Department Visits to the Curriculum Committee Oral …...2013/12/05 · Department: Oral and...

Department Visits to the Curriculum Committee

Department: Oral and Maxillofacial Diagnostic Sciences

Representatives: R. Katkar, M. Nair

1. Describe where student self‐assessment and self‐directed learning occurs in your departmental

courses. Indicate how you evaluate and use the results of your evaluations to improve your courses?

Semester Course # Self‐assessment or self‐directed learning description

How are they reviewed?

How do you use the results to

further enhance student learning?

3 6301 Online interpretation assignment (MCQ) ‐ Implemented Summer 2013

Course director Mean~ 4.3/5

Modify and updatecontent to alter difficulty level.

6‐9 7762L Radiographic prescription guidelines, technique, and interpretation assessed via competency procedure. Self‐assessment is completed and then reviewed in one‐on‐one sessions with faculty.

Self‐assessment is completed and thenreviewed in one‐on‐one sessions with faculty. Critical thinking skills are assessed and evaluated. One‐on‐one session that is graded basedon knowledge of imaging anatomy, technique, processing errors, and interpretation report.

Until now, if the students failed a competency they were asked to re‐do it without entering a ‘fail’ grade. Now if they fail, it is entered in axium and they areasked to take it again. Areas of weaknesses in student learning are noted which is then addressed during the competency procedure.

7‐8 8303 Quizzes via Sakai /e‐learning. Interpretation report: team based learning with i‐rat and g‐rat components. Use of decision support software to develop differential diagnoses and comparison with list generated by individual students with rationale for ranking of lesions. All lectures offered online for self‐paced learning

Course director Faculty (3). Rubric provided to students to help them understand how grading is done.

Modify questions, and complexity of cases for following year

2. Regarding the UFCD 20 competencies, indicate when they are assessed, which competencies are

assessed, how they are assessed, how you evaluate the effectiveness of your methods and how you

use that information to improve your courses.

(Examples of methods may include portions of MCQ exams, case‐based written examinations, reflection

papers, OSCE’s, clinical patient care competencies, case presentations, etc.)

Semester Course #

UFCD Competency #

Method(s) of competency evaluation

When and how are results reviewed?

How do you use the results to further enhance student learning?

3 6301 None certifying. Teaching II‐4 and III‐10, 11.

Midterm and final exam

Exam result analysis

Update content of lectures and examinations

6‐9 7762L III‐9, 10. Radiology Competency (selection criteria, technique, interpretation/ differential diagnosis, anatomy)

During rotation by course director, through axium

Self‐assessmentreview; during interpretation and competency, faculty provide feedback

7‐8 8303 II‐4 Electronic quizzes on E‐Learning, assigned group case discussions, submitted case assignments (individual and group) and a final examination.

Assignments reviewed by faculty. Critical thinking skills, use of decision support software, rationalization skills graded using rubric

Course content modified and updated as needed.

8‐11 8767L II‐5 III‐9, 10, 11, 12 Iv‐13, 20

Attendance Objective‐type examination

Sign‐in sheet Exam graded by course director

Review of examquestions with students

3. Demonstrate alignment of your course objectives with your “certifying” competency assessments.

UFCD Competency#

Semester Course # Course Objective Competency Assessment

1.Ethical Standards Apply ethical standards to professional

EX: 1 DEN XXXX Students will apply problem solving techniques to case studies, such as those

Ethical Decision Making Rubric

practice areas depicted in the ADA code of ethics

III‐9, 10. 6‐9 7762L Define selection criteria and explain their use in oral radiology. Identify and describe common inflammatory and developmental abnormalities when seen on intraoral and panoramic radiographs. Identify and describe radiographic features associated with caries, periodontal diseases, and apical pathology.

Daily interpretation grades in axium and competency evaluation

II‐4 7‐8 8303 Ex. Recognize, describe, and interpret the radiographic signs of malignant odontogenic and non‐odontogenic tumors of the maxillofacial region; identify the significance of positive findings.

Electronic quizzes on E‐Learning; assigned group case discussions, submitted case assignments (individual and group) and a final examination.

II‐5 8‐11 8767L Analyze the outcomes of patient care and previous treatment to improve oral health through application of best practices.

One‐on‐one clinical instruction.

III‐9 8‐11 8767L Perform a comprehensive patient evaluation that collects patient history including medication, chief compliant, biological, behavioral, cultural and socioeconomic information needed to assess the patient's medical, oral and extraoral conditions.


