Guest Speaking
“If you think in terms of a year
plant a seed, if in terms of ten years,
plant trees, if in terms of 100 years,
teach the people.” - Confucius
15
CTE Health Sciences – Guest Speakers
Date of Occurrence: October – May
Duration of Experience: 1 – 2 hours, based on professional’s schedule
Grade Levels – 9 & 10
Activity Description
Exposing students to guest speakers in their freshman and sophomore years helps to bridge
the gap between classroom learning and real life application.1 During these years, activities
along the student development continuum are designed to help students develop an awareness
of how classroom learning is linked to the workplace. As a result, students are able pursue
their educational goals with a stronger sense of purpose.2 Whether in the classroom or at a
worksite, guest speakers can expand a student’s awareness of relevant health topics, diverse
occupations in health and healthcare related industries, and the skills and education required
to be successful in a given field. In addition, they can expose students to professionals and
leaders of higher education, whom they would otherwise not have access to.3
Step 1 – Choose What Works for You
There are many different ways that healthcare professionals can volunteer as guest speakers. Some like to visit a classroom of students, while others enjoy inviting students to their
workplace, or engaging them virtually through a webinar or skype chat. Other professionals
choose to participate regularly in guest speaking engagements by becoming members of the
CPS/CTE Health Sciences Speakers Bureau. These diverse pathways for engagement offer
healthcare professionals the ability to help engage students while choosing the methods that
work best for them.
(1) Visit a Classroom:
Bringing the professional world into the classroom helps students’ link educational content to
real life experience. By participating in this way, you are helping to break down the barriers
students often face between industry, higher education and the classroom.
(2) Invite Students to Your Facility:
Immersing students in your facility’s professional environment helps to generate
excitement for your industry and profession. Hosting a guest speaking event at your
facility further engages students by giving them the opportunity to experience diverse
learning environments connected to their work in the classroom.
(3) Go Virtual:
Participating virtually in guest speaking engagements allows you to not only teach students
about professions and skills in the healthcare industry, it also demonstrates to them how
technology can be used to communicate effectively.
(4) Be a Speakers Bureau Participant:
The CPS/CTE Health Sciences Speakers Bureau is structured to offer employers the opportunity
to engage with students in a classroom setting through an easy to navigate process focused
on matching employer expertise with monthly health related topics in the classroom.
1
Chicago Workforce Investment Council [CWIC]. Guide to Workbased Learning
http://www.chooseyourfuture.org/sites/default/files/cte‐guide‐to‐work‐based‐learning.pdf.(August 2011)
2
New Ways to Work. Quality Workbased Learning Toolkit. http://www.nww.org/qwbl/tools/kcktoolkit/Print_Toolkit.PDF.(August 2003)
3
CWIC, 2011
1
Step 2 – Contact CPS
re interested in volunteering your time and expertise for the benefit of student learning by
visiting a classroom, inviting students to your facility, or becoming a speakers bureau participant please contact:
Dr. Regine Rucker
CTE Program Coordinator, Health Sciences ,
Human Services & Education & Training, CPS
Email: rrucker@cps.k12..il.us Phone: 773-553-4336
Or
Mr. Jim Peterson
Partnership Development Liaison, CPS
Email: jepeterson@cps.k12.il.us Phone: (773) 553-5069
After initial contact is made with the CTE staff, your contact information will be forwarded to
any additional CPS/CTE staff that might be involved with your experience. This might include
a Partnership Development Liaison, Principal, Teacher or Academy Coordinator. (See the
guide introduction to read more about the roles these individuals play in Career and Technical
Education at CPS). It is the job of the CPS/CTE staff to reach out to you to plan your event.
Step 3 – Give and Get the Right Information
To ensure that your guest speaking experience is the best it can be, make sure to cover the
following topics with your CPS/CTE contact prior to your event.
(1) Availability: Be sure to discuss your availability with CPS. Let them know what days you
might have available to give guest lectures throughout the year. Also be sure to discuss how
you would like to be involved (i.e., classroom visit, host at facility, go virtual, etc).
(2) Forms: Any forms required are provided at the end of this section. Make sure to review
those forms and ask your partnership development liaison any questions that arise. Be sure
to find out what the timeline is for the completion of any required forms.
(3) Contact Information: Though it is the responsibility of CPS/CTE staff to contact you in
order to set up your guest lecture, it is always helpful to have the contact information for the
principal, academy coordinator and teacher if you will be visiting a school.
