your active learning instruction as educational research laboratory patricia s. o’sullivan, edd...
TRANSCRIPT
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Your Active Learning Instruction as Educational Research Laboratory
Patricia S. O’Sullivan, EdDUniversity of California, San FranciscoDirector of Educational Research and Faculty Development
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My Recent Laboratory
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Can We implement Team-based Learning?
How effective is TBL when students have limited access to resources needed to prepare them for an IRAT?
How effective is TBL across professions?
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What questions do you have about the increased emphasis on active
learning in your instruction?
• Please discuss this in pairs.
• What are some of your questions?
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Overview
• Identify topics in active learning educational research
• Review educational scholarship
• Review educational research process
• Identify resources to support educational research laboratory
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What is the difference between these three points?
• Excellent teaching
• Scholarly teaching
• Scholarship of teaching and learning
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Excellence and Scholarship
Criteria Teaching Excellence
Scholarly Teaching
Scholarship of Teaching
Quantity & Quality
Builds on Field
Public
Peer Review
Contributes to Field
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What are the Steps in Educational Research?
• Refine the study question– Literature review– Problem Statement– Conceptual Framework– Purpose of this study
Beckman& Cook (2007) Developing scholarly projects in education: A primer for medical teachers. Medical Teacher, 29, 210-218.
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What are the Steps in Educational Research?
• Identify Design and Methods– Experimental– Observational– Qualitative – Systematic Reviews– Validity
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What are the Steps in Educational Research?
• Select Outcomes– Outcome– Outcome Methods– Instruments
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Kirkpatrick’s Levels of Outcomes
Satisfaction, preference
Knowledge, skills, attitudes
Impact on practice
Impact on clients
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Why Studies do Not Get Published1- Inappropriate, incomplete, or insufficiently described statistics2- Over-interpretation of the results3- Inappropriate, sub-optimal, insufficiently described instrument4- Sample too small or biased5- Text difficult to follow, to understand6- Insufficient or incomplete problem statement7- Insufficient data presented8- Inaccurate or inconsistent data reported9- Inadequate, incomplete, inaccurate, or outdated literature10- Title not representative of study
Bordage, G. Acad Med, 2001, 76:889-896
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Structures that Help
• Librarians!– Rudolph Matas Library http://medlib.tulane.edu– Medline, ERIC, Psychinfo, CINAHL, Cochrane,
BEME– saving and retrieving searches, setting up auto-
alerts for journal table of contents or for newly published citations
– Citation management tools – Web of Science
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More Structures
• Works in Progress Forum
• UCSF Weekly ESCape Conference
www.medschool.ucsf.edu/edresearch/escape/
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More Structures
• Know your journals• Why would you choose:
– Academic Medicine– Teaching and Learning in Medicine– Medical Education– Medical Teacher– Advances in Health Sciences Education– Clinical Teacher– J. of the Inter. Assoc. of Med Educators– Medical Education On-line– BMC Medical Education
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More Structures
• First Steps– MedEdPortal
www.aamc.org/mededportal – Really Good Stuff
www.mededuc.com/submitting/guidelines_for_author.pdf
– Southern Group on Educational Affairs (SGEA)
most recent meeting hosted by Tulane!
www.aamc.org/members/gea/regions/sgea/start.htm
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Latest Thinking
• Most of the problems we want to solve require multiple disciplines
• Collaborators– Think outside of department– Think outside of the discipline of medicine– Within medical education recognize the diverse
frameworks, perspectives, methods different educators can offer
– Consider themes that cut across disciplines: • patient safety
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Summary
• Generate questions• Refine questions• Chose a design• Chose outcomes• Find collaborators• Use your support systems to improve your
research (before you do it)• Try for some early successes
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Thank you!