1. Gunshot Wound
Kit Team 23, Cohort 5
Samantha (Brailey) Faris
James (Jimmy) Smiley
Frank (Frankie) Sommers
Interviews Since Last Class: 9
Interviews To Date: 87
2.
3. What We Were and What We Are Now
Customers
Segments
MVP
Value
Propositions
Channels
? ? ?
4.
5. Market Size and Market Type
TAM
$25.2 billion
● TAM - Total Available Market
○ ≈57 million students grades K-12 in the U.S.
○ Average cost to send child to school
≈$10,000
○ Average school medical budget ≈4.5%
● SAM - Serviceable Available Market
○ Geographical Restrictions for startup
○ Emergency medical funds vary
● SOM - Serviceable Obtainable Market
○ 1 kit per every classroom
○ Average classroom size ≈23
● Market Type: Resegmented Market
○ Entering an existing market and
(resegmenting it) expanding upon current
products to satisfy an unaddressed problem
by the incumbents.
SAM
$1.2 billion
SOM
$243 million
9. Buyers = Schools...but who are “Schools”
Public - Type A
● Budget Board Meetings
& Budget Vote
○ Annually
Private
OR
OR
● All budget decisions
made internally.
● Varies from school to
school.
Public - Type B
● Personal discretion over
budget allocation
Principal
Board of Education District Superintendent
School Nurse
District Head of Nurses
School Nurse
School Nurse
Principal
Head of Security
10. Payment Flow
Student Tuition
/ Taxpayer
Transportation
Facilities
Energy
Staff
Medical Services
Training
Food Services
Gunshot Wound Kit
Epi-Pen
AED
Emergency Services
Everyday Needs
Users: Low Influence
-Students, easy to reach
-Teachers, easy to reach
-Other Faculty at
schools, moderately
easy to reach
-Community Members,
easy to reach
Buyers: High Influence
-Headmasters, hard to
reach
-District Board Members,
hard to reach
-Head of Nurses, hard to
reach
-Head of Security, hard
to reach
Recommenders:
Moderate Influence
-Nurses, easy to reach
-Security, moderately
easy to reach
-Assistant Principals,
easy to reach
-Principals, hard to reach
Archetype
11.
12. Minimum Viable Product: Feedback
Medical Professional
Feedback
● Handle
○ Easier to grasp handle
type
○ Larger end piece
● Syringe Release or Lower
Profile
○ “Syringe” detaches from
head cap
○ Prevents potential
knocking and dislodging
Civilian Feedback
● Add gloves to each kit
○ Avoid contact with
victim’s blood
● Utilize pictures / diagrams with
written instructions inside the
kit
○ Help “ease of use” factor
○ Don’t have to worry
about user being able to
read
■ Children, non-
native speakers,
etc.
Buyer Feedback
● Want to physically hold the
product
● Want a visual demo of how
product works
○ Video, talking
walkthrough, etc.
“I’d love to see it. Send me a video
and bring the device in [to my
office]. ”
- Nurse Ashley, East High School,
Waterloo, IA
13. …..So, What’s Next?
FDA approval process
Do research into what the process is and get
FDA advisor
Final Price Point?
Dependent on device manufacturing and
research costs
Final MVP Get out of the building and ask customers!
Gather information school to school, try to find
a pattern and understand sales cycle
Purchasing schemes in schools complicated
and variable, what’s the best method of entry
for targets?
What We Still Don’t Know How Do We Find Out?
16. Type: Hypotheses Test Pass / Fail Result
“Get”
Strategy
When presented with the idea for
school’s to be fully prepared and
able to protect the students of their
school at open conferences, board
meetings, and town halls the
personnel in charge will be forced
into giving our product a look.
Interview schools, school
boards, and parents and ask
how much influence do open
meetings have on the
decisions made at the school
and if they are worth the time.
Pass: Parents say that many changes have
come out of town hall meetings
Fail: Parents say that town hall meetings are a
waste of time and just give the false impression
of the body having a voice
“Get”
Strategy
When an overwhelming amount of
large, well-known firearm safety
groups advocate for schools to
adopt this life saving technology,
the schools will invest into our kits.
