This presentation discusses the importance of post-conferencing in nursing education. Post-conferencing helps develop critical thinking skills through reflective learning and discussion of clinical experiences. It is influenced by theories like transformative learning theory and Bloom's taxonomy. Modern applications include online and teleconferencing due to barriers like limited space. The role of faculty is to facilitate higher-order thinking through questions. However, there is a lack of empirical evidence around post-conferencing's impact. Future research directions include comparing online vs in-person learning and measuring critical thinking outcomes.
Clinical debriefing involves using case presentations and discussions to help students learn from clinical experiences. Students work in small groups to discuss cases, generate hypotheses, decide on exam findings and the best initial test. This allows students to apply their knowledge, get feedback, and learn from each other's perspectives. Clinical debriefing may help address gaps in understanding from clinical placements and stimulate deeper learning through interactive discussion of cases.
The document discusses using clinical debriefing sessions to provide teaching, learning, and assessment for medical students. The sessions aim to help students learn from their own and peers' clinical experiences, develop skills, and discuss ethical issues. They involve case presentations, discussions, and feedback. Students found the sessions useful for interactively applying their knowledge and learning from each other in a way that simulates real-life practice. Tutors saw the sessions as supporting deeper learning from experiences, different perspectives, and correcting misconceptions.
This document outlines the intended use and structure of clinical debriefing sessions for medical students. The goals are to use debriefing to provide teaching, learning, and assessment; enhance reflective practice; and facilitate two-way feedback. Sessions typically involve groups of 8 students presenting and discussing patient cases over 2.5 hours. They aim to develop students' presentation, examination, and record keeping skills while discussing ethical issues and preparing for assessments. The document provides examples of structuring debriefing sessions around margin hypothesis generation, physical examination findings, and determining the best diagnostic test.
This document discusses choosing the right assessment method for measuring student competence and performance. It defines the key differences between assessment and evaluation. Assessment formally measures student competence, while evaluation makes a value judgment. The right assessment method depends on the competency, objective, and learning method. A good method will be valid, reliable, standardized, and have educational impact. Some common assessment tools mentioned include essays, short answers, multiple choice questions, long/short cases, OSCEs, mini-CEX, CBDs, simulations, and DOPS. Factors like required resources, reliability over time, and ability to measure different competencies are considered for each tool.
Mentorship in the Professional Practicum: Partners‘ Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Learning, Unlearning and Relearning with Cutting Edge Technologies ..................................................................... 62
Minakshi Lahiri and James L. Moseley
Students‟ Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Teacher’s Knowledge of Students about Geometry ...................................................................................................... 100
Habila Elisha Zuya and Simon Kevin Kwalat
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course..................................... 150
Emre Erturk
Designing PBL Case Studies for Patient-Centered Care ............................................................................................... 160
Robyn Schell and David Kaufman
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
The document outlines the structure and requirements for implementing an AT-COM module to teach medical professionalism and ethics. It discusses the following key points:
1. The AT-COM module will be introduced in all medical colleges over the next two years as part of the transition to competency-based medical education.
2. It will help define the skills, attitudes, values and responsibilities of an Indian Medical Graduate.
3. The module involves 5 modules totaling 34 hours, covering topics like what it means to be a doctor/patient, the doctor-patient relationship, communication skills, and medical ethics case studies.
4. Formative and summative assessments will be implemented throughout the module.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
Clinical debriefing involves using case presentations and discussions to help students learn from clinical experiences. Students work in small groups to discuss cases, generate hypotheses, decide on exam findings and the best initial test. This allows students to apply their knowledge, get feedback, and learn from each other's perspectives. Clinical debriefing may help address gaps in understanding from clinical placements and stimulate deeper learning through interactive discussion of cases.
The document discusses using clinical debriefing sessions to provide teaching, learning, and assessment for medical students. The sessions aim to help students learn from their own and peers' clinical experiences, develop skills, and discuss ethical issues. They involve case presentations, discussions, and feedback. Students found the sessions useful for interactively applying their knowledge and learning from each other in a way that simulates real-life practice. Tutors saw the sessions as supporting deeper learning from experiences, different perspectives, and correcting misconceptions.
This document outlines the intended use and structure of clinical debriefing sessions for medical students. The goals are to use debriefing to provide teaching, learning, and assessment; enhance reflective practice; and facilitate two-way feedback. Sessions typically involve groups of 8 students presenting and discussing patient cases over 2.5 hours. They aim to develop students' presentation, examination, and record keeping skills while discussing ethical issues and preparing for assessments. The document provides examples of structuring debriefing sessions around margin hypothesis generation, physical examination findings, and determining the best diagnostic test.
This document discusses choosing the right assessment method for measuring student competence and performance. It defines the key differences between assessment and evaluation. Assessment formally measures student competence, while evaluation makes a value judgment. The right assessment method depends on the competency, objective, and learning method. A good method will be valid, reliable, standardized, and have educational impact. Some common assessment tools mentioned include essays, short answers, multiple choice questions, long/short cases, OSCEs, mini-CEX, CBDs, simulations, and DOPS. Factors like required resources, reliability over time, and ability to measure different competencies are considered for each tool.
