Maria C. Pruchnicki, PharmD, BCPS Assistant Professor of Clinical Pharmacy April 10, 2007

1. Development and Implementation of a Virtual Advanced Teaching Rotation: A Case Study in Web-Based Instruction Maria C. Pruchnicki, PharmD, BCPS Assistant Professor of Clinical Pharmacy April 10, 2007

2. Objectives • Describe a rationale for online educational experiences • Focus on learning and teaching experiences • 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 • Discuss outcomes and transfer of the experience

3. Project Methods 1. Rationale

4. 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

5. 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].

6. 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.

7. 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 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.

8. 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

9. Goal: “Good Teaching” • Transferof 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.

10. 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

11. 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

12. 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

13. Step 2: Development Overview - 2 required components Teaching Skills Curriculum Teaching Activities

14. Teaching Skills Curriculum • Web-based curriculum • Course management platform • Carmen (WebCT) • Seven content modules • Course management tools: • Rotation syllabus • Calendar • Assignment “dropbox”

15. WebCT View of Curriculum

16. Module 1: Learning and Teaching

17. Teaching Activities • Rotation responsibilities: • Write a Teaching Philosophy • Keep a teaching journal • Attend weekly team meetings • Lead a discussion on teaching

18. 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

19. Live Teaching • Plan and deliver live teaching sessions: • Case discussions • Lectures • Review sessions or office hours • Online classroom • Elluminate Live™ eLearning Platform

20. 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%

21. 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

22. WebCT View of Electronic Portfolio

23. Elluminate™ Classroom

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

25. 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

26. 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

27. Likert Rating‡ Preceptor characteristics: adequate attention to student, outlined expectations, provided constructive feedback, and attitude of professionalism and respect. 1 Rotation/ site characteristics: rotation environment, sufficient professional interactions, access to support services, appropriate level of responsibility, and opportunity for professional growth. 1 Evaluation Criteria: Evaluation Criteria: Evaluation Criteria: Rating‡ Rating‡ Rating‡ Preceptorcharacteristics, including attention, expectations, constructive feedback, and respect. Preceptorcharacteristics, including attention, expectations, constructive feedback, and respect. Preceptorcharacteristics, including attention, expectations, constructive feedback, and respect. 1 1 1 Overall evaluation of preceptor(s) and rotation. 1 Rotation/site characteristics, including environment, professional interactions, support services, responsibilities, and professional growth. Rotation/site characteristics, including environment, professional interactions, support services, responsibilities, and professional growth. Rotation/site characteristics, including environment, professional interactions, support services, responsibilities, and professional growth. 1 1 1 Overall evaluation of preceptor(s) and rotation. Overall evaluation of preceptor(s) and rotation. Overall evaluation of preceptor(s) and rotation. 1 1 1 *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. *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. *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. *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. Outcomes: Rotation Evaluations Characteristics

28. 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

29. 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

30. Survey Results *Using scale of 1 = Very confident to 4 = Not at all confident

31. Survey Results 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?

32. 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

33. 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.

34. 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

35. Questions Contact: pruchnicki.1@osu.edu