Presentation

Instructional Design and Classroom Based Research

For educators to make sound decisions about education practices and policies, we must seek to better understand the foundations of teaching and learning which guide our profession.

“Studies indicate that teachers need not only content knowledge but also pedagogical knowledge; consequently, acquisition of a broad body of knowledge becomes a key component in achieving professional status in education” (Zepeda 2013).

So many of you may be wondering... Why do I need to understand the foundations of teaching and learning if my teaching method is primarily lecture?

Activity

Learning Activities and What We Tend to Remember after 2 Weeks

Besides requiring only passive learning, the lecture format does not promote higher order thinking

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When does the learning process begin?

What about my efforts to make connections to other disciplines and give examples of clinical application in my lectures? Doesn’t that encourage higher order learning?

Why do the students seem to only have a basic understanding of the information?

Active Learning Strategies – Easy to Implement and Research

Pause Procedure

Check for Understanding Leave Students With a Question Student Exploration

Primary TB • Occurs soon after initial infection • Often seen in children and impaired immunity • Middle & lower lung zones – most inspired air – seen most commonly affected by primary TB • Pleural effusions common • Progressive primary TB – primary site rapidly enlarges, central portion undergoes necrosis and cavitation develops – Complications: Bronchiectasis, lymph node rupture

CXR with lower lobe cavity

Post-primary (Secondary) TB • AKA reactivation or adult-type TB • May result from endogenous reactivation of distant latent infection • Localized to the apical and posterior segments of the upper lobes – Due to higher oxygen tension – favors mycobacterium growth – Extent varies: small infiltrates to extensive cavitary disease

Secondary TB CXR

Discuss

If it ain’t broke don’t fix it! VCOM has a track record of: • Excellent board scores • Low attrition rate • Great residency placement So why change what works?

Why Educational Research? Educators need to be consumers (and producers) of research. Creswell (2002) notes the following reasons, describing the various purposes of educational research:

1. Improve Practice 2. Add to Knowledge

3. Address Gaps in Knowledge 4. Expand Knowledge 5. Replicate Knowledge

6. Add Voices of Individuals to Knowledge

Areas of educational research There are four main areas of educational research: Psychological Sociological Biological Analytical All four areas investigate different aspects of learning and how the brain functions.

Psychological Educational Research •

To what extent does teacher communication and feedback impact student achievement?

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What impact do exit surveys have on teaching practices?

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Do pre-reading assignments increase student engagement in the classroom? What length, what structure, etc...?

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Does teacher-student interaction increase through the use of on-line communication forums? What impact does this have on teaching & learning?

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Do students’ perceptions of learning increase when including peer discussion in the classroom?

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Are other forms of assessment more accurate in assessing higher order or clinical thinking?

No Change Required! •

What impact does class attendance have on performance?

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Does student’s discipline of interest impact performance?

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Do results on daily i-clicker questions correlate to results on exams?

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Is there a difference in performance based on preferred learning style?

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Do students demonstrate the same level of competency when examining different genders? When patients are obese?

Think, Pair, Share Work in groups to identify at least 2 topics related to psychological educational research that you would be interested in exploring further in your classroom. Choose a representative to share your ideas.

Advantages of Educational Classroom-Based Research  Usually requires no funding

 Easy to implement  Little additional work – based on what you are doing in your classroom  IRB friendly  Incentive to try something new

References Creswell, J. W. (2002). Research design: Qualitative, quantitative, and mixed methods. (2nd ed.). Thousand Oaks, California: Sage Publications. Dale, Edgar. (1969). Audio-Visual Methods in Teaching,. (3rd ed.). Holt, Rinehart & Winston, New York. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Upper Saddle River, NJ: Pearson. Zepeda, S.J. (2013). Professional development: What works. New York, NY: Routledge.

(2nd ed.).