Mentorship in the Professional Practicum: Partners‘ Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Learning, Unlearning and Relearning with Cutting Edge Technologies ..................................................................... 62
Minakshi Lahiri and James L. Moseley
Students‟ Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Teacher’s Knowledge of Students about Geometry ...................................................................................................... 100
Habila Elisha Zuya and Simon Kevin Kwalat
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course..................................... 150
Emre Erturk
Designing PBL Case Studies for Patient-Centered Care ............................................................................................... 160
Robyn Schell and David Kaufman
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
The document outlines the structure and requirements for implementing an AT-COM module to teach medical professionalism and ethics. It discusses the following key points:
1. The AT-COM module will be introduced in all medical colleges over the next two years as part of the transition to competency-based medical education.
2. It will help define the skills, attitudes, values and responsibilities of an Indian Medical Graduate.
3. The module involves 5 modules totaling 34 hours, covering topics like what it means to be a doctor/patient, the doctor-patient relationship, communication skills, and medical ethics case studies.
4. Formative and summative assessments will be implemented throughout the module.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
MEU WORKSHOP Effective clinical and practical skill teachnig Devan Pannen
This document discusses effective clinical and practical skill teaching. It begins by outlining the objectives of teaching skills effectively at the workplace and using a skills lab. It then defines what a skill is and lists different types of skills.
Traditional ways of teaching clinical skills like bedside teaching are discussed along with their positives and limitations. Other modalities like role playing, standardized patients, task trainers, computer-enhanced mannequins and virtual reality are presented as alternatives. Advantages and disadvantages of each are highlighted through think-pair-share activities. The educational benefits and limitations of simulation are summarized. The document concludes by emphasizing simulation as one tool among many for clinical skills teaching.
Providing feedback and making an action plan Maggie Cruickshanktriumphbenelux
This document discusses providing feedback and making action plans. It defines feedback, explains why it is useful, and how to effectively give feedback through structured techniques. Key aspects of feedback include addressing where the trainee is going, how they are progressing, and next steps. An action plan leads to change by setting goals in response to feedback. Valid and reliable assessments are also important for evaluating trainee competence.
MEU WORKSHOP How to teach_practical_skillsDevan Pannen
The document discusses teaching practical and clinical skills. It defines practical skills as those requiring physical dexterity and human intervention, while clinical skills refer to examinations and procedures around sick patients. It recommends teaching practical skills using precise visual and audio instructions. The four-stage approach to teaching involves demonstration, learner practice with feedback, independent practice, and competence assessment. Effective teaching of clinical skills requires using different environments like clinical settings, skills labs, and simulations while catering to diverse learner needs and styles.
The document discusses trends in the global market for highly educated individuals and research careers in the Netherlands. It notes that while PhDs will generally find employment, the type of job they get depends on why they pursued a PhD and how they position themselves. The academic job market is very competitive with few tenure track positions available. It thus advises PhD students to seriously consider whether they want an academic research career and if not, to proactively develop skills for non-academic careers while in their PhD program. Developing a mentorship relationship and exploring career options outside of academia can help PhD students navigate an increasingly challenging job market after graduation.
“Focus group interviews typically have five characteristics or features: (a) people, who (b) possess certain characteristics, (c) provide data (d) of a qualitative nature (e) in a focused discussion.”
-Focus Groups: A Practical Guide for Applied Research (Krueger)
Using presentations with peer assessment in a bioethics classChris Willmott
These slides are from a short presentation given during the "swapshop" session of a day conference about teaching ethics to bioscience students. The event, held at the University of Northampton, UK, was organised on behalf of the Higher Education Academy.
In this presentation, Barbara Cogdell (University of Glasgow) describes their use of student presentations, of various styles and formats, as a component of a module on bioethics
The document discusses the roles and responsibilities of PhD supervisors, collaborators, and how to apply for NIHR funding. It provides the following key points:
1) PhD supervisors guide students through the process, ensure regulations are followed, help with contacts and research guidance, but do not do work for students or take responsibility for their research.
2) Students should carefully select 1-2 supervisors and a clinical supervisor, considering their accessibility, support, time availability, and experience.
3) Collaborators assist with specialist parts of a project and expect to be authors on related papers.
4) NIHR applications require selling yourself as a future research leader and securing university support well in advance of
This document introduces focus group methodology for qualitative research. Some key points:
- Focus groups capitalize on communication between participants to generate data by encouraging discussion of experiences and perspectives.
- They are useful for exploring people's knowledge and attitudes in a way that interviews cannot, as they reach parts other methods cannot through everyday conversation.
- Focus groups have advantages in including those who cannot read/write or are reluctant to be interviewed alone, as others can encourage their contributions.
- While they risk silencing dissent, they can also facilitate discussion of sensitive topics through group support in expressing shared feelings.
This document outlines the roles and responsibilities of research supervisors and students. It discusses that supervisors should provide guidance, support, and feedback to help students develop independent thinking and excel. Supervisors are responsible for assessing student needs, tailoring guidance, and being available for regular meetings. Students are responsible for driving their own project, acquiring necessary skills, meeting regularly with their supervisor, and taking ownership of their research progress. It emphasizes that a successful student-supervisor relationship depends on agreement of research goals and regular communication between the two parties.
