Development and Implementation of a Virtual Advanced Teaching Rotation: A Case Study in Web-Based Instruction

Maria C. Pruchnicki, PharmD, BCPSAssistant Professor of Clinical PharmacyApril 10, 2007

Objectives1. Describe a rationale for online educational

experiences Focus on learning and teaching experiences

2. Provide a description of the Virtual (Online) Advanced Teaching Rotation Describe structure and delivery of the online

rotation Identify key features of Web-based instruction

3. Discuss outcomes and transfer of the experience

Project Methods

3. Implementation2. Development

4. Assessment

1. Rationale

Step 1: Rationale Penetration of distance education

Pedagogy/andragogy Educational technology

Challenges to academy “Graying” of faculty

Benefits for participants Institutions Student teachers Faculty preceptors

Distance Education - Penetration

e-Learning opportunities more available In higher education institutions:

In Ohio, 64,000 students estimated to have completed an online course1

Nationally, online enrollments in 2005 increased to a high of 3.2 million2,3

• 2.35 million in 2004• 1.98 million in 2003

Nearly 60% of institutions identify e-learning as a long term educational strategy2

1. Expanding delivery: e-learning in Ohio, Annual report of the Ohio Learning Network. [Internet] ; 2006 December. Available from: http://www.oln.org/about_oln/pdf/Expanding_Delivery.pdf. [Accessed 4/9/07]. 2. The Sloan Consortium. Making the grade: online education in the United States, 2006. Needham, MA: Sloan-C; 2006. Available from: http://www.sloan-c.org/publications/survey/index.asp. [Accessed 3/15/07]; 3. The Sloan Consortium. Growing by degrees: online education in the United States, 2005. Needham, MA: Sloan-C; 2005 2005. Available from: http://www.sloan-c.org/publications/survey/index.asp. [Accessed 10/20/06].

Distance Education - Penetration Variety of formats

all online ( > 80% online, no face-to-face) blended/hybrid (30 – 79% online with some face-

to-face) web-facilitated (1 - 29% online, usually

supplement a face-to-face class)

Variety of technologies course management systems internal web-pages Internet-based conferencing software (1997)

• participants are part of a social learning community.

Benefits for Institutions

~ 400 vacant faculty positions (04-05)4

55.7% of vacant positions due to lack of qualified candidates

One mechanism to identify and and nurture appropriate candidates5

Increases number of experiential sites

Provides a model for peer teaching

4. Roche VF. Securing our future. Am J Pharm Ed 2001;65:202-3.

Benefits for Individuals

For student teachers Pedagogical foundation for teaching Application to clinical education Opportunity for career mentoring

For faculty preceptors Pedagogical foundation for teaching Opportunity for student mentoring Enhance professional satisfaction

Goal: “Good Teaching” Transfer of content knowledge

Core skills6 for the classroom Learning styles and teaching strategies Course construction/administration Student assessment and teaching

evaluation

Scholarship of teaching Study in field of learning Reflection and evaluation

6. Lee et al. Final report and recommendations of the 2002 AACP Task Force on the Role of Colleges and Schools in Residency Training. Am J Pharm Ed 2004;68:S02.

Existing Resources OSU and College of Pharmacy:

Faculty and TA Development (FTAD) Orientation on Teaching & Learning Technology Enhanced Learning &

Research (TELR)

2-Day Teaching Workshop Elective teaching rotations Computing and Educational Technology

group

The “Gap” . . . Non-traditional students

Practicing B.S. pharmacists → Pharm.D. Distance-based (online) curriculum 8 months of experiential rotations

Other student teachers, new faculty Winter, Spring quarters Outside lecturers, facilitators

Key Features Identify the need/purpose

Web-assisted vs. Web-based Flexible, access from distance

Identify existing resources Teaching experts Technology infrastructure

Define additional needed resources Rotation preceptor(s) Instructional design expert

Step 2: Development

Teaching Skills Curriculum

Teaching Activities

Overview - 2 required components

Teaching Skills Curriculum

Web-based curriculum Course management platform

• Carmen (WebCT) Seven content modules

Course management tools: Rotation syllabus Calendar Assignment “dropbox”

WebCT View of Curriculum

Module 1: Learning and Teaching

Teaching Activities

Rotation responsibilities:

Write a Teaching Philosophy Keep a teaching journal Attend weekly team meetings Lead a discussion on teaching

Teaching Activities Class responsibilities:

Draft a syllabus Write learning objectives Plan lecture and/or workshop Identify assessment methods Write exam questions and grade

assignments Create teaching evaluation tools

Live Teaching

Plan and deliver live teaching sessions: Case discussions Lectures Review sessions or office hours

Online classroom Elluminate Live™ eLearning Platform

Key Features Reconceptualize learning material

Making decisions about how content will be presented/shared online

NOT “slapping class content online”

Build in interactivity Student with content Student with instructor Student with other students

50%

50%

Step 3. Implementation Live students!

Meet weekly for discussions Additional meetings as needed

Direct observation of teaching

Electronic teaching portfolio

FTAD consultation Summative, individualized feedback

WebCT View of Electronic Portfolio

Elluminate™ Classroom

Timesheet (160 hrs = 5 Cr)

Periodic evaluations Self-evaluation (student teacher) Student evaluation Peer and preceptor evaluation

Teaching Skills rubric Formative assessment tool Based on primary trait analysis7

Evaluation of Students

7. Baughin et al. Primary trait analysis: a tool for classroom-based assessment. Coll Teach 2002;50:75-80.

Key Features

Plan up front Training (technology) Contingency plans Flexibility

- “Just in time” learning - Required vs. negotiable

Budget extra time Preparation Communication Feedback and evaluation

Step 4: Project Assessment 16 completions since Au 2003

4 completions from residential program

Rotation requests

Rotation evaluations - students Summative (experiential office)

Iterative process for content/function Ongoing development and modification Consulted with FTAD in Dec. 2004

Likert Rating‡

*Including two entry-level Pharm.D. students ‡Median response to general categories, evaluated on scale of 1 (Excellent) to 5 (Unacceptable); no ratings were below 2.

1Overall evaluation of preceptor(s) and rotation.

1Rotation/ site characteristics: rotation environment, sufficient professional interactions, access to support services, appropriate level of responsibility, and opportunity for professional growth.

1Preceptor characteristics: adequate attention to student, outlined expectations, provided constructive feedback, and attitude of professionalism and respect.

Outcomes: Rotation Evaluations

Characteristics

Outcomes: Student Teachers Gain teaching experience

Increases confidence in abilities Successful use of teaching strategies Utilizing active learning techniques Enhancing learning through

collaboration

May facilitate adjunct faculty process and future teaching opportunities

Self-Confidence Survey Administered pre- and post-rotation

Assesses 9 teaching dimensions

Ability to identify and achieve teaching goals (self) and learning goals (students)

Ability to identify and implement appropriate teaching strategies

Ability to help students “construct” knowledge and assess learning

Tracks changes on a Likert-type scale 1 = Very confident to 4 = Not at all confident

Survey ResultsChange in Self-Rated Confidence* (N=13)

Dimension Median Min MaxIdentify 1. Teaching goals

2. Learning goals0

0

0

0

1

2

Determine best educ. processes 0 -1 2

Use educ. processes successfully 1 0 1

Use active learning methods 1 -1 2

Use collaborative learning methods 1 0 1

Help students make connections 0 -1 1

Identify practical/clinical applications 0 0 1

Use student feedback effectively 0 -1 2

*Using scale of 1 = Very confident to 4 = Not at all confident

1 2 3 4

(n=7)

Median Δ

(n=2)

N=13

Very confident Not at all confident

Q. 5: How confident do you as an instructor feel in achieving the Following: use active learning techniques to enhance student learning?

Survey Results

Outcomes Transferability

Teaching Curriculum modules Residential Pharm.D. rotations Website vs. Carmen (WebCT)

Limitations Model may be “best fit” for only a few types of

teaching experiences Rotation reaches a small number of students Teaching Curriculum has restricted access

through WebCT/Carmen• Only @osu.edu• May be considered a benefit

Key Features Recruit successful online students

Motivated, independent learners Good time management skills Able to adapt to environment Open minded and communicative

Be prepared to be involved Requires as much (more) time than residential

class

Monitor outcomes and limitations

Evaluate success “No significant difference” phenomenon8,9

8. Russell T. No significant difference: Phenomenon as reported in 248 research reports, summaries, and papers (4th ed.). Raleigh: North Caroline State University;1998. 9. Merisotis JP and Phipps RA. What’s the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington D.C.; The Institute for Higher Education Policy; 1999.

Acknowledgements Faculty Collaborators

Prof. Marialice Bennett Dr. Julie E. Legg Dr. Dennis Mungall

Student teachers

FTAD Office Dr. Alan Kalish Instructional consultants:

• Kathy Harper• Kathryn Plank• Stephanie Rohdieck

Questions

Contact: pruchnicki.1@osu.edu