III‐10 8‐11 8767L Perform a differential, provisional, or definitive diagnosis by


interpreting and correlating findings from the history and the patient interview, the clinical and radiographic examination, and other diagnostic tests and develop a problem list.

III‐11 8‐11 8767L Develop properly sequenced, alternative treatment plans as appropriate to achieve patient satisfaction and that considers the patient’s medical history and all the diagnostic data; to discuss the diagnosis and treatment options to obtain informed consent; and to modify the accepted plan based upon regular evaluation, unexpected situations, or special patient needs.


III‐12 8‐11 8767L Prevent, recognize and manage dental and medical emergencies in the office.


IV‐13 8‐11 8767L Prescribe and/or apply pharmacotherapeutic agents and monitor their effect on the patient's oral health.


IV‐20 8‐11 8767L Manage oral mucosal and osseous diseases ordisorders, including oralcancer.


4. Regarding the UFCD 20 competencies that your department certifies, for each competency, report

student first time pass rate and end of semester pass rate for Spring and Summer 2013,

Semester UFCD Competency# %Class pass 1st Attempt

%Class pass by end of course

%Class pass after

remediation

Other

6‐9: 7762L III‐9, 10. Not recorded 100 100 We have started recording pass rates effective this year

7‐8: 8303 II‐4 100 100 100

8‐11 8767L II‐5,III‐9‐12, IV‐13,20 97 97 100

5. Describe how the department uses student learning outcomes to improve the curriculum and

student assessment using the Plan‐Do‐Check‐Act (PDCA) cycle.

(The PDCA is referenced from the UFCD Strategic Plan and college’s model for outcomes assessment

and evaluation.

Sem Course # Student learning outcomes Action Plan for changes to bring about improvements

EX: 3 DEN XXXX 20% of students did not pass the final psychomotor examination.

Students that did not pass the course will remediate. At the next course offering the sim lab will have a 10:1 student to faculty ratio; student will self‐check their work against ideal pre‐prepared teeth.

6 6301C 97.56% first time pass rate Re‐organize mid‐term and final examinations and update content. Difficulty index from Evalsuite was used to explain difficult concepts.

7‐8 8303 100% pass rate first time; however, approx. 80% of the class could not attend several lectures last year due to extramural rotations; in‐class quizzes could not be taken on time.

Moved course online and offered over 2 semestersAll quizzes are now self‐paced and online. Meeting with class officers to discuss expectations and strategies.

6‐9 7762L 100% pass rate 1st time in competency procedure. Class completed competency procedure on time.

Started online sign‐up for interpretations and competencies through axium, to improve logistics. Continue self‐assessment component for daily procedures and competency procedure.

8‐11 8767L 97% first‐time pass rate An examination review has been implemented

6. Report any new or emerging technologies utilized in your curriculum.

(If implemented, how were students and faculty trained in the use of the new technology? If none

implemented do you see any in the near future? Please describe.)

Semester Course # New or emerging technology How did you evaluate the effectiveness of this

How did you use this evaluation to improve your curriculum?

change?

6‐9 7762L Direct digital sensors Just started

7‐8 8303 CBCT, CT, MRI, Nuclear medicine Student performance in final exam, case report preparation, and online quizzes using images from such advanced imaging modalities.

Made quizzes self‐paced; interpretation reports have a group component and several individual components with enunciation of rationale for differences in the list of differential diagnoses between group and individual reports. Onlinedecision support system is used as well by the group.

7. Identify where and how evidence‐based dentistry is included in your courses.

(In addition to the ECO teaching methods database report how (activities) support EBD and student use

of EBD.)

Semester #

Course # ECO teaching methods Summary of Results

Use of Results

3 6301 Lectures on Radiation biology, safety and protection, use of ALARA and selection criteria to avoid harmful effects of radiation; peer reviewed publications cited to support use of selection criteria for prescribing radiographs.

Successful completion of mid‐term and final examinations.

Appropriate use of selection criteria when prescribing radiographs for assigned patients; assessed during competency procedures in DEN 7762L

Department Visits to the Curriculum Committee

Department: Pediatric Dentistry

Representatives: E. Perez, R. Primosch

Describe where student self‐assessment and self‐directed learning occurs in your departmental courses.

Indicate how you evaluate and use the results of your evaluations to improve your courses?

Semester Course # Self‐assessment or self‐directed learning description

How are they reviewed?

How do you use the results to further enhance student

learning?

