Making Research Relevant

1. Making Research Relevant Practical Applications of Problem-Based Instruction Lisa Abrams, PhD Deanna Flora, BS Tammy McKeown, MS Suzanne Kirk, MEd Patricia Slattum, PharmD, PhD Virginia Commonwealth University Metropolitan Educational Research Association 2012 Annual Conference Richmond, Virginia This project was funded/made possible by a Science Education Partnership Award (SEPA) grant number 5R25RR25135-2, from the National Center for Research Resources, a component of the National Institutes of Health.

2. Session Overview • Defining the problem • Two examples of PBL • Impact on teachers – evaluation results • CRESST overview

3. Problem-Based Learning • Student-centered • Inductive • Context-specific • Experiential – • Fosters collaboration

4. Local Problem: VA Childhood Health (1) 1. What percent of Virginia youth are considered overweight or obese? A. 10-15% B. 16-20% C. 21-25% D. Over 25% 2.During an average week, what percent of Virginia youth eat food from a fast food restaurant at least once? • Less than 50% • 50-60% • 61-70% • 71-80% • More than 80% Source: Obesity Survey Research Report, Virginia Foundation for Healthy Youth. http://www.healthyyouthva.org/documents/vhfy_obesity%20report.pdf

5. Local Problem: VA Childhood Health (2) 3. During an average week, what percent of Virginia youth reported exercising 60 minutes or more per day 4 or more days? • Less than 50% • 50-60% • 61-70% • 71-80% • More than 80% 4. During an average school week, three out of five (59%) Virginia youth eat breakfast every day while ____ never eat breakfast. A. 10-15% B. 16-20% C. 21-25% D. Over 25% Source: Obesity Survey Research Report, Virginia Foundation for Healthy Youth. http://www.healthyyouthva.org/documents/vhfy_obesity%20report.pdf

6. Example 1: A Question of Ethics

7. Scaffolding Discussion on Ethics • At Willowbrook State School in Staten Island, institutionalized children were involved in a long-range study of viral hepatitis.  Hepatitis was a major problem at Willowbrook. • The researchers were interested in determining the mode of infection, the course of the disease over time, and testing the effectiveness of gamma globulin (a complex protein extracted from blood serum) for inoculating against the disease.  • The 14 year study on over 700 patients included deliberately infecting some children with the most prevalent strain of hepatitis. What are the ethical problems in this study?

8. Willowbrook Parent Consent November, 1958 Dear Mrs. ________ We are studying the possibility of preventing epidemics of hepatitis on a new principle. Virus is introduced and gamma globulin given later to some, so that either no attack or only a mild attack of hepatitis is expected to follow. This may give the children immunity against this disease for life. We should like to give your child this new form of prevention with the hope that it will afford protection. Permission form is enclosed for your consideration. If you wish to have your children given the benefit of this new preventive, will you so signify by signing the form. Source: Rothman, D., and Rothman, S. 1984. The Willowbrook Wars. Cambridge: Harper Collins, p. 265-266.

9. Essential Elements of Ethical Research: Belmont Principles • Respect for persons • Are individuals free to say no to all or some participation? • Is the consent form clear and understandable to this population? Is there an on-going consent process? • Does the consent process include all the necessary information about the study? • Beneficence • What is the balance of risks/burdens to benefits? • Have burdens and risks been minimized? • Does the ‘science’ justify the potential risks or burdens? • Justice • Are participants fairly selected for the study? • Who benefits from the study and who bears the risks/burdens?

10. Researching a Local Problem • “The purpose of this research study is to teach parents/caregivers skills that will help prevent and reduce the problems of obesity and eating disorders in children. In this study you will have the opportunity to participant in one of two groups in which many issues that may concern you will be addressed. Parents in both groups will learn about ways of becoming more healthy. “ • The study involves parents participating weekly information sessions for 6 weeks; two individual nutrition sessions, and a short session following the completion of the program. Parents and children complete questionnaires. Children have height, weight, and body fat measured.