This document discusses effective clinical and practical skill teaching. It emphasizes the importance of skill education due to growing mistrust in the medical profession and increased emphasis on performance. There are various types of skills and steps to skill acquisition, including direct exposure and teaching at the workplace using real patients with consent. Simulation and skill labs are important for teaching as they bridge basic science and clinical teaching by imitating reality in a safe environment to practice and receive feedback before working with real patients.
The document provides an overview of applying for NIHR Clinical Doctoral Awards from the perspective of a panel member. It discusses the composition of the panel, the selection process including shortlisting applications and interviews, and implications for preparing successful applications. The panel is multidisciplinary with over 30 members from medical and research backgrounds. The selection process involves independent reviews by 3 academics and 1 patient representative, followed by shortlisting and interviews. Successful applications clearly address the candidate's development and the project's quality, impact, and relevance to the NHS.
Maximizing Benefit: Five Strategies for Getting the Most from Your Survey Ass...Pat Barlow
This poster was presented at the 2014 American College of Surgeons (ACS) Accredited Education Institutes (AEI) conference in Chicago this past year. It highlights 5 simple strategies for getting the most out of a survey or assessment instrument. Thought I'd upload it for those of you interested more in survey design.
Application of assessment and evaluation data to improve a dynamic graduate m...Pat Barlow
1. The document describes the process of creating and refining assessment tools and curriculum for a graduate medical education workshop on research design and statistics.
2. They developed an initial assessment, pre-course survey, new classroom activities and homework, and post-course evaluation to gather data and feedback from students.
3. After implementing changes based on the assessment data, the workshop was much more successful and rigorous, demonstrating the importance of continuously collecting and using student feedback to improve a dynamic curriculum over time.
Teaching effective clinical & practical skills to healthManpreet Nanda
This document discusses effective methods for teaching clinical and practical skills to health sciences students. It begins by outlining the learning objectives and defining skills. Some key challenges in current skill teaching are a lack of clear objectives, feedback, and standardized patients/simulation. The document then explores various methods that can be used to teach skills, including demonstrations at the bedside, skill labs, simulation, and standardized patients. It emphasizes the importance of practicing skills, receiving feedback, and progressing from observation to independent performance of skills.
This document discusses simulation education and its importance. It provides an overview of simulation as an imitation or representation that allows learning skills through a virtual medium. Simulation provides a safe way to teach concepts, allow skill development through practice, and reinforce education. It also discusses a website that allows clinicians to learn heart and lung auscultation techniques through repetition and variability. The website builds confidence through visualization, sound, and quizzes without requiring hands-on patients. In summary, simulation provides educational benefits but does not replace actual patient experience.
This document provides guidance on conducting focus groups. It defines a focus group as a discussion facilitated by a moderator to explore views on a specific topic. The moderator's roles include explaining the purpose, maintaining discussion balance, and ensuring confidentiality. When planning focus groups, important considerations include choosing an accessible and quiet venue, recruiting 9-11 participants, and thanking participants for their time. The document advises on effective moderator techniques like maintaining eye contact and using prompts to elicit more detail.
The document discusses case studies and how to analyze them. It defines a case study as a description of an actual situation involving a decision, challenge, opportunity, problem or issue faced by a person or organization. It explains that analyzing a case study allows you to step into the position of the decision maker. It then provides descriptors to define key elements of a case study, such as the decision, participants, and instructor. It outlines the short and long cycle processes for analyzing a case study, which involves reading the case details and exhibits, defining the issue, generating alternatives, and selecting and implementing a preferred alternative.
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Presentation given by Kathryn Waddington and Kathy Molloy at the Innovation, Creativity and Leadership event at City University London on the 13th June 2011.
Final translational research powerpointslides final 5 30-14[1]CPEDInitiative
This document discusses translational research and how it can be applied in education. Translational research aims to bridge the gap between research and practice. It includes action steps, forms partnerships with communities, and generates co-authored interventions. The training of translational researchers involves problem-based and transdisciplinary work with mentoring. Scholarly practitioners are seen as potential translational researchers as they blend practical wisdom with professional skills to solve problems of practice and disseminate their work collaboratively. Breakout groups at the event discussed how to encourage scholarly practitioners to adopt problem-finding orientations, become better reflective thinkers, and work on transdisciplinary teams across institutions.
MEU WORKSHOP Effective clinical and practical skill teachnig Devan Pannen
This document discusses effective clinical and practical skill teaching. It begins by outlining the objectives of teaching skills effectively at the workplace and using a skills lab. It then defines what a skill is and lists different types of skills.
Traditional ways of teaching clinical skills like bedside teaching are discussed along with their positives and limitations. Other modalities like role playing, standardized patients, task trainers, computer-enhanced mannequins and virtual reality are presented as alternatives. Advantages and disadvantages of each are highlighted through think-pair-share activities. The educational benefits and limitations of simulation are summarized. The document concludes by emphasizing simulation as one tool among many for clinical skills teaching.