1 DEN 5210 1. Small group case‐based learning, 3 sessions, 12 groups of 7‐8 students, given one case with objectives, questions, and handbook as a guide to their discovery learning. Goal is to develop a strategy to take a patient problem list and create a hypothesis to test with discovery of new knowledge

2. Behavioral Science Research Paper and Presentation by paired students who conduct independent interviews of experienced clinicians

Small group facilitators

Instructor grades product

Facilitator debriefing Feedback in class by

the faculty on the presentation.

6 DEN 7452C 1. Students are assigned required readings that complement lecture topic. Some content such as pulp therapy, trauma, and treatment planning are taught using cases where learning is active under faculty direction.

2. Students use a self‐guided lab manual to perform common pediatric dental procedures on a typodont in a preclinical lab setting. Each required procedure has assigned evaluation criteria for application by the student to identify their

Students take daily quizzes to test their understanding of the material. Critical errors require remediation and another attempt using a new tooth.

Item analysis of examinations provides feedback to the instructors as to the depth and breathe of student learning.

The prepared teeth

with critical errors are used later in the simulation exercises performed during their clinical rotations. Before the student attempts the

critical errors. The student must first perform a self‐assessment of their performance on a form prior to instructor feedback on their performance.

required simulations, the student completes an analysis of the preparations to help reinforce their ability to identify/avoid critical errors.

7 DEN7825L 1. Treatment Planning Case‐ Based Seminar is supported by assigned reading materials. Each student needs to complete an exercise form on a case simulation. There are 3 cases in total therefore at least 2 students are assigned to the same case. 2. The patient (e.g. restorative or surgical) and simulation competencies (Cl II Amalgam Preparation/Restoration) are self‐assessed by the student prior to faculty evaluation.

1. In a small group instructional setting each case is discussed with a faculty as a facilitator. 2. Each competency (2 total) counts for 5% of the final grade. The instructor reviews the self‐assessments and gives direct feedback to the student.

The students have the opportunity to apply the clinical and scientific information/knowledge (including medical and dental issues) in order to present and understand the patient case.

9

DEN8827L

1. An interactive small group seminar is presented on Pediatric Dental Restorative Materials and Techniques that is supported by research

oriented articles. 2. A second competency is required along with the simulation competencies (Cl II Modified Composite Preparation and

Restoration, Pulpotomy and Stainless Steel Crown).

1. In a small group instructional setting each article is discussed with a faculty facilitator. 2. Each clinical competency (4 total) counts for 25% of the course grade. The instructor reviews the self‐assessments and gives feedback to the student.

The students have the opportunity to discuss the clinical/scientific information pertaining to pediatric restorative procedures and materials.

11 DEN8828L 1. An interactive small group seminar is presented as a Case‐Based Seminar on Pediatric Dental Emergencies and Techniques that is supported by assigned reading materials.

2. 3 Patient Competencies: A third restorative or surgical procedure, new patient or recall examination and administration of local anesthesia. Simulation Competencies: Cl III Composite Preparation and Restoration and Composite Resin Strip Crown Preparation and Restoration.

1. In a small group instructional setting each case is discussed with a faculty as a facilitator. A quiz is given at the end of the seminar (PASS or Fail‐ doesn’t count towards the total grade). 2. Each clinical competency (5 total) counts 5% of the total grade. The instructor reviews the self‐assessments and gives feedback to the student

The students have the opportunity to apply the clinical and scientific information/knowledge to the pediatric dental emergency cases discussed.

Regarding the UFCD 20 competencies, indicate when they are assessed, which competencies are

assessed, how they are assessed, how you evaluate the effectiveness of your methods and how you

use that information to improve your courses.

(Examples of methods may include portions of MCQ exams, case‐based written examinations, reflection

papers, OSCE’s, clinical patient care competencies, case presentations, etc.)

Semester Course # UFCD Competency#

Method(s) of competency evaluation

When and how are results

reviewed?

How do you use the results to

further enhance student learning?

1 DEN5210 Teach: 3, 4, 7 2 written exams (90%) Paper and presentation (10%)

Immediate item analysis

Item analysis of examinations provide feedback to the instructors as to the depth and breathe of student learning

6 DEN7452C Teach: 1,3,5,7,9,10,11,12,13,14,15,16,

3 written exams (90%), 17 quizzes (10%), lab (P/F)

Immediate item analysis

Item analysis of examinations provide

18,19,20 feedback to the instructors as to the depth and breathe of student learning

7 8‐10 9 11

DEN7825 DEN7826 DEN8827 DEN8828

Teach: 1,3,4,5,7,9,10,11,12,13,14,15,16,18,19,20

Direct and/or observation of patient care, lab simulations, and seminars

Required procedural competencies are both student self‐assessed and faculty evaluated. For non‐competency procedures, students are given daily and feedback during clinic time

Faculty feedback on student self‐ assessment and performance on competency as well as daily evaluation of performance.

