Uploaded byJanet Corral
Creative Disruption in Medical Education: 4 Examples
The document discusses the need for creative disruption in health professions education to enhance learning outcomes by applying learning science principles. It emphasizes the importance of integrating technologies such as virtual reality and learning analytics while cautions against relying solely on innovative tools without a solid educational foundation. The presentation also highlights the challenges and considerations of using virtual reality in education, including the balance of face-to-face training and the impact of socioeconomic factors on access to these technologies.
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Creative Disruption in Medical Education: 4 Examples
- 1. Creative Disruption Allowing HealthProfessions Educators To “Be The Change” Janet Corral, PhD Senior Director, Digital Education Innovation Director, Teaching Scholars’ Program Associate Professor of Medicine University of Colorado Denver | Anschutz
- 2. Take-home messages To impactlearning outcomes, we must apply principles from the learning sciences The law of shiny objects will lead education astray Health professions education is ripe for creative disruption Students’ learning ecosystems have changed
- 4. Debrief: Educational DesignElements Educational Theories & Concepts That Framed The Intervention Tools & Resources Educational Goals • Complete basic and advanced scenarios with 100% accuracy, in zero gravity • Solve problems as they arise with minimal tools available • Subject matter experts • Educational designers • Formative assessment with feedback • Summative assessment • Computer-based training (“VR”) • Deliberate practice • Mastery towards Expertise • High-stakes performance
- 5. APPLYING LEARNING SCIENCES TOEDUCATION TECHNOLOGIES
- 6. A dashboard byitself, means nothing LEARNING ANALYTICS Example 1
- 7. NYU Educational DataWarehouse With gratitude to NYU Educational Data Warehouse: alex.support@med.nyu.edu
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- 12. Learning Analytics Debrief1 Educational Theories & Concepts That Frame The Intervention Tools & Resources Educational Goals Take 2 minutes to talk to the person next to you
- 13. Ericsson, 2006 Mastery isimproved with specific, timely feedback
- 14. E2 Coach -University of Michigan
- 15. E2 Coach -University of Michigan
- 16. Does learner performanceimprove? N = 2,234 physics students
- 17. Pearson Essay Scorer http://www.essayscorer.com/ Canlearning analytics grade complex ideas?
- 18. Students = 21,137 Essays= 255,741 Avg # of submissions: 3.5 Range of submissions: 1-12 Do intelligent tutor systems improve student performance?
- 19. Evidence-based design isimperative for VR to impact learning VIRTUAL REALITY Example 2
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- 26. Where does VRfit? Bloom’s Revised Taxonomy (2001)
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- 34. Your Turn Where onBloom’s Revised Taxonomy would you place: 1. Anatomy VR (with flash cards) 2. Patient Case VR (with case feedback)
- 36. What aspects ofVR impact learning?
- 37. Codd, A. M.,& Choudhury, B. (2011). Virtual reality anatomy: Is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy?. Anatomical sciences education, 4(3), 119-125. VR vs Traditional Dissection 7.25/10 6.87/10 P > 0.5
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- 39. Clark, R. E.(1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459. Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179–212. Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational technology research and development, 42(2), 7-19.
- 40. Moro, C., Štromberga,Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical sciences education, 10(6), 549- 559.
- 41. Parong, J., &Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785.
- 42. Parong, J., &Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785.
- 43. Parong, J., &Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785.
- 44. What about cognitiveload theory?
- 45. Makransky, Terkildsen, &Mayer (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction 60: 225-236 Do students learn better with VR or screens? N=52
- 46. Makransky, Terkildsen, &Mayer (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction 60: 225-236 Do students learn better with VR or screens? Knowledge test N=52 Knowledge test Transfer test Knowledge test Transfer test
- 47. Makransky, Terkildsen, &Mayer (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction 60: 225-236 Do students learn better with VR or screens?