(4) Agenda and Activities: CPS/CTE staff can help you plan your agenda for the guest
speaking engagement, will make sure that the teacher is prepared for you visit, and can
coordinate any additional equipment that you may need such as tables, internet access,
etc. Be sure to inform them of any needs you might have, so that all aspects of your visit
will be in order upon arrival.
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Step 4– Use these Tips & Tools to make Step-by-Step Planning Easy
Taking the time to speak about your field and profession with students is a valuable experience,
and one that requires a time investment. This section is set up as a “How-to-Guide for
Planning your Session” so that you can minimize your prep time.
Guest Speaker Guidelines: Including the information listed below in your presentation will
help you easily prepare its content and will ensure that students are exposed to relevant
health related topics, occupations, and education requirements.
I. Introduction
Introduce yourself, your occupation and your place of employment and the general industry that you work in
II. Background
Tell students about important people, places, or experiences that influenced your decision to embark on this
career path, and that aided in career development.
III. Describe the Skills,
Education, and Traits
Required for Success
in this Profession
Tell students about the specialized education (classes students should take), skills (emphasizing the importance
of internships), and abilities that are required in order to be successful in your career. You can also talk here
about general skills that are needed, such as technology, problem solving, teamwork, or time management.
Also, highlight traits that may be important such as having no felony convictions, the ability to pass drug tests, a
willingness to work flexible hours, etc.
IV. Describe an
Average Day
Take students through a typical work-day. Explain to them the types of activities you are involved with, and the
different people or professions that you interact with .
V. The Good and The Bad
Tell students what you love most about your profession, but also tell them about some of the more difficult aspects.
VI. How to Get Started
and Where the Jobs Are
Help students to understand how to get started on a path to this career, and share any knowledge you have
about the future of this profession and the healthcare field in general. Talk about the different types of jobs
available in your field.
VII. Other Topics/Ideas
To Cover
Current events in healthcare, recent advances in health sciences, the benefits of building a career portfolio,
communication skills, customer service in Health Sciences, professional dress, ethics, goal setting, interview
skills, resume writing, teamwork, health information technology, and work ethic
Engaging High School Students: Remember that your audience members are high school
students, and incorporating stories, visuals or activities will increase their focus and engagement. Below is a list of ideas and tools to help engage your audience when presenting.
1. Speaker Notes
Worksheet (Provided)
Hand out the speaker notes worksheet found at the end of this section prior to your presentation. Tell
students to follow along and write down their answers and questions. Instruct them that you will be referring
to the sheet during the Q & A portion of your presentation.
2. Handout Business
Cards & Flyers
Do you have a business card, or flyer about your organization? Hand them out before your presentation
so that the students can learn more about you and your organization.
3. Utilize Technology
(PowerPoint Provided)
Young people today use technology in many aspects of their lives and often it is the medium that best
captures their attention. You may want to use a PowerPoint presentation (template available at the end of
this section) or incorporate videos (such as a promotional video that was created for your organization, or
a videotaped procedure or surgery).
4. Get Hands On
(Activity Provided)
Some presenters like to lead activities related to their profession that get the students working with their
hands during or following their presentation. For example, one partner has students practice suturing a
wound using oranges. (activity instructions available at the end of the section). Others may bring in blood
pressure cuffs, thermometers and stethoscopes to teach the students how to take vitals.
5. Tell Personal Stories or
Humorous Anecdotes
Telling students personal stories or humorous anecdotes about you, your work experiences or your profession
in general, can help you to seem more approachable to. Try to incorporate them into your lecture whenever
possible.
6. Tie Classroom Content
to the Real World*
Students in 9th and 10th grade have just begun to learn about the healthcare field. Specifically, they are
covering topics such as: communication, the history of medicine, current trends in medicine, ethical
responsibilities of healthcare workers, medical terminology, nutrition, infection control, safety, employability
and leadership, and basic healthcare skills
* For a more detailed view of student curriculum and capabilities see page 7 in the introduction
18
Employer Profile
An effective way to begin planning your site visit is to look at what others in the field have
done successfully. By choosing the strategies presented in this chapter that work best for
their organization, Dr. Steven Dayan has created a unique site visit model that works to
engage students and further the mission of their organization.
