Poster
Makes the task visible, holds the sequence in the room, and gives the learner a stable place to return.
Fearless FONA // ED // Educator builder’s guide
The Educator’s Builder Guide
Put the PAC system in the hands of the people who teach. This guide turns a wall, a work surface, airway equipment, and the digital PACscape into a learning space that students, residents, and clinical teams can use with purpose.
The builder’s premiseThe room should carry the structure so faculty can focus on the learner.
Builder artifactED // Field guide
Build in order the first time. Adapt only after the system works.
Room ED 01 // The teaching system
Build a teaching system, not a poster display.
A PAC space distributes the work of teaching across four parts. The poster holds the map. The digital layer explains. The equipment makes the idea physical. Faculty observe, diagnose, and coach what the learner cannot correct alone.
Digital layer
Opens the chapter, demonstration, audio, and station instructions without requiring a lecture at every table.
Equipment
Converts a mental model into hand position, object path, sequence, repetition, and time under tension.
Faculty
Watches the attempt, identifies the limiting decision or movement, and gives the smallest correction that changes it.
Orient→Explore→Practice→Observe→Repeat
Room ED 02 // Space and flow
Start with the learner’s hands. Place the furniture second.
The footprint can be a simulation room, classroom, break room, or clear section of hallway. What matters is the relationship between the poster, the work surface, the equipment, and the learner’s next action.
One functioning station teaches more than five incomplete ones.
Room ED 03 // Posters and equipment
Give every object a job.
Print for the distance at which the poster will be used. Place equipment in the order the hands will reach for it. Remove objects that do not serve the station’s learning objective.
Resource 01 // PDF
Download the complete poster pack.
Use the original high-resolution files for wall, easel, and table displays.
Open FONA26 poster pack ↗Resource 02 // Working recordOpen the equipment and layout guide.
Use the shared record to plan station equipment and the materials your local build requires.
Open the setup record ↗Match the material to the way the room will be used.
Wall posters are typically printed at 24 × 36 inches. Table posters work well at 18 × 24 inches. Those are starting points, not requirements; visibility and storage should decide the final size.
Lowest cost, easy to roll and store, best when the wall provides support.
More substantial and easy to place on an easel, but less tolerant of repeated transport.
Most durable for repeated use. Store flat or in a protective portfolio between sessions.
Room ED 04 // Learners and faculty
The room starts before anyone arrives.
Learners need to know what preparation is expected and how the physical and digital spaces connect. Faculty need to know when to step in—and when to let the learner work.
Send the route before the session.
- Share the Program Map or the chapter assigned for review.
- State whether online preparation is required or recommended.
- Ask learners to bring a phone or tablet and headphones when independent digital study is planned.
- Explain that the posters orient the work and the equipment is there for repetition.
Open the copy-ready learner prebrief
Before the session, open the Fearless FONA Program Map and complete the chapter assigned to you. Bring a phone or tablet and headphones if you will be working independently.
At the session, each poster will orient you to a specific task. Use the digital chapter when you need explanation or a demonstration, then return your attention to the equipment and get in the repetitions. Faculty will be available for targeted feedback after you establish your approach.
Open the Program Map →Coach the limiting decision or movement.
Observe the first attempt before correcting it. Decide whether the problem is the mental model, the sequence, the equipment, the hand path, or the pace. Then change one thing and ask the learner to repeat the task.
Useful openings
Open the complete faculty coaching guide ↗“Walk me through how you would approach this.”
“Show me your technique before I change it.”
Room ED 05 // Facilitate and reuse
Let the learner work. Coach what you can see.
The room does not need a continuous lecture. Give the learner a clear entry point, protect time for the first attempt, add one useful correction, and make repetition possible.
- 01Orient
Give learners access to the digital PACscape before they arrive. In the physical space, connect each poster to its hands-on station and corresponding digital chapter. The same content that prepared the learner now guides the hands.
- 02Release
This is self-directed learning in a judgment-free space. Let the learner explore, struggle, solve problems, and establish an approach before faculty offer correction.
- 03Observe
Layer in expert coaching. Learners bring questions, hesitations, or difficult movements to a coaching station. Watch the attempt, identify the limiting decision or movement, and give feedback specific to what you see.
- 04Correct
Give feedback specific to the learner and the attempt. Choose the smallest intervention that changes the limiting behavior, then return the task to the learner.
- 05Repeat
Return the learner to the self-directed space. Let them practice at their own pace and run the task again while the correction is still available to the hands.
- 06Debrief
Ask the learner to name what changed and choose the next target for practice. The next repetition begins there.
The files support the room. The sequence makes it teach.
01 // PrintFONA26 poster pack ↗02 // EquipEquipment and layout record ↗03 // CoachFaculty coaching guide ↗04 // NavigateFearless FONA Program Map →
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