Demonstrate alignment of your course objectives with your “certifying” competency assessments.

UFCD Competency#

Semester

Course # Course Objective Competency Assessment

1,3,7,14 7 DEN7825 This rotation emphasizes fundamental clinical skills involving diagnosis, treatment planning and simple preventive and therapeutic procedures for the pediatric patient. Two competencies are required to complete the course: 1) a restorative or a simple surgical procedure and 2) a simulation Class II Amalgam preparation and restoration. Prior to challenging the simulation competencies, the student must first successfully complete a series of exercises demonstrating these skills. A case-based seminar in a small group instructional setting is provided supported by 2 assigned reading materials on treatment planning.

By faculty during patient care and simulated lab exercises

1,3,4,7,14 9 DEN8827 This rotation emphasizes intermediate clinical skills involving diagnosis, treatment planning and preventive and therapeutic procedures for the pediatric patient. Four competencies are required to complete the course: 1) a restorative or a simple surgical procedure not evaluated in a prior rotation that is performed on a patient, and 2) four simulated restorative procedures on primary molars that include: a) pulpotomy, b) stainess steel crown, c) modified class II resin preparation and restoration and d) modified class II preparation and restoration with resin modified glass ionomer. Prior to challenging the simulation competencies, the student must first successfully complete a series of exercises demonstrating these skills. A case‐based seminar in a small group instructional setting is provided supported by assigned reading of four research‐oriented articles on pediatric dental restorative materials and techniques.

By faculty during patient care, simulated lab exercises and seminar

1,3,4,5,7,9,10,11, 12,14,15,16,18,19

11 DEN8828 This rotation emphasizes more advanced clinical skills involving diagnosis, treatment planning and preventive and therapeutic procedures for the pediatric patient. Three patient competencies are required: 1) a restorative or a simple surgical procedure not evaluated in a prior rotation, 2) a new patient or recall examination and 3) administration of local anesthesia. In addition, two simulation competencies will be required: 1.Class III composite resin on the MF surface of a maxillary primary central incisor and 2. a composite resin strip crown on the adjacent maxillary primary central incisor with dental dam isolation with floss ligation. A case‐based seminar in a small group instructional setting is provided supported by assigned reading of several research‐oriented articles on

By faculty during patient care, simulated lab exercises and seminar

pediatric dental emergencies.

Regarding the UFCD 20 competencies that your department certifies, for each competency, report

student first time pass rate and end of semester pass rate for Spring and Summer 2013,

Semester UFCD Competency# %Class pass 1st Attempt

%Class pass by end of course

%Class pass after

remediation

Other

11 100% 100%

9 96.3% 100%

7 NA – current semester

11 Pediatric Dental Emergencies

87.5% 100%

Describe how the department uses student learning outcomes to improve the curriculum and

student assessment using the Plan‐Do‐Check‐Act (PDCA) cycle.

(The PDCA is referenced from the UFCD Strategic Plan and college’s model for outcomes assessment

and evaluation.

Sem Course # Student learning outcomes Action Plan for changes to bring about improvements

Senior Exit Interviews and Alumni Survey

Results are reviewed by chair and discussed at faculty meetings

Faculty Calibration Exercises Results reviewed in departmental meeting and consensus grading criteria was agreed upon

Report any new or emerging technologies utilized in your curriculum.

(If implemented, how were students and faculty trained in the use of the new technology? If none

implemented do you see any in the near future? Please describe.)

Semester Course # New or emerging technology How did you evaluate the effectiveness of this change?

How did you use this evaluation to improve your curriculum?

IsoDry

Identify where and how evidence‐based dentistry is included in your courses.

(In addition to the ECO teaching methods database report how (activities) support EBD and student use

of EBD.)

