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

2. 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.

3. 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

4. Why Zebras Don’t Get Ulcers
Robert Sapolsky, Ph.D.
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

5. 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:

6. 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?

7. Capturing the Conversation
Conclusions?

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

9. 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

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

11. 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?

12. 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!!