Making Research Relevant

Practical Applications of Problem-Based Instruction

Lisa Abrams, PhDDeanna Flora, BSTammy McKeown, MSSuzanne Kirk, MEdPatricia Slattum, PharmD, PhDVirginia Commonwealth University

Metropolitan Educational Research Association2012 Annual ConferenceRichmond, Virginia

This project was funded/made possible by a Science Education Partnership Award (SEPA) grant number

5R25RR25135-2, from the National Center for Research Resources, a component of the National Institutes of

Health.

Defining the problem Two examples of PBL Impact on teachers – evaluation results CRESST overview

Session Overview

Student-centered Inductive Context-specific Experiential – Fosters collaboration

Problem-Based Learning

Local Problem: VA Childhood Health (1)

Source: Obesity Survey Research Report, Virginia Foundation for Healthy Youth. http://www.healthyyouthva.org/documents/vhfy_obesity%20report.pdf

1. What percent of Virginia youth are considered overweight or obese?

A. 10-15%B. 16-20%C. 21-25%D. Over 25%

2. During an average week, what percent of Virginia youth eat food from a fast food restaurant at least once?

A. Less than 50%B. 50-60%C. 61-70%D. 71-80%E. More than 80%

Local Problem: VA Childhood Health (2)

Source: Obesity Survey Research Report, Virginia Foundation for Healthy Youth. http://www.healthyyouthva.org/documents/vhfy_obesity%20report.pdf

3. During an average week, what percent of Virginia youth reported exercising 60 minutes or more per day 4 or more days?

A. Less than 50%B. 50-60%C. 61-70%D. 71-80%E. More than 80%

4. During an average school week, three out of five (59%) Virginia youth eat breakfast every day while ____ never eat breakfast.

A. 10-15% B. 16-20% C. 21-25% D. Over 25%

Example 1: A Question of Ethics

Scaffolding Discussion on Ethics

At Willowbrook State School in Staten Island, institutionalized children were involved in a long-range study of viral hepatitis.  Hepatitis was a major problem at Willowbrook.

The researchers were interested in determining the mode of infection, the course of the disease over time, and testing the effectiveness of gamma globulin (a complex protein extracted from blood serum) for inoculating against the disease. 

The 14 year study on over 700

patients included deliberately infecting some children with the most prevalent strain of hepatitis.

What are the ethical problems in this study?

November, 1958Dear Mrs. ________

We are studying the possibility of preventing epidemics of hepatitis on a new principle. Virus is introduced and gamma globulin given later to some, so that either no attack or only a mild attack of hepatitis is expected to follow. This may give the children immunity against this disease for life. We should like to give your child this new form of prevention with the hope that it will afford protection.

Permission form is enclosed for your consideration. If you wish to have your children given the benefit of this new preventive, will you so signify by signing the form.

Willowbrook Parent Consent

Source: Rothman, D., and Rothman, S. 1984. The Willowbrook Wars. Cambridge: Harper Collins, p. 265-266.

Respect for persons◦ Are individuals free to say no to all or some participation? ◦ Is the consent form clear and understandable to this

population? Is there an on-going consent process?◦ Does the consent process include all the necessary

information about the study?

Beneficence◦ What is the balance of risks/burdens to benefits?◦ Have burdens and risks been minimized?◦ Does the ‘science’ justify the potential risks or burdens?

Justice◦ Are participants fairly selected for the study?◦ Who benefits from the study and who bears the

risks/burdens?

Essential Elements of Ethical Research: Belmont Principles

“The purpose of this research study is to teach parents/caregivers skills that will help prevent and reduce the problems of obesity and eating disorders in children. In this study you will have the opportunity to participant in one of two groups in which many issues that may concern you will be addressed. Parents in both groups will learn about ways of becoming more healthy. “

The study involves parents participating weekly information sessions for 6 weeks; two individual nutrition sessions, and a short session following the completion of the program. Parents and children complete questionnaires. Children have height, weight, and body fat measured.

Researching a Local Problem

What responsibilities do the researchers have toward participants?

What would you want to know in order to make a decision about participating in this study?

Participant Protections

Questioning Frameworks:

◦ What is the purpose of the study?

◦ What does participation in the study involve for children? What are youth participants being asked to do?

◦ What information is being collected about or from the youth participants? How is this information being protected or kept confidential?

◦ How will youth participants benefit from being in the study?

◦ Will anyone else besides the youth participants benefit from the results of the study?

◦ Are there any risks to participation? If yes, what are they?

◦ Are the risks justified when you think about the potential benefits? Why or why not?

