6 Electronic Whiteboard Activities for Healthcare Educators

Electronic whiteboards are becoming more prevalent in healthcare education, and rightly so. They’re wonderful tools for engaging students and helping them learn the many intricacies of anatomy, physiology, and many other topics in the health curriculum.

Here’s a half-dozen activities you might want to consider when you use a whiteboard with healthcare students.

Activity #1: Demonstrate blood flow through heart

Project on your whiteboard a blank cutaway view of the heart. Then have students use whiteboard markers to trace blood flow along these or other routes:

• Upper body to lungs


• Lower body to lungs


• Right lung to aorta


• Left lung to aorta


• Right ventricle to left ventricle

Activity #2: Calculate dosages

Have students use the whiteboard markers to show their calculations for whatever dosage scenario you give them. Here are a few scenarios to get you started.

• The physician orders 30mg Celexa by mouth. The tablets you have are 20mg each. How many tablets will you administer?


• The patient has been told to take 50mg of Amitriptyline, but the pharmacy gave her tablets of 25mg each. How many tablets should she take?


• A pediatric patient needs 50mg of Amoxicillin syrup. The bottle indicates that there are 125mg per 5mL. How much syrup will you administer?


• Your patient needs 50mg of Solu-Cortef intramuscularly. The drug is available in 100mg/2ml solution. How much will you administer?

Activity #3: Identify parts of a business letter

Project a box the approximate size and shape of an 8½ × 11 paper. Have students draw boxes where each of the following parts of a business letter should be placed.

• Heading


• Inside address


• Salutation


• Date


• Body


• Complimentary close


• Signature


• Superscription

Activity #4: Build medical terms

Give students the meaning of a medical term, and then have them build the term on the whiteboard. Here are a few examples.

• Removal of the larynx (laryng/ectomy)


• Tumor of the nervous system (neur/oma)


• Rapid breathing (hyper/pnea)


• Surgical opening into the tympanum (tympan/otomy)


• Surgical creation of an opening of the jejunum through the stomach wall (jejun/ostomy)

For more examples, check your medical terminology text, which I hope is Barb Gylys's Medical Terminology Systems, or Simplified, or her newest, Express. Or perhaps Sharon Eagle's Medical Terminology in a Flash! But I digress.

Activity #5: Break down medical terms

Give students a medical term to write on the whiteboard. Then have them break the word down into its component parts. Here are a few terms to get you started. (Answers in parentheses.)

• Gangliectomy (gangliectomy/ectomy)


• Intrathecal (intra/thec/al)


• Laryngoscope (laryng/o/scope)


• Dermatologist (dermat/o/logist)


• Osteochondroma (osteo/chondr/oma)

Activity #6: Sequence steps in a procedure

Set up a drag-and-drop activity, if your whiteboard software offers one, and write the steps to a procedure out of order. Then have students put the steps into the correct order. Don’t be afraid to leave out steps. You’ll want the students to be able to place whatever steps are offered into the proper sequence to make sure that they fully understand the concepts involved.

>>> Do you have other activities you’d like to share? Use the Comment box to help other faculty using electronic whiteboards.

Weaving Definitions Into Text

Many inexperienced healthcare writers struggle to define newly introduced terms without using the same technique over and over or without sounding incredibly boring. Take heart. Writing is more a craft than a science, after all, and just as there is more than one way for a taxidermist to skin a cat, there is also more than one way for writers to weave definitions into text. Here are just a few techniques, showing an example statement with a new term, an edited version, and a short explanation of the technique itself. I've used boldface to indicate new terms. Many publications and most textbooks use boldface formatting to indicate new terms, so the reader can spot them quickly.

Comma-offset with "or"

Original: An individual's complaint of headache should not be minimized or unthinkingly treated with analgesics before the underlying cause has been determined.


Edited: An individual's complaint of headache should not be minimized or unthinkingly treated with painkillers, or analgesics, before the underlying cause has been determined.


Technique: Swapping out an unfamiliar term with a familiar one works well for articles geared for the lay public. Then just add a comma and "or" before the medical term.

"a condition in which"

Original: The prognosis is guarded if the embolism is massive enough to trigger a pulmonary infarction (which occurs in about 10 percent of cases).


Edited: The prognosis is guarded if the embolism is massive enough to trigger a pulmonary infarction, a condition in which lung tissues die and which occurs in about 10 percent of cases.


Technique: The phrases "a condition in which," "a disease in which," and similar phrases can really help you out of a jam. One of the best editors I ever worked for, the late and wonderful Vince Marteka, once told me that when space is at a premium, if you can't readily explain how something happens, then explain what happens. That's basically the formula here. Rather than a detailed explanation of how a pulmonary infarct occurs, I just explained the end result (death of lung tissue). That's often the only thing the reader needs at that point anyway.

Parenthetical definitions

Original: This involves removing the embolus or ligation or plication of the vena cava to prevent the migration of new emboli into the pulmonary circulation.


Edited: This involves removing the embolus completely. It may also involve a tying off (ligation) or folding over (plication) of the vena cava surgically to prevent the migration of new emboli into the pulmonary circulation.


Technique: This is a simple technique but one that shouldn't be overused. Parenthetical phrases tend to wear the reader out after awhile. Oh, and most publications prefer placing common terms first and scientific terms second, but others prefer the reverse.

"commonly called"

Original: In adults, the obstruction is more often acquired, resulting from blockage by uroliths or neoplasms.


Edited: In adults, the obstruction is more often acquired, resulting from blockage by neoplasms or uroliths, commonly called kidney stones.


Technique: This is a fun and easy technique that requires only the addition of a comma and phrase, such as "commonly called," "otherwise known as," or "typically named."

Multiple terms in same sentence

Original: As the lumen of the coronary artery narrows, gradual ischemia causes cells in the myocardium to weaken and die.


Edited: As the opening, or lumen, of the coronary artery narrows, the reduced blood flow deprives cells in the myocardium (heart muscle) to weaken and die, a condition called ischemia.


Technique: You can introduce several terms in one sentence but not without really thinking it through. Generally I advise limiting new terms to two per sentence. If you find you need more, you might want to break the sentence into parts. Whatever you decide, try to vary the technique used when introducing a term to avoid sounding repetitive.

Separate sentences

Original and a good way to do it:
Otitis media is an accumulation of fluid within the structure of the middle ear. The condition is subclassified into either serous or suppurative categories, according to the composition of the accumulating fluid. In serous otitis media, the fluid…. In suppurative otitis media, the fluid….


Technique: When you have several new terms, keep their definitions simple for the reader by breaking up the sentences. There is no substitute for clarity.


Learn these methods (or keep a copy of this blog handy) and you'll be breezing through those definitions in no time.