- 48. Makransky, Terkildsen, &Mayer (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction 60: 225-236 Do students learn better with VR or screens? Students are more present (d = 1.30) Students learned less (d = 0.80) Students had significantly higher cognitive load based on the EEG measure (d = 0.59)
- 49. Your Turn What dothese studies tell you about ‘what works’ for learning with VR? Take 5 minutes to discuss with a new person near you
- 50. Ericsson, 2006 Mastery isimproved with specific, timely feedback
- 51. How can PTassessments with SPs be done reliably for 68 learners? A Doctor of Physical Therapy Story
- 52. VR project: AssessPatient Sit-to-Stand (STS)
- 53. Using VR: Deliberatepractice Judd DL, Kelly B, Corral J. (2019) Virtual Reality in a Doctor of Physical Therapy Curriculum. Platform presentation at the APTA Educational Leadership Conference, Bellevue, WA. October 2019
- 54. “I can lookin different areas each time I play the animation” Student Feedback “What I liked best was that I didn’t feel bad asking my patient to stand up and sit down as many times as I needed to see everything.” “I didn’t feel bad saying my thoughts out loud about what I’m seeing and being wrong when I’m in front of a patient or peer” “At times I wanted to reach out and palpate, but couldn’t….” Judd DL, Kelly B, Corral J. (2019) Virtual Reality in a Doctor of Physical Therapy Curriculum. Platform presentation at the APTA Educational Leadership Conference, Bellevue, WA. October 2019
- 55. Student Feedback: Should VRreplace face-face training? Costs could further stratify students based on socioeconomic status Velev 2017, Iserson 2018 Nearly 90% of students in our study say they wouldn’t want to replace face- face training with VR VR lacks face- face interactions and hands- on experience VR in the study focuses on technical aspects over clinical decision making Overconfidence Judd DL, Kelly B, Corral J. (2019) Virtual Reality in a Doctor of Physical Therapy Curriculum. Platform presentation at the APTA Educational Leadership Conference, Bellevue, WA. October 2019
- 56. VR as Pre-SPor Pre-Patient Deliberate Practice
- 57. Your Turn! How mightthoughtful VR enhance education? Take 2 minutes to discuss with the person next to you
- 58. Performance analytics: • Decisions • Dosages •Sequence of directions given • Time • Professionalism Source: https://healthscholars.com/acls/ Virtual Reality Assessment for Learning
- 59. Virtual Reality MayGuide Future Encounters
- 60. Your Turn! Where wouldyou fit VR in the simulation continuum? Take 2 minutes to discuss with the person next to you
- 61. Example 3 Artificial Intelligence asa Cognitive Partner
- 88. Learning Analytics Debrief1 Educational Theories & Concepts That Frame The Intervention Tools & Resources Educational Goals Take 2 minutes to talk to the person next to you
- 89. Ambiguity is madeconcrete with evidence-based design TEACHING BIG DATA Example 4
- 90. What is “BigData”?
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- 92. Big Data: TurningInsights Into Action
- 93. Applying Big Data:Personalized Medicine
- 94. Hernández-Lemus, E., Espinal-Enríquez,J., & García-Herrera, R. (2017). Handling big data in precision medicine. In Progress and Challenges in Precision Medicine (pp. 251-268). Academic Press.
- 95. MD Programs: Whatare we trying to teach? Method: • Review grey literature (websites, publicly posted curricula, etc) of top 32 MD Programs according to US News Corral, J, Wiley, L, et al (2020)
- 96. MD Programs: Whatare we trying to teach? 88% have some kind of institutional engagement with personalized medicine 28% Have institute or department of genomics or personalized medicine, but no formal relationship with MD education Have electives or tracks available 28%31% Redesigned MD curriculum to include personalized medicine Corral, J, Wiley, L, et al (2020) Have PM education, with DNA analysis 6%
- 97. Across HPE: Whatare we teaching? 55 articles 6 articles 134 Learning objectives 118 Learning objectives 1. Research design and data collection 2. Ordering & interpretation of genetic testing 3. Communication about Personalized Medicine Data (both with patients and other providers) 4. Clinical Applications (pedigree construction, making prescribing decisions based on pharmacogenomic epidemiology, etc.) 5. Ethical and Social Issues
- 98. Big Data Debrief1 Educational Theories & Concepts That Frame The Intervention Tools & Resources Educational Goals Take 5 minutes to talk in small groups
- 99. Take-home messages To impactlearning outcomes, we must apply principles from the learning sciences The law of shiny objects will lead education astray Health professions education is ripe for creative disruption Students’ learning ecosystems have changed
- 100. Closing Reflection Take 2minutes to: 1. Note 1 lesson from today you will implement in your own portfolio 2. Create two calendar reminders for 2 weeks and 4 weeks from now to reflect on implementing #1
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Editor's Notes
- #2 In the landscape of VR, tech gone up, cost gone down Ie- anatomy apps that are functional “fancy show and tell” This is how our VR can set learners apart Top of blooms taxonomy- higher that “knowledge”, for training and for top 1% students Virtual Reality (VR) is the use of computer technology to create a simulated environment, uniquely, VR places the user inside an experience. Instead of viewing a screen in front of them, users are immersed and able to interact with 3D worlds. Economic efficiency- common head sets, especially for assessments Like computer lab; Infrastructure investment if we want to do this well A few things we already know about VR Technology improving while cost is declining VR should be seen on a continuum of learning technologies to create immersive learning experiences and/or assessment experiences. Technology is becoming more common, and its cost is decreasing. Could follow the familiar trajectory of so many other technologies on campus like laptop computers, mobile devices/tablets, smartphones. Once upon a time, mobile devices were the subject of special projects to evaluate their use cases on campus, now they are commonplace- (i.e. all of my students routinely use only devices to take notes, plan assignments, communicate with me, and submit assignments. Estimated that 4% of students have access to XR technology, but decreasing costs and create ways to bring the technology to campus may change that. My experience so far with VR has: Through working on the project, opening doors to how things are taught and can be taught differently- moving away from lecture model, where students are just listening and taking notes It got me thinking of more active ways to learn and teach Expanded boundaries of classroom, expanded where and when learning can take place Increased my productivity as a faculty member by exploring a new line of research 1 grant, 3 conference presentations, 2 papers in process Talk today about how VR can effect education at Anschutz, what we learned from the students who have used the VR, and how we can think about moving VR project forward
- #3 Seo Traning by Symbolon from the Noun Project
- #17 https://er.educause.edu/articles/2013/12/e2coach-tailoring-support-for-students-in-introductory-stem-courses the more students used E2Coach, the more likely they were to have a high BTE score and thus outperform their incoming GPA.
