integrating technology into your teaching armamentarium · integrating technology into your...
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Integrating Technology Into Your Teaching Armamentarium
Robert F Flora, MD, MBA, MPHRobert Dodds, MD
DisclosuresRobert Flora, MD, MBA, MPH
• I have no relevant financial relationships to disclose• No use of advertising, trade names, or product group messages have be used as
“commercial interest” as defined by the ACCME*
Robert Dodds, MD• I have no relevant financial relationships to disclose• No use of advertising, trade names, or product group messages have be used as
“commercial interest” as defined by the ACCME*
*commercial interest defined as “any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.”
Objectives
At the conclusion of this workshop, participants will be able to:• Understand the foundational theories of learning with technology• Use the right mindset for teaching with technology• Use the TPACK method for integrating technology• Use several iPad programs such as Explain Everything, Nearpod, etc• Use G Suite in devising learning exercises with a journal club example
mind-set
Noun1. an attitude, disposition, or mood.2. an intention or inclination.
Origin 1925-1930
mindset. (n.d.). Dictionary.com Unabridged. Retrieved March 8, 2017 from Dictionary.com website http://www.dictionary.com/browse/mindset
mind-set in Medicine
Noun1. A fixed mental attitude or disposition that predetermines a person's
responses to and interpretations of situations.2. An inclination or a habit.
mindset. (n.d.). The American Heritage® Science Dictionary. Retrieved March 8, 2017 from Dictionary.com website http://www.dictionary.com/browse/mindset
https://www.nap.edu
How People Learn
Principles of adult learning….
Comfort/respect Experience: (Kolb) build on learner’s experience
Relevance: to current status, roles
Engagement: role play, simulations
Reflection: (Schon) on past experience, errors, prevention
Initial Approach to Medical Thinking
• Epistemology (reasoning)• Knowledge used in reasoning
• A priori (first principle) knowledge or justification• Independent of experience (1+1=2)
• A posteriori knowledge or justification• Based on experience or empirical evidence (not anecdotal evidence)
• A priori is default if lacking a posteriori knowledge• Doesn’t work well with humans
Aristotle and Kant
a priori
a posterioriDefault if noa posterioriknowledge
Development of Knowledge
© Robert Flora, MD MBA MPH
Based on Aristotle and Kant
Initial Approach to Medical Thinking
•Availability heuristics (Tversky & Kahneman)• Mental shortcut • Relies on immediate recall of examples/ experience• Use in evaluating a specific topic, concept, method or decision• If something can be recalled, it must be important or more
important than not as readily recalled alternative solutions• Availability correlated to perceptions of the magnitude of the
decision (+ or -)
Availability Heuristics
Magnitude of Experiences
Mental Recall
Situation
Based on Tversky & Kahneman
© Robert Flora, MD MBA MPH
Zone of Proximal Development (ZPD)(Lev Vygotsky 1896-1934)
"Scaffolding [is] the way the adult guides the child's learning via focused questions and positive interactions."
https://en.wikipedia.org/wiki/Zone_of_proximal_development
Scaffolding
How People Learn
Technology to Support Learning
• Bring exciting curricula based on real-world problems• Provide scaffolds and tools to enhance learning;• Provide more opportunities for feedback, reflection, and
revision;• Build local and global learning and teaching communities • Expand opportunities for teacher learning.
How People Learn
TPACK
Technological Pedagogical Content Knowledge (TPACK)
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Koehler, M. J. Technological Pedagogical Content Knowledge. www.TPACK.org
http://tpack.org/
https://vanessamillerblog.com/2015/05/
https://dimac4.coetail.com/files/2014/11/Tips-to-TPACK-ing.jpg
http://ditchthattextbook.com/
What is the purpose of
To promote creativity, innovation and the spread of knowledge
Article 1 Section 8U.S. Constitution
EVERYTHING IS COPYRIGHTED
Automatically at the moment of creation, when placed in fixed and tangible form
--Section 107Copyright Act of 1976
The Doctrine of Fair Use
For purposes such as criticism, comment,
news reporting, teaching (including multiple copies for classroom use),
scholarship or research
The Doctrine of Fair Use“It not only allows but encourages socially beneficial uses of copyrighted works such as teaching, learning, and scholarship. Without fair use, those beneficial uses— quoting from copyrighted works, providing multiple copies to students in class, creating new knowledge based on previously published knowledge—would be infringements. Fair use is the means for assuring a robust and vigorous exchange of copyrighted information.”
