Maria C. Pruchnicki, PharmD, BCPS Assistant Professor of Clinical Pharmacy April 10, 2007
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Development and Implementation of a Virtual Advanced Teaching Rotation: A Case Study in Web-Based Instruction
Maria C. Pruchnicki, PharmD, BCPSAssistant Professor of Clinical PharmacyApril 10, 2007
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Objectives1. Describe a rationale for online educational
experiences Focus on learning and teaching experiences
2. Provide a description of the Virtual (Online) Advanced Teaching Rotation Describe structure and delivery of the online
rotation Identify key features of Web-based instruction
3. Discuss outcomes and transfer of the experience
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Project Methods
3. Implementation2. Development
4. Assessment
1. Rationale
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Step 1: Rationale Penetration of distance education
Pedagogy/andragogy Educational technology
Challenges to academy “Graying” of faculty
Benefits for participants Institutions Student teachers Faculty preceptors
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Distance Education - Penetration
e-Learning opportunities more available In higher education institutions:
In Ohio, 64,000 students estimated to have completed an online course1
Nationally, online enrollments in 2005 increased to a high of 3.2 million2,3
• 2.35 million in 2004• 1.98 million in 2003
Nearly 60% of institutions identify e-learning as a long term educational strategy2
1. Expanding delivery: e-learning in Ohio, Annual report of the Ohio Learning Network. [Internet] ; 2006 December. Available from: http://www.oln.org/about_oln/pdf/Expanding_Delivery.pdf. [Accessed 4/9/07]. 2. The Sloan Consortium. Making the grade: online education in the United States, 2006. Needham, MA: Sloan-C; 2006. Available from: http://www.sloan-c.org/publications/survey/index.asp. [Accessed 3/15/07]; 3. The Sloan Consortium. Growing by degrees: online education in the United States, 2005. Needham, MA: Sloan-C; 2005 2005. Available from: http://www.sloan-c.org/publications/survey/index.asp. [Accessed 10/20/06].
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Distance Education - Penetration Variety of formats
all online ( > 80% online, no face-to-face) blended/hybrid (30 – 79% online with some face-
to-face) web-facilitated (1 - 29% online, usually
supplement a face-to-face class)
Variety of technologies course management systems internal web-pages Internet-based conferencing software (1997)
• participants are part of a social learning community.
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Benefits for Institutions
~ 400 vacant faculty positions (04-05)4
55.7% of vacant positions due to lack of qualified candidates
One mechanism to identify and and nurture appropriate candidates5
Increases number of experiential sites
Provides a model for peer teaching
4. Roche VF. Securing our future. Am J Pharm Ed 2001;65:202-3.
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Benefits for Individuals
For student teachers Pedagogical foundation for teaching Application to clinical education Opportunity for career mentoring
For faculty preceptors Pedagogical foundation for teaching Opportunity for student mentoring Enhance professional satisfaction
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Goal: “Good Teaching” Transfer of content knowledge
Core skills6 for the classroom Learning styles and teaching strategies Course construction/administration Student assessment and teaching
evaluation
Scholarship of teaching Study in field of learning Reflection and evaluation
6. Lee et al. Final report and recommendations of the 2002 AACP Task Force on the Role of Colleges and Schools in Residency Training. Am J Pharm Ed 2004;68:S02.
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Existing Resources OSU and College of Pharmacy:
Faculty and TA Development (FTAD) Orientation on Teaching & Learning Technology Enhanced Learning &
Research (TELR)
2-Day Teaching Workshop Elective teaching rotations Computing and Educational Technology
group
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The “Gap” . . . Non-traditional students
Practicing B.S. pharmacists → Pharm.D. Distance-based (online) curriculum 8 months of experiential rotations
Other student teachers, new faculty Winter, Spring quarters Outside lecturers, facilitators
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Key Features Identify the need/purpose
Web-assisted vs. Web-based Flexible, access from distance
Identify existing resources Teaching experts Technology infrastructure
Define additional needed resources Rotation preceptor(s) Instructional design expert
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Step 2: Development
Teaching Skills Curriculum
Teaching Activities
Overview - 2 required components
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Teaching Skills Curriculum
Web-based curriculum Course management platform
• Carmen (WebCT) Seven content modules
Course management tools: Rotation syllabus Calendar Assignment “dropbox”
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WebCT View of Curriculum
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Module 1: Learning and Teaching
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Teaching Activities
Rotation responsibilities:
Write a Teaching Philosophy Keep a teaching journal Attend weekly team meetings Lead a discussion on teaching
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Teaching Activities Class responsibilities:
Draft a syllabus Write learning objectives Plan lecture and/or workshop Identify assessment methods Write exam questions and grade
assignments Create teaching evaluation tools
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Live Teaching
Plan and deliver live teaching sessions: Case discussions Lectures Review sessions or office hours
Online classroom Elluminate Live™ eLearning Platform
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Key Features Reconceptualize learning material
Making decisions about how content will be presented/shared online
NOT “slapping class content online”
Build in interactivity Student with content Student with instructor Student with other students
50%
50%
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Step 3. Implementation Live students!
