Think of one of the most significant learning experiences you have had.
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The Michael V. Drake Institute for Teaching and Learning
Enriching Your Clinical Instructional Practices
What happened?
Think of one of
the most
significant
Who was involved?
learning
experiences you
have had.
Why was it significant?
You will get a chance to share your experience with others soon!
The Michael V. Drake Institute for Teaching and Learning
Enriching Your Clinical
Instructional Practices
Larry Hurtubise, MA
Curriculum and Instruction Consultant
Michael V. Drake Institute for Teaching and Learning
August 19, 2021
The Michael V. Drake Institute for Teaching and Learning
Significant
Learning
Instructional
Agenda Design
We will be using
PollEv.com/osuitl
Text OSUITL to 37607 to join. Clinical
Teaching
The Michael V. Drake Institute for Teaching and Learning Objectives § Consider literature on significant learning when designing clinical instruction. § Reflect on various methods of assessing student learning and providing feedback in clinical settings. § Identify active learning methods to promote student learning. § Identify resources, networks, and programs available to support health professions educators
The Michael V. Drake Institute for Teaching and Learning
In a small group:
What happened?
Introduce yourself
with name college
and courses you
teach.
Who was involved?
Share one of your
most significant
learning experiences.
Why was it significant?
Foundational Proximity and Significant Learning
Knowledge
Learning to
Application
Learn
Significant Foundational
Human
Application
Integration
Caring
LearningDimension
Knowledge
to Learn
Learning
•Key Information
•Critical
•Course
•Changes
•About
•In the Themselves
Thinking
Connections
in Values
Course
•Key Ideas
•Creative
•Beyond
•About
•Feelings
•About Others
the
Thinking
the course
Subject
Caring Integration •Important
•Interests Skills
•Being Self-Directed
•Ideas
Human
Dimension
Significant learning refers to learning that meets two criteria: (1) learning that lasts beyond the end of the course, i.e.,
students retain the learning, and (2) learning that has an impact on their personal, professional, social or civic life, i.e., it
changes how they think, feel, or act in their lives. Fink, L.D. (2003)
The Michael V. Drake Institute for Teaching and Learning
https://drakeinstitute.osu.edu/reading-list
The Michael V. Drake Institute for Teaching and Learning
Instructional
Methods
Backward
Design Assessment and
Feedback
Learning Goals
Situational Factors
The Michael V. Drake Institute for Teaching and Learning Design Considerations Situational Factors • Suppose you are a designer of furniture and you have been assigned to design a wooden chair. • What questions would you have?
The Michael V. Drake Institute for Teaching and Learning Situational Factors Situational Factors • What is the context and what influence does it have on your instructional design decisions? § Specific context § General context § Nature of the subject § Learner characteristics § Teacher characteristics https://drakeinstitute.osu.edu/reading-list
The Michael V. Drake Institute for Teaching and Learning
Mapping Competencies to SL
Learning Goals
Competency Significant Learning
Patient Care Application
Knowledge for Practice Foundational knowledge Foundational
Knowledge
Practice-Based Learning and
Integration
Improvement
Learning to
Application
Interpersonal and Communication Learn
Human Dimension
Skills
Significant
Professionalism Caring Learning
Systems-Based Practice Integration
Interprofessional Collaboration Human Dimension Caring Integration
Personal and Professional
Learning to Learn Human
Development Dimension
Hurtubise, L., & Roman, B. (2014)The Michael V. Drake Institute for Teaching and Learning
Competencies - EPAs Learning Goals
Competency Significant Learning
Patient Care
Knowledge for Practice
Practice-Based Learning and
Improvement
Interpersonal and Communication Entrustable Professional
Skills
Activities (EPAs)
Professionalism
Systems-Based Practice
Interprofessional Collaboration
Personal and Professional
Development
Koster, A., Schalekamp, T., & Meijerman, I. (2017)The Michael V. Drake Institute for Teaching and Learning
Assessment and
Feedback
Assessment • Assessment is typically summative.
and feedback • Do you agree?The Michael V. Drake Institute for Teaching and Learning
The Michael V. Drake Institute for Teaching and Learning
Self Assessment Assessment and
Feedback
Cursory
familiarity • “heard of the term ”
Factual • “define it ”
knowledge
Conceptual
knowledge
• “explain it”
Application • “solve problems”
Ambrose, Susan A., et al., (2010)The Michael V. Drake Institute for Teaching and Learning
SPIKES Protocol and Giving Feedback Assessment and
Feedback
SPIKES Feedback
Know the standards for a learner at this developmental stage.
Setting up the interview
Consider the setting. Negotiate learning objectives.
Assessing Perception Ask for learner reflection after the encounter.
Obtaining an Invitation Be sure feedback is expected and its purpose is clear
Giving Knowledge/ Give specific, non-evaluative comments that relate directly to the
Information learning goals identified before the encounter.
Addressing Emotions Attend to emotions evoked by the encounter and by the feedback.
Develop an action plan addressing the learning goals and providing
Strategy and Summary
follow-up to ensure progress is monitored.
Thomas, J. D., & Arnold, R. M. (2011).The Michael V. Drake Institute for Teaching and Learning
Make it Stick Instructional
Methods
• Learning can be fun, not necessarily easy.
• When learners have to work at generating answers
to questions, rather than simply being given those
answers, they learn the material more deeply.