Semester #

Course # ECO teaching methods Summary of Results

Use of Results

9 DEN8827 Assigned readings (4) and case‐based small group seminar on pediatric restorative procedures and materials

11 DEN8828 Assigned readings (4) and case‐based small group seminar on pediatric dental emergencies

Quiz

NMC Horizon Report 2014 Higher Education Preview

© 2013, NMC Work-in-Progress

NMC Horizon Report > 2014 Higher Education Preview The Horizon Project Preview is a high-level summary of an upcoming edition’s findings used to elaborate on the particular definitions and framings to be used in the report, and to provide a snapshot of the topics that will be explored in the final edition. The contents of this Preview are a work-in-progress. I. Key Trends Accelerating Ed Tech Adoption in Higher Education

Fast Moving Trends: Those likely to create substantive change (or burn out) in one to two years ! Online, Hybrid, and Collaborative Learning ........................................................................................................... 1 ! Social Media Use in Learning........................................................................................................................................ 1

Mid-Range Trends: Those likely to take three to five years to create substantive change ! The Creator Society .......................................................................................................................................................... 1 ! Data-Driven Learning and Assessment .................................................................................................................... 1

Slow Trends: Those likely to take more than five years to create substantive change ! Agile Approaches to Change........................................................................................................................................ 1 ! Making Online Learning Natural ................................................................................................................................. 2

II. Significant Challenges Impeding Ed Tech Adoption in Higher Education

Urgent Challenges: Those which we both understand and know how to solve ! Low Digital Fluency of Faculty ..................................................................................................................................... 2 ! Relative Lack of Rewards for Teaching ..................................................................................................................... 2

Difficult Challenges: Those we understand but for which solutions are elusive ! Competition from New Models of Education......................................................................................................... 2 ! Scaling Teaching Innovations ...................................................................................................................................... 3

Wicked Challenges: Those that are complex to even define, much less address ! Expanding Access ............................................................................................................................................................. 3 ! Keeping Education Relevant......................................................................................................................................... 3

III. Important Developments in Educational Technology for Higher Education

Time-to-Adoption Horizon: One Year or Less ! Flipped Classroom ............................................................................................................................................................ 3 ! Learning Analytics ............................................................................................................................................................ 4

Time-to-Adoption Horizon: Two to Three Years ! 3D Printing........................................................................................................................................................................... 4 ! Games and Gamification ................................................................................................................................................ 4

Time-to-Adoption Horizon: Four to Five Years ! Quantified Self.................................................................................................................................................................... 5 ! Virtual Assistants ............................................................................................................................................................... 5

Higher Education Preview, Page 1


I. Key Trends Accelerating Ed Tech Adoption in Higher Education

Fast moving trend likely to create substantive change (or burn out) in one to two years Online, Hybrid, and Collaborative Learning Education paradigms are shifting to include online learning, hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information. Institutions that embrace face-to-face/online hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. Online learning environments can offer different affordances than physical campuses, including opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments. Fast moving trend likely to create substantive change (or burn out) in one to two years Social Media Use in Learning

Social media is changing the way people interact, present ideas and information, and judge the quality of content and contributions. More than one billion people use Facebook regularly; other social media platforms extend those numbers to nearly one third of all people on the planet. Educators, students, alumni, and even the general public routinely use social media to share news about scientific and other developments. The impact of these changes in scholarly communication and on the credibility of information remains to be seen, but it is clear that social media has found significant traction in almost every education sector. Mid-range trend likely to take three to five years to create substantive change The Creator Society

The shift continues towards becoming a creator society. Today, society is increasingly mobile and continues to demonstrate evidence that creation is gaining traction over consumption. The Maker movement, user-generated videos, self-published eBooks, personalized domains, and other platforms have all seen steep increases in recent years. Higher education is now in a position to shift its curricular focus to ensure learning environments align with the engagement of creator-students and foster the critical thinking skills needed to fuel a creator society. Courses and degree plans across all disciplines at institutions are in the process of changing to reflect the importance of media creation, design, and entrepreneurship. Mid-range trend likely to take three to five years to create substantive change Data-Driven Learning and Assessment

There is a growing interest in using new sources of data for personalizing the learning experience and for performance measurement. As learners participate in online activities, they leave a clear trail of analytics data that can be mined for insights. Learning analytics is a collection of tools to process and analyze that data stream, and use it to modify learning goals and strategies in real time. As the field of learning analytics matures, the hope is that this information will enable continual improvement of learning outcomes. Slow trend likely to take more than five years to create substantive change Agile Approaches to Change There is a growing consensus among many higher education thought leaders that institutional leadership could benefit from agile startup models. Educators are working to develop new approaches based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. The Lean Startup movement that is currently taking place in Silicon Valley is offering



such a path toward using technology as a catalyst for building and measuring change in a rapid, cost-effective manner. Pilots and other experimental programs can be developed for teaching and improving organizational structure, and then evaluated quickly using scientific methods. Slow trend likely to take more than five years to create substantive change Making Online Learning Natural