Providing feedback and making an action plan Maggie Cruickshanktriumphbenelux
This document discusses providing feedback and making action plans. It defines feedback, explains why it is useful, and how to effectively give feedback through structured techniques. Key aspects of feedback include addressing where the trainee is going, how they are progressing, and next steps. An action plan leads to change by setting goals in response to feedback. Valid and reliable assessments are also important for evaluating trainee competence.
MEU WORKSHOP How to teach_practical_skillsDevan Pannen
The document discusses teaching practical and clinical skills. It defines practical skills as those requiring physical dexterity and human intervention, while clinical skills refer to examinations and procedures around sick patients. It recommends teaching practical skills using precise visual and audio instructions. The four-stage approach to teaching involves demonstration, learner practice with feedback, independent practice, and competence assessment. Effective teaching of clinical skills requires using different environments like clinical settings, skills labs, and simulations while catering to diverse learner needs and styles.
The document discusses trends in the global market for highly educated individuals and research careers in the Netherlands. It notes that while PhDs will generally find employment, the type of job they get depends on why they pursued a PhD and how they position themselves. The academic job market is very competitive with few tenure track positions available. It thus advises PhD students to seriously consider whether they want an academic research career and if not, to proactively develop skills for non-academic careers while in their PhD program. Developing a mentorship relationship and exploring career options outside of academia can help PhD students navigate an increasingly challenging job market after graduation.
“Focus group interviews typically have five characteristics or features: (a) people, who (b) possess certain characteristics, (c) provide data (d) of a qualitative nature (e) in a focused discussion.”
-Focus Groups: A Practical Guide for Applied Research (Krueger)
Using presentations with peer assessment in a bioethics classChris Willmott
These slides are from a short presentation given during the "swapshop" session of a day conference about teaching ethics to bioscience students. The event, held at the University of Northampton, UK, was organised on behalf of the Higher Education Academy.
In this presentation, Barbara Cogdell (University of Glasgow) describes their use of student presentations, of various styles and formats, as a component of a module on bioethics
The document discusses the roles and responsibilities of PhD supervisors, collaborators, and how to apply for NIHR funding. It provides the following key points:
1) PhD supervisors guide students through the process, ensure regulations are followed, help with contacts and research guidance, but do not do work for students or take responsibility for their research.
2) Students should carefully select 1-2 supervisors and a clinical supervisor, considering their accessibility, support, time availability, and experience.
3) Collaborators assist with specialist parts of a project and expect to be authors on related papers.
4) NIHR applications require selling yourself as a future research leader and securing university support well in advance of
This document introduces focus group methodology for qualitative research. Some key points:
- Focus groups capitalize on communication between participants to generate data by encouraging discussion of experiences and perspectives.
- They are useful for exploring people's knowledge and attitudes in a way that interviews cannot, as they reach parts other methods cannot through everyday conversation.
- Focus groups have advantages in including those who cannot read/write or are reluctant to be interviewed alone, as others can encourage their contributions.
- While they risk silencing dissent, they can also facilitate discussion of sensitive topics through group support in expressing shared feelings.
This document outlines the roles and responsibilities of research supervisors and students. It discusses that supervisors should provide guidance, support, and feedback to help students develop independent thinking and excel. Supervisors are responsible for assessing student needs, tailoring guidance, and being available for regular meetings. Students are responsible for driving their own project, acquiring necessary skills, meeting regularly with their supervisor, and taking ownership of their research progress. It emphasizes that a successful student-supervisor relationship depends on agreement of research goals and regular communication between the two parties.
This document discusses effective clinical and practical skill teaching. It emphasizes the importance of skill education due to growing mistrust in the medical profession and increased emphasis on performance. There are various types of skills and steps to skill acquisition, including direct exposure and teaching at the workplace using real patients with consent. Simulation and skill labs are important for teaching as they bridge basic science and clinical teaching by imitating reality in a safe environment to practice and receive feedback before working with real patients.
The document provides an overview of applying for NIHR Clinical Doctoral Awards from the perspective of a panel member. It discusses the composition of the panel, the selection process including shortlisting applications and interviews, and implications for preparing successful applications. The panel is multidisciplinary with over 30 members from medical and research backgrounds. The selection process involves independent reviews by 3 academics and 1 patient representative, followed by shortlisting and interviews. Successful applications clearly address the candidate's development and the project's quality, impact, and relevance to the NHS.
Maximizing Benefit: Five Strategies for Getting the Most from Your Survey Ass...Pat Barlow
This poster was presented at the 2014 American College of Surgeons (ACS) Accredited Education Institutes (AEI) conference in Chicago this past year. It highlights 5 simple strategies for getting the most out of a survey or assessment instrument. Thought I'd upload it for those of you interested more in survey design.
Application of assessment and evaluation data to improve a dynamic graduate m...Pat Barlow
1. The document describes the process of creating and refining assessment tools and curriculum for a graduate medical education workshop on research design and statistics.
2. They developed an initial assessment, pre-course survey, new classroom activities and homework, and post-course evaluation to gather data and feedback from students.
