feel like recently what I do has diverged significantly from what little kids think of when they think of a doctor. I still have the equipment, but I can't even remember the last time I took someone's blood pressure. (And that person was probably my husband, who is always convinced his BP is high.)

Has anyone else done a Doctor's Day for your child's class? If so, what did you do? What was a big hit?

4 comments:

  1. I'm a med student and not yet a mother, but I distinctly remember listening to my heart using my own mother's stethoscope when I was in elementary school. It was AWESOME and I will never forget it. If you could round up enough stethoscopes to make the logistics possible, letting each kid listen to their heart would be pretty cool. You could even do a super-mini heart anatomy and physiology lesson (the heart pumps blood and is on your left side, etc). Heck, my non-medical friends in their mid-20s still love to grab my stethoscope and listen to their own hearts.

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    1. I don't know if I can round up that many stethoscopes, but I can certainly give each kid a chance to listen with mine. Thanks for the advice :-)

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  2. I'm lucky enough to be married to a guy who works for a science center that owns a box of stethoscopes (still with me? Sorry!) and I always borrow that and have the kids listen to their hearts. Big hit. Last time, when my kid was in 7th grade, I brought in a couple of incentive spirometers and got the biggest kid in the class (a nearly six-foot-tall boy) and the smallest (a not-quite-five-foot tall girl) to come up and use them so the class could see the difference. I talk a lot about how doctors use reading, writing and math (pitched differently for different age groups). One year I had them learn to take their pulse and then do jumping jacks and take it again. And I always take questions. When you take questions, or they say something using biological terms, ask them what they mean. If they say "cell", ask what a cell is. If they say "lung", ask what the lungs are. You'll find they use a a lot of vocabulary without real understanding. Worth exploring.

    Sorry, longwinded - I blame my husband, who has been working in science teaching for nearly 20 years....

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  3. This was for an older group, but FreshMD asked the same question a few years ago: http://www.mothersinmedicine.com/2012/02/s.html#comment-form

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