Asynchronous voice and video tools are humanizing online learning. Historically, one of the major concerns people have expressed about online courses is the lack of interaction. People desire digital learning opportunities that mimic face-to-face experiences. Learning management systems and other services are beginning to incorporate recording features that allow both faculty and students to communicate more authentically online. For example, Canvas includes audio recording from text and Blackboard enables recordings that upload directly to YouTube. Media production and sharing is already inherent in a host of other free, easy-to-use social media platforms, such as Vimeo, Instagram, and Vine. Increasingly, faculty are creating videos for more than just lectures; they are using them as tools to introduce themselves, make announcements, and provide brief background or examples of assignments.

II. Significant Challenges Impeding Ed Tech Adoption in Higher Education

Urgent challenge that we both understand and know how to solve Low Digital Fluency of Faculty

Faculty training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession. Despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is rare in teacher education and non-existent in the preparation of faculty. As lecturers and professors begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral. Urgent challenge that we both understand and know how to solve Relative Lack of Rewards for Teaching

Teaching is generally (or at least often) rated lower than research in academia. In the global education marketplace, a university's status is largely determined on the quantity and quality of its research. According to the Times Higher Education's World University Rankings methodology, research and citations account for 60% of a university's score, while teaching is only half that. There is an overarching sense in the academic world that research is first, while teaching is an obligation that must be performed. Because of this way of thinking, efforts to implement effective pedagogies are lacking. Adjunct professors and students feel the brunt of this challenge, as teaching-only contracts are underrated and underpaid, and learners must accept the outdated teaching styles of the university’s primary researchers. To balance competing priorities, larger universities are experimenting with alternating heavy and light teaching loads throughout the school year, and hiring more adjunct professors. Difficult challenge that we understand but for which solutions are elusive Competition from New Models of Education

New models of education are bringing unprecedented competition to the traditional models of higher education. Across the board, institutions are looking for ways to provide a high quality of service and more



learning opportunities. MOOCs are at the forefront of these discussions, enabling students to supplement their education and experiences at brick-and-mortar institutions with increasingly rich, and often free, online offerings. At the same time, issues have arisen related to the low completion rates of some MOOCs. As these new platforms emerge, there is a growing need to frankly evaluate the models and determine how to best support collaboration, interaction, and assessment at scale. Simply capitalizing on new technology is not enough; the new models must use these tools and services to engage students on a deeper level. Difficult challenge that we understand but for which solutions are elusive Scaling Teaching Innovations

Our organizations are not adept at moving teaching innovations into mainstream practice. Innovation springs from the freedom to connect ideas in new ways. Our schools and universities generally allow us to connect ideas only in prescribed ways — sometimes these lead to new insights, but more likely they lead to rote learning. Current organizational promotion structures rarely reward innovation and improvements in teaching and learning. A pervasive aversion to change limits the diffusion of new ideas, and too often discourages experimentation. Wicked challenge that is too complex to even define, much less address Expanding Access

The global drive to increase the number of students participating in undergraduate education is placing pressure across the system. The off-cited relationship between earning potential and educational attainment plus the clear impact of an educated society on the growth of the middle class is pushing many countries to encourage more and more students to enter universities and colleges. In many countries, however, the population of students prepared for undergraduate study is already enrolled — expanding access means extending it to students who may not have the academic background to be successful without additional support. Many in universities feel that these institutions do not have sufficient time and resources to help this set of students. Wicked challenge that is too complex to even define, much less address Keeping Education Relevant

Many pundits worry that if higher education does not adapt to the times, other models (especially other business models) will take its place. While this concern has some merits, it is unlikely that universities as we know them will go away. There are parts of the university enterprise, however, that are at risk, such as continuing and advanced education in highly technical, fast-moving fields. As online learning and free educational content become more pervasive, institutional stakeholders must address the question of what universities can provide that other approaches cannot, and rethink the value of higher education from a student's perspective.

