Using ARS for Training and Evaluation

1. Using ARS for Training and Evaluation • Presentation by the NW AETC • Presenters: • Mary Annese • Bruce Maeder • Hillary Liss • David Lee

2. Learning Objectives: • Discuss 3 uses of the ARS in a training environment • Explain how the use of ARS increases training interactivity • Identify one way ARS can be integrated into her/his existing training materials

3. What is your level of knowledge in using the ARS in a training environment? • Low • High

4. What is your level of knowledge in using the ARS to increase training interactivity? • Low • High

5. What is your level of knowledge in integrating the ARS into existing training materials? • Low • High

6. ARS Overview • Hardware • Software

7. The TurningPoint Tool Bar

8. Creating an Interactive Slide From the TurningPoint Toolbar, select the Insert Slide button to open a menu of slide types. • Chart slides • Competition slides • Template slides • Special purpose slides

9. Best Practices • Know why you’re using ARS- tie questions to your learning objectives • Plan questions well in advance- takes longer than you think • Anticipate noise/ audience interaction • Keep a positive attitude

10. "Putting up your hand in class is pretty complex thing, kind of dangerous, socially and academically. But everyone is willing to give anonymous answers. Everyone is equally involved and the answers are honest. And fast." Victor Edmonds, Educational Technology Services, University of California at Berkeley

11. For Exploring the Relevance to Your Audience and Openness of the Learners to Your Trainingand HOPEFULLYWarming Them Up to the Idea!

12. What is the biggest barrier to you using ARS in your work? • Lack of hardware/software • Lack of training • Lack of confidence in ARS • Lack of time • Can’t think of questions • It’s a hell of a lot of work… • Other

13. For Obtaining Demographics

14. Baseline Demographic Information • Role in community or clinic • Experience with HIV or other topics • Information about clients/patients served • Insight into processes/systems/resources

15. Welcome!Getting to Know You…

16. What is your job/role in your clinic or community? • Community or public health worker • Administrator • Substance abuse or mental health counselor • Clinician • Nursing staff • Community member • Other

17. I currently work in the state of… • Washington • Oregon • Montana • Idaho • Alaska • Confusion • Other

18. Do you work with clients/patients who you know are infected with HIV? • Yes • No

19. I am already performing HIV testing and counseling… • True • False

20. If you are doing HIV testing, how many people do you test per month? • 0 • 1-5 • 6-10 • 10-20 • >20

21. Do you perform rapid HIV testing? • Yes • No

22. What do you see as the most significant barrier to doing more HIV testing? • Lack of time • Lack of training • Lack of resources • Stigma • Confidentiality concerns • Consent form issues • Lack of risk factors • Patient refusal • Other

23. Do you think you would do more testing if the rapid test was available to you? • Yes • No

24. For Assessing Baseline Knowledge, Understanding of Basic Concepts, and Defining Medical Jargon

25. What is the window period? • The time after someone gets infected with HIV, but before their test is positive • The time when someone has no symptoms of HIV • Right now when you are so bored that you are staring out the window

26. Information: Window Period Window Period • Both rapid and standard tests detect antibodies to HIV • Antibodies can take up to 3 months to develop • If negative, uninfected as of 3 months ago • Risk behavior within last 3 months? • Need for retesting?

27. Information: Window Period for Antibody Detection 0 weeks 3 weeks 6 weeks 3 months Majority of HIV infections can be identified here Infected with HIV Earliestdetection 85%ofinfectionsdetected Over 99%ofinfectionsdetected Note: In very rare situations, detection of antibodies may take up to 6 months or longer.

28. For Learner-to-Learner Teaching

29. Ways to use ARS to get Learners to Teach Each Other • Ask question, identify correct answer and then ask learner to explain why • Ask ARS question and when answers across the map, ask learners to talk to their neighbor and discuss, then repoll to evaluate for change • Especially good with learners of varying knowledge levels

30. What are Some Other Ways to Use ARS in Your Trainings? • Case-based questions • For eliciting opinions, especially about sensitive topics • Be repetitive without seeming so • Add humor • Dispel misconceptions or misinformation • Questions eliciting feedback about role plays, lecture • For evaluating post-training knowledge or opinion change and reinforcing concepts

31. What Makes a Good Question? • Appropriate level of challenge • Progression of difficulty • Doesn’t have to have one right answer • Can be opinion question • Wrong answers also have teaching points

32. Large Audience or Small Audience? • BOTH!! • Benefits in large audience to keep everyone involved despite lecture format • Benefits in small audience to give permission to remain anonymous, especially with difficult subjects

33. Often faster than answering verbally Lets you know if your audience is awake Allows for “agile teaching”: gauge learners in real time and modify accordingly Instant feedback FUN (and empowering)! Can’t use for distance learning Need hardware Need organization system for keeping track of system Keeps you tied to your computer with Mac I’m a MAC, and I’m a PC Pros and Cons

34. So, What’s Next? • Hardware, software issues • Don’t need to totally change all your talks! • Add ARS slides to separate concepts, topics • Change cases you already have to ARS slides • Add cases if you don’t have them to introduce concept--easy and quick way to freshen up a talk! • Use multiple cases or the same one and follow along throughout

35. But Where Do I Get Questions? • HIV Webstudy!!! • Clinical Care Options • Other ideas? • Just give credit where credit is due…

36. Be honest, after this talk, how likely are you to use ARS in your trainings? • I have drunk the ARS Kool-Aid and will use it every training I do. • Possibly, once in a while… • Only if Bruce comes and holds my hand every step of the way. • Right after I win my snowball fight with Satan…

37. Ideas for the Future • Developing a question bank with the NRC • Evaluation and research as to benefit of using the system with AETC trainings

38. Resources • http://www.turningtechnologies.com/ • http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm • http://www4.uwm.edu/ltc/srs/ • NBME’s Constructing Written Test Questions For the Basic and Clinical Sciences: http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.pdf • Bruce Maeder, ARS guru

39. Contributing Factors to HIV Infection in African Americans (BEFORE) • Sexual Risk Factors • Lack of Awareness of HIV Serostatus • Substance Use • Sexually Transmitted Infections • Denial • Socioeconomic Conditions • Concurrent Relationships • Lack of Treatment Knowledge

40. Contributing Factors to HIV Infection in African Americans (AFTER) • Sexual Risk Factors • Lack of Awareness of HIV Serostatus • Substance Use • Sexually Transmitted Infections • Denial • Socioeconomic Conditions • Concurrent Relationships • Lack of Treatment Knowledge

41. Barriers to HIV Testing and Care Access (Before) • Distrust of the medical system • Limited access to medical care • HIV stigma • Lack of support systems • Health care professional bias • Racism/homophobia

42. Barriers to HIV Testing and Care Access (AFTER) • Distrust of the Medical System • Limited Access to Medical Care • HIV Stigma • Lack of Social Support • Health Care Professional Bias • Racism/Homophobia

43. What is your level of knowledge in using the ARS in a training environment? • Low • High

44. What is your level of knowledge in using the ARS to increase training interactivity? • Low • High

45. What is your level of knowledge in integrating the ARS into existing training materials? • Low • High

46. Thank you! “Computers can do that?” - Homer Simpson