1 / 13

Theory Driven Designs to Support International Medical Communities of Practice:

Theory Driven Designs to Support International Medical Communities of Practice: Fostering Emotional Regulation and Cultura l Diversity using a Problem Based L earning Approach. Researchers. Co- Applicants: Susanne P. Lajoie 1 , Cindy Hmelo-Silver 2 , Jeff Wiseman 1 , Ricki Goldman 3

isha
Download Presentation

Theory Driven Designs to Support International Medical Communities of Practice:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Theory Driven Designs to Support International Medical Communities of Practice: Fostering Emotional Regulation and Cultural Diversity using a Problem Based Learning Approach

  2. Researchers Co- Applicants: Susanne P. Lajoie1, Cindy Hmelo-Silver2, Jeff Wiseman1, Ricki Goldman3 1McGill University, 2Rutgers University, 3New York University Collaborator: ReinhardPekrun Partners: Institute of Medical and Health Sciences, University of Hong Kong,Centre for Medical Education, McGill, CRIM LEADS Students (Paid and Unpaid) : Ilian Cruz-Panesso, Eric Poitras, MaedehKazemitabar, Christina Summerside, Lila Lee, Roberta Hunter, Helen Kwah, Ofelia Denise Mangen, Steve Yavner

  3. Outline • Looking at the intersection between emotional regulation, decision making and communication in culturally diverse groups in medical contexts • The technology supports an international community of inquiry of medical students, standardized patients and tutors around the topic of giving bad news to patients • Problem Based Learning • Practice Environment • Methods • Research Questions • New Directions

  4. Research Questions • Can we enhance emotional regulation in medical students? • How does the technology-rich cross-cultural setting affect the PBL tutorial process? • To what extent can we use video-triggered technology-rich PBL to create a community of inquiry? • How does this technology-rich learning environment affect student learning?

  5. Data • Case Study Participants • Medical Students: 2 Canadian, 2 Hong Kong • Medical Instructors: 1 Canadian, 1 Hong Kong • Expert PBL Facilitator: US • Discourse analyses • Pre-post test changes emotional regulation in communicating bad news to patients • Pre-post test changes in use of SPIKES algorithm • Analyses of PBL sessions (inductive, deductive) • Focus Group

  6. RQ1: Can we enhance emotional regulation (Gross & Thompson, 2007) in medical students?

  7. RQ2: How does the technology-rich cross-cultural setting affect the PBL tutorial process?

  8. RQ3: To what extent can we use video-triggered technology-rich PBL to create a community of inquiry?

  9. RQ4: How does this technology-rich learning environment affect student learning?

  10. Conclusions • Proof-of-concept • Prototype fosters monitoring skills (intrinsic and extrinsic regulation) in medical students as indicated by appropriate communication strategies when giving bad news • On-line PBL resulted in engagement about affect in medicine as well as cultural issues and the common culture of medicine • Expert facilitators can provide just-in-time coaching • Technology, context and human facilitation support the teaching, social, and cognitive presence

  11. Next Steps • Replication of methodologies with larger samples to assess and appraise emotional regulation, PBL engagement and COI • New theoretical considerations i.e., perspectivity theory • New methods for assessing core competencies • New methods for analysis • Decreasing volume of discourse analysis • Video and voice analysis for registering emotional content • Scalability (timezones, bandwidths) • Possible use of 2nd life immersive technologies for meeting in new spaces, tutoring and learning at a distance

  12. Technology: Online Video Conference (Adobe Connect) GLOBAL VILLAGE Instruction: PBL/ Video Vignettes Assessment: Practice with Standardized Patients(SPs) Learning Learning: SPIKES Model S: Setting P: Perception I: Invitation K: Knowledge E: Empathy S: Summary/ Strategy Instruction Assessment Affect: - Empathy - Self-Efficacy Beliefs Questionnaire Affect

More Related