Dr. Steven Dayan, the Chicago Center for Facial Plastic Surgery
Dr. Steven Dayan, MD, board certified by both the American Board of Facial and Reconstructive
Surgery and the American Board of Otolaryngology–Head and Neck Surgery, operates the
Chicago Center for Facial Plastic Surgery, as well as Denova (a research organization) and
Enhance (an educational foundation). For nearly a decade, Dr. Dayan has been working with
Chicago’s youth, and has developed strong connections to students in the Health Sciences
career academies at five Chicago Public Schools. Through his foundation, Enhance, Dr. Dayan
has committed hundreds of hours of his time, staff resources and over $130,000 to CPS
students with limited access to educational resources. He believes strongly in the potential
of Chicago’s youth and is committed to enhancing their education by providing them with a
wide-array of work based learning experiences.
Exceptional Guest Speaking Program
The site visit model created by Dr. Steven Dayan is unique and several characteristics
that have aided in the programs longstanding success have also helped other health and
healthcare providers to plan engaging and informative guest lectures. Employers looking
to design their own unique guest lecture can learn from this model that is structured both
to engage high school students and showcase the expertise of the speaker.
Key Components for Success:
Scope: Dr. Dayan reaches hundreds of CPS students every year through his guest lectures.
In 2004 when Dr. Dayan and his staff began visiting Health Sciences students in Chicago
Public School classrooms, they focused their efforts at three core high schools which
included, Sullivan, Julian and Dunbar. As the program’s success grew, Dr. Dayan and his
staff expanded their efforts to additional Health Sciences classrooms at North Grand, Manley
and Kelvyn Park high schools. Each visit to a school provides 20-25 students access to
medical professionals that help enliven the learning experience by linking the classroom
to the real world.
Tailored Messages to Student Audience: Dr. Dayan and his staff have spoken to many
diverse classrooms of high school students, and as a result have developed an acute sense
of who their audience is. Speakers from Dr. Dayan’s office are keenly aware that their lecture
will often be the first exposures students have to real professionals working in the careers that
they themselves are interested in pursuing. As such, Dr. Dayan and his staff focus on creating
engaging lectures that center around big picture questions such as, “What is it like to be a
Doctor or Physician’s Assistant?” This approach helps provide students with an overview of the
field and the many occupations and career paths available.
In addition to exposing students to broad career paths and professionals such as Doctors,
Physicians Assistants, Researchers, and Aestheticians Dr. Dayan and his staff strive to create
lectures that are sensitive to the diverse populations that they are interacting with. Keeping in
mind that students come from varied cultural and socioeconomic backgrounds, lecturers strive
to create a warm, welcoming and personable environment where speakers and students are
“on the same level”. This approach has been successful in encouraging continual interaction,
student feedback and participation throughout the guest speaking experience.
4
Utilization of Technology: Dr. Dayan and his staff recognize that youth today lead highly technological
lives. Thus, whenever possible, they incorporate the use of technology into their presentations. .
Whether they include a PowerPoint presentation, or instructional and promotional videos to help
explain their message, they understand that these tools can greatly compliment their presentation
and help students to stay engaged and retain the information being presented.
Hands-On Activities: To further engage students and connect with them one on one, Dr. Dayan
and his staff try to incorporate a hands-on activity into each of their lectures that relates to the
profession being discussed. One popular activity that Dr. Dayan leads, teaches students about
suturing. In this activity, students are able to learn about suturing first-hand by practicing on oranges.
Instructions for this activity are included at the end of this section.
Beyond Guest Speaking
Though Dr. Dayan’s involvement with CPS students began with guest lectures, he has expanded
the programs his organizations offer to include student site visits, job shadows, and internships.
During job shadow and site visit activities, groups of approximately 15 students tour the facilities of
the Chicago Center for Facial Plastic Surgery, Denova Research, and Enhance Educational Foundation.
They hear from a number of staff with different functions in the office, such as marketing
professionals, patient representatives, aestheticians, physician assistants, and researchers. These
staff members explain their job functions to the students, focusing on the educational paths they
took. Dr. Dayan's office also hosts four to six student interns each summer, who work on both on
administrative tasks as well as with Denova Research where they are exposed to the latest
practices in aesthetic medicine techniques and technologies.
Rewarding Students: After their time with Dr. Dayan’s office, students that participate in job shadows,
site visits and internships are awarded their own pair of personalized scrubs, or a personalized lab
coat to remind them that they were an important addition to the organization and truly a part of a
team. In addition, student interns get to enjoy a pizza party on their last day where all staff members
come to thank them for their work and wish them the best on their future endeavors. Through his
Enhance Educational Foundation, Dr. Dayan also provides a yearly financial scholarship to a CPS
student in pursuit of higher education. Their first grantee (2007), Roshea, has since graduated
from Eastern Illinois University and remains interested in finding work in the healthcare field
where she can contribute her talents to the promotion of community health.
