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Bold Changes A Collaborative, Outcomes-Based Approach to RA Training

Bold Changes A Collaborative, Outcomes-Based Approach to RA Training. Presented by Dawn M. Snyder Oregon State University. Overview of the Session. Context and why we decided to change training Outcome development process Implementation What we learned Question and answer.

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Bold Changes A Collaborative, Outcomes-Based Approach to RA Training

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  1. Bold ChangesA Collaborative, Outcomes-Based Approach to RA Training Presented by Dawn M. Snyder Oregon State University

  2. Overview of the Session • Context and why we decided to change training • Outcome development process • Implementation • What we learned • Question and answer

  3. Why we decided to change training • Context • Our experiences as resident directors • The blessing and the curse of having recently received your master’s degree • Embracing the moment

  4. Outcome development process • Starting point • Laying the foundation • Assessment • Curriculum/content development process

  5. Starting Point • Three basic questions for learning outcome and curricula development and assessment. • What do you want students to learn or be able to do? (Learning Outcomes) • How will you know they have learned what you wanted them to learn? (Assessment) • How can they best learn these things or learn how to do these things? (Curricular/Content Development) • These questions need to be asked in this order

  6. Laying the foundation • University, divisional, and departmental mission, vision, and goals • ACUHO-I standards • RA learning outcomes and EBI data • Resident Director competency document from UMass-Amherst • Interaction Model outcomes • Academic Success and Engagement • Community • Responsibility • Respect • Identity • Leadership

  7. Assessment • RA competency tool • Self-evaluation • Formal evaluation by supervisor • EBI data • Outgoing formal and informal evaluation

  8. Curriculum and content development • Wiggins and McTighe’s Backward Design Model • Brainstorming essential information, activities, and presenters for each outcome • Themes • Gap analysis • All sessions mapped back to at least one learning outcome, often more

  9. Implementation • Collaborative • Developed communication, helping, and confrontation skills workshops • Worked with people outside our unit and department • Used outcomes and content themes to format schedule • Learning styles

  10. What we learned • Things don’t go as planned and change is hard • Communicating expectations to partners and presenters is a key part of success • RA were very receptive to new approach • Focus, focus, focus

  11. Any questions?

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