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Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching

Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching. Evidence-Based Teaching, ED 880.629.9B February 21, 2012 Dr. Anne Belcher, Dr. Linda Adamson, Instructors. Session Objectives: In order to….

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Evaluating Evidence: Linking Evidence-Based Practice to Evidence-Based Teaching

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  1. Evaluating Evidence:Linking Evidence-Based Practice to Evidence-Based Teaching Evidence-Based Teaching, ED 880.629.9B February 21, 2012 Dr. Anne Belcher, Dr. Linda Adamson, Instructors

  2. Session Objectives: In order to… • Situate current learning in the sequence of class sessions, learners will reflect collectively on learning experiences to date and relate them to upcoming task. • Compare approaches to evidence-based teaching in the different health professions, learners will relate EBP to EBT. • Understand how to evaluate evidence in a literature review, learners will apply a rubric to professional articles on EBP. • Identify ways to collect evidence of the effectiveness of teaching, learners will contribute to peer feedback conversations.

  3. AGENDA • Review feedback from 2/7 & 2/14 classes and reflect collectively on first on-line class session • VARK-based discussion follow-up • Teaching Project Plan: formative feedback • Understand the Learner Needs Assessment • Gap between current state of affairs & desire state of affairs • Learners’ need for resilience! • Compare approaches to EBT, relate them to EBP • Peer feedback conversations • Reflection on learning

  4. Reflect on learning to date • Feedback from Session 3, 2/7/12 • New learning, recommendations to improve the learning experience • Feedback from Session 4, 2/14/12 • Experiences with the on-line learning session • Quality of the on-line discussions • Session 3: sharing professionally useful websites • Session 4: thoughts re VARK

  5. Reviewing upcoming tasks • Implementing formative feedback on EBT plan • Preparing Learner Needs Assessment: • Relating learning OBJECTIVES to appropriate EVIDENCE OF UNDERSTANDING/ MASTERY to identify instructional strategies based on learners’ needs • Consider learners’ levels of resilience…

  6. 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 healthconsequences

  7. 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 discussed the importance of health-delivery research • Washington Post: Listing of top hospitals included only one in the Washington area, Holy Cross

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

  10. Next Assignments • Needs Assessment: February 28 • Literature Review: March 13

  11. Cooperative Learning/Peer Conversations • What are your over-arching GOALS? • What are the characteristics of SUCCESSFUL LEARNING in your project? • What constitutes EVIDENCE OF THAT SUCCESS? • How will you identify the CURRENT STATE OF MASTERY of your specific learners? • How will you make use of what you LEARN ABOUT YOUR LEARNERS? • How will you capture/document the EVIDENCE OF SUCCESS?

  12. Peer Feedback & Support • Count off by 6 • In Peer Feedback groups: • Use the discussion protocol • Monitor time for equity in the conversation • Reflect on your learning in this class • THANK YOU!!

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