Patricia Hudes, MSIT

Director, Faculty Development
Research Assistant Professor, Community Health                               

290 White Hall
Boonshoft School of Medicine
Wright State University
3640 Col. Glenn Hwy.
Dayton, Ohio 45435

Phone: (937) 775-2643

E-mail: patricia.hudes@wright.edu

Master of Science in Instructional Design & Technology, Bloomsburg University of Pennsylvania

Patricia Hudes is originally from Rio de Janeiro, Brazil. She came to the U.S. to further her education in Instructional Design and Technologies. She joined the Boonshoft School of Medicine in 2002 as the Faculty Development Director. 

Her main goal is to promote teaching and learning experiences that focus on self-direct, active and lifelong learning. She is a strong believer in the instructional design process: in order for learning experiences to be meaningful and effective, they have to be carefully crafted, following a systematic instructional design process, based on solid pedagogical principles.

Patricia Hudes provides one-on-one consultations with faculty who want to improve their instructional experiences.  The first phase consists of a needs analysis, by considering the situational factors that will affect the instructional experience. The second phase has three steps: 1) it starts with the learning objectives, 2) followed by the creation of assessments and practice/feedback activities that meet the objectives and 3) finally the design of the materials and activities that will support learning. The goal is to ensure that learning objectives and all activities are in alignment with each other. The last phase is evaluation: in addition to receiving formal student feedback, faculty also obtain detailed feedback from Patricia Hudes based on observation of learning activities and review of student outcome data (exams, quizzes, exercises, etc.)

Patricia Hudes promotes basic understanding of various technologies and instructional best practices and pedagogies, through a variety of faculty development programs, including the Scholarship of Teaching and Research in Medical Education workshop series (at least four different workshops every year) and the annual Faculty Development Day (includes Faculty Teaching Award and a presentation followed by a workshop).

In addition to her passion for instructional design, Patricia Hudes’s areas of interest include:

• How to design effective Team-Based Learning™ experiences
• How to use audience response system (ARS) technology as a tool to promote active learning and improve learning outcomes
• How to design effective posters and PowerPoint presentations

Patricia enjoys interacting with colleagues, students, family and friends. Her hobbies include art, books and gardening.

Levine R, Hudes P.  “How to” Guide for Team-Based Learning™. IAMSE manual, in press.

Dent J, Harden R eds. A Practical Guide for Medical Teachers. Elsevier, 2012, 4th edition. TBL chapter authors: Parmelee D, Hudes P., in press.

Parmelee D, Michaelsen L, Cook S, Hudes P. Team-Based Learning: A Practical Guide. AMEE Guide No. 65, 2012. Med Teach. 2012;34(5): e275-87. Epub 2012 Apr 4.

Parmelee DX, Hudes P.  Team-based learning:  A relevant strategy in health professionals’ education?   2012 Med Teach 34: 411-413. 

Nieder GL, Parmelee DX, Stolfi AS, Hudes P. Team-based learning in a medical gross anatomy and embryology course. Clin Anat. 2005;18:56–63.

Significant Learning Pursuits: Preparing Faculty to Leverage Instructional Technologies for Competency Based Learning and Assessment. Association of American Medical College’s Annual Meeting, November 2012.

Course Redesign — Opportunities to Create Significant Learning Experiences in Medical Education.
The Ohio State University College of Medicine, Center for Education and Scholarship. Columbus, OH, June 2011.

Student Performance and Knowledge Retention: Does the TurningPoint Audience Response System Make a Difference?Turning Technologies National User Conference. San Diego, CA, October 2011.

Creating Significant Learning Experiences in Medical Education: Using Integrated Course Design to Promote Active Learning. 31st Annual Conference Generalists In Medical Education. Washington, DC, November 2010.

Course Redesign — Opportunities to Create Significant Learning Experiences in Medical Education.
2010 CGEA Spring Conference, Association of American Medical Colleges Central Group on Educational Affairs, Chicago, IL, April 2010.

Using Instructional Design to Enhance a Psychopathology Curriculum. Wright State University BSOM Biennium 1 Sharing Teaching Innovations Meeting. Dayton, OH, April 2010.

Significant Learning in Medical Education. Wright State University BSOM Leadership Academy. Dayton, OH, April, 2010.

The Use of TurningPoint in Bioethics Education for Medical Students: Stimulating Controversial Discussions in a Large Group Setting. Turning Technologies National User Conference. Las Vegas, NV, October 2009.

Audience Response System: Making Your Teaching More Interactive. Wright State University BSOM Scholarship of Teaching and Research in Medical Education series. August 2009.

Do’s and Don’ts of Poster Design: Creating Effective Research Posters. Wright State University: Short-Term Training Program to Increase Diversity in Health-Related Research (STREAMS), Department of Psychiatry, Post-Baccalaureate Research Education Program (PREP), Medical Education 4^th Year Elective. Dayton, OH, different dates since 2006.