3. After implementing changes based on the assessment data, the workshop was much more successful and rigorous, demonstrating the importance of continuously collecting and using student feedback to improve a dynamic curriculum over time.
Teaching effective clinical & practical skills to healthManpreet Nanda
This document discusses effective methods for teaching clinical and practical skills to health sciences students. It begins by outlining the learning objectives and defining skills. Some key challenges in current skill teaching are a lack of clear objectives, feedback, and standardized patients/simulation. The document then explores various methods that can be used to teach skills, including demonstrations at the bedside, skill labs, simulation, and standardized patients. It emphasizes the importance of practicing skills, receiving feedback, and progressing from observation to independent performance of skills.
This document discusses simulation education and its importance. It provides an overview of simulation as an imitation or representation that allows learning skills through a virtual medium. Simulation provides a safe way to teach concepts, allow skill development through practice, and reinforce education. It also discusses a website that allows clinicians to learn heart and lung auscultation techniques through repetition and variability. The website builds confidence through visualization, sound, and quizzes without requiring hands-on patients. In summary, simulation provides educational benefits but does not replace actual patient experience.
This document provides guidance on conducting focus groups. It defines a focus group as a discussion facilitated by a moderator to explore views on a specific topic. The moderator's roles include explaining the purpose, maintaining discussion balance, and ensuring confidentiality. When planning focus groups, important considerations include choosing an accessible and quiet venue, recruiting 9-11 participants, and thanking participants for their time. The document advises on effective moderator techniques like maintaining eye contact and using prompts to elicit more detail.
The document discusses case studies and how to analyze them. It defines a case study as a description of an actual situation involving a decision, challenge, opportunity, problem or issue faced by a person or organization. It explains that analyzing a case study allows you to step into the position of the decision maker. It then provides descriptors to define key elements of a case study, such as the decision, participants, and instructor. It outlines the short and long cycle processes for analyzing a case study, which involves reading the case details and exhibits, defining the issue, generating alternatives, and selecting and implementing a preferred alternative.
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Presentation given by Kathryn Waddington and Kathy Molloy at the Innovation, Creativity and Leadership event at City University London on the 13th June 2011.
Final translational research powerpointslides final 5 30-14[1]CPEDInitiative
This document discusses translational research and how it can be applied in education. Translational research aims to bridge the gap between research and practice. It includes action steps, forms partnerships with communities, and generates co-authored interventions. The training of translational researchers involves problem-based and transdisciplinary work with mentoring. Scholarly practitioners are seen as potential translational researchers as they blend practical wisdom with professional skills to solve problems of practice and disseminate their work collaboratively. Breakout groups at the event discussed how to encourage scholarly practitioners to adopt problem-finding orientations, become better reflective thinkers, and work on transdisciplinary teams across institutions.
The document summarizes the results of the Open Research Agenda consultation exercise conducted in 2016. The consultation aimed to better understand research priorities in open education by gathering input from practitioners through an online survey and discussions at various conferences. Key findings included that the most important identified research areas were assessment, awareness/perceptions, and business models. Respondents represented various roles but most identified as educators. The results informed discussions at the Open Education 2016 conference on setting future research directions and identifying potential collaborations in open education research.
Slides presented at Open Education 2016. The Open Research Agenda is an international consultation exercise on research priorities in open education which combines online surveys and focus group interactions. This presentation summarises thematic analysis of the data set and indicates future directions for research in the field of open education.
Slides presented at the 5th International Meeting of OERu partners, including some contributions from the floor on research priorities in open education
This document proposes using a theoretical framework of wisdom to support education for sustainability (EfS). It defines sustainability and outlines a four pillar model of wisdom involving knowledge, thinking skills, ethical reasoning, and prosocial action. The document argues EfS and wisdom development share cognitive processes and promoting EfS can help develop wisdom. Aligning EfS with theories of how these four wisdom pillars develop over time could provide structure for curriculum, assessment, research, and collaboration across academic fields to support both EfS and wider learning goals.
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
- How learning occurs
- The role of the educator
- Integration within medical education
The document discusses the changing landscape of teaching and learning. Research shows learning is most effective when it is active, learner-centered, collaborative, and involves metacognition and community engagement. New students have different learning preferences than past generations. Technology and globalization require new skills. The goal should be developing intentional, self-directed learners who can adapt and learn throughout their lives. Explicitly teaching students how to learn can help achieve this.
Unearthing learners' conceptions of reflection to innovate business education...Bethany Alden Rivers
1) The document discusses research into business students' conceptions of and orientations to reflection. It developed instruments to measure these and administered them to 112 business students.
2) The results showed students had mid-range orientations to reflection involving understanding concepts and examining issues from new perspectives. Their conceptions primarily involved reflection as self-evaluation and a learning tool.
3) There was no relationship found between students' orientations and conceptions. The study discusses implications for designing business curricula that enhance employability by understanding students' beliefs about reflection.
The document provides guidance on teaching small groups. It discusses the benefits of small group teaching such as promoting communication skills, active learning, and teamwork. Some challenges of small group teaching include administrative problems, issues with groups, and individual student problems. The document outlines the facilitator's role in enabling learning and managing the group. It also provides examples of online engagement tools and strategies for small group teaching, such as breakout rooms, polling, and case-based learning.