11. Participant Protections • What responsibilities do the researchers have toward participants? • What would you want to know in order to make a decision about participating in this study?

12. Informed Consent Discussion Tools • Questioning Frameworks: • What is the purpose of the study? • What does participation in the study involve for children? What are youth participants being asked to do? • What information is being collected about or from the youth participants? How is this information being protected or kept confidential? • How will youth participants benefit from being in the study? • Will anyone else besides the youth participants benefit from the results of the study? • Are there any risks to participation? If yes, what are they? • Are the risks justified when you think about the potential benefits? Why or why not? • Structured Academic Controversy/Guidelines for Discussion

13. Example 2: Getting it Right Helping Students Navigate Information Sources in the Public

14. Low-fat Dairy and Children: A Case Study http://www.cbc.ca/news/health/story/2011/04/29/dairy-low-fat-children.html

15. How to Read a Scientific Paper Why bother reading scientific papers? - This section explains what you gain by reading the original scientific literature. Two Types of Research Papers Containing Two Types of Information - Here, you will learn what differentiates a review article from a primary research article, and the specific uses for each. The Parts and Uses of Primary Research Articles - This section breaks the scientific paper down into its six component parts and explains what kind of information can be found in each part. How to Proceed When Reading a Scientific Paper - Learn tips about what you should be doing, physically, as you read the scientific paper to maximize your understanding and get the most out of your time and effort. www.sciencebuddies.org

16. The Clinical Study

17. The Clinical Study

18. Study Review Objective Population Setting Design Outcome measures Analysis Results Conclusion

19. Evaluating Health Information on the Web • Content Evaluation Guidelines: • Sponsorship • Currency • Factual Information • Audience

20. The News Report

21. The News Report

22. The News Report

24. Principles for Health Care Journalists • Professionalism, Content, Accuracy • Be vigilant in selecting sources • Investigate possible links between sources and those who promote a new therapy • Recognize the responsibility to report diverse viewpoints in context • Understand the process of medical research • Preserve journalistic independence • Be judicious in the use of library or file video footage • Show respect to those suffering from illness • Avoid vague sensational language • Quantify the magnitude of the risk or benefit of a therapy • Report the benefits, risks and alternatives to a therapy • Clearly identify the meaning of the results • Clearly define and communicate areas of uncertainty • Seek out independent experts—be skeptical • Ensure the total news package (reporting, advertising, etc) does not misrepresent • Consider the public interest • Distinguish between advocacy and reporting • Be original

25. Classroom Application This is the very process that clinical researchers use when developing a hypothesis to study. They first evaluate the existing medical literature, identify things that we still do not know, and design a study or series of studies to try to answer the question. It all starts with researching what has already been published and evaluating it critically.

26. Impact of Problem-Based Learning Professional Development on Teachers Evaluation Results of the CRESST Academy

27. Change in Teachers’ Confidence in Teaching Research Concepts

28. Change in Teachers’ Efficacy Beliefs

29. Change in Teachers’ Perceptions of Research Ethics

30. Teacher Comments “It will encourage me to include all the essential elements listed in the syllabus (research, measurement, ethics etc.) into my teaching much more easily. Before, I lacked the sufficient background knowledge to make these things "teacher/student friendly.“ “By participating, I have some new ideas and perspectives to use when teaching about research and the nature of science that the students might be more connected to and interested in.” “I feel more confident about introducing students to the research process and how to use a real-life application to support my teaching of research.” “It gave me a much better understanding of statistical analysis of data and how to evaluate sources, which I was not expecting to learn. It was great to learn first hand information about childhood obesity, food deserts, walkable neighborhoods, etc.” “I am more willing to participate and encourage others to participate in research studies. “ “I gained a tremendous amount of personal knowledge about clinical research currently.”

31. Join the 2012 Academy! • For more information about CRESST visit us at: http://www.cresst.vcu.edu • Contact Sue Kirk, Project CRESST Coordinator Virginia Commonwealth University cresst@vcu.edu 804-828-8829