Interview gun advocacy group
leaders and see whether or not
there is an interest in our
product and if they would be
willing to utilize their workers
and volunteers to advocate for
our product to be implemented
into schools.
Pass: Gun advocacy groups accept and like our
product AND these groups then start a
movement about spreading awareness and how
our product should be placed into schools.
Fail: Groups don’t see a need or like our
product OR don’t spend the resources on
advocating for our product
“Get”
Strategy
When the parents paying the taxes
or tuitions of their child’s school
demand for these kits to be
adopted into the school, the
schools will listen.
Interview parents and ask if
they would vouch for a product
like ours and determine the
level of influence they have on
school decisions. (Board?
Council? Votes?)
Pass: Parents accept and like our product and
see a need for it in schools, so much so, that
they bring it up to the school personnel.
Fail: Parents don’t feel the need for something
like this or that it is not important enough for
them to spend their time advocating for it
“Get”
Strategy
Schools will want the device once
presented with it.
Interview schools and ask if
they see a need and / or would
adjust their budget to purchase
a product like this (MVP).
Pass: Schools like the idea and the product and
say they would invest in this technology (give or
take a few adjustments)
Fail: Schools say “get out” and that they don’t
want to ever see us again
Revenue
Model
Revenue model matches the
diagram on the previous slide
Contact school treasury
department, principal, board of
education, or district
superintendents and ask about
the inner workings of the
school and who allocates funds
and how they are allocated.
Public vs. Private?
Pass: Revenue model distribution matches our
diagram
Fail: School budgets vary greatly from our
proposed revenue model and funds come from
different places
Channel
Schools are unlikely to change their
current safety methods and
procedures unless physically
presented with the new device /
method.
Interview the “buyer” and
“policy-makers” (school board /
treasuries) of medical devices
in school systems.
Pass: School personnel are receptive to the in
person pitches and ideas
Fail: School personnel are turned off / display
“waste of my time” behavior during the pitch /
idea. Would rather have seen an ad or received
a phone call / email.
Pass: Feedback from nurses and
security guards prefer the demonstration
tutorial and presentation of a visual
MVP.
17. Type: Hypotheses Test Pass / Fail Result
Value
Proposition
Schools may not be aware of a
need to be prepared in the event
of a shooting incident.
Specifically in the time after a
shooting, prior to medical
professionals arriving to the
scene.
Interview school
personnel in charge of
making safety
decisions (school
board, security).
Pass: Personnel are not aware / do not believe
there is a need for proper medical equipment and
training.
Fail: Personnel were aware / do see a need to
invest in gunshot wound equipment.
Fail: Majority of personnel contacted at
schools around the country either had
awareness or previous discussions of a
possible school shooting situation. About half
of these schools had actually implemented a
“stop the bleed” training course or kit.
Value
Proposition
Individuals that are prepared with
sock tourniquets (personal kits)
think that there should be easier
to use options for the average
bystander.
Interview / read
reviews / online forum
discuss with the target
demographic of
individuals who wear
personal bleed kits.
Pass: People believe there should be a public, easy
to use, option for the common individual to properly
assist in the event of a shooting.
Fail: People believe the current personal carry
options are adequate enough and people should
just use those.
Customer
Segment
The common / non-medically
trained person does not know
how to prevent exsanguination
resulting from a gunshot wound.
Interview random
students at schools.
Pass: People have not had online or in-class
training on how to stop a bleed
Fail: People have had online or in-class training on
how to stop a bleed.
Pass: 29/30 people have not had online or
in-class training on how to stop a bleed.
Customer
Segment
The common/non-medically
trained person would be willing to
step in and help someone
wounded by a gunshot if there
was a device (with instructions)
available.
Interview random
students at schools..
Pass: People say they would be willing to step in
Fail: People say they would be uncomfortable,
unwilling, or unable to assume the burden of
attempting to help someone wounded by a gunshot.
Pass: 21/30 people said they would likely be
willing to step in and attempt to stop a
person from bleeding out.
Customer
Segment
The common / non-medically
trained person does not know
how to PROPERLY apply direct
pressure or tourniquet to a
gunshot wound.
Interview EMT’s,
firefighters, and police
officers.
Pass: Medical professionals demonstrate
experiences of civilians failing to properly treat
gunshot wounds prior to arrival.
