Your Active Learning Instruction as Educational Research Laboratory

1. Your Active Learning Instruction as Educational Research Laboratory Patricia S. O’Sullivan, EdD University of California, San Francisco Director of Educational Research and Faculty Development patricia.osullivan@ucsf.edu

2. My Recent Laboratory

3. 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?

4. 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?

5. Overview • Identify topics in active learning educational research • Review educational scholarship • Review educational research process • Identify resources to support educational research laboratory

6. What is the difference between these three points? • Excellent teaching • Scholarly teaching • Scholarship of teaching and learning

7. Excellence and Scholarship

8. 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.

9. What are the Steps in Educational Research? • Identify Design and Methods • Experimental • Observational • Qualitative • Systematic Reviews • Validity

10. What are the Steps in Educational Research? • Select Outcomes • Outcome • Outcome Methods • Instruments

11. Kirkpatrick’s Levels of Outcomes Impact on clients Impact on practice Knowledge, skills, attitudes Satisfaction, preference

12. Why Studies do Not Get Published 1- Inappropriate, incomplete, or insufficiently described statistics 2- Over-interpretation of the results 3- Inappropriate, sub-optimal, insufficiently described instrument 4- Sample too small or biased 5- Text difficult to follow, to understand 6- Insufficient or incomplete problem statement 7- Insufficient data presented 8- Inaccurate or inconsistent data reported 9- Inadequate, incomplete, inaccurate, or outdated literature 10- Title not representative of study Bordage, G. Acad Med, 2001, 76:889-896

13. 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

15. More Structures • Works in Progress Forum • UCSF Weekly ESCape Conference www.medschool.ucsf.edu/edresearch/escape/

16. 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

17. 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

18. 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

19. 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

20. Thank you!