Phase 1: Combined Field Notes

Week 1
Date: 10/23/2020 Module: 1: What is Health? Time: 12:55PM - 1:45PM Students: 12

Overview:
● Curriculum acts as a supplementary health class
● Students were engaged in the picture-guessing game and linked it to their own
experiences.
● They knew most of the information but were still unfamiliar with what some terms might
mean.

Implementation:
● Get to know some of the students before starting right away
● Sending surveys one at a time; explain what the surveys are for
● Telling students to put their name in the chat when they completed it
● Sending links to Appatova for student w/o computer access doesn’t work
● Encourage students to unmute mics and speak up; engage students a little more
● Ask periodically after if anyone has questions
● Make sure to only keep pushing positive feedback
● Don’t spend too much time on one slide
● Have the surveys on Redcap;
● Make sure pwpt is in full screen

Content:
Considerations:
● Sonali talking about sensitive issues and knowing people with those common diseases
● Talk more about the symptoms of those common diseases
● Give examples of STDs and include symptoms
● Be careful when talking about sensitive information
● Autism still function as the same mental capacity

Quotes:
● Reviews: "I love this" "Thank you guys"

Week 2
Date: 10/30/2020 Module: 2: Lifestyle (w/o Sex Ed) Time: 12:55PM - 1:45PM Students: 7

Overview:
 ● A student's cultural background led him to believe to stay away from people who do
drugs.
● When proposed with the question of what would you if a friend was addicted, another
student interjected and said find a therapist.
● The concept of addiction was done in-depth and included chemicals, signals, and
dopamine.
● The tik-tok dancing didn't really work because only one person had their camera on.

Implementation:
● Separate links issue when splitting into girls and boys for sex ed
● Reminder to keep cameras on and unmute mics
● Students got engaged in the discussion after talking about videogames
● Let’s encourage students to speak by saying “there are no wrong answers”
● Probing was excellent with addiction; scenarios were amazing

Content:
Considerations:
● Define pain killers
● Referring to hangovers
● Drug and alcohol part is going to need more work on engagement - maybe come up with
another activity
● Defining what dehydration is = very good
● Bringing up being vegetarian/protein sources for vegetarians
● Alluding to dancing; renegade by Sonali
● Addressing cultural considerations around drugs and alcohol

Quotes:
● Handling an Emergency - “sometimes you can help someone who overdoses and
someone you can’t”
● Defining signals/addiction - “dopamine is a hormone but we can just call it a chemical”

Restructuring:
● Starting on time - quickening small talk
● Engagement - how to get students who don’t want to talk to talk

Week 3
Date: 11/6/2020 Module: 3: Prescriptions Time: 12:55PM - 1:45PM Students: 15

Overview:
● Started the session too late and had to cut off the activity at the end
 ● The students were engaged in answering the questions and the probing questions helped
the students retain knowledge.
● More students were opening up to us.

Implementation:
● Rushed at the end; start off and ask to turn on cameras
● Sonali using student names to reference answers
● Asking people if they have questions
● Students googling answers

Content:
Considerations:
● Asked students what they used prescriptions for
● OTC disclaimer and explaining why Prescriptions are different and also important
● Example of taking the number of drugs
● Explaining PCP and ask students to explain
● Talk about insurance and how it connects to PCP and medication
● Define “diagnose”

Week 4
Date: 11/13/2020 Module: 4: Mental Health Time: 12:55PM - 1:45PM Students: 14

Overview:
● Students were the most engaged and it was the students’ favorite module
● Stigma was the hardest topic to explain
● Transitioning to a positive note made students more engaged
Implementation:
● 2 students turned on cameras (not every student has the opportunity to turn on their
camera)
● When people weren't sharing (Sonali said let’s switch it to something positive examples)
● Put stigma slide at the end
● Add 3-4 key takeaways
● If there's a lack of participation, 10 secs should be enough silence

Content:
Considerations:
● Asking have you heard of mental health before
● Mental health is not just a negative connotation
● Example of getting bad grade on a test - “normal to feel”
● Instead of telling students to “call out” others for being mean, say that they should use
“educate”
 ● Probing students about what makes them happy
● What does stigma do slide - very good but students still didn’t understand what stigma
was
● Difference between thinking with emotional vs logic - helps to have a diff mindset
● Common mental health issues - could start off with a convo about depression and tie it
into stigma
● They didn't understand stigma; limited discussion on stigma; we don't rebut stigma strong
enough; reword stigma slide
● Problem of diagnosing themselves
● Add outside stressor to our conversation (Ex: COVID)
● Pointing them to their school counselors (here are actionable things that you can do)

Quotes:
● What is Mental Health? - “mental health can be good or bad”

Student Questions:
● What if those who we trust are not professionally capable to help us with the right advice,
and can do even worse?
● What if you have a problem with not wanting to be alone?
● What if you have a different mindset? (emotional?)
● What about fidgeting?
● Is thinking too much bad?
● Do you ever get stressed with work?

Restructuring:
● Delete Slide 12 and condense Slides 4-6
● Add key themes/takeaways

Week 5
Date: 11/20/2020 Module: 7: Preventive Care Time: 12:55PM - 1:45PM Students: 12

Overview:
● Students had limited experience with vaccines and PCPs
● Explained the way a vaccine works in depth
● Module was overall more lecture based than discussion based

Implementation:
● We talked about themes for this module before the Kahoot
● Didn’t have enough time to complete all the Kahoot questions
● Students were not as engaged during most of the module
● Module was more lecture based rather than discussion
Content:
Considerations:
● Few knew if they had a vaccine before/visited their PCP annually
● Some students had to get different vaccines when visiting different countries
● They talked about whether or not a vaccine prevents diseases
● Have an image of a video to go along with explanation of how vaccines works
● Had to rush through diagnostic tests
● They didn’t know of any diagnostic tests other than blood pressure

Quotes:
● COVID - “What are some other ways to avoid COVID?”

Student Questions:
● Has anyone died from a vaccine?

Restructuring:
● Need more of an importance on PCP and vaccines
● Could combine resources and talk about local clinics that are affordable

Week 6
Date: 12/10/2020 Module: 2: Lifestyle Time: 1:00PM - 2:30PM Students: 13

Overview:
● This module was their least favorite
● Very little to no interaction for sex ed - too taboo of a topic to discuss?
● The TikTok dancing didn’t have a lot of engagement

Implementation:
● Splitting up the group went smoothly; not sure if all the girls went into the other break
out room
● Sex ed had very little engagement and the same with drugs and alcohol
● More interaction with nutrition

Content:
Considerations:
● Same considerations as the first time that it was taught
● Adding in not treating people different about addiction
● Sexual education bring in more outside examples and scenarios
● Make sure they understand how addiction works and asking follow up questions
 Quotes:
● SUD: "Do you guys know any other reason why someone might get into substances?”

Restructuring:
● Do we still want to split up this module?
● Different ways to engage students when talking about drugs and alcohol

Week 7
Date: 12/17/2020 Module: 5,6,8: Healthcare, Resources, Ethics Time: 1:00PM - 2:30PM

Overview:
● Combined too much information and was less discussion based
● Healthcare should be explained on a surface level and emphasis should be placed on
explaining insurance
● Ethics should be more scenario based
Implementation:
● Need to ask questions before moving on
● Refrain from using big words like “disclose”
● Need to ask students to give examples after explaining ethics not just before;
● Instead have an overview and understand why we are talking about health insurance and
why this info is important
● Should be more scripted and use basic terms; do more key takeaways
● Brainstorm what's important to know (analogy for copay and deductible)
● Stop if they have questions for each slide
● Add things that a low income community might be familiar with (obamacare/caresource -
below a certain household income)
● How to get more people involved in the game
● Share your own anecdotes that show that you're genuine

Content:
Considerations:
● Health insurance: need to redo the module have different explanations for it
● Cut copay and deductible or add an example scenario and analogy
● Using caresource and obamacare instead of medicare/medicaid
● Need to discuss other resources such as copay
● Probing more ethics; giving point of view from a patient’s view and not doctor’s view
● Ethics is hard, will need more than one slide
● Need to get more into insurance and how to get it
● Need to add when to go where (ER, urgent care, PCP) under resources
 Quotes:
● Health Insurance - “What other types of insurances are there?”

Restructuring:
● Final class should be game and post-survey