Fail: Medical professionals demonstrate
experiences of civilians properly treating gunshot
wounds prior to arrival.
Pass: 7/9 EMT’s interviewed had a story of a
bystander failing to properly treat a wound or
getting in the way / making a situation worse
prior to and upon arrival of the medical
professionals onsite.
Revenue
Model
Schools are willing to spend
money in order to facilitate a
bystander’s ability to save a life
from a gunshot wound.
Interview the “buyer”
(school board /
treasuries) of medical
devices in school
systems.
Pass: There is a budget and in spending money to
obtain a means to help save a life in the event of a
gunshot wound while also saving money on
previous kits.
Fail: There is a lack of budget or willingness to
spend money on a gunshot wound kit.
Pass: Many schools interviewed have
already invested in a similar product and
would be willing to entertain a product that
facilitates the user experience and
decreases required training time and
investment.
Channel
Schools are unlikely to change
their current safety methods and
procedures unless physically
presented with the new device /
method.
Interview the “buyer”
and “policy-makers”
(school board /
treasuries) of medical
devices in school
systems.
Pass: School personnel are receptive to the in
person pitches and ideas
Fail: School personnel are turned off / display
“waste of my time” behavior during the pitch / idea.
Would rather have seen an ad or received a phone
call / email.
Pass: Feedback from nurses and security
guards prefer the demonstration tutorial and
presentation of a visual MVP.
19. Market Size and Market Type (Original)
TAM
$50 million
● TAM - Total Available Market
○ Every school in America (Private, Public, Charter,
Boarding, etc.)
● SAM - Served Available Market
○ Not every school could afford to purchase units
based on current medical budgets
● SOM - Serviceable Obtainable Market (Target Market)
○ Some schools already have “stop the bleed” kits
and would not transition
● Market Type: Resegmented Market
○ Entering an existing market and (resegmenting it)
expanding upon current products to satisfy an
unaddressed need by the incumbents.
SAM
$40 million
SOM
$35 million
20. Petal Diagram
Gunshot
Wound
Kit
Medical
Startup
Ecosystem
Bleed Stop
Kits
● Any company which cuts into a potential buyer’s
budget (therefore decreasing the funds available
to purchase our product) is listed on the petal
diagram.
● The companies in the petal diagram make up the
TAM on the previous slides.
22. Customer Segments
● Buyers
○ School:
■ Head of Nurses (per district)
■ Principals
■ Superintendents (Board of Education)
● Users
○ School:
■ Security Guards
■ School Nurses
■ Teachers
■ Students
● Influencers (Recommenders)
○ Gun violence / safety advocates (Tourniquet carriers)
○ Parents of children at school
○ School Nurses, Teachers
○ EMT / Fire Department / Police Officers
● Potential Saboteurs
○ School Nurses / Security Guards / Teachers
● Researchers
● FDA
23. Value Proposition Hypotheses
● The Problem & Our Solution
○ Schools are aware of a need to be prepared in the event of a shooting incident.
○ Specifically speaking, we are focusing on the time after a shooting but prior to
medical professionals arriving to the scene.
■ Solution is to introduce our Gunshot Wound Kit
Shooting Exsanguination
3-4 minutes
7-8 minutes
Medical Professional Arrival
Gunshot Wound Kit
25. Channels: Direct B2B
● Direct, face to face, interaction with “schools”
○ Who are “schools”?
■ Location / Regionally Dependent
● Board of Education
● Superintendent
● Principals
● Head of Nurses
● Interviews found that the school’s buyers and influencers would want a physical preview,
example, and tutorial prior to committing to purchasing the device
○ Impossible to do over the phone
○ Difficult to do via Skype, Email, or Online Advertisements
26. Get Strategy & Customer Relationships
Market (School)
Adoption
Conferences
Gun Safety
Advocacy
Groups
Key Opinion
Leaders Door to Door
● Conferences
○ Board meetings
○ Town Halls
● Gun Safety Advocate Groups
○ Present device
○ Reach larger stage (nationally)
● Key Opinion Leaders
○ Parents of children in school
○ Nurses
○ Teachers
● Door to Door
○ School to School
○ Pitch and sell with MVP