به نام خدا اسکولارشیپ
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به نام خدا اسکولارشیپ. دکتر محمد رضا ناظر فلوشیپ آموزش پزشکی د. اسکولارشیپ. تحقيق ، دانش ، کمک هزينه دانشجويي ، فضل و کمال ٬هزينه تحصيلي دادن ، اعطا کردن ٬بورسیه - PowerPoint PPT PresentationTRANSCRIPT
به نام خدا
اسکوالرشیپ
دکتر محمد رضا ناظردفلوشیپ آموزش پزشکی
اسکوالرشیپ ، هزينه تحصيلي دادن ، اعطا ٬فضل و کمال تحقيق ، دانش ، کمک هزينه دانشجويي بورسیه٬کردن
centre of medieval scholarship: LEARNING, book learning, knowledge, erudition, education, letters, culture, academic study, academic achievement. a scholarship of Ј200 per term: GRANT, award, endowment, payment; Brit. bursary, exhibition.
Implementing the Scholarship of Teaching and Learning (SOTL)
We will:-Define SOTL-Identify types of SOTL projects-Examine steps of SOLT projects-Identify resources to develop SOTL
projects-Evaluate potential SOTL projects
Scott Cottrell, Ed.D.Assistant [email protected]
What is the SOTL?
The scholarship of teaching and learning is an investigation of a problem relating to teaching or learning.
The study of the problem is realized through methods appropriate to disciplinary epistemologies معرفت ، شناسي شناخت
مبحث e.g., quasi-experimental). شناسي ،design, case studies), and the results are communicated to peers for critical reflection (e.g., journals, conference presentations, online delivery).
What is Considered Scholarship?
www.aamc.org/mededportal
PowerPoint Presentations
Web Sites
Virtual Patients
Lab Guides
CD-ROMs
Cases (PBL, OSCE, Team Learning, CPC, etc)
Faculty Development Resources
Why is SOTL important?
SOTL breaks down barriers between research and teaching.
SOTL yields an opportunity for teachers to frame their existing responsibilities as an investigation.
SOTL allows teachers to present educational reforms and innovations to peers for critical reflection.SOTL helps satisfy expectations of research in an
academic institution. (AAMC- Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship)
SOTL focuses on student learning and its improvement.
What is the مقصود purpose of research?
Describe- pharmacy students’ academic success across demographics
Predict- e.g., residents’ professional behavior in future practice
Improve- e.g., effectiveness of intervention to improve teaching skills of nursing faculty
Explain- subsumes all three کردن بندي ردهکردن استنتاج ، کردن استقراء ، کردن شامل ،
Data Analysis Research Questions
Research DesignData Collection
Theoretical Framework
ScholarshipSeeks to Explain
Assessment Seeks to Describe
Theoretical Development
Distinction Between SOTL and Assessment
Cottrell, S.A. (2006). A Matter of Explanation: Assessment, Scholarship of Teaching and their Disconnect with Theoretical Development. Medical Teacher. 28(44), 305-08.
What is a theory?
A theory is an explanation of events in terms of the structures and processes that are presumed to underlie them.
Theory consists of constructs that specify how the constructs are related.
What is a construct ، ساختن كردن ايجاد ، كردن ?بنا
A construct is a type of concept used to describe a structure of process that is hypothesized to underlie particular observable phenomenon.
e.g., residents’ professionalism, teaching skills, motivationانگیزه, leadershipرهبری
Important Caveatاخطار Don’t confuse theory with
principles!!
For example, adult learning principles are not a theory.
Most researchers use theory much like a drunkard خمار
uses a light post – more for support than for illumination.
Example of Confusing Principles with Theory
Educators should encourage students to exercise an innate ability to self-assess and
evaluate their ability to perform a task.
This belief has set the stage for several studies that examine students’ self-assessment skills in a variety of learning contexts.
Assumption is not Supported with Theoretical Support
“How do they know what they don’t know”
Table 1. Table illustrating what an individual learner does and does not do well, and whether the learner is aware or unaware of abilities.
What we do well What we don't do well
Know it A B
Don't know it C D
Self Assessment? Don’t Bother
Kruger and Dunning's research, for example, argues that learners who have clear deficits and would most likely benefit from self-assessment tend to be poor self-evaluators relative to learners who are doing well.
Self-Reflection? - A potential construct for exploration شناسائي
, which is not related to accuracy of evaluation skills.
The Essentials of SOTL
1. Identify a problem relating to teaching and learning
2. Articulate research questions3. Adequate preparation/literature review4. Identify an appropriate research design
to answer your question5. Analyze the assessment results to
address the research problem6. Connect results with extant research
findings7. Dissemination
The Essentials of SOTL
1. Identify a problem relating to teaching and learning?
Examples:
We need to improve residents’ teaching skills.
How should we implement 360 evaluations?
Are self-evaluations helpful??
Articulate Research Questions
2. Define exactly what is it you want to know?
Example:What impact does on online course
have on nursing students’ interest in teaching, knowledge of educational theory, and assessment skills?
The Essentials of SOTL
3. Adequate preparation
Informing investigation with existing literature and a theoretical framework offers several advantages, including:
DirectionFocusCoordination
Essentials of SOTL
4. Identify an appropriate research design to
answer your question.