Meet weekly for discussions Additional meetings as needed
Direct observation of teaching
Electronic teaching portfolio
FTAD consultation Summative, individualized feedback
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WebCT View of Electronic Portfolio
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Elluminate™ Classroom
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Timesheet (160 hrs = 5 Cr)
Periodic evaluations Self-evaluation (student teacher) Student evaluation Peer and preceptor evaluation
Teaching Skills rubric Formative assessment tool Based on primary trait analysis7
Evaluation of Students
7. Baughin et al. Primary trait analysis: a tool for classroom-based assessment. Coll Teach 2002;50:75-80.
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Key Features
Plan up front Training (technology) Contingency plans Flexibility
- “Just in time” learning - Required vs. negotiable
Budget extra time Preparation Communication Feedback and evaluation
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Step 4: Project Assessment 16 completions since Au 2003
4 completions from residential program
Rotation requests
Rotation evaluations - students Summative (experiential office)
Iterative process for content/function Ongoing development and modification Consulted with FTAD in Dec. 2004
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Likert Rating‡
*Including two entry-level Pharm.D. students ‡Median response to general categories, evaluated on scale of 1 (Excellent) to 5 (Unacceptable); no ratings were below 2.
1Overall evaluation of preceptor(s) and rotation.
1Rotation/ site characteristics: rotation environment, sufficient professional interactions, access to support services, appropriate level of responsibility, and opportunity for professional growth.
1Preceptor characteristics: adequate attention to student, outlined expectations, provided constructive feedback, and attitude of professionalism and respect.
Outcomes: Rotation Evaluations
Characteristics
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Outcomes: Student Teachers Gain teaching experience
Increases confidence in abilities Successful use of teaching strategies Utilizing active learning techniques Enhancing learning through
collaboration
May facilitate adjunct faculty process and future teaching opportunities
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Self-Confidence Survey Administered pre- and post-rotation
Assesses 9 teaching dimensions
Ability to identify and achieve teaching goals (self) and learning goals (students)
Ability to identify and implement appropriate teaching strategies
Ability to help students “construct” knowledge and assess learning
Tracks changes on a Likert-type scale 1 = Very confident to 4 = Not at all confident
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Survey ResultsChange in Self-Rated Confidence* (N=13)
Dimension Median Min MaxIdentify 1. Teaching goals
2. Learning goals0
0
0
0
1
2
Determine best educ. processes 0 -1 2
Use educ. processes successfully 1 0 1
Use active learning methods 1 -1 2
Use collaborative learning methods 1 0 1
Help students make connections 0 -1 1
Identify practical/clinical applications 0 0 1
Use student feedback effectively 0 -1 2
*Using scale of 1 = Very confident to 4 = Not at all confident
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1 2 3 4
(n=7)
Median Δ
(n=2)
N=13
Very confident Not at all confident
Q. 5: How confident do you as an instructor feel in achieving the Following: use active learning techniques to enhance student learning?
Survey Results
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Outcomes Transferability
Teaching Curriculum modules Residential Pharm.D. rotations Website vs. Carmen (WebCT)
Limitations Model may be “best fit” for only a few types of
teaching experiences Rotation reaches a small number of students Teaching Curriculum has restricted access
through WebCT/Carmen• Only @osu.edu• May be considered a benefit
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Key Features Recruit successful online students
Motivated, independent learners Good time management skills Able to adapt to environment Open minded and communicative
Be prepared to be involved Requires as much (more) time than residential
class
Monitor outcomes and limitations
Evaluate success “No significant difference” phenomenon8,9
8. Russell T. No significant difference: Phenomenon as reported in 248 research reports, summaries, and papers (4th ed.). Raleigh: North Caroline State University;1998. 9. Merisotis JP and Phipps RA. What’s the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington D.C.; The Institute for Higher Education Policy; 1999.
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Acknowledgements Faculty Collaborators
Prof. Marialice Bennett Dr. Julie E. Legg Dr. Dennis Mungall
Student teachers
FTAD Office Dr. Alan Kalish Instructional consultants:
• Kathy Harper• Kathryn Plank• Stephanie Rohdieck