Human Patient Simulator Network 2012 Presentation: Large Class Simulation in a day
How to successfully design a schedule and perform 2 simulations and debriefings for 120+ senior nursing students with 4 faculty and 4 simulators in a nine hour day.
This document discusses metacognition and strategies for facilitating metacognition in online class discussions. Metacognition refers to thinking about one's own thinking. The benefits of metacognitive strategies include increased material comprehension, better alignment with assignments, improved discussions, and stronger arguments. The document provides examples of metacognitive strategies that can be used at different stages of online discussions, such as predicting outcomes, self-questioning, and reflecting on learning. It also addresses barriers to implementing these strategies and how to determine if overcoming those barriers is worthwhile.
This document summarizes best practices and tools for teaching in multilingual classrooms. It discusses both general tools like considering learning environments and emotions, as well as specific tools such as note-taking, summarizing, questioning techniques, and cooperative learning. Both general and specific tools can become second nature for effective teachers. The document recommends choosing one unfamiliar tool to apply in teaching, such as using organizers, reinforcing effort, or providing feedback.
Critical thinking in online discussion forumsdeevin
This document discusses critical thinking in online discussion forums. It notes that one-third of students in higher education now take at least one online course, with increased demand from adult learners. Asynchronous discussion forums are an important part of online learning as they replace face-to-face interaction. There is a focus on encouraging critical thinking skills in these forums. While some research has found lower-level thinking in online discussions, others have found forums can stimulate higher-order thinking when students have more time to reflect. The role of the instructor in facilitating and modeling critical thinking is also important.
Similar to Clinical post conference - lay audience presentation - vo (20)
2. Objectives
This presentation is designed to:
1. Help clinical instructors gain an appreciation for the
importance of post-conferencing as a teaching
strategy, and understand their role as a learning
facilitator; and
2. Increase awareness about the need for empirical
evidence to help sustain post-conferencing as an
integral part of nursing education.
2
3. "Never doubt that a small group of
thoughtful, committed people can change
the world. Indeed. It is the only thing that
ever has." ~ Margaret Mead
3
4. Presentation Outline
o Overview of the Clinical Post-Conference
• Theoretical Influences
• Debriefing and reflective learning
• Development of critical thinking skills
o Modern Applications
• Different time, different venue
• Online conferencing
• Teleconferencing
o Role of Faculty
• Facilitator
• Promoting higher-order thinking
o Lack of Empirical Evidence
o Future Directions
4
6. Theoretical Influences
o Transformative Learning Theory
o Learners have perspectives based on learning experiences, thoughts,
values and insights
o Critical reflection is essential (Hsu, 2007)
o Behavioural-Environmental Theory
o Human behaviour is a function of the state of the person AND the
environment in which the person exists (Letizia & Jennrich, 1998)
o Bloom’s Taxonomy of Learning Domains
o Knowledge, comprehension, application, analysis, synthesis, and
evaluation
o Most instructors ask questions at the first two levels – higher level
questioning is needed to develop critical thinking skills (Gaberson & Oermann,
2010a; Hsu, 2007; Oermann, 2008)
6
7. Reflection
o Think back to when you were a student in the
clinical setting and consider a time when you
experienced something that made you feel
happy, sad, angry, apprehensive, frightened,
or anxious.
o How did you manage these feelings?
7
8. Debriefing & Reflective
Learning
o Debriefing and reflective learning are well known
functions of the clinical post-conference.
o Discuss the clinical experience;
o Share information;
o Analyze clinical situations;
o Clarify relationships;
o Identify problems;
o Utilize group process; and
o Cultivate support systems to foster the development of
reflective learning.
(Adegbola, 2011; Hermann, 2006; Hsu, 2007; Matheney, 1969; Oermann, 2008; Stokes & Kost, 2012)
8
9. Critical Thinking
o The development of critical
thinking skills and problem-solving
abilities are among the primary
goals of clinical post-conferencing
and there is plenty of literature to
support this notion.
9
11. Modern Applications
Different Time, Different Venue
Barriers Advantages
• Fatigue • Enhance active
• Limited availability of learning
physical space • Increase interaction
• Lack of technological • Interactive synthesis
resources
• Complex patient
care needs
11
12. Modern Applications
Online Conferencing
o Online forums are excellent environments for
supporting peer and collaborative learning (Cooper
et al., 2004; Hermann, 2006; Rentmeester, 2006).
12
13. Modern Applications
Teleconferencing
• An appropriate alternative to post-clinical
conferencing when face-to-face communication
is impractical (Adegbola, 2011).
13
15. Role of Faculty
o Facilitation
• Faculty serve as conference facilitators by utilizing these
facilitating behaviours:
1) supporting, encouraging, and sharing information;
2) being flexible yet focused;
3) encouraging and enhancing active participation of all students;
4) posing ideas and questions;
5) providing feedback in a non-threatening way;
6) creating an environment that is conducive to discussion and sharing;
7) assisting students in identifying relationships, patterns and trends;
8) being alert to teaching and learning moments; and
9) facilitating the group process.