Things to consider:
How are your questions framed? A good question lends itself well to a particular research design.
Disciplinary epistemologies (e.g., quasi-experimental design, case studies)
Essentials of SOTL
Identify learning expectations by developing measurable learning objectives.
Examples include:
1. The resident will be able to communicate complicated material to medical students.
2. The resident will be able to identify three strategies to partner with health care managers and health care providers to assess, coordinate, and improve health care.
3. The medical student will be able to demonstrate compassion for a patient, as evidenced by sitting down to communicate important information, maintaining direct eye contact and listening/responding to questions.
Essentials of SOTL
Operationalize: Identify existing or create new
assessment methods to capture evidence that the
residents acquired the learning objectives.
Examples include:
Patient evaluations of the resident
Chart reviews
Written exams
Student evaluations
Journals
Clinical exams
OperationalizeConsiderations for Assessment Tools:
Credible Comprehensive Reliable Valid
– Content– Concurrent– Predictive– Construct– Consequential
Useful/Practical in your program
SOAP
? = Don’t Know or Potential opportunities to incorporate
SOAP
23
Example of a Blueprint for Articulating Objectives
Essentials of SOTL
5. Analyze the assessment results to answer the research problem.
Contributing Scholarship
6. Connect results with extant research
findings.
Otherwise, your results are isolated.
Essentials of SOTL
7. Dissemination
- Effective communication of work to intended audiences helps move forward what is collectively known about the phenomenon.
- It also invites reflective critique to improve quality of future work.
Examples of SOTLat WVU
Dr. Paul Ogershok recognized that teaching basic information about pediatric medicine was little fun for both faculty and students. Therefore, he designed a game to help students acquire a strong foundation of pediatric medicine. He wanted to know if students learned from the game, and whether students reflected that the game was a useful learning opportunity. As evidenced by student comments and observations on evaluation forms, it was determined that the game was a valuable and fun way to help students comprehend important information.
.
Where do I Publish??
http://www.mlb.ilstu.edu/ressubj/subject/educat/sotl.htm
Multidisciplinary:Journal of Continuing Education in NursingJournal of Nursing Education Journal of Instructional PsychologyBiochemistry and Molecular Biology EducationChemical EducatorJournal if the International Association of Medical Science Educators
Quality of Research?
What population was it based? Does it clearly explain constructs? Does it generate questions? Is it practical?
Glassick's Criterion* Application to Teaching
Clear goals Clear, achievable, measurable objectives
Adequate preparation Up-to-date knowledge; identification and organization of an appropriate quantity and level of material specific to objectives
Appropriate methods (1) Selection of appropriate teaching methods(s) to meet defined objectives (2) Selection of appropriate assessment measures to evaluate outcomes
Significant results (1) Measures of quality/effectiveness of presentation (2) Demonstration of learners' accomplishment of objectives
Effective presentation Making results/process available to colleagues
Reflective critique Critical analysis of teaching activity that results in changes to improve
*From Glassick CE, Huber MR, Maeroff GI. Scholarship Assessed - Evaluation of the Professoriate. San Francisco, CA: Jossey-Bass, 1997.
Submitting Abstracts:Every Word Counts
1. Identify clearly the purpose of you work.Why is it important?
2. Rely on literature to frame an argument.3. Explain the methodology like I am a three-year
old? 4. Results: Just the facts.5. Discussion: Was purpose achieved?
Limitations? How does it contribute to literature?
6. Conclusion: How does your work contribute to scholarship? New directions for research? What is the “take-home” message?
Activity/Exercise
Identify at least one problem you would like to address about teaching and learning.
Considerations:What specific objectives would you like students/residents/faculty to learn?
What assessment methods would help you determine whether the objectives were acquired?
What are your thoughts about methodology?
ReferencesBeattie DS. Expanding the View of Scholarship (Editorial). Academic Medicine, Vol 75, N0. 9 / September, 2000, pp. 871-876.
Bloom, B.S. (ed.). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. White Plains, N.Y.: Longman, 1956.
Boyer, E.L. Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching; 1990.
Cottrell, S.A. (2006). A Matter of Explanation: Assessment, Scholarship of Teaching and their Disconnect with Theoretical Development. Medical Teacher. 28(44), 305-08.
Cottrell, S.A. & Jones, B.A. (2002). Researching the scholarship of teaching and learning: An analysis of current curriculum practices. Innovative Higher Education, 27, 3, 10-16.Cross, K.P. Classroom research: Implementing the scholarship of teaching. San Francisco: Jossey-Bass; 1996.
Huba, M.E. & Freed, J.E. Learner-centered assessment in college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon; 2000.
Fincher RE, Simpson DE, Menin SP, Rosenfeld GC, Rothman A, McGrew MC, Hansen PA, Mazmanian PE, and Turnbull JM. Scholarship in Teaching: An Impreative for the 21st Century. Academic Medicine, Vol 75, N0. 9 / September 2000, pp. 887-894. Palomba, M.B. & Banta, T.W. Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass; 1999.
Shulman, L.S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In Hutchings, P. (eds.), The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. (pp. 5-12). Washington, D.C.: American Association for Higher Education.