Transcript Development and Implementation of a Virtual Advanced Teaching Rotation: A Case Study in WebBased Instruction Maria C.

Development and Implementation
of a Virtual Advanced Teaching
Rotation: A Case Study in WebBased Instruction
Maria C. Pruchnicki, PharmD, BCPS
Assistant Professor of Clinical Pharmacy
April 10, 2007
Objectives
1. 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
Project Methods
1. Rationale
2. Development
3. Implementation
4. Assessment
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
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].
Distance Education Penetration

Variety of formats

all online ( > 80% online, no face-to-face)
 blended/hybrid (30 – 79% online with some faceto-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.
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 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.
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
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.
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
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
Key Features

Identify the need/purpose



Identify existing resources



Web-assisted vs. Web-based
Flexible, access from distance
Teaching experts
Technology infrastructure
Define additional needed resources


Rotation preceptor(s)
Instructional design expert
Step 2: Development
Overview - 2 required components
Teaching
Skills
Curriculum
Teaching
Activities
Teaching Skills Curriculum

Web-based curriculum

Course management platform
• Carmen (WebCT)


Seven content modules
Course management tools:

Rotation syllabus
 Calendar
 Assignment “dropbox”
WebCT View of Curriculum
Module 1: Learning and Teaching
Teaching Activities

Rotation responsibilities:

Write a Teaching Philosophy
 Keep a teaching journal
 Attend weekly team meetings

Lead a discussion on teaching
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
Live Teaching

Plan and deliver live teaching
sessions:

Case discussions
 Lectures
 Review sessions or office hours

Online classroom

Elluminate Live™ eLearning Platform
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%
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
WebCT View of Electronic
Portfolio
Elluminate™ Classroom
Evaluation of Students

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
7. Baughin et al. Primary trait analysis: a tool for classroom-based assessment. Coll Teach 2002;50:75-80.
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
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
Outcomes: Rotation Evaluations
Characteristics
Likert Rating‡
Preceptor characteristics: adequate attention to student, outlined
expectations, provided constructive feedback, and attitude of
professionalism and respect.
1
Rotation/ site characteristics: rotation environment, sufficient
professional interactions, access to support services, appropriate
level of responsibility, and opportunity for professional growth.
1
Overall evaluation of preceptor(s) and rotation.
1
*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.
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
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
Survey Results
Change in Self-Rated Confidence* (N=13)
Dimension
Median
Min
Max
0
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
Identify
1. Teaching goals
2. Learning goals
*Using scale of 1 = Very confident to 4 = Not at all confident
Survey Results
Median Δ

N=13
(n=2)
(n=7)
1
Very confident
2
3
4
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?
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

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.
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
Questions
Contact: [email protected]