a student perspective: utilizing andragogy in today’s

A student perspective:Utilizing Andragogy in today’s curriculum.

Samantha Linkowski, Michael Genello, Kelsey Kuehner, Alexander Frisbie, Alexandre Vieira

Student‐led Workshop•The adult learner and the dissemination of information that shapes the professional

•Assessment of knowledge: what is relevant and how we know they know what we think all should know?

•We learn from our mistakes: feedback and misopportunities of great teaching moments

Dynamics•Power point slides and short videos were designed to stimulate discussion

•We invite your questions and points for discussion

•First half of the time, we will summarize information of the three broad topics we are proposing to discuss, the remaining time, we will have a discussion

Teaching Adults

Samantha Linkowski and Michael Genello

Pedagogy

Comparison of Educational Models

Andragogy

Self‐Concept

Experience Internal Motivation

Need to Know

Problem‐CenteredReadiness to Learn

Self‐Directed Learning“’Self‐directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.” (Knowles, 1975, p. 18) (2)

Self‐Directed Learning

‐ Recognition‐ Internal Motivation

‐ Instructor facilitated learning

‐ Self‐Monitoring

Place Active Learning Video Here

Learning from Experience!

Experiential Learning

“What one has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue”‐Dewey (1938, p.42)

Relevance

Sequencing• Integration of material• Side by Side courses

RelevanceLearning Objectives

• Importance of each block of material• Specific vs Generalized

Relevance

•Relate core material to field of dentistry

•Real‐world examples

Assessments

Alexander Frisbie

Assessments 1. Assessment is Necessary

2. Styles of Assessment

3. “Teaching for Dentistry”

1. Assessment is Necessary

(From: Harvard Business Review, 2010) 1


“…Unlike doctors and lawyers, managers don’t adhere to a universal and enforceable code of

conduct.”‐ Profs. R. Khuran and N. Nohira, Harvard Business School1

1. Assessment is Necessary “An occupation earns the right to be a professional only when some ideals, such as being an impartial counsel, doing no harm, or serving the greater good, are infused into the conduct of people in that occupation… a school becomes professional school only when it infuses those ideals into its

graduates.” ‐ Joel Podolny, former dean Yale School of Management1


(From: ACD Ethics Handbook for Dentists, 2000)


“an occupation involving relatively long and specialized preparation on the level of higher education and governed by a special code of ethics. The constructive aim of a profession is the public good. Dentistry is a profession.”

- ACD Ethics Handbook for Dentists 2

American Dental Association Code of Ethics- established 1866 2


ProfessionalProfessional

AssessmentAssessmentStandardStandard


“Trust me, I’m a doctor”

1. Assessment is Necessary–Standardizing Dentists

•“Standard of Care”•Licensing

–CODA Accredited degree–NBDE–*Clinical examination (where applicable)

•Continuing Education–Variable, depending on State dental board

•Evidence based dentistry –Decisions based in science

2. Styles of Assessment•Difficult to standardize with out tests

–Lots of info to measure–Tests attempt to quantify learning

•Proof that learning has occurred

2. Styles of Assessment• Two types of education in dental school

–New information•Vocabulary •Anatomy•Dosages•Traditional teaching styles more acceptable

–Reasoning and decision making •Diagnoses •Treatment planning•Providing therapy•Alternative teaching styles are required

2. Styles of Assessment•Difficult to write good test question

–Need a very skilled teacher–Does the question test the material?–Can we prove competency with a test?


•Which factor is most important to consider when selecting an antibiotic?A.) Prophylactic dose vs. therapeutic doseB.) Patient’s known drug allergiesC.) Broad spectrum vs. narrow spectrumD.) Is antibiotic indicated for this infection?


•Which factor is least important to consider when selecting an antibiotic?A.) Prophylactic dose vs. therapeutic doseB.) Patient’s known drug allergiesC.) Broad spectrum vs. narrow spectrumD.) Pleasant cherry flavor of elixir

2. Styles of AssessmentWhat about critical thinking?

Clinical vignette‐ Better, not perfect (Heist et al. 2014) 3

‐Inauthentic from clinical practice1. Reading questions first2. Questioning test‐writer’s objective3. Difficult to simulate a clinical scenario on paper

(it’s still a multiple choice test)‐Lack of authen city ≠ lack of validity!

2. Styles of AssessmentPick the right type of question

‐Basic multiple choice‐M.C. with clinical vignette‐Free response

Khan & Aljarallah, 2011: writing a test is difficult! 4


Workplace-Based Assessments:1. Observation2. Case discussion3. Feedback

(surveys of patients, staff,colleagues )

Kalsi, Kalsi, & Fisher, 2013: 6

(Miller, 1990) 5

2. Styles of AssessmentWe’re on the right track!

Move toward competency‐based assessment

‐Revised Accreditation Standards for Dental Education Programs 2015 7

Measure someone’s ability to function independently as a dentist

‐This should be the goal for all assessments!

2. Styles of AssessmentCase completion program HSDM (Park & Howell 2014) 8

–Patient‐centered approach–Reduces “patient shopping”–Loss of motivation after meeting requirements

–Comprehensive care!Loss of Standardization

‐ Clinical experiences dictated by what your patients need‐might be heavy in some areas, light in others

2. Styles of Assessment•Any other ideas?

(From: California Dental Association, 2015) 9

2. Styles of Assessment•2015‐ Two students graduate from U.O.P 9

–Licensure granted by portfolio reviewed by calibrated school faculty.