Questions:
If you are a health or healthcare employer
looking to participate in guest speaking
engagements and have questions for
Dr. Dayan, please email Amy Larsen,
Director at Enhance Educational Foundation,
at amy@mdccm.com.
5
Wisdom From Dr. Dayan and Staff
“Education is the key to breaking down barriers, defeating prejudices and
increasing self-esteem.”
l Steven H. Dayan, MD, FACS
“Overall, I love to help people. As a medical provider, I get to enjoy helping my patients,
mostly an adult age range, with their immediate concerns. However, my job does not
always involve helping patients to help themselves. Speaking to CPS, young America,
I get to inspire the youth to help themselves by sharing my experiences with the
healthcare career. Speaking to CPS adds to my dream of creating a better world for
all to live in.”
l Jaklyn Mashak, MS, PA-C
“I participate in CPS programs for the youth, because I want them to know that, “your
profession is a journey. Sometimes it may take a winding road to get where you want…
but as long as there is a goal in mind, never be deterred from your path.” If we want a
better tomorrow…we need to begin with the youth of today!”
l Selika Borst, MS, RN
“As a healthcare provider, I have always had a strong desire to educate others. Having
the opportunity to help Chicago Public High School students attain a better understanding of the dedication and diligence necessary to become a health care provider has been
gratifying in many ways. Throughout my career, I have had many mentors that have not
only impacted my life but have given me the knowledge and support needed to succeed
in the medical field. Not only do I feel it is imperative to give back to others, I am thankful
I have had the opportunity to pass along these rewarding experiences to future generations.”
l Michelle Whitehall, MS, PA-C
6
Forms, Tools & Activities:
Guest Speakers
This table outlines all of the tools, forms, and activities to help employers easily plan
guest lectures that meet both student and organizational needs. An explanation of how
to use each item is included. Please note that some tools, forms, and activities are
provided directly following table, and some can be accessed through external links.
(such as student & program evaluations).
Keep in mind that all tools & activities are optional. Forms are required.
TYPE
Form
Tool
Tool
Tool
Activity
NAME
Placement Confirmation
EXPLANATION
The placement confirmation form details the day and the time of the guest lecture
that an employer has agreed to. In addition, it lists pertinent contact information for
CPS/CTE staff. This form is signed and returned to your partnership development
liaison 4-6 weeks prior to your guest lecture
Student Reflection
This sheet is handed out by teachers to students prior to in-class guest speaking
engagements. Students Take notes on the questions asked below and record them
online. Guest speakers that follow the guidelines provided earlier in this section will
cover all of the material on this sheet. If you would like students to take any additional
notes that might aid in the Q & A section, you can also direct them to take notes on
the topics listed on the Speaker Notes Worksheet in this section.
Speaker Notes Worksheet
This worksheet is meant to be handed out by the guest speaker prior to the
beginning of the lecture. Students are directed to listen for specific topics being
covered and are prompted to generate questions that can help to guide the question
and answer session following the presentation. The topics on the Speaker Notes
Worksheet can be edited to coincide with any guest lecture.
Sample PowerPoint
This PowerPoint was created for a guest speaking engagement by Dr. Dayan and the
Chicago Center for Facial Plastic Surgery. It provides an overview of the topics covered
and is a good example of how to utilize technology in your lecture.
http://www.chooseyourfuture.org/resource/health-careers-guest-speaker-sample-presentation
Suturing an Orange
This is an activity that has been incorporated into guest speaking engagements by
Dr. Dayan and the Center for Facial Plastic Surgery. It provides students with a hands-on
simulation of career related activities. Both presenter and student instruction sheets
are provided.
7
Placement Confirmation: Guest Speaking
Date of Guest Lecture: ________________
Start Time: _____________
End Time:_______________
Speaker’s Name:______________________________________________________________________
Business’s Name: _____________________________________________________________________
Business ‘s Address: ___________________________________________________________________
Type of Guest Lecture (please check one)
Employer will host students at workplace
Employer will visit student in the classroom
Employer will host a virtual lecture for students
CPS/CTE Partnership Development Liaison – Contact Information
Name: Jim Peterson
Email: jepeterson@cps.k12.il.us
Telephone: 773-553-5069
The Chicago Public Schools Department of Career and Technical Education appreciates your commitment providing
students with guest lectures. This activity will serve as an invaluable career exploration and motivational activity for our
students. If you have any questions about the day, please contact your liaison, listed above.
