Johns Hopkins University



Johns Hopkins UniversityMaster of Education in the Health ProfessionsMEHPEvidence-Based TeachingED 880.629.9AFall, 2011Instructors: Linda Adamson, Ed.D., Assistant Professor, School of Education Anne Belcher, PhD, RN, AOCN ANEF, FAAN, Associate Professor, School of NursingCredit Hours: 3Class Schedule: Hybrid/Blended Thursdays 5:30-8:30 PM in the SIM CenterOnline Sessions: Session 4 (Sept. 22); Session 7 (Oct. 13); Session 12 (Nov. 17)Course Description:This course prepares participants for leadership in education through translation of the best available evidence and application of research into educational practice. Learners will develop the skills and knowledge needed to review and synthesize the strength of evidence available and to recommend educational practice changes if indicated. Course Learning Outcomes:At the completion of the course, the learners will be able to:Interweave reflection, planning, instruction and assessment to facilitate learning, based on knowing their learners Use evidence of learning to identify the need for change in instructional practice Inform themselves from the current professional knowledge base, including research and experts’ recommended best practices, to build their own knowledge baseSelect or design changes in current instructional practice, based on professional knowledge, that are likely to improve learningMonitor learner progress formatively in order to make appropriate adjustmentsAnalyze results of the implemented change in instructional practice, in order to draw justifiable conclusions with a view to appropriate next steps to continue improving teaching and learningAssignmentsThe learner will complete the readings as noted on the course schedule, participate in classroom discussions, and complete the teaching project as described below.Evaluation and GradingThe course grade will be computed as follows:Teaching project 75% and Class participation 25%. See details in the Assignment Description area. Assignment DescriptionsEach learner will select a topic and learners for either classroom, seminar, clinical or faculty/staff development instruction. The student will use the Teaching Project Plan form to develop the class; this plan will be reviewed by the course faculty prior to implementation.? The Plan will include learner needs assessment, learning objectives, content outline, instructional strategies/media, and plans for evaluation of learning and learners’ evaluation of the teaching (see weight of each assignment and due dates above).The learner will determine, in collaboration with the course faculty, the content/skill to be taught, the amount of time allocated for the teaching, and the experiential level of the learners. The course faculty will, whenever possible, observe and evaluate the teaching session using the Presentation Feedback form.? If the project implementation is observed by a colleague or preceptor, that person will be asked to complete the Presentation Feedback form.The student will complete the Teaching Project Presentation and Peer Review using course rubrics.The course faculty will use the Teaching Project Evaluation rubric to evaluate the written report.The learners in the course will use the course peer review rubric for providing feedback to classmates on their projects.Teaching Project Plan and Objectives (100 points/10% of course grade)The teaching project plan should be clearly stated and should include the following: learner objectives; brief content outline; description of learners and number anticipated; setting and length of presentation; planned teaching strategies/media; plans for evaluation of learning; plan for learners’ evaluation of teaching. When known, include the date, time and location of the presentation so that faculty can plan to attend the class.Learner needs assessment (100 points/5 % of course grade)The learner needs assessment is designed and implemented in order to determine the learners’ current knowledge/skill level and the gap between that current level and the anticipated outcome(s) of the teaching project. Describe the strategy you will use for your project.Literature review (100 points/15% of course grade)The literature review may focus on (a) the content to be presented or (b) teaching strategies/media to be used. Create abstracts for at least three evidence-based articles using APA format.Instructional strategies/media (100 points/5% of course grade)Describe the instructional strategies/media to be used in the teaching project and relate each of them to the learner objectives.Evaluation items and rubric (100 points/10% of course grade)Create an evaluation tool/design a rubric that can be used to measure learners’ attainment of the objectives. Teaching Project Final Report (100 points/20% of course grade)Objectives clearly stated and measureable10Content outline logical and consistent with objectives20Teaching strategy(ies)/media correctly used and appropriate for learners, content and objectives10Test questions/evaluation method appropriate for learners,Content and objectives10Appropriate evaluation tool developed for learner feedback10Presentation of self-evaluation40Peer Review (100 points/5 % of course grade)Use a valid and reliable tool to evaluate the teaching project of an assigned classmate.Response to feedback from Peer Review (100 points/5% of course grade)Respond to the peer review provided by the assigned classmate.Assignment ScheduleBeginDueTeaching Project Plan and Objectives10%September 8September 22Learner needs assessment5%September 22September 29Literature Review15%September 22October 6Instructional strategies/media5%October 6 October 20Evaluation items and rubric10%October 20November 3Teaching Project Final Report 20%November 23Peer Review5%December 1Response to feedback from Peer Review5%December 8Course Outline:Historical roots, purposes and techniques of action research and reflective, evidence-based practice in health professions schools in the US and internationallyContextual characteristics (school, profession, clinical practice) with potential impact on teaching and learningAlignment of contextual priorities for improving teaching and learning with specific needs of a group of learnersProfessional reflection and self-analysis supporting improved learningEthical considerations and constraintsBasic quantitative and qualitative research methodologies as they apply to action research in a teaching contextWorking theories of causation and their relationship to hypothesis testing and to appropriate evidence of impact/identification of valid, reliable evidence of learning, misconceptions and gapsEvaluation of teaching and learning resources for credibility, recency, and contextual appropriatenessDesign and recording of pre-intervention, formative and post-intervention dataAggregation and disaggregation of dataAnalysis of data including identifying patterns and drawing conclusionsCommunication of results to varied stakeholdersNeuro education researchEvidence-based