Structured Academic Controversy/Guidelines for Discussion

Informed Consent Discussion Tools

Helping Students Navigate Information Sources in the Public

Example 2: Getting it Right

Low-fat Dairy and Children: A Case Study

http://www.cbc.ca/news/health/story/2011/04/29/dairy-low-fat-children.html

How to Read a Scientific Paper

www.sciencebuddies.org

Why bother reading scientific papers? - This section explains what you gain by reading the original scientific literature. Two Types of Research Papers Containing Two Types of Information - Here, you will learn what differentiates a review article from a primary research article, and the specific uses for each. The Parts and Uses of Primary Research Articles - This section breaks the scientific paper down into its six component parts and explains what kind of information can be found in each part. How to Proceed When Reading a Scientific Paper - Learn tips about what you should be doing, physically, as you read the scientific paper to maximize your understanding and get the most out of your time and effort.

The Clinical Study

The Clinical Study

Study Review Objective Population Setting Design Outcome measures Analysis Results Conclusion

Evaluating Health Information on the Web

Content Evaluation Guidelines:• Sponsorship• Currency• Factual Information• Audience

The News Report

The News Report

The News Report

Principles for Health Care Journalists

Professionalism, Content, Accuracy◦ Be vigilant in selecting sources◦ Investigate possible links between sources and those who promote a

new therapy◦ Recognize the responsibility to report diverse viewpoints in context◦ Understand the process of medical research◦ Preserve journalistic independence◦ Be judicious in the use of library or file video footage◦ Show respect to those suffering from illness◦ Avoid vague sensational language◦ Quantify the magnitude of the risk or benefit of a therapy◦ Report the benefits, risks and alternatives to a therapy◦ Clearly identify the meaning of the results◦ Clearly define and communicate areas of uncertainty◦ Seek out independent experts—be skeptical◦ Ensure the total news package (reporting, advertising, etc) does not

misrepresent◦ Consider the public interest◦ Distinguish between advocacy and reporting◦ Be original

Classroom ApplicationThis is the very process that clinical researchers use when developing a hypothesis to study. They first evaluate the existing medical literature, identify things that we still do not know, and design a study or series of studies to try to answer the question. It all starts with researching what has already been published and evaluating it critically.

Impact of Problem-Based Learning Professional Development on Teachers

Evaluation Results of the CRESST Academy

Change in Teachers’ Confidence in Teaching Research Concepts

Survey Items

Pre Post

M SD M SD t (8) p

Develop student’s conceptual understanding of research

2.63 .744 4.13 .641 7.94 .000

Have students participate in hands-on activities that meet specific research objectives

3.13 .991 4.00 .756 2.96 .021

Engage students in inquiry-oriented activities

2.63 .744 4.00 .926 5.23 .001

Engage students in applications of research in a variety of contexts

2.50 .926 3.88 .835 3.27 .014

Encourage students’ interest in the research/inquiry process on a regular basis

2.50 1.19 4.00 .756 3.55 .009

p < .05

Change in Teachers’ Efficacy Beliefs

Survey Items

Pre Post

M SD M SD t (8) p

Utilize teaching aids and learning materials that accommodate individual differences among my students

2.38 .518 2.88 .641 2.65 .033

Solicit a variety of questions throughout the lesson that enable higher order thinking

1.67 .816 2.83 .983 3.80 .013

Provide a positive influence on the academic development of students

2.88 .641 3.63 .518 3.00 .020

Successfully maintain a positive classroom climate

3.13 .641 3.63 .518 2.65 .033

p < .05

Change in Teachers’ Perceptions of Research Ethics

Survey Items

Pre Post

M SD M SD t (8) p

Participate in a research study

2.63 .518 3.13 .641 2.65 .033

Have you heard of the Tuskegee Syphilis Study

1.50 .535 1.00 .000 2.65 .033

p < .05

“It will encourage me to include all the essential elements listed in the syllabus (research, measurement, ethics etc.) into my teaching much more easily. Before, I lacked the sufficient background knowledge to make these things "teacher/student friendly.“

“By participating, I have some new ideas and perspectives to use when teaching about research and the nature of science that the students might be more connected to and interested in.”

 “I feel more confident about introducing students to the research process and how to use a real-life application to support my teaching of research.”

 “It gave me a much better understanding of statistical analysis of data and how to evaluate sources, which I was not expecting to learn. It was great to learn first hand information about childhood obesity, food deserts, walkable neighborhoods, etc.”

“I am more willing to participate and encourage others to participate in research studies. “

“I gained a tremendous amount of personal knowledge about clinical research currently.”

Teacher Comments

Join the 2012 Academy! For more information

about CRESST visit us at:

http://www.cresst.vcu.edu

Contact Sue Kirk, Project CRESST CoordinatorVirginia Commonwealth

Universitycresst@vcu.edu804-828-8829