–Alternative to WREB–Intends to avoid “single day snapshot” by reviewing long‐term body of work by a student

•Portfolio of patients of record•Several competency examinations in various disciplines

2. Styles of AssessmentNot perfect:

Lack of reciprocity in different statesFaculty has to be calibrated to judge

portfolio“Cherry‐picking” cases


Assessment is critical to maintaining the standards of our profession, but can not be the sole focus.


Everyone has a role to play‐ don’t point fingers!

CODA has to ensure we meet the standards of our profession

Schools have to ensure we meet the recommendations of CODA

Faculty have to meet the needs of the school

Feedback

Kelsey Kuehner

Video

Insert video of Complete denture grade

Video Feedback

The Issues...• "Getting test grades back multiple weeks after

the test date"• "No feedback on restorations"• "Can't see exams after we take them"• "Feedback is not constant throughout school"• "More free response, less multiple choice"• "Not knowing what questions you got wrong on

a final"

Feedback Methods• Educative• Given in timely manner• Environment• Positive rather than negative• Specific, objective, consistent• Sensitivity to individual's needs• Reference a skill or knowledge• Verbal, non‐verbal, written

Feedback Methods● Alternate due dates● Other faculty members● Keep track of progress● Provide a model or standard ● Peer feedback● Encourage feedback from them

Thank you!

References1. Merriam, Sharan B., and Bierema, Laura L.. Adult Learning : Linking Theory and Practice. Somerset, NJ, USA: John Wiley & Sons, 2013. ProQuest ebrary. Web. 10 February 2016.2. Knowles MS. Knowles, M. S. New York: Association Press; 1975.3. Davis T. Billy Madison.; 1995.4. Available at: http://ged578.pbworks.com/f/1303702710/pedagogy_andragogy.jpg.scaled.500.jpg. 5. Metter, A. Back to School.; 19866. Kember, D., Ho, A., Hong, C. The importance of establishing relevance in motivating student learning. Active Learning in Higher Education November 2008 vol. 9 no. 3 249‐2637. Bonwell, C., Eison, J., Active Learning: Creating Excitement in the Classroom. ASHE‐ERIC Higher Education Report. 1991. 8. Dewey, J. Experience and Education. Kappa Delta Pi. West Lafayette, Indiana. 19389. Savery, JR (1995). "Problem based learning: An instructional model and its constructivist framework". Educational technology (0013‐1962), 35 (5), p. 31.

References1.RB. The Big Idea: No, Management Is Not a Profession. Harvard Business Review 2010. Available at: https://hbr.org/2010/07/the‐big‐idea‐no‐management‐is‐not‐a‐profession. Accessed December 16, 2015.

2. Ethics Handbook for Dentists: an Introduction to Ethics, Professionalism, and Ethical Decision Making. Gaithersburg, MD: American College of Dentists; 2000.

3. Heist BS, Gonzalo JD, Durning S, Torre D, Elnicki DM. Exploring Clinical Reasoning Strategies and Test‐Taking Behaviors During Clinical Vignette Style Multiple‐Choice Examinations: A Mixed Methods Study. Journal of Graduate Medical Education2014;6(4):709–714.

4. Khan MU, Aljarallah BM. Evaluation of Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) as a tool for Assessing the Cognitive Skills of Undergraduate Medical Students. International Journal of Health Science 2011;5(1):39–43.

5.Miller GE. The assessment of clinical skills/competence/performance. Academic Medicine Journal 1990;65(9):63–67.6. Kalsi HK, Kalsi JS, Fisher NL. An explanation of workplace‐based assessments in postgraduate dental training and a review of the current literature. British Dental Journal 2013;215:519–524.

7. Revised Accreditation Standards for Dental Education Programs. American Dental Association 2015. Available at: http://www.ada.org/~/media/coda/files/2016_predoc.pdf?la=en. Accessed December 14, 2015.

8. Park SE. Implementation of a patient‐centered approach to clinical dental education: a five‐year reflection. Journal of Dental Education 2015;79(5):523–529.

9. First dental students complete licensure by portfolio. California Dental Association. Available at: http://www.cda.org/news‐events/first‐dental‐students‐complete‐licensure‐by‐portfolio. Accessed March 6, 2016.

References1. Schartel, SA. Giving feedback‐ an integral part of education. Best Pract Res Clin Anaesthesiol. 2012 Mar;26(1):77‐87. doi: 10.1016/j.bpa.2012.02.003.

2. Sachdeva, AK. Use of effective feedback to facilitate adult learning. J Cancer Educ. 1996 Summer;11(2):106‐18.

3. Spiller, D. (2009). Assessment: Feedback to promote student learning. Teaching Development: Wāhanga Whakapakari Ako. Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/6_AssessmentFeedback.pdf

4. Dinham, S. Powerful teacher feedback. Synergy Volume 6, Number 2. 2008. http://www.slav.schools.net.au/synergy/vol6num2/dinham.pdf

5. Reynolds, L. 20 Ways to Provide Effective Feedback for Learning. June 19, 2013. http://www.teachthought.com/pedagogy/assessment/20‐ways‐to‐provide‐effective‐feedback‐for‐learning/

a student perspective: utilizing andragogy in today’s

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