- #35 people by asianson.design from the Noun Project
- #41 But maybe post-test of knowledge isn’t the best metric.
- #45 Image from the unconsciouscurriculum.com
- #46 Virtual Reality by AB Designs from the Noun Project 3D Modelling by Vectors Market from the Noun Project
- #47 Virtual Reality by AB Designs from the Noun Project 3D Modelling by Vectors Market from the Noun Project
- #48 Virtual Reality by AB Designs from the Noun Project 3D Modelling by Vectors Market from the Noun Project
- #49 Virtual Reality by AB Designs from the Noun Project 3D Modelling by Vectors Market from the Noun Project
- #50 people by asianson.design from the Noun Project
- #54 Talking points: Reasoning done aloud She does nicely moving around patient She’s comfortable with using the equipment, and she readily replays the animation to see it over and over again to do her analysis
- #55 Overall, received favorably by students: All students agreed that animations were realistic enough to study human movement 85% on checklist used to identify behaviors of movement observation All but 2 students either disagreed or strongly disagreed that VR could replace face-face training and simulation Student quotes from original study Student social media posts from practice lab this week; one posted to the CUPT Instagram account
- #56 Literature regrading nursing students echoed the same idea- many of their participants noted that VR should not replace traditional face-to-face lab or simulation opportunities
- #100 Seo Traning by Symbolon from the Noun Project
- #101 Need to explain EPA b/c Family medicine hasn’t done EPAs yet. PGME specialities very aware of EPAs. Tina – will engage – sociologist M – entrustment researcher MD CBME evidence is still being built – this is a naturalist experiment The reliability and validity and robustness is not the same as what Starbucks has to set up stores, but we are making decisions about someone who will care for people’s lives
- #102 In the landscape of VR, tech gone up, cost gone down Ie- anatomy apps that are functional “fancy show and tell” This is how our VR can set learners apart Top of blooms taxonomy- higher that “knowledge”, for training and for top 1% students Virtual Reality (VR) is the use of computer technology to create a simulated environment, uniquely, VR places the user inside an experience. Instead of viewing a screen in front of them, users are immersed and able to interact with 3D worlds. Economic efficiency- common head sets, especially for assessments Like computer lab; Infrastructure investment if we want to do this well A few things we already know about VR Technology improving while cost is declining VR should be seen on a continuum of learning technologies to create immersive learning experiences and/or assessment experiences. Technology is becoming more common, and its cost is decreasing. Could follow the familiar trajectory of so many other technologies on campus like laptop computers, mobile devices/tablets, smartphones. Once upon a time, mobile devices were the subject of special projects to evaluate their use cases on campus, now they are commonplace- (i.e. all of my students routinely use only devices to take notes, plan assignments, communicate with me, and submit assignments. Estimated that 4% of students have access to XR technology, but decreasing costs and create ways to bring the technology to campus may change that. My experience so far with VR has: Through working on the project, opening doors to how things are taught and can be taught differently- moving away from lecture model, where students are just listening and taking notes It got me thinking of more active ways to learn and teach Expanded boundaries of classroom, expanded where and when learning can take place Increased my productivity as a faculty member by exploring a new line of research 1 grant, 3 conference presentations, 2 papers in process Talk today about how VR can effect education at Anschutz, what we learned from the students who have used the VR, and how we can think about moving VR project forward