III. Important Developments in Educational Technology for Higher Ed

Technology to Watch: Time-to-Adoption: One Year or Less Flipped Classroom The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students. After class, students manage the content they use, the pace and style of learning, and the ways in which they demonstrate their knowledge, and the teacher becomes the guide, adapting instructional approaches to suit their learning needs and supporting their personal learning journeys. Rather than the teacher using class time to lecture to students and dispense information, that work is done by each student after class, and could take the



form of watching video lectures, listening to podcasts, perusing enhanced e-book content, collaborating with their peers in online communities, and more. Students can access this wide variety of resources any time they need them. In the flipped classroom model, valuable class time is devoted to more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper understanding of the subject. Teachers can also devote more time interacting with each individual. The goal is for students to learn more authentically by doing, with the teacher guiding the way; the lecture is no longer the expected driver of concept mastery. The flipped classroom model is part of a larger pedagogical movement that overlaps with blended learning, inquiry-based learning, and other instructional approaches and tools that are meant to be flexible, active, and more engaging for students. It has the potential to better enable educators to design unique and quality learning opportunities, curriculum, and assessments that are more personal and relevant to students’ lives. Technology to Watch: Time-to-Adoption: One Year or Less Learning Analytics

Learning analytics is an educational application of “big data,” a science that was originally used by businesses to analyze commercial activities, identify spending trends, and predict consumer behavior. The rise of the Internet drove research into big data and metrics as well as the proliferation of web tracking tools, enabling companies to build vast reserves of information they could study and apply to their marketing campaigns. Education is embarking on a similar pursuit into data science with the aim of improving student retention and providing a high quality, personalized experience for learners. Learning analytics research uses data analysis to inform decisions made on every tier of the educational system. Whereas analysts in business use consumer data to target potential customers and personalize advertising, learning analytics leverages student data to build better pedagogies, target at-risk student populations, and assess whether programs designed to improve retention have been effective and should be sustained — outcomes for legislators and administrators that have profound impact. For educators and researchers, learning analytics has been crucial to gaining insights about student interaction with online texts and courseware. Students are beginning to experience the benefits of learning analytics as they engage with mobile and online platforms that track data to create responsive, personalized learning experiences. Technology to Watch: Time-to-Adoption: Two to Three Years

3D Printing

Known in industrial circles as rapid prototyping, 3D printing refers to technologies that construct physical objects from three-dimensional (3D) digital content such as 3D modeling software, computer-aided design (CAD) tools, computer-aided tomography (CAT), and X-ray crystallography. A 3D printer builds a tangible model or prototype from the electronic file, one layer at a time, through an extrusion-like process using plastics and other flexible materials, or an inkjet-like process to spray a bonding agent onto a very thin layer of fixable powder. The deposits created by the machine can be applied very accurately to build an object from the bottom up, layer by layer, with resolutions that, even in the least expensive machines, are more than sufficient to express a large amount of detail. The process even accommodates moving parts within the object. Using different materials and bonding agents, color can be applied, and parts can be rendered in plastic, resin, or metal. This technology is commonly used in manufacturing to build prototypes of almost any object (scaled to fit the printer, of course) that can be conveyed in three dimensions. Technology to Watch: Time-to-Adoption: Two to Three Years

Games and Gamification

The games culture has grown to include a substantial proportion of the world’s population, with the age of the average gamer increasing with each passing year. As tablets and smartphones have proliferated, desktop and laptop computers, television sets, and gaming consoles are no longer the only way to



connect with other players online, making game-play a portable activity that can happen in a diverse array of settings. Gameplay has long since moved on from solely being recreational and has found considerable traction in the worlds of commerce, productivity, and education as a useful training and motivation tool. While a growing number of educational institutions and programs are experimenting with game-play, there has also been increased attention surrounding gamification — the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios. Businesses have embraced gamification as a way to design incentive programs that engage employees through rewards, leader boards, and badges, often with a mobile component. Although more nascent than in military or industry settings, the gamification of education is gaining support among educators who recognize that effectively designed games can stimulate large gains in productivity and creativity among learners. Technology to Watch: Time-to-Adoption: Four to Five Years Quantified Self

Quantified self describes the phenomenon of consumers being able to closely track data that is relevant to their daily activities through the use of technology. The emergence of wearable devices on the market such as watches, wristbands, and necklaces that are designed to automatically collect data are helping people manage their fitness, sleep cycles, and eating habits. Mobile apps also share a central role in this idea by providing easy-to-read dashboards for consumers to view and analyze their personal metrics. Empowered by these insights, many individuals now rely on these technologies to improve their lifestyle and health. Today’s apps not only track where a person goes, what they do, and how much time they spend doing it, but now what their aspirations are and when those can be accomplished. Novel devices, too, are enabling people to track their lives automatically, such as the Memoto, a camera worn around the neck that is designed to capture an image every half minute. As more people rely on their mobile devices to monitor their daily activities, data is becoming a larger part of everyday life. Technology to Watch: Time-to-Adoption: Four to Five Years Virtual Assistants

