Cardiac Action Potentials Mock up Course
The course goal is to educate medical students for the purpose of identifying types of cardiac action potentials and diagram and explain the phases of nonpacemaker and pacemaker cardiac action potentials. Students will be able to explain the importance of the action potential refractory periods.
Course Lessons & Activities
Lesson 1: Cardiac Action Potentials e-learning
By the end of lesson 1, students will be able to describe the types, purpose and cells of a cardiac action potential. Students will be able to diagram and explain the phases of both types and importance of action potential refractory periods.
​
​
​
​
​
The first lesson is an e-learning course. The content originated from the Scholar Rx brick. I converted it into an Articulate RISE course.
The e-learning SCORM package would be uploaded to the LMS as Lesson 1: Cardiac Action Potentials.
​
Note: In a real world scenario, I would make the patient case in this activity match the case of the patient in the next lesson.
Click the Start Lesson button to view the content.
Lesson 2: Pacemaker Action Potential Video & Discussion
By the end of lesson 2, students will be able to name the three phases of the pacemaker action potentials and identify the factors that influence the "funny" current.
​
In this lesson, students watch the Pacemaker Action Potential video by Arjun Iyer from UISMLE Rx, take notes and complete the Cardiac Action Potential Medical Case Study document.
​
​
After students watch the video, they write a 3 - 5 paragraph summary on what happened in the patient’s case and what occurred with the pacemaker action potential.
​
The summary will be required to be posted to the online class discussion board. Students will be asked to reply to at least two other students' discussion posts before class.
​
The video link, the Action Potential Medical Case Study document and online discussion board would need to be setup in the LMS as Lesson 2.
​
Note: In a real world scenario, the patient case in this lesson would match the case from lesson 1
Lesson 3: What Happens During an Action Potential?
Lesson 3 is the first in class activity and follows the think-pair-share learning method.
In this lesson, students write individually for 5 minutes on: What happens to the heart during an action potential? Then students pair with a partner and compare and contrast their answers for 5 minutes.
​
When students compare answers, guide them to ask: What is the same? What is different? What did they not understand or miss?
​
For the in class portion, I designed an instructor guide and instructor PowerPoint. The PowerPoint is merely a guide for in class activities and discussion. Lesson 3 is on page 4 of the guide and slide 2 of the PowerPoint.
​
​
Lesson 4: Types of Cardiac Action Potentials, their Cells & Purpose
Lesson 4 is the second in class activity. By the end of lesson 4, students will be able to list and explain the types of cardiac action potentials, their cells and purpose of each type.
​
In this lesson, students are divided into two groups: Group 1 is asked to write the first type of cardiac action potential on the digital whiteboard or dry erase board and group 2 writes the other type.
​
​
​
​
​
​
​
​
Then each group works together to define the cells affected by their type and the purpose of each type.
Lesson 4 is on page 4 of the instructor guide and slide 3 in the PowerPoint.
​
​
​
Lesson 5: Diagram the Phases of Nonpacemaker & Pacemaker Cardiac Action Potentials
By the end of lesson 5, students will be able to draw a diagram of the nonpacemaker and pacemaker action potentials, then list and explain the phases of each type.
​
In this lesson, students remain in their two groups. Group 2 draws a diagram and explains the phases in nonpacemaker action potential and group 1 draws a diagram and explains the phases of the pacemaker action potential.
​
After diagrams are drawn, each individual student of group 2 will label the phases and explain what occurs in that phase and each individual member of group 1 will do the same for the pacemaker.
​
Lesson 5 is on page 5 & 6 of the instructor guide and slide 3 & 4 of the PowerPoint.
​
​
​​
Lesson 6: The Importance of Action Potential Refractory Periods
By the end of lesson 6, students will be able to define the importance of the action potential refractory periods by discussing this with groups and presenting it to the class.
​
In this lesson, groups will work together to share their thoughts on the importance of action potential refractory periods.
After diagrams are drawn by both groups, have each individual student of group 2 label the phases and explain what occurs in that phase.
​
​
Each group gets a stack of index cards or post-it notes. Each student takes 5 cards and writes an answer to these questions on their individual cards:
​
1. What are refractory periods?
2. What is 1 voltage-gated sodium state?
3. What is another voltage-gated sodium state?
4. What is a 3rd voltage-gated sodium state?
​
After writing their individual answers, students come together as a group to compare cards and select the best answers. Then they are asked to develop a short 3-5 minute presentation on the group findings and present it to the class.
Lesson 7: Applying a Pacemaker Action Potential to a Patient’s Case
By the end of lesson 7, students will be able to apply their knowledge of a pacemaker action potential to a patient's case and determine what had cased the patient's symptoms.
​
In this lesson, students can return to their seats and leave their groups. Students are asked to get their Cardiac Action Potential Medical Case Study document that was completed in the pre-work of this course.
​
Students should compare their sheet notes with the sheet from slide 7. This instructor asks these questions and opens the class up for discussion on these topics:
​
-
What happened to the patient?
-
What caused the symptoms?
-
What occurred with the pacemaker action potential in this case?
-
What happened to the sinoatrial node?
-
What happened to the atrioventricular (AV) node?
-
What was occurring in the nonpacemaker cardiac action potential with this patient?
-
What was happening to nonpacemaker cells?
For this activity, I would need to work with an instructor to design out this, the questions, and answers, class discussion etc.
​
TECH IDEA: If I had access to the software, I would learn and build a virtual simulation of this patient case study so that students could experience another aspect of learning about this subject matter. I have researched the software UbiSim. To create a unique experience for students, I would create an immersive virtual training experience based on the patient's case, symptoms, and treatment.
If this was possible, I would substitute the in class presentations with a virtual reality experience for Lesson 7 of the class.
Lesson 8: Post Class Assessment
For the post course assessments, students take a short assessment on the content.
For the post course assessments, students take a short assessment on the content. For an actual course, I would work with the instructor to come up with and design these questions.
The assessment would be created in the Canvas LMS.
​
This could be another opportunity to ask students to use the UbiSim, virtual technology to treat a patient in a case based scenario.