Faculty Development: DELPHI-Technology 'Speed Dating' for Faculty
Open to University of Louisville HSC Faculty Only
Co-sponsored by the HSC DELPHI Center Faculty Development
Event Date: Thursday, July 25, 2013
LOCATION: Clinical and Translational Research Building - 505 South Hancock Street
Louisville, KY 40202
On-Site Sign-In: 11:00 AM. - 11:30 AM
Course: 11:30 AM - 1:30 AM
Lecture: CEU(s) - 2
- Non Scientific
Education Method: Live Interactive Format
This course qualifies for up to 10 hours total of non-scientific continuing education 'Increase Knowledge of Office Business Operations and Business Practices”
Pre-Registration Required (lunch provided):
A Two-Step Process:
Delphi Center and ULSD CE
1. Pre-register with Dental Continuing Education (required to receive Dental CEU credit) @
2. Pre-register/RSVP directly with the DELPHI Center @ Register Now - Delphi Center
About the HSC-Delphi Faculty Development Partnership
Established in June 2011, the HSC-Delphi Faculty Development Partnership seeks to:
• Enhance teaching and learning on UofL's Health Sciences Campus by providing meaningful and relevant professional development opportunityes for faculty;
• Share unit resources to promote campus-wide conversations about best practices in teaching and learning in the health sciences; and
• Address accreditation calls for continuous quality improvement to the curriculum by offering participants concrete teaching strategies and 'take-aways' for immediate implementation and relevant resources to foster further exploration and learning.
The partnership steering committee is comprised of unit representatives from Medicine, Nursing, Dentistry, the School of Public Health and Information Sciences and the Delphi Center for Teaching and Learning. With support from the deans of each school, the steering committee works together to deliver two significant professional development programs for HSC faculty annually.
to colleagues who are interested in learning more?
The HSC-Delphi Faculty Development Partnership is sponsoring an opportunity for faculty to share the unique ways that technology can be used in teaching in the Health Sciences. This new summer program serves as a direct follow up to last year’s “What’s Holding You Back? A Conversation about Integrating Instructional Technology into Heath Sciences Courses” faculty panel conversation.
This year's lunch program will include informal presentations in a dynamic 'speed dating' setting. Attendees will have the opportunity to select from eight different “show and tell” demonstrations and, at a designated time interval, will move to another demonstration. This format is designed to encourage a high level of interaction between presenters and attendees.
Using Blackboard Surveys and Wikis for Reflective Assignments
Presenter: P. Gay Baughman, D.M.D., Clinical Assistant Professor, General Dentistry and Oral Medicine
Students are digital natives and they appreciate when faculty make the effort to use available technology. Surveys and reflective assignments can be used to foster students’ metacognitive skill development and to check for conceptual understanding. Using a course wiki can build collaboration in a large classroom and help students work well together. As class sizes increase, wikis offer the possibility of making large classes feel more intimate. Considered together, these tools also help faculty gain important insights into their students’ thinking and learning.
- To define how to use Blackboard and wiki surveys for a mid-course formative assessment of classes, exploring how these surveys offer a chance to see what is working and what is not, potentially improving course evaluations
- To demonstrate how post-assignment reflections provide the opportunity for faculty to better recognize, and gain insight on, better teaching practices
- To describe how wikis can help students get to know each other, as well as help the instructor gain valuable insight into their students’ thinking
METI LearningSpace: Videorecording Software
Presenter: Carrie Bohnert, M.P.A., Director, Standardized Patient Program
Through the Standardized Patient Program, students interact with simulated patients to enhance their clinical skills. METI LearningSpace helps students improve performance by obtaining faculty feedback on their history taking, physical exam, and clinical communication skills. Students frequently report that the most beneficial aspect of the program is the feedback they receive. This software helps faculty provide additional narrative feedback and solves scheduling dilemmas by making student learning encounters available to faculty members at any time. This methodology can be adapted to any discipline that requires learners to develop skills in interpersonal communication or interviewing.
- To identify the benefits of observing learners’ interactions by utilizing videorecording software
- To describe how providing narrative and/or objective feedback to learners on their clinical or communication skills can help to increase learning
- To describe how learners watching themselves interacting with patients/clients and receiving “live” feedback from faculty can be beneficial to student professional development
SoftChalk: PowerPoint on Steroids
Presenters: Carol K. Jones, M.Ed., Program Coordinator Senior, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine; Frank Woggon, Ph.D., Supervisor, UofL Hospital Chaplaincy