(Stokes & Kost, 2012)
15
16. Reflection
o Think about the type of questions you ask your
students during post-conference.
o Which cognitive domain of Bloom’s taxonomy do
they belong to?
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
16
17. Promoting Higher-Order
Thinking
o Faculty consistently ask low-level (recall) questions.
o There is a need to ask higher-level questions to
promote higher-order thinking.
17
19. Conclusions
o Overall, the purpose and value of post-
conferencing as a clinical teaching strategy is
well articulated and well supported in the
literature, although there is a quantifiable lack of
empirical evidence and contemporary research.
o The development of critical thinking and clinical
reasoning skills continue to be the driving force
behind the endurance of this clinical teaching
strategy despite the absence of objective
measurements.
o 19
20. Future Directions
o Recommendations for further study include:
o Comparing the impact of post-conference learning
environments (online vs. face-to-face) on the educational
process and learning outcomes;
o Exploring faculty perceptions of higher-order questioning;
o Measuring critical thinking and clinical reasoning as
outcomes of post-conference learning; and
o Examining the post-conference with a constructivist lens.
20
22. References
Adegbola, M. (2011). Taking learning to the learner: using audio teleconferencing for postclinical conferences and more. Creative Nursing, 17(3),
120-125. doi:10.1891/1078-4535.17.3.120
Cooper, C., Taft, L., & Thelen, M. (2004). Examining the role of technology in learning: An evaluation of online clinical conferencing. Journal of
Professional Nursing, 20(3), 160-166. doi: 10.1016/j.profnurs.2004.04.003
Gaberson, K.B., & Oermann, M.H. (2010a). Discussion and clinical conference. In K.B. Gaberson and M.H. Oermann (Eds.), Clinical teaching
strategies in nursing (3rd ed., pp. 231-252). New York, NY: Springer Publishing Company.
Hermann, M. (2006). Clinical issues. Technology and reflective practice: The use of online discussion to enhance postconference clinical
learning. Nurse Educator, 31(5), 190-191. Retrieved from http://journals.lww.com/nurseeducatoronline/pages/default.aspx
Hsu, L. (2007). Conducting clinical post-conference in clinical teaching: A qualitative study. Journal of Clinical Nursing, 16(8), 1525-1533. doi:
10.1111/j.1365-2702.2006.01751.x
Letizia, M. (1998). Strategies used in clinical postconference. Journal of Nursing Education, 37(7), 315-317. Retrieved from
http://www.healio.com/journals/jne
Matheney, R.V. (1969). Pre- and post-conferences for students. American Journal of Nursing, 69(2), 286-289. Retrieved from
http://journals.lww.com/ajnonline/pages/default.aspx
Oermann, M. (2008). Ideas for postclinical conferences. Teaching & Learning in Nursing, 3(3), 90-93. Retrieved from
http://www.journals.elsevier.com/teaching-and-learning-in-nursing/
Rentmeester, M. (2006). Integrating online discussion into clinical rotations. Journal of Nursing Education, 45(12), 528. Retrieved from
http://www.healio.com/journals/jne
Stokes, L.G., & Kost, G.C. (2012). Teaching in the clinical setting. In D.M. Billings and J.A. Halstead (Eds.), Teaching in nursing: A guide for
faculty (4th ed., pp. 311-334). St. Louis, MO: Saunders.
22
Editor's Notes
Hello and welcome to my presentation about clinical post-conferencing in nursing education. My name is Jennifer Black, and I will guide you through the exploration of this particular teaching strategy. This presentation is the result of a structured literature review that I conducted to investigate the value and effectiveness of clinical post-conferencing in nursing education. The purpose of this guide is to increase your awareness about this teaching strategy, help generate ideas about how to conduct an effective post-conference, and perhaps even inspire you to participate in future research to further support its use in nursing education.
The purpose of my review was three-fold: 1) to understand the purpose of the post-conference as a clinical teaching strategy; 2) to examine the role of the educator in the clinical post-conference; and 3) to assess the effectiveness and applicability of the clinical post-conference in nursing education today. In sharing these results with you, I hope to help new instructors gain an appreciation for the importance of the post-conference as a clinical teaching strategy, understanding your role as a learning facilitator, and to increase the awareness about the need for more empirical evidence to provide support for its continued use in nursing education.
This quote is representative of the potential power of all nursing students and clinical instructors. Small groups can be very dynamic!! Throughout this presentation, I will explain how the use of post-conferencing can unleash the potential in students and instructors alike.
This presentation has been structured around the results of the literature review I conducted. During our time together, we will take a closer look at: the theoretical foundation of the post-conference and its overall value, modern applications in today’s technology-driven world, the role of clinical faculty as a facilitator and promoter of higher order thinking, the paucity of empirical evidence, and the future of post-conferencing as a teaching strategy.
In this section of the presentation we will look at the underlying theories that influence the utility of the clinical post-conference as a teaching strategy, the importance of debriefing and reflective learning as it pertains to post-conferencing, and the development of critical thinking skills as a desired outcome.