You have been assigned to the following School/The following school will visit your workplace
School Name
Teacher/Principal Contact Info
Number of
Students in Class
Please reply to this email to confirm receipt and participation
8
Student Reflections
This sheet is handed out to student prior to in-class guest speaking engagements. Students Take notes on the questions asked
below and record them online. Guest speakers that follow the guidelines provided earlier in this section will cover all of the material below. If you would like students to take any additional notes that might aid in the Q & A section, you can also direct them to
take notes on the topics listed on the Speaker Notes Worksheet on the following page.
Student
Name
_____________________________
Speaker
Name
_____________________________
Student ID
_____________________________
Title
_____________________________
Title
_____________________________
Organization _____________________________
School
_____________________________
Date Spoke _____________________________
What kind of business does the speaker's organization do? What industry is it in? EXAMPLE: tax preparation
What kind of job does the speaker have with the company? EXAMPLE: Human Resources Assistant Manager who hires
employees, conducts training, and handles when employees leave the organization
What kind of classes should students study to prepare to enter into the speaker’s career path or the organization’s
industry? EXAMPLES: math, foreign language, psychology, English, etc.
What skills, traits, or experiences are necessary to succeed in the speaker’s career path or the organization’s industry?
EXAMPLES: 4 year college degree in the sciences, no felony convictions, internship experiences, ability to pass drug tests, good
communication skills, willingness to work flexible hours, certifications, etc.
From your perspective, what were the most interesting careers or industries that the speaker touched upon?
EXAMPLES: accountant, tax security officer, IT network building for tax preparation agencies, etc.
From your perspective, what was the most interesting part of the presentation?
If the speaker asked your opinion, if anything, what would you recommend that they change for future presentations?
Please list everything that you remember that you learned from the speaker that you did not know before.
Based upon this speaker’s presentation, would you be:
More motivated to actively pursue careers in their path or industry
Less motivated to actively pursue careers in their path or industry
Just as motivated to actively pursue careers in their path or industry
Uninterested in actively pursuing careers in their path or industry but I was not interested before they spoke.
Would you recommend that your teacher requests this speaker for students next year?
Yes
No
9
Speaker Notes Worksheet
Name: ______________________________________________________________________________
Speaker’s Title: ________________________________________________________________________
Speaker’s Organization: __________________________________________________________________
Job Role of Guest in His/Her Company: _______________________________________________________
___________________________________________________________________________________
Education & Skills: Listen to the speaker and write down all of the education and skill requirements needed for this job. Generate 1-2 questions you have about this area and write them here, for example: How long did it take you to complete your
degree/certification?
Technology: Listen to the speaker and write down the ways technology is used in this occupation and in the healthcare field.
Generate 1-2 questions you have about this area and write them here, for example: How did you learn to use this technology?
Job Duties: Listen to the speaker and write down some of the daily duties performed in this job. Generate 1-2 questions you
have about this area and write them here, for example: How often do you perform surgery? Are you nervous before you operate?
Salary & Lifestyle: Listen to the speaker and write down any facts related to the number of hours worked, or the compensation
provided. Generate 1-2 questions you have about this area and write them here, for example: How many hours per week do you work?
Other Questions: Write any other questions you have about this job or field here.
10
Suturing an Orange
Speaker Instruction Sheet
Rationale: Many physicians, especially surgeons, find that suturing a wound is a common activity connected to their
career. This activity will give students the opportunity to experience the process of suturing.
Materials/equipment needed
Forceps Gloves Dissecting pan Needle holder Suture material Scissors Oranges • Computer w/ Internet access
Ruler with millimeter measurement (If Doing the Math Extension) • Student Instruction Sheet (provided)
Suture material can be difficult to obtain. You may try contacting the emergency medicine or department of your local hospital or a
physician or dentist office and ask if they have any suture material that has passed its expiration date. You may also contact Ethicon at
their website at www.ethiconinc.com. If unable to obtain actual sutures, you can improvise with heavy-duty thread and special curved
sewing needles designed for quilting which are available at most fabric stores. Long needle-nose pliers and tweezers can be substituted for the needle holder and forceps. Aluminum baking pan can be substituted for the dissecting pan. Stress that these substitutions
are allowed for simulations only. Make certain that it is safe for all students to wear gloves (i.e. allergies to latex, etc.).
