HSC Showcase: Technology “Speed Dating” for Faculty

HSC Showcase: Technology “Speed Dating” for Faculty

When:

Thursday, July 25
11:30 a.m. – 1:30 p.m.

Where:

Clinical and Translational Research Building, Room 101

The HSC-Delphi Faculty Development Partnership is sponsoring an opportunity for faculty to share the unique ways that technology can be used in teaching in the Health Sciences. This new summer program serves as a direct follow up to last year’s “What’s Holding You Back? A Conversation about Integrating Instructional Technology into Heath Sciences Courses” faculty panel conversation.

This year's lunch program will include informal presentations in a dynamic "speed dating" setting. Attendees will have the opportunity to select from eight different “show and tell” demonstrations and, at a designated time interval, will move to another demonstration. This format is designed to encourage a high level of interaction between presenters and attendees.

Register Now



Demonstrations

Using Blackboard Surveys and Wikis for Reflective Assignments

P. Gay Baughman, D.M.D., Clinical Assistant Professor, General Dentistry and Oral Medicine

Students are digital natives and they appreciate when faculty make the effort to use available technology. Surveys and reflective assignments can be used to foster students’ metacognitive skill development and to check for conceptual understanding. Using a course wiki can build collaboration in a large classroom and help students work well together. As class sizes increase, wikis offer the possibility of making large classes feel more intimate. Considered together, these tools also help faculty gain important insights into their students’ thinking and learning.

METI LearningSpace: Videorecording Software

Carrie Bohnert, M.P.A., Director, Standardized Patient Program

Through the Standardized Patient Program, students interact with simulated patients to enhance their clinical skills. METI LearningSpace helps students improve performance by obtaining faculty feedback on their history taking, physical exam, and clinical communication skills. Students frequently report that the most beneficial aspect of the program is the feedback they receive. This software helps faculty provide additional narrative feedback and solves scheduling dilemmas by making student learning encounters available to faculty members at any time. This methodology can be adapted to any discipline that requires learners to develop skills in interpersonal communication or interviewing.

SoftChalk: PowerPoint on Steroids

Carol K. Jones, M.Ed., Program Coordinator Senior, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine; Frank Woggon, Ph.D., Supervisor, UofL Hospital Chaplaincy Service; Tara Schapmire, Ph.D., Assistant Professor, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine; Barbara Head, Ph.D., Assistant Professor, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine

iCOPE (Interdisciplinary Curriculum for Oncology Palliative Care Education) is using SoftChalk as a delivery means for online didactic modules. These case-based modules instruct chaplaincy, medical, nursing, and social work students on the basics of palliative care. The modules have been developed by several members of iCOPE's interdisciplinary faculty and use video, web links, and self-evaluation testing. SoftChalk's applications provide an interactive format and allow students to self-test themselves on content. Students can access the modules on Blackboard at their convenience. This curriculum needs to be portable and SoftChalk enables these didactic modules to be used by other programs.

Social Media for Developing and Implementing Advocacy Campaigns

A. Scott LaJoie, Ph.D., Associate Professor, Health Promotion and Behavioral Sciences

Social media is the communication mode of the future, and healthcare professionals must find new ways of meeting patients where they are. Doctors can provide encouragement and support to patients, and patients can provide updates on their progress. Our students embrace new technology and enjoy the learning that uses technology. Social media allows faculty to share information and timely feedback with students to help them enhance their critical thinking skills and perspectives.

Anki Adaptive Flashcards

Keith B. Lyle, Ph.D., Assistant Professor, Psychological and Brain Sciences

A big part of learning is remembering, and our students are often faced with large amounts of material that they need to remember. Psychological research shows that students are poor at designing their own study plans. Adaptive flashcards do some of the planning for students, improving on what they would come up with on their own. The flashcards help students commit information to memory by instantiating two well-established psychological effects: the retrieval-practice effect and the spacing effect. Using the flashcards can also increase the amount that students remember and the efficiency with which they commit information to memory. In other words, this user-friendly, self-paced technology allows students to remember more and do it faster.

Human Patient Simulation Software

Kevin Martin, Director of Operations, Paris Simulation Center

The Paris Simulation Center strives to develop a beneficial symbiotic relationship that presents educational material in a different manner to improve understanding without adding instructional complexity or increased instructional time. “MUSE 2.0” is a software package used to create patient physiology for simulation cases taught in the Simulation Center. This software installs on a desktop or laptop computer of select faculty who work with the Paris Simulation Center. Faculty can create and update patient training cases which help students gain a better understanding of basic human physiology. This allows faculty to experiment with methods to present patient cases to students for in-class discussion, or for eventual simulated patient cases that can be performed using the Simulation Center’s patient mannequins.

Camtasia Videos

Cynthia J. Miller, Ph.D., Assistant Professor, Physiology and Biophysics

Camtasia 7.0 is an inexpensive, screen-recording software program which can be used to create flash videos. These videos can be used by professors to review basic course content, orient the students to online materials, expose students to "real-life" situations outside of the classroom, or for a variety of other applications. Dr. Miller is currently using Camtasia videos in the School of Dentistry to allow students to review basic physiology concepts prior to lecture. In an IRB-approved study, the use of Camtasia videos (as part of online review modules) resulted in statistically significant gains in performance in three different sections of the course.

Professionally Dramatized Case Study

Karen Hughes Miller, Ph.D., Assistant Professor, Office of Graduate Medical Education; Pradip Patel, M.D., Professor, Pediatrics; V. Faye Jones, M.D., Ph.D., Professor, Pediatrics; Michael Rowland, Ph.D., Associate Dean for Diversity Initiatives and Community Engagement, Assistant Professor, Department of Leadership, Foundations & Human Resource Education

When academicians works with artists, we all get an interdisciplinary "boost" that helps us see instructional elements in a new ways. In this module on increasing cultural competence for third year medical students in their pediatric clerkship, we used a professionally recorded performance of trained actors from our Standardized Patient (SP) program over PowerPoint slides to create a dramatic, more deeply engaging event. The case, based on a true story, is delivered online to students and followed by a face-to-face discussion session. Developing the production allowed media professionals to work with academicians to develop new learning material that had the necessary emotional impact to engage learners. The product was underwritten by a grant from the AAMC Southern Group on Education Affairs (SGEA), Medical Education Scholarship Research and Education (MESRE).

Continuing Education Credit

Continuing Medical Education Credit

 The University of Louisville School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The University of Louisville Office of Continuing Medical Education & Professional Development designates this educational activity for a maximum of two AMA PRA Category 1 Credit(s)™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

For All School of Dentistry Participants:

If continuing education units are being requested for your attendance in this course you must register online and register with the Delphi Center using the registration button above. Pre-registration for continuing education from the School of Dentistry should be completed by July 19.

For All School of Nursing Participants:

This program has been approved by the Kentucky Board of Nursing for 2.4 Contact Hours through the University of Louisville Hospital. Provider Number 4-0068-7-16-715, expiration date July 1, 2016. The Kentucky Board of Nursing Education provider does not constitute endorsement of program content. Participants must complete the education module, post-test and course evaluation to receive contact hours.

Questions

Please contact Aimee Greene, instructional technology consultant senior and instructional designer, or call 852-4482.

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