September 21, 2011

1. FACULTY AS TEACHERS(FasT)CASEY WHITE, PH.D.DIRECTOR OF PROFESSIONAL DEVELOPMENT PROGRAMSOFFICE OF FACULTY AFFAIRSERIK BLACK, PH.D.ASSISTANT PROFESSORPEDIATRICS September 21, 2011

2. Faculty Affairs Announcements • Credit for today’s workshop (4) • Educational Development Certificate Series http://facultyaffairs.med.ufl.edu/ • Online Master’s degree program ccimino@ufl.edu • Most memorable teacher

3. Today’s session Intended Learning Outcomes Teaching/ Learning Formats inform inform Assessment Methods Outcomes met?

4. Intended learning outcomes At the end of this workshop, attendees will be able to: • Write effective intended learning outcomes (ILOs) • Distinguish between effective and ineffective ILOs • Evaluate/critique ILOs • Recognize the value – for the learner and the teacher – of effective ILOs

5. Intended learning outcomes • Describe their beliefs about learning • Apply those beliefs to their own teaching & learning • Distinguish between active and passive learning (theory) • Describe passive methodologies and active methodologies (applied) • Compare and contrast active and passive learning (advantages and disadvantages of both) • Describe the role of assessment in contemporary medical education

6. Intended learning outcomes • Identify methods of assessment • Determine which method of assessment is most appropriate in specific scenarios

7. WRITING EFFECTIVEINTENDED LEARNING OUTCOMES (ILOS)CASEY WHITE, PH.D.DIRECTOR OF PROFESSIONAL DEVELOPMENT PROGRAMSOFFICE OF FACULTY AFFAIRS September 21, 2011

8. Elements, Domains, Levels

9. Elements: A B C D A = Audience B = Behavior C = Condition D = Degree

10. 4 Elements: A B C D Audience The individuals who are your students ?

11. 4 Elements: A B C D Audience The individuals who are your students Second year students . . . Graduates of this program . . .

12. 4 Elements: A B C D Behavior 1 What you expect the student to know ?

13. 4 Elements: A B C D Behavior 1 What you expect the student to know List and describe the ACGME core competencies . . .

14. 4 Elements: A B C D Behavior 2 What you expect the student to know/do ?

15. 4 Elements: A B C D Behavior 2 What you expect the student to know/do Palpate the breast . . .

16. 4 Elements: A B C D Behavior 3 What you expect the student to know/do/feel ?

17. 4 Elements: A B C D Behavior 3 What you expect the student to know/do/feel Show compassion . . .

18. 4 Elements: A B C D Condition Situation in which student will demonstrate task ?

19. 4 Elements: A B C D Condition Situation in which student will demonstrate task In an exercise with a standardized patient . . .

20. 4 Elements: A B C D Degree Standard of performance student must achieve ?

21. 4 Elements: A B C D Degree Standard of performance student must achieve 80% correct . . . [Palpating] all relevant locations . . . Always washing your hands first . . .

22. 4 Elements: A B C D In a 15 minute OSCE station, each third-year student will perform a clinical breast examination on a standardized patient, achieving an accuracy rate of at least 70% to pass.

23. Domains: K S A K = Knowledge S = Skills A = Affect or Attitude

24. 3 Domains Knowledge What the student will know

25. 3 Domains Skills What the student will be able to do

26. 3 Domains Attitude How the student will feel

27. Levels Handout: Bloom’s

28. Choosing the right verb

29. Knowledge (Cognition) 6 Evaluation 5 Synthesis 4 Analysis 3 Application 2 Comprehension 1 Knowledge high mid low Notebook pages 21-28

30. Skills (psycho-motor) 7 Origination 6 Adaptation 5 Complex overt response 4 Mechanism 3 Guided response 2 Set 1 Perception

31. Attitudes/Affect 5 Internalizing values 4 Organization 3 Valuing 2 Respond to phenomena 1 Receive phenomena

32. Sample Learning Outcome Domain: Level: In an outpatient setting, the student will modify a treatment plan to incorporate a patient’s religious beliefs.

33. Sample Learning Outcome Domain: Cognition Level: Application (mid) In an outpatient setting, the student will modify a treatment plan to incorporate a patient’s religious beliefs.

34. Sample Learning Outcome Domain: Cognition Level: Application (mid) condition audience In an outpatient setting, the student will modify a treatment plan to incorporate a patient’s religious beliefs. behavior degree

35. Sample Learning Outcome Domain: Level: In partnership with the patient, the student will effectively plan for the pharmacologic management of hyperglycemia.

36. Sample Learning Outcome Domain: Cognition Level: Synthesis (high) In partnership with the patient, the student will effectively plan for the pharmacologic management of hyperglycemia.

37. Sample Learning Outcome Domain: Cognition Level: Synthesis (high) condition audience In partnership with the patient, the student will effectively plan for the pharmacologic management of hyperglycemia. behavior degree

38. Sample Learning Outcome Domain: Level: In a 15-minute station with a standardized patient, the student will efficiently and accurately perform a “head-to-toe” examination.

39. Sample Learning Outcome Domain: Skills Level: Mechanism (mid) In a 15-minute station with a standardized patient, the student will efficiently and accurately perform a “head-to-toe” examination.

40. Sample Learning Outcome Domain: Skills Level: Mechanism (mid) condition audience In a 15-minute station with a standardized patient, the student will efficiently and accuratelyperform a “head-to-toe” examination. degree behavior

41. Sample Learning Outcome Domain: Skills Level: Mechanism (mid) condition audience In a 15-minute station with a standardized patient, the student will efficiently and accuratelyperform 85% ofa “head-to-toe” examination. degree behavior Is there another degree “hidden” here?

42. Sample Learning Outcome Domain: Level: With older patients who have hearing challenges, the student will use appropriate communication skills (e.g., speaking slowly, clearly and loudly) to obtain a medical history.

43. Sample Learning Outcome Domain: Attitude Level: Valuing (mid) With older patients who have hearing challenges, the student will use appropriate communication skills (e.g., speaking slowly, clearly and loudly) to obtain a medical history.

44. Sample Learning Outcome Domain: Attitude Level: Valuing (mid) condition audience With older patients who have hearing challenges, the student willuse appropriate communication skills (e.g., speaking slowly, clearly and loudly) to obtain a medical history. degree behavior

45. Sample Learning Outcome Domain: Level: In response to information obtained from a seminal journal article, the student will accurately adjust a patient’s treatment plan to accommodate new and relevant clinical findings.

46. Sample Learning Outcome Domain: Cognitive Level: Synthesis (high) In response to information obtained from a seminal journal article, the student will accurately adjust a patient’s treatment plan to accommodate new and relevant clinical findings.

47. Sample Learning Outcome Domain: Cognitive Level: Synthesis (high) condition audience In response to information obtained from a seminal journal article, the student will accurately adjust a patient’s treatment plan to accommodate new and relevant clinical findings. standard behavior

48. Sample Learning Outcome Domain: Level: In a patient with a fixed physical finding, the student will accurately detect and identify a heart murmur.

49. Sample Learning Outcome Domain: Skills Level: Complex Overt Response (high) In a patient with a fixed physical finding, the student will accurately detect and identify a heart murmur.

50. Sample Learning Outcome Domain: Skills Level: Complex Overt Response (high) condition In a patient with a fixed physical finding, the student willaccurately detect and identify a heart murmur. audience degree behavior