Instructions
Preparation
Step 1: Create a lab tray for each group of students that includes forceps, gloves, dissecting pan, needle holder,
two threaded needles (unless doing the math extension option), scissors, ruler with millimeter measurement, and two
oranges. Make a small cut in the orange (about two inches long).
Step 2: Thread the needle with approximately eight inches of suture material (thread) and tie to the end of the needle.
(If using the math extension option, allow the students to do this step on their own.)
Student Instruction
Step 1: Begin the activity by asking if anyone has ever had to get stitches before. Let several students answer where,
how many stitches, etc.
Step 2: Explain that physicians have to follow certain steps when suturing. Show a short video of the procedure.
Many sites on the web offer examples of suturing. You can use a search engine to find your own or use one of the
following suggested websites: http://www.youtube.com/watch?v=GGtb5L4j9yA&feature=related
http://www.youtube.com/watch?v=OhrMs1JGCI0
Step 3: Pass out copies of the “How to Suture and Orange Instruction Sheet” and review with the class.
(A teacher demonstration of a suture process on an orange is also recommended.)
Step 4: Have each student work with a lab partner and use of the “How to Suture and Orange Instruction Sheet”
to suture the cut in the orange. After one student has successfully sutured his/her orange, the lab partner now
becomes the physician and sutures the other orange. (Monitor students’ progress as they complete the activity.)
Math Extension Option
If you are using this option, do not pre-cut or pre-thread the needles. Allow students to do this step themselves.
Once this is complete begin with the Student Instruction section above.
Ask the students how easy it was to make their measurements in millimeters as opposed to inches. Did it help to know
that 1" is approximately 25 mm? Have the students use the following formula to find the approximate length in inches of:
3 mm (Key: approximately 1/8") 5 mm (Key: approximately 1/5") 2 mm (Key: approximately 1/12")
To convert millimeters to inches you divide the number of millimeters by 25.4
Example: 8 mm / 25.4 = 0.31496 inches, Or
Multiply by .03937
Example: 4 mm X .03937 = .15748 inches
11
How to Suture an Orange
Student Instruction Sheet
Beginning the suture:
l Begin by putting on gloves.
l Place orange in dissecting pan with the incision facing up.
l Using the needle holder, pick up the needle near the end of the jaws of the needle holder. The needle should
come out of the holder at a 90˚ angle so that the point of the needle is facing up. If you are right-handed, the
point of the needle should come out of the left side of the holder, and vice versa if you are left-handed student.
l Hold the right side of incision (vice versa for left-handed students) with the forceps. Insert the needle about
5 mm from the edge of the incision. Twist (rotate) the wrist so the point and about ½ of the needle goes through
the skin of the orange. Continue to twist (rotate) the wrist so that the point of the needle comes out about 5 mm
from the incision.
l Let go of the needle with the holders so that the needle stays in place. Grasp the other side of the needle with
the holders, and with the same twist (rotation) of the wrist, pull the needle through so that is comes out the
other side of the orange skin.
l Pull the needle through and up toward the ceiling until there is approximately 25 mm or 1 inch of thread
remaining coming out of the right side of the incision.
Tying the knot:
l Students will learn how to use the instruments to tie the suture. (Instructor may choose to use a technique
to tie sutures by hand, and samples of this technique are available on the Internet.)
l To tie the suture using an instrument, take the long end of the suture in one hand and the holder in the other.
l Wrap the suture around the jaw end of the holder two times. Wrap the suture counter-clockwise,
going away from the body.
l Continue to hold the suture and maintain tension on the line, so that it does not slip off of the holder.
Open the jaws of the holder and grab the short end of the suture.
l Pull the holder (holding the short end) back toward the body, so the two loops slide off of the jaw of the
of the suture knot.
l Tighten the suture just until the sides of the incision come together. Make sure not to pull too tightly or it
will rip the “skin” near the incision.
l Repeat the procedure, but on each subsequent “throw,” make only one loop instead of two.
l Repeat step seven, three or four times to make the knot secure. Cut off the excess string to leave
about ¼ inch or 7 mm of string.
l Adjust the suture so that the two sides of the incision are as level with each other as possible.
l Maintaining tension on the long end of the suture with your left hand, repeat the above procedure,
but this time loop the long end back toward you around the holder and make only one loop. Grab the short
end again and secure the loop. This will hold the first loop in place.
l Trim off the excess string close to the knot, leaving about 2 mm of free end.
l The next suture knot should be about ¼ inch or approximately 7mm from the first one. Repeat steps 1-11
until the incision is closed completely
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