Puzzle imageBiennium I -- Sharing Teaching Innovations

Biennium I -- Sharing Teaching Innovations is a short presentation about current teaching innovations in our school and is intended for directors of years I and II courses only.

Meetings are monthly on the 3rd Monday of the month at 12:00 p.m., in room 260 White Hall.

2009 Calendar

Date

Topic

Monday
January 12

The Owl Club at Tulane Medical School

Ron Markert
Internal Medicine & Orthopaedic Surgery

Description
Regarding unprofessional and personally offensive comments written by students when they evaluate courses and their faculty, Tulane Medical School has a positive and effective approach: the Owl Club

The Owl Club is a student organization responsible for providing feedback to faculty on their courses and teachers. Office of Medical Education staff helped with the data collection and logistics, but students were responsible for organizing and delivering student assessments of the curriculum.

Monday
February 16

Digital Video Integration and Analysis Boonshoft School of Medicine

Mark Anderson & John Needles
Medical Education Tech Group

Description
This project examines past, present and future digital video utilization throughout the Boonshoft School of Medicine. These uses vary widely from student education, internal communications, public relations, faculty development, and continuing medical education. This project focuses on the use of modern and classic IT business processes to analyze, differentiate, develop and implement best practices through multiple departments using digital video within the school. With a close eye on the limited future visibility of digital video standards and techniques, Mark Anderson and John Needles (BSOM Medical Education Tech Group) hope to better utilize the school’s limited resources. As part of this project, they identify Boonshoft School of Medicine’s market position compared to our educational peers in relation to digital video usage.

Monday, March 16

A Method of Measuring Outcomes in Ethics Curriculum: A Project for the Harvard Macy Institute's Program for Educators in the Health Professions

Ashley Fernandes
Community Health & Pediatrics

Description
Ashley Fernandes, M.D., Ph.D., has been accepted as a 2009 scholar in the Harvard Macy Program for Educators in the Health Professions, one of 55 selected from 16 countries. Since its inception in 1994, the Harvard Macy Institute has trained over 2,000 health care educators worldwide, through three highly regarded continuing education programs offered annually. The Program for Educators in the Health Professions combines “five major themes: Learning and teaching, curriculum, evaluation, leadership, and information technology.” Its purpose is to provide a comprehensive knowledge base and skill set to enhance expertise in designing and conducting an educational research project. It further empowers scholars to take a “leadership role in the educational activities at their home institutions.” www.harvardmacy.org

Dr. Fernandes's Harvard Macy's project focuses on medical ethics education, a crucial component of the medical school curriculum at WSU. The project has the following hypothesis and objectives:

Hypothesis
A medical ethics course, administered in the first year of medical school (and reinforced by online ethics modules in years two through four), will improve scores on multiple choice tests designed to measure the acquisition and retention of core concepts in medical ethics.

Objectives
(1) To create an online evaluative tool to test and measure the acquisition and retention of “core concepts” in medical ethics.
(2) To create a series of web-based medical ethics modules which serve three purposes:
(a) to determine whether the core concepts of a preclinical medical ethics course are learned and retained (measurement of outcome)
(b) to emphasize the important content of the course through taking the test itself, as well as through the reintroduction of the topics over time (reinforcement)
(c) to encourage self-directed learning in the medical humanities (expansion of learning).

PowerPoint
Download PowerPoint

Monday
May 18

Service Learning: Engaging Students, the Academic Institution and the Community

Kate Cauley
Community Health

Description
Wright State University Boonshoft School of Medicine includes multiple opportunities for students to learn and work partnership with the broader community.  One of those opportunities is through the Service Learning Program (SL).  During Biennium I (B-1), students complete one of the three required B-I electives using the SL pedagogy.  Additionally, during Biennium II students are involved in SL in a more clinical context providing an opportunity for integration of SL longitudinally across the four years of undergraduate medical education.

Links
Introduction to Service Learning
Service Learning Template
Frequently Asked Questions

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Monday,
June 15

Characterization of High Level and Low Level Users of Online Lectures: Patterns of Use and Learning Styles

Gary Nieder & John Pearson
Neuroscience Cell Bio Physio-COSM

Purpose
The use of online lectures, the exclusive mode for core content delivery in the gross anatomy course at WSUBSOM, varies markedly between students. This study characterizes high level users versus low level users in terms of usage patterns and learning style preference. 

Methods
Course content was presented in 52 online lectures comprised of html pages. A secure server logged individual student access permitting online viewing behaviors to be tracked. Students had previously completed the Grasha Reichmann Student Learning Style Scale (GRSLSS). Patterns of online use were correlated with course performance and learning style.

Results
Students were grouped into quartiles by total page downloads. 'High users' averaged 4063 page views during the course while 'low users' averaged 1549. With both groups, hourly activity peaked during late morning-early afternoon and evening, and total activity was highest on Wednesdays and lowest on Fridays. High users accessed more lectures the day before major exams. High users were significantly more 'competitive' in their learning style than low users; 'high competitives' averaged 3124 pages compared to 2590 for 'low/medium competitives' and exhibited higher use before exams. However, exam grades were not correlated with any GRSLSS style preference.

Conclusion
High and low users show differences in online lecture use for test preparation.  High users tend to fit the competitive GRSSLSS style; they use online lectures more and in a different pattern than do low/medium competitive students. Differences in online lecture usage are not correlated with exam performance.

Monday,
July 20

No Meeting

Monday,
August 17

Medical Students' Attitudes about Team-Based Learning in a Pre-Clinical Curriculum

Nicole Borges & Dean Parmelee
Academic Affairs

Monday,
September 21

ICM: Clinical Training in the Pre-Clinical Years

S. Bruce Binder
Family Medicine

Monday,
October 19

CDM Course Re-Design: Challenges and Lessons Learned

Marc Raslich
Internal Medicine and Pediatrics

Monday,
November 16

Digital Dissector for Anatomy Students

Barbara Kraszpulska
Neuroscience, Cell Biology, and Physiology

Monday,
December 21

No Meeting -- Ethical Issues Encountered by Students in Year 1 (Rescheduled)

Ashley Fernandes
Community Health

Archive of previous BI -- Sharing Teaching Innovations topics

 

Questions and Suggestions

You can email your questions and suggestions to BSOM_FacDev@wright.edu or call
(937) 775-3392