practice model ; evidence-based teaching modelCourse ScheduleSession/DateClassTopic(s), activities/readingsAssignment1September 1Introduction to Evidence-Based TeachingHistorical roots, purposes and techniques of action research and reflective, evidence-based practice in health professions in the US and internationallyFran- ELCIntroduction of selves to classmatesIndividual learner needs assessment using gap analysisOverview of action research (Linda) Action Research Components: Educator Resilience InitiativeOverview of reflective, evidence-based practice in health professions (Anne)Review of Chickering, A.W. & Gamson, Z.F. (1991). Applying the seven principles of good practice in undergraduate education. (New Directions for Teaching and Learning, no. 47). San Francisco: Jossey-Bass. Retrieved from (PPT by A. Belcher)2September 8Contextual characteristics (school, profession, clinical practice) with potential impact on teaching and learningAlignment of contextual priorities for improving teaching and learning with specific needs of a group of learners, i.e., students, faculty/staffUniversal design for learningLibrarian Montori, V.M. & Guyatt, G.H. (2008). Progress in evidence-based medicine. JAMA, 300 (15), 1814-1816.Victora, C.G., Habicht, J. & Bryce, J. (2004). Evidence-based public health: Moving beyond randomized trials. American Journal of Public Health, 94(3), 400-405.Newhouse, R.P., Dearholt, S.L., Poe, S.S., Pugh, L.C., & White, K.M. (2007). Johns Hopkins Nursing evidence-based practice: Model and guidelines. Sigma Theta Tau International, Chapter 1Felver, L. et. al (2010). Best practices in teaching and learning in nursing education. New York: National League for Nursing, pp. 6-16.View the web site listed below resources and look at a website specific to your specialty. 3September 15Comparison of EBP in medicine, nursing, and public healthDevelopment of instructional objectivesBastable, S. B. & Doody, J.A. (2011). Behavioral objectives. In Bastable, S. B., Gramet, P., Jacobs, K.& Sopczyk, D. L. (Eds.). Health professional as educator. Sudbury, MA: Jones and Bartlett (pp. 377-404).??? Completion of Teaching Goals Inventory (TGI) in Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques. A handbook for college teachers. San Francisco: Jossey-Bass, pp. 13-23.TGI 22ONLINEIdentification of learner needsMultiple assessment tools/learning styles inventoriesTheory of multiple intelligencesTheories of causationDiscussion of results of VARK Learning Styles Inventory (documents/The%VARK%20 QuestionsReview of other learning styles inventoriesDiscussion of theory of multiple intelligencesGardner’s Multiple IntelligencesGardner (1999) developed the theory of multiple intelligences; according to his theory, each learner has all of the eight kinds of intelligence listed below but in different proportions:Linguistic Logical-mathematical Spatial Musical Bodily kinesthetic Interpersonal Intrapersonal NaturalisticThough originally designed for use with children, this theory can be a framework for the recognition that adults learn in different pletion of VARK Learning Styles Inventory5September 29Evaluating evidenceComparison of strategies used by medicine, nursing and public health to evaluate evidence6October 6Instructional strategies and toolsCritique of multiple strategies and tools for their relevance to learning of knowledge, skills and attitudes, including:Case-based learningConcept/mind mappingDiscussion and questioningCollaborative learningLarge-group didactic learning7October 13ONLINEInstructional strategies and toolsExperiential learning with multiple strategies and toolsLaboratory education/simulationClinical education8October 20Evaluative strategies--learnersEvaluation of multiple strategies for evaluation of learningTest itemsSkill assessmentAffective learning assessment9October 27Evaluative strategies--teachersJudgment of strategies for evaluation of teachingFormative evaluationCourse evaluationPeer reviewHatzipanagos, S. & Lygo-Baker, S. (2006). Teaching observations: A meeting of minds? International Journal of Teaching and Learning, 17(2), 97-105.Berk, R.A., Naumann, P.L., & Appling, S.E. (2004). Beyond student ratings: Peer observation of classroom and clinical teaching. International Journal of Nursing Education Scholarship, 1(1), Article 10.10November 3Critique of teaching projectsGenerate a list of research questions derived from critique of the teaching projects11November 10Research questions regarding evidence-based teachingSharing of research questions generated during November 3rd class12November 17ONLINEMedia site presentation ThanksgivingNovember 24HolidayHappy Thanksgiving!13December 1Project presentation to peers14December 8 Sharing of peer evaluation of projectsReligious Observance Accommodation PolicyReligious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible in order to be excused from class and to make arrangements to make up any work that is missed. Students who expect to miss several classes because of religious holidays are encouraged to meet with their academic advisers to consider alternative courses. AttendanceParticipation in lectures, discussions, and other activities is an essential part of the instructional process. Students are expected to attend class regularly; those who are compelled to miss class meetings should inform their instructors of the reasons for absences. Faculty often include classroom participation and attendance in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who expect to miss several class sessions for personal, professional, religious, or other reasons are encouraged to meet with their academic advisers to consider alternative courses. ExaminationsA student who must miss an examination should notify the instructor. If the absence is justifiable, the instructor may permit a deferred examination. Classroom Accommodations for Students with DisabilitiesStudents with a documented disability who require an academic adjustment, auxiliary aid or other similar accommodations should contact the Disability Services Office at 410‐516‐9734 or via email at soedisabilityservices@jhu.edu as soon as possible, preferably four weeks prior to the beginning of the first class. Statement of Diversity and InclusionJohns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, the School of Education purposefully supports the University’s goal of diversity, and, in particular, works towards an ultimate outcome of best serving the needs of all students in K‐12 schools and the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment. Statement of Academic ContinuityPlease note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other extraordinary circumstances, the School of Education may change the normal academic scheduleEmergency Weather Contact InformationIn the event of inclement weather, contact 410-516-7781 or to find out if class has been cancelled.Appendix A: Classroom participation rubric ................
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