As voice recognition and gesture-based technologies advance and more recently, converge, we are quickly moving away from the notion of interacting with our devices via a pointer and keyboard. Virtual assistants are a credible extension of work being done with natural user interfaces (NUIs), and the first examples are already in the marketplace. The concept builds on developments in interfaces across the spectrum of engineering, computer science, and biometrics. The Apple iPhone’s Siri and Android's Jellybean are recent mobile-based examples, and allow users to control all the functions of the phone, participate in lifelike conversations with the virtual assistant, and more. A new class of smart televisions are among the first devices to make comprehensive use of the idea. While crude versions of virtual assistants have been around for some time, we have yet to achieve the level of interactivity seen in Apple's classic video, Knowledge Navigator. Virtual assistants of that caliber and their applications for learning are clearly in the long-term horizon, but the potential of the technology to add substance to informal modes of learning is compelling.

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Composite of Student AssessmentSpring, Summer and Fall 2013

Course Semester MCQShort

Answer PracticalCase-based

Team Based Learning Essay Oral OSCE SP

Psychomotor

Team-based

learning Competency PresentationClinical

CompetencyCl

ExerciseCommunity

Based5100C 1 4 45010 1/2 1 1 15013 1 2 1

5120C 1/2 5 15121 1 45210 1 3 1 1 1

5404C 1 2 55126C 3 5 25127 2 4

5221C 2 2 1 4 15320C 1 1 15405C 2 3 46001 3 2 1 1

6213C 3 2 1 16301C 3 26350 3 46502 3 1 16015 3/4/56128 3 5

6407C 3 2 1 46011 3/4/5 16251 4 2

6302C 4/5 2 2 1 16351 4 3 2 2

6408C 4 2 56412C 4 1 46421C 4 2 16430C 4 36250C 5 2 26260 5 26262 5 3

6415C 5 2 36416C 5 6 16432C 5/6 2 26440 5 2 2 3

6460C 5 1 27012 6/7/8

Performance Assessment Clinical-(Does )Clinical Contexts-KNOWS HOWFactual Tests-KNOWS

Numbers represent the number of assessments Performance Assessment Simulation (Shows How)

* pale blue boxes reflect mutli-method assessmentMiller GE. The Assessment of Clinical Skills/Competence/Performance. Academic Medicine, Journal of the Association of American Medical Colleges. 1990. September;65 (9 Suppl):s63–s7.





Psychomotor

Team-based


CompetencyCl

ExerciseCommunity

Based



7016 6/7 17417C 6 17241 6 1 1

7413C 6 2 1 47452C 6 37450C 6 27411C 7 17422C 7 27441 7 2 2 2

7717C 7/8 17433 7 2 17319 8 2 17442 8 27017 8/98019 9/10/11 18352 9 2 2 28423 9 18263 10 2 1 1 18321 10 1 1

8719C 10 1 1 18303 10 18018 10/11 1 18462 11 1 1

114 18 8 9 6 1 0 5 38 7 6 1 0 6Subtotals






Psychomotor

Team-based


CompetencyCl

ExerciseCommunity

Based



7744L 6 27834L 6 47761L 6/7 1 47805L 6/7/8 6 9 357762L 6/7/8 2 108765L 6 thru 11 107443L 6/7/8 17961L 6 1 1 37735L 7 1 1 17745L 7 1 1 27825L 7 1 37835L 7 17845L 77746L 8 27836L 8 1 57846L 87736L 8 1 17826L 8/9/107766L 8/9 1 48747L 9 28837L 9 1 48857L 98737L 9 1 28809L 9/10/11 6 6 308827L 9 1 38817L 9 1 18708L 9 18767L 9 18709L 10 18738L 10 1 18748L 10 28768L 10/11 2 48818L 10 1 1 18838L 10 1 38858L 108960L 10 1 4 3 28749L 11 28839L 11 1 1 1






Psychomotor

Team-based


CompetencyCl

ExerciseCommunity

Based



8859L 11 6 208739L 11 3 18828L 11 1 48819L 11 1 18710L 11 1

103 Classes5 0 0 6 0 12 0 0 12 4 0 61 123 24

119 18 8 15 6 13 0 5 50 11 6 62 123 30Grand Totals 145 34 215

TotalsSubtotals

72


Department Visits to the Curriculum Committee Oral …...2013/12/05 · Department: Oral and...

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