--Carrie Russell, American Library Association
Looking Through the Window PANE of Fair Use
P A
N E
Is Your Use of Copyrighted Materials a Fair Use?
•Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
•Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
TWO QUESTIONS TO ASK
Attributionvs.Citation
• http://www.methanist.com/wp-content/uploads/2014/07/Copyright.jpg
ATTRIBUTION vs CITATION Attribution: concept in copyright law requiring an author
to be credited.
Citation: reference to a published or unpublished source.Generally, the combination of the in-body citation and the bibliographic entry. It has the purpose of attributing prior or unoriginal work and ideas to the correct sources, to allow the reader to determine whether the referenced material supports the author's argument in the claimed way, and to help the reader gauge the strength and validity of the material the author has used. It subscribes to an accepted citation system (APA, ASA,Oxford, Harvard, etc.)
https://www.slideshare.net/sden/copyright-licenses-public-domain-open-sources-attribution-and-citationfrom Wikipedia. Retrieved 2012
ALWAYS
REFER
TO YOURSOURCES!!
No matter what:
https://www.slideshare.net/sden/copyright-licenses-public-domain-open-sources-attribution-and-citation
Madeline Hunter Lesson Template
http://ditchthattextbook.com/
https://buzzkenya.com/wp-content/uploads/2014/02/questions.jpg
Robert Dodds, MD
Mock Oral Flipped Classroom using Voicethread
None
Conflicts of Interest
From medrants.com
Science of LearningLearn better, not longer
Background
“students receive and master new knowledge outside the classroom, and teachers use classroom time to reinforce learning and address students’ questions”
”Flipped Classroom”
Mehta et al, Just Imagine: New Paradigms for Medical Education, Academic Medicine, Vol. 88, No. 10 / October 2013
Wittich et al, Flipped Classrooms in Graduate Medical Education: A National Survey of Residency Program Directors, Academic Medicine, Publish Ahead of Print, POST AUTHOR CORRECTIONS, 20 June 2017
Educational application
Better engagementImproved learningLess disruption of schedules
Advantages
Flipped Classroom in Internal Medicine
Wittich et al, Flipped Classrooms in Graduate Medical Education: A National Survey of Residency Program Directors, Academic Medicine, Publish Ahead of Print, POST AUTHOR CORRECTIONS, 20 June 2017
doddsonline.comProvidence Mock Oral Exams
https://sites.google.com/a/phmeded.org/augs-2017/products-services/voicethread
doddsonline.comVoicethread
https://sites.google.com/a/phmeded.org/augs-2017/products-services/flipped-instructions
OR: Click “Flipped Instructions” under “Lessons”
OR:https://voicethread.com/share/9672835/
Survey, 22 Residents
Providence Results
Resident Satisfaction
0 0
3
12
5
0
2
4
6
8
10
12
14
Enjoyed Sessions
0
23
15
2
0
2
4
6
8
10
12
14
16
Improved Retention
0 0
4
14
4
0
2
4
6
8
10
12
14
16
Clinical Prepared
Oral Exams
0 0
5
10
7
0
2
4
6
8
10
12
Improved Performance
0
3 3
6
10
0
2
4
6
8
10
12
Improved Comfort
Preparation
1
2 2
11
6
0
2
4
6
8
10
12
Used Voicethread
3
9
7
2
1
0
1
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3
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7
8
9
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Read Printed
Overall Impression
0
2
7 7
5
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1
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StronglyDisagree
Disagree Neutral Agree StronglyAgree
Prefer Flipped to Traditional
Improve accuracy of PresentationsExpanded “in class” timeProtected study timeRigid deadlines
Changes
Thank You!
Lucidchart
http://newtech.coe.uh.edu/screenshots/Lucidchart%202.png
Flowchart
http://www.mrbassonline.com/blogimages/lcmindmap.png
Mindmap
https://www.lucidchart.com/blog/how-to-create-a-fishbone-diagram-in-Word
Fishbone (Ishikawa) Diagram
Constructing a Flowchart1. Name and date the process
2. Identify beginning & ending points
3. List the steps from beginning to end – high level
4. Observe the process
5. Determine flowchart type and add detail
6. Encourage others to review and contribute
7. Analyze – redesign as appropriate
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Exercise Flowcharting
Make a flowchart of a pediatric patient coming into an office including steps:
• Presenting to front desk• Filling out paper work• Determine if sick or well• Goes to specific waiting room• Taken to exam room• Terminate by seeing doctor
Demonstration
G Suite
Training
Research
Medicine
Ob/Gyn
Quality
Institution 2
Institution 1
Institution 3
Institution 4