TRANSFORMATIVE LEARNING THEORYMezirow’s transformative learning theory is based on the supposition that learners have perspectives derived from learning experiences, thoughts, values and insights (Sokol & Crantonas cited in Hsu, 2007). The process of critical reflection is integral to a transformative learning experience.Nurse educators seek to assist students in exploring the meaning in their experiences, enabling them to critically appraise previously held values, beliefs and assumptions in relation to their clinical learning (Hsu, 2007).BEHAVIOURAL-ENVIRONMENTAL THEORYLewin’s behavioural-environmental theory posits that human behaviour is a function of the state of the person and the state of the environment in which the person exists (Letizia & Jennrich, 1998). Behaviour must be examined inside the context of the environment in which it occurs (Letizia & Jennrich, 1998).BLOOM’S TAXONOMY OF LEARNING DOMAINSThe taxonomy of the cognitive domains – knowledge, comprehension, application, analysis, synthesis and evaluation – was first developed by Bloom and is utilized today for developing test items and leveling questions (Gaberson & Oermann, 2010a).Clinical instructors often ask questions at the first two levels (knowledge, comprehension), but in order to help students develop critical thinking and clinical judgment skills, educators ought to pose higher level questions (Gaberson & Oermann, 2010a; Hsu, 2007; Oermann, 2008).
Please take a moment to think back to when you were a student in the clinical setting and consider a time when you experienced something that made you feel happy, sad, angry, apprehensive, frightened, or anxious. How did you manage these feelings?Did you have an opportunity to share your feelings with your peers? How did this affect your learning?
The process of reflection enables students to explore their feelings, thoughts, attitudes and previous learning (Hermann, 2006).It is important for instructors to be aware that learning will not effectively take place until students have had an opportunity to express any strongemotions that they have encountered during their clinical experience (Matheney, 1969). This is the primary reason why it’s important to include the debriefing process at the beginning of every post-conference.
Critical thinking is defined as “a process used to determine a course of action involving collecting appropriate data, analyzing the validity and utility of the information, evaluating multiple lines of reasoning, and coming to valid conclusions”(Gaberson & Oermann, 2010, p. 23).Critical thinking involves habits of the mind such as reflective thinking, clinical reasoning, and clinical judgment (Alfaro-LeFevre as cited in Gaberson & Oermann, 2010b).It is interesting to note, however, that there is no empirical evidence presented in any of the articles I reviewed that explains to what end clinical conferencing is responsible for the development of these skills. Further research is required to establish this relationship.
This section will examine the use of online conferencing and teleconferencing as alternatives to the traditional post-conference in the clinical setting.
Conferencing immediately after clinical may not be ideal as both students and teachers are likely to be physically and mentally fatigued, increasing the likelihood of passive learning (Cooper et al., 2004; Yehle & Royal, 2010).Other barriers to conferencing in the clinical area include limited availability of physical space, a lack of technological resources, and complex patient care needs that prevent student attendance (Rentmeester, 2006).Conferences should be held on a different day away from the clinical setting and follow a pre-determined agenda to enhance active learning and increased interaction among students (Yehle & Royal, 2010).This new format allows for interactive synthesis and the evaluation of concepts that are introduced in theory courses by using various learning activities such as case studies, games, student-led presentations, and empathy-building exercises (Yehle & Royal, 2010).
Online post-conferencing has been described as more effective than face-to-face as it allows students more time to process clinical experience before discussing them, contributes to students’ sense of control over learning, improves writing skills, and enhances professional socialization (Babenko-Mould et al., 2003; Cooper et al., 2004; Hermann, 2006; Rentmeester, 2006).
Advantages include: facilitating real-time communication and collaborative learning; debriefing occurs in the student’s chosen environment; encourages telephonic dialogue, debate, and engagement strategies, especially from introverted students; eliminates travel or wait times after clinical; and reduces barriers such as unavailable meeting space (Adegbola, 2011).
In this section, we will discuss the role of clinical faculty as learning facilitators and champions of higher-order thinking.
Given the importance of higher level questions in promoting critical thinking, teachers need to be cognizant of the type of questions asked during a clinical post-conference. (Oermann, 2008) The literature reports that faculty consistently ask low-level (or recall) questions. When higher level questions are asked, students are unable to answer using information they have memorized.Instead they may compare their patient’s assessments, plans of care, and nursing interventions to textbook descriptions and what they have learned in clinical. (Oermann, 2008)
Despite its lengthy existence and apparent value as a clinical teaching strategy, there is a significant lack of empirical evidence related to the effectiveness of post-conferences in nursing education (Letizia, 1998). The majority of the authors included in my review suggest that nursing students’ critical thinking skills are developed and enhanced by participating in clinical post-conference, yet the attainment of critical thinking skills is not measured as an outcomein any study pertaining to clinical post-conferencing, nor is there a measurement to ascertain the degree to which critical thinking skills are attained by participating in clinical post-conferences(Adegbola, 2011; Gaberson & Oermann, 2010a; Hermann, 2006; Hsu, 2007; Matheney, 1969; Oermann, 2008; Rentmeester, 2006; Stokes & Kost, 2012; Wink, 1995).
Thank you very much for your attention and participation!! I welcome any questions or comments that you may have.