• Retrieving information is very important
• "Practice at retrieving new knowledge or skill from
memory is a potent tool for learning and durable
retention"
• Mix it up
• "Massed study" vs "Interleaving"
Brown, P., Roediger III, H., & McDaniel, M. (2014).The Michael V. Drake Institute for Teaching and Learning
• Jig Saw Instructional
Methods
• Debates
• Peer Instruction
Active • Audience Polling
• The Muddiest Point
Learning
• Case Based Learning
Strategies • Think-Pair-Share
• Generating a Differential Diagnosis
Walker S. E. (2003); Fay, V.P., Johnson, J., & Selz, (2006)The Michael V. Drake Institute for Teaching and Learning
Can You Tell Which Unit is the Safest?
Work Unit Detectable Error Rate*
Memorial 1 23.68
University 1 17.23
University 3 13.19
Memorial 2 11.02
Memorial 4 8.6
Memorial 5 10.31
University 2 9.37
Memorial 3 2.34
* preventable and potential adverse drug events (ADEs) per 1000 patient-days
Edmondson, A.C. (2012)The Michael V. Drake Institute for Teaching and Learning
Can You Tell Which Unit is the Safest?
Work Unit Detectable Error Rate*
Memorial 1 23.68
University 1 17.23
University 3 13.19
Memorial 2 11.02
Memorial 4 8.6
Memorial 5 10.31
University 2 9.37
Memorial 3 2.34
Units are Sorted by Ratings of Reporting Climate
Edmondson, A.C. (2012)The Michael V. Drake Institute for Teaching and Learning
Psychological Safety and Accountability
Comfort Learning
Psychological Safety Zone Zone
Apathy Anxiety
Zone Zone
Accountability
Edmondson, A.C. (2012)The Michael V. Drake Institute for Teaching and Learning
Strategies That Promote Student
Development and Productive Climate
• Make Uncertainty Safe
• Resist a Single Right Answer
• Incorporate Evidence into Performance and Grading Criteria
• Examine Your Assumptions About Students
• Model Inclusive Language, Behavior, and Attitudes
• Establish and Reinforce Ground Rules for Interaction
• Use the Syllabus and First Day of Class to Establish the
Course Climate
• Set Up Processes to Get Feedback on the Climate
• Anticipate and Prepare for Potentially Sensitive Issues
• Address Tensions Early
Ambrose, Susan A., et al., (2010)The Michael V. Drake Institute for Teaching and Learning
Universal Design for Learning (UDL) 12 Tips
1. Embed inclusive design from the 7. Design opportunities for cooperative
start learning
2. Define clear and achievable learning 8. Consider effective teaching strategies
outcomes 9. Offer multiple strategies to present
3. Diversify the curriculum information
4. Co-design with learners 10. Use technology appropriately
5. Present diverse voices and 11. Provide flexible opportunities for
perspectives assessment and feedback
6. Review the timetable and delivery 12. Evaluate curricula using an inclusive
design checklist
Universal Design for Learning (UDL) is a set of principles, grounded by cognitive neuroscience, for designing curriculum
that aims to provide all individuals with equal learning opportunities, regardless of (dis)ability, gender, age, or cultural
background.
Luke, K., (2021)The Michael V. Drake Institute for Teaching and Learning
What’s the most
important thing
you learned
today?
It might be different for
each of you.The Michael V. Drake Institute for Teaching and Learning
The Michael V. Drake Institute for Teaching and Learning Thank You
The Michael V. Drake Institute for Teaching and Learning
Works cited
1. Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K.. (2010). How learning
works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass
2. Brown, P., Roediger III, H., & McDaniel, M. (2014). Make It Stick: The Science of Successful
Learning. Boston, Massachusetts: Belknap Press. Retrieved from
http://www.hup.harvard.edu/catalog.php?isbn=9780674729018
3. Drake Institute Reading List https://drakeinstitute.osu.edu/uitl-reading-list
4. Edmondson, A.C. (2012) Teaming: How Organizations Learn, Innovate, and Compete in the
Knowledge Economy. San Francisco, CA: Jossey-Bass
5. Englander et.al Toward a common taxonomy of competency domains for the health professions and
competencies for physicians. Acad Med. 2013 Aug;88(8):1088-94.
6. Fay, Vaunette P. PhD, APRN-BC; Johnson, Janet MA; Selz, Nina PhD Active Learning in Nursing
Education (ALINE), Nurse Educator: March 2006 - Volume 31 - Issue 2 - p 65-68The Michael V. Drake Institute for Teaching and Learning
Works cited
7. Fink, L.D. (2003). Creating significant learning experiences: An integrated approaches to
designing college courses. San Francisco, CA: Jossey-Bass
8. Hurtubise, L., & Roman, B. (2014). Competency-based curricular design to encourage
significant learning. Current Problems in Pediatric and Adolescent Health Care, 44(6), 164–169.
https://doi.org/10.1016/j.cppeds.2014.01.005
9. Koster, A., Schalekamp, T., & Meijerman, I. (2017). Implementation of Competency-Based
Pharmacy Education (CBPE). Pharmacy, 5(4), 10. https://doi.org/10.3390/pharmacy5010010
10. Luke K., (2021). Twelve tips for designing an inclusive curriculum in medical education using
Universal Design for Learning (UDL) principles ', MedEdPublish, 10, [1], 118,
https://doi.org/10.15694/mep.2021.000118.1
11. Thomas, J. D., & Arnold, R. M. (2011). Giving feedback. Journal of Palliative Medicine, 14(2),
233–239. https://doi.org/10.1089/jpm.2010.0093
12. Walker S. E. (2003). Active learning strategies to promote critical thinking. Journal of Athletic
Training, 38(3), 263–267.You can also read
