Day One: Recognizing and Communicating a Cleft at Birth
Disease domain · Lesson 1 of 20 · Shared clinical backbone (the cleft team)
Today's goal: Students will perform a structured newborn lip-and-palate exam (inspection plus palpation), distinguish what is and is not found, and communicate a cleft finding to a family clearly and without obsolete or alarming language.
What a finished product looks like
This is a model of the work you should turn in. Use it to check your own: match the structure and the level of detail, do not copy it. Your wording should be your own.
What I would say to the parents (two lines):
- 'Your baby was born with a cleft lip and palate, which is one of the most common things a baby can be born with.'
- 'He is breathing well and is otherwise healthy, and there is a whole team and a clear plan that I will walk you through.'
Chart intake line: 'Term newborn, left unilateral cleft lip with cleft palate noted on inspection and palpation; otherwise unremarkable newborn exam; no other anomalies identified; family informed using the term cleft lip and palate; cleft team activated.'
Also due today: Note that no cause or diagnosis is named today; the chart records observations only.
How this was built, step by step
The finished product above did not appear all at once. Here is the path from the question to the turned-in work, so you can follow the same steps.
- 1Start from today's question: What happens the day Mateo is born: how do we examine the finding, and how do we tell his family?
- 2Work the Model and the Explore questions to reason it out before writing anything.
- 3Pull the specific evidence the product needs from the reading and any database you used.
- 4Write it up in the required format: Write the two opening lines you would actually say to Mateo's parents in the delivery room, then write the single intake line for his chart (term newborn, left lip with cleft on inspection and , otherwise unremarkable, no other anomalies, family informed, cleft team activated), underlining the words that keep it respectful.
- 5Check it against the rubric, then submit.
| Criterion | Proficient | Developing | Beginning |
|---|---|---|---|
| Complete | Every required part of the artifact is present and filled in. | Most parts are present, but one is missing or left blank. | Several parts are missing. |
| Accurate | The science and data are correct and match the evidence. | Mostly correct, with a small factual slip. | Key science or data is wrong. |
| Scientific reasoning (CER) | States a claim, backs it with specific evidence, and explains the reasoning. | Has a claim and evidence, but the reasoning is thin or missing. | Gives an answer with no evidence or reasoning. |
| Professional communication | Clear, organized, and labeled the way a clinician or scientist would write it. | Readable but disorganized or missing labels. | Hard to follow. |
| Submitted | Turned in the right way (Schoology for routine work) and confirmed. | Turned in, but in the wrong place or unconfirmed. | Not turned in. |
- CompleteProficient: Nothing is left blank: the model fills every part of "Write the two opening lines you would actually say to Mateo's parents in the delivery room, then write the single intake line for his chart (term newborn, left unilateral cleft lip with cleft palate on inspection and palpation, otherwise unremarkable, no other anomalies, family informed, cleft team activated), underlining the words that keep it respectful.".
- AccurateProficient: Every number and claim matches the case evidence.
- Scientific reasoning (CER)Proficient: It names a claim, cites the specific evidence, and explains the reasoning, not just the answer.
- Professional communicationProficient: It is organized and labeled like a real chart note.
- SubmittedProficient: It would be turned in on Schoology and confirmed.
WebXam problem for today's skill
One exam-style question that uses exactly what you practiced today. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.