“ It was great to see how curious and engaged all the students were and [ to hear ] the fantastic questions they all had . [ Because ] we study brain development at around their age , it was fascinating to see how they thought the things we study about how the brain works align with their experiences .” Finnegan Calabro
The fifth-grade students were thrilled to see and learn from familiar faces and reported feeling especially comfortable asking questions of their classmates ’ parents — or their own .
“ It was nice to have someone [ I was ] familiar with in the building who I ’ ve known [ all ] my life ,” reported the child of one of the presenters . “ It was nice to learn some new things that I actually didn ’ t know even though she ’ s my mother .”
Learning from fellow students
Falk ’ s connection to Pitt , including its School of Medicine , has been a tremendous asset to Downs and King as they planned and delivered this unit . And Falk students have not been the only ones to benefit from the association .
The collaboration began when Evelyn C . Reis , associate dean for the learning environment and professor of pediatrics and clinical and translational science in the School of Medicine , recognized that medical students learning about typical child development could benefit from seeing healthy children on their home turf in settings like the school . Reis and her colleague , Erin Elizabeth Cummings , an assistant professor of pediatrics , contacted Eileen Coughlin , chair of the Falk science curriculum committee , in hopes of connecting medical students with young people . Coughlin connected Reis and Cummings with Downs and King .
“ Currently , exposure to pediatrics takes place solely at UPMC Children ’ s Hospital of Pittsburgh or other health care settings where children are often ill or anxious ,” Reis says . This collaboration would give medical students a fuller picture of child development .
The medical students who participated in the project had all signaled an interest in pediatrics , making their close work with Falk students especially meaningful .
“ We all thought it would be cool if the med students worked with kids to talk about the body ,” says Downs . “ That might help them as doctors working with kids . How do you explain the digestive system to a 10-year-old ?”
The medical students were a critical part of getting the fifth graders not only interested in but passionate about different body systems . In their initial presentations , the med students explained why they thought that a particular system was the most interesting part of the human body .
“ The medical students who volunteered all shared a passion for pediatrics and worked hard to ensure their presentations were extremely interactive , engaging and fun ,” says Cummings . “ Medical student after medical student stood in front of the classroom and blew us all away with their energy levels , fun facts and command of the classroom . It was truly a joy to watch , and I ’ m thrilled that it helped spark the fifth-grade students ’ interest in studying the human body .”
Along with lectures from Downs and King , the med students ’ presentations were a terrific way to make sure all Falk students had the basics on the body systems .
For the medical students , the benefits of participating in the project have included observing the classroom management of expert teachers ; expanding their knowledge of the range of typical child development , including academic and social skills ; and developing their ability to communicate with children at this developmental age .
“ I really enjoyed volunteering as a science mentor ,” recounts one of the medical students . “ I learned to not underestimate kids and that sometimes when you think you ’ re leveling a concept down to help them understand , you are actually holding them back from fully understanding it . I was with the musculature group , and I expected to talk about the muscles from a very gross perspective , but then I had one student draw a sarcomere for me and discuss actin and myosin . I was blown away !”
Other medical students echo that sentiment .
“ Their enthusiasm and awe at the complexities of the human body were a gentle reminder of why I decided to study medicine in the first place ,” says one student .
“ Volunteering at Falk School to help the students with their project was an honor and a blast ,” says another . “ The kids were so knowledgeable , focused , engaged and fun to work with . [ It was ] a wonderful experience all around , and I ’ d be happy to come back .”
The Falk students were just as enthusiastic about the opportunity to work with the medical students .
It was nice to be able to ask them questions , says one fifth grader , “ because the books don ’ t always explain everything .”
“ It was really fun to work with them ,” says another . “ They corrected us when we made mistakes , and they taught us a couple things about our systems .”
Reis says , “ We are hopeful that this is the first activity of an ongoing collaboration that benefits both Falk School and Pitt medical students .” ■
“ It was great to see how curious and engaged all the students were and [ to hear ] the fantastic questions they all had . [ Because ] we study brain development at around their age , it was fascinating to see how they thought the things we study about how the brain works align with their experiences .” Finnegan Calabro
FALK LABORATORY SCHOOL | UNIVERSITY OF PITTSBURGH 23