Evidence-Based Teaching, ED A September 29, 2011

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Presentation transcript:

Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching Evidence-Based Teaching, ED 880.629.9A September 29, 2011 Dr. Anne Belcher, Dr. Linda Adamson, Instructors

Session Objectives: In order to… provide feedback to instructors to improve the overall course experience, learners will reflect on their own level(s) of clarity about course, technology and assignments. expand their understanding of their own learners’ needs, learners will reflect on ways to address resilience in the context of EBT. equip them to design and carry out evidence-based teaching, learners will contribute to a structured cooperative learning activity. show a developing understanding of how to implement evidence-based teaching in their own practice, learners will contribute to peer feedback conversation.

AGENDA Addressing concerns, questions from previous class Brief update re ELC: clarification, questions Teaching Project Plan: formative feedback Relate to weekly class formative feedback VARK-based discussion follow-up Understanding the Needs Assessment Relating learning goals (Teaching Goals Inventory) to appropriate evidence of understanding to identifying instructional strategies based on learners’ needs Learners’ need for resilience! Cooperative task: Comparing approaches to EBT, relating them to EBT Peer feedback conversations Reflection on learning

Why Zebras Don’t Get Ulcers Robert Sapolsky, Ph.D. http://www.youtube.com/watch?v=5ePYet3Fbts Zebras have the same fight, flight or freeze response as humans but respond only to immediate threats and then relax once the threat is over Humans, however, respond to immediate threats and worry about future threats The inability of humans to return to a relaxed state following a stressor has many health consequences

Cooperative Learning Task EVALUATING EVIDENCE (revisiting 3 foundational articles on EBP): Number off 1s: Use Public Health article (Vioctora, Habicht, & Bryce) 2s: Use Medicine article (Evidence-Based Medicine Working Group) 3s: Use Nursing article (Felver, et al) Form trios: 1 + 2 + 3

TASK Re-read assigned article to identify salient characteristics of EBP With group: Create grid to document key characteristics of EPT across each of the 3 health care professions (where NOT addressed, leave blank; where variations exist, note variations) Materials: gridded poster sheets, markers Group processing: one marker per person, different colors Gallery Walk: Read colleagues’ grids to identify any DIFFERENCES between their thinking & yours. Whole-group processing: Conclusions? Relevance of EBP to EBT? Any misfits?

Capturing the Conversation Conclusions?

Unpacking the Pedagogy Importance of identifying similarities & differences (high impact on learner mastery) Comparisons Categorizations Metaphors Analogies How used in your own teaching/practice?

Relevance of EBP close to home… Columbia: Teacher preparation: Actions Over Credentials: Moving from Highly Qualified to Measurably Effective (Barnett & Amrein-Beardsley JHU: Provost's Lecture Series: Peter J. Pronovost, M.D., Ph.D.: Johns Hopkins patient safety champion Peter Pronovost will discuss the importance of health-delivery research Washington Post: Listing of top hospitals includes only one in the Washington area, Holy Cross

PREPARATION for Literature Review Evidence Rating Scale (JHU SON) What to seek Why it matters

Next Assignments Needs Assessment: Monday, Oct. 3 Literature Review: CURRENTLY Oct. 6 Adjusting to learner needs: Course night for Spring 2012? Review assignment due dates?

Peer Feedback & Support In Peer Feedback groups: Update colleagues on plans for your teaching project Review current understanding about and ideas for needs assessment and targeted instructional strategy/ies Reflect on your learning in this class THANK YOU!!