mid-year meeting april 8, 2017 · studying because you desire to know the subject competing against...
TRANSCRIPT
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Mid-Year Meeting
April 8, 2017
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Changing the Trajectory
of the Underperforming Learner
Nick Lonardo, PharmD
Wayne Shipley, PharmD, BCPS, BCCCP
University of Utah Hospital and Clinics
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Disclosure
We have no conflicts of interest to disclose.
We will not be discussing off-label uses of drugs.
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Preceptor Model of InfluencePotential Area of Influence
Preceptor Learner
Great Performer
Average Performer
Below Average Performer
Dangerous Performer
Good Performer
Practice Environment
Life and future practiceMentor
Preceptor
Trajectory
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Pharmacist Objectives
1. Identify four student behaviors that characterize the underperforming learner
2. Describe three actions that will help inspire and direct new learners
3. Recognize what it means to tailor a rotation in order to optimize the learners’ chances for success
4. Given an example of an underperforming learner, demonstrate the ability to identify learning concerns and discuss ways to help change the learners’ trajectory
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Pharmacy Technician Objectives
1. Identify four behaviors that characterize the underperforming learner
2. List three actions that if implemented can help inspire and direct new learners
3. Explain how a teaching scenario can be tailored to optimize the learners’ chances for success
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How do we define underperformer?
Apathy, lack of interest
Tardy for work and assignment
Lack of follow-up
Failure to ask thoughtful questions
No evidence of commitment
Lack of self-direction
Underperforming Learner
Inability to solve basic problems
Lack of confidence
Poor communication skills
Poor listening skills
Lack of team ethos
Inability to concentrate on task
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Performance (Knowledge x Skill)
Changing Trajectory through Performance
^(Motivation)
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The same amount of effort is required from preceptors to ensure the success of all types of learners.
TRUE or FALSE
Question #1
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There are three things to remember about education. The first is motivation. The second is motivation. The third one is motivation.
-Terrel Bell (Former U.S. Secretary of Education)
Motivation
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Why are learners unmotivated?
Cannot do assigned work
“Response effort” needed to complete work too great
Lack of engagement in classroom discussions
Failure to see an adequate pay-off
Lack of confidence in ability to do assigned task
Lack of a positive relationship with teacher/preceptor
Motivation Deficit
Wright, J. ‘How RTI Works’ 2011
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Overcoming Motivation Deficit
INTRINSIC MOTIVATION
Key in promoting learning
Doing an activity in order to achieve an internalized goal Studying because you desire to know the
subject
Competing against yourself to improve
Doing something because it’s the right think to do
Necessary for long term fulfillment
EXTRINSIC MOTIVATION
Often deemed “baseline reward” The carrot at the end of the stick
Doing an activity for an external reward Getting a good grade
Choosing to do a specific rotation because of how it will look on your CV
Have there place but need to be kept there
www.edutopia.org/blog/creating-conditions-for-student-motivation-larry-ferzallo (obtained 1/5/2017)
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Overcoming Motivation Deficit
Provide the conditions for growth
Keep yourself motivated as a preceptor
Emphasize intrinsic motivation
Autonomy
Competence
Relatedness
Relevance
“Farmers and gardeners know you cannot make a plant grow… the plant grows itself. What you can do is provide the conditions for growth.”
-Sir Ken Robinson
www.edutopia.org/blog/creating-conditions-for-student-motivation-larry-ferzallo (obtained 1/5/2017)www.nap.edu/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn (obtained 1/5/2017)
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Extrinsic
Changing Motivation
Intrinsic
(Preceptor)
(Mentor)
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Which one of the following options is not an example of intrinsic motivation?
A. Staying late to help clarify drug orders because you want the patient to receive correct care
B. Signing up for a rotation in order to get a good letter of recommendation for residency applications
C. Reading the latest published therapy guidelines to keep you knowledge base accurate and reliable for your patient care
D. Attending a CE in order to improve your teaching ability
Question #2
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Tailor the Rotation
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Tailoring
AUTONOMY
Freedom of choice Organizational and Procedural choice
Project topics and rotational assignment
Cognitive choice Sharing thinking processes
How they arrived at conclusion
Change the process if needed No computer, different lists
COMPETENCE
Critical Feedback (done well) Positive to negative feedback at 3-1
Praising effort
Plussing Using “and” and “what if”
Schedule adaption Current patient or topics
Learners interest
www.amazon.com/building-community-self-motivated-learners-strategies by Larry Ferlazzo (obtained 1/5/2017)www.nap.edu/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn (obtained 1/5/2017)
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Tailoring
RELATEDNESS
High-quality relationship with learner Take a genuine interest in your student
Ask questions
Act friendly and share
Be positive
Don’t give up on students Review expectations
Keep communication open
RELEVANCE
Seek for ways to help the learner discover real-life application Writing and verbal descriptions
Apply guidelines/literature to current patients
Put them on the frontline Direct patient interaction
Experience the “chirps and whistles”
(http://www.amazon.com/building-community-self-motivated-learners-strategies) by Larry Ferlazzo
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Providing feedback to students should only be done on a need basis and only when the learner has done something negative.
TRUE or FALSE
Question #3
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Learner Scenario #1Incredibly bright
Absorbs information
Independent
Intimidating to teach
Socially awkward
Professionalism questionable
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Performance (Knowledge x Skill)
Changing Trajectory through Performance
^(Motivation)
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Learner Scenario #2Huge potential
Adapts and interacts naturally
Eager to learn and apply principles
Unsure of himself
Questions authority
Life problems evident….
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Performance (Knowledge x Skill)
Changing Trajectory through Performance
^(Motivation)
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Learner Scenario #3Two polar learners
Both eager to express feelings
Distinct strengths and weaknesses
React differently to clinical scenarios
Motivation concerns (don’t want to be there)
Challenging to find most effective teaching method
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Characteristics that define the underperforming learner
Action-based Precepting Performance equation Strengths and weaknesses
Tailor the learner’s experience Autonomy Competence Relatedness Relevance
Preceptor to Mentor Extrinsic to intrinsic motivated learners
Summary