Hey, I'm Kelsey Graven. I'm one of the first-year fellows with UH, and I'm here to show you the assessment of the first rib. So an easy way to start with this would be to think of driving a car. So we're just going to make it simple, and it's with the wheel. We all do that. And then pushing on the pedal for accelerating, and then brake. Okay? So first things first, you're going to put your thumbs back behind, right along the first rib. You're going to find it. And then you're going to take your fingertips, and you're going to go ahead and find the clavicle. Put them right there. And this is going to be like you're grasping your wheel of your car. And now you're going to try and steer. So you're going to go to the right, and then you're going to go to the left. And you're seeing which side is easier than the other. And that would be which side that they rotate towards. So for him, he feels like he is rotating more easily to the left. So, and then we're going to keep our hands where they're at, and we're going to push basically the acceleration on the right. And then we're going to try the brake on the left. And that would be side bending right or side bending left, depending on which side you're pushing. So acceleration would be side bending right. Brake would be side bending left. And he feels easier to side bend on the left. Does anybody want to try it? Give it a try? Put your hands over mine. So go ahead and just put your hands over mine. Here, you're good. And we're going to go ahead and steer to the right. Now steer to the left. And then we're going to push on the acceleration. And then on the brake. Okay? Any questions? Okay. So in summary, for assessing, we're going to go ahead and just think about driving a car. So we're going to go ahead and just turn to the right to feel if we're side bending to the right. Turn to the left to feel like if we're side bending to the left. We're going to push on the acceleration for the right and push on the left for side bending to the left. And it was rotation, I believe, actually. I was saying with the driving. I did back step there. I apologize. Students, what did you think? I thought it was good. Very clear. Easy to understand. Good analogy. You know, broke it down for us. And then obviously, the part with the interaction and, you know, the opportunity to feel for ourselves was good as well. I was going to say that it was very clear. Like Jack said, it was easy to understand and follow. So I appreciated that. And it was very informative. I thought you did a good job relating the analogy of driving to what you were doing. It was very clear and step wise. Easy to understand. Also, I think having a student get involved was helpful as well. Okay. So what did you do right? I think what I did right would be trying to use the analogy to keep it simple as well as working with the students to have them feel it as well to make sure that they understood. Okay. What things do you think could use some improvement? I stumbled a bit. Tell me about that. What did you stumble on? I stumbled specifically on the rotation and calling it side bending rather than rotation, which was incorrect. Okay. So how would you have done that differently? Prepared. So that way I wouldn't be so nervous about it. Well, you figured it out at the end. Yeah. Right? Okay. So what... Slowed down maybe. Seeing what happened and knowing that you made an error, how would you have tried to recover that you think would have helped the students learn? Because your students might be confused if you called doing this side bending and all of a sudden you're doing this again and you're calling it rotation. So what do you think you should have done? Probably reiterating a little bit more clearly. Okay. So you admitted, oh, wait a minute, I think I got that wrong. This is supposed to be this. So then stop, go over the whole thing again to make sure that you make it clear that that's rotation. And you sort of tried to do that, but maybe the next time you could have done that a little more forcefully. And it's okay to make a mistake, but you should correct it. Okay? Yeah. And that's good. One other comment for you. I think the rest of the presentation was excellent. I think your ability to use the simple processes without getting bogged down and everything was wonderful. It was really good. I had a little problem at the beginning when you called what you were doing, the thoracolumbar area. And so if you make a mistake and you know it, just correct it. Okay. Don't let it go because now your student, they're going, I thought we were doing the cervical thoracic and now we're talking thoracolumbar. And they might get a little confused. And most of the students will not tell you that they're confused. Okay. Because they think, oh, maybe I'm missing something. And I'll talk to a colleague later to say, did I hear that right? Okay. So it's okay for you to correct yourself and say, well, I made an error. This is what it's supposed to be. Make sure you do that. Okay. Sounds good. Yep. All right. Overall, very good job. A couple of little minor glitches. How do you solve that if you want to do this in a big group or whatever? Maybe a little card, a little cheat sheet. It's okay. Students all know what a cheat sheet is. They all have them. Okay. I used to carry them all the time in my little pocket to figure out what I needed to do. And it's okay. You don't lose points if you do that. And the key is to do the learning thing. And that thing with the student, I mean, that was great because she got involved and these three students are going, I wonder what she's going to have the student do. This is kind of interesting. I better pay attention because I might be next, but that's okay. So good job. Thank you. Thank you.

rib assessment

car-driving analogy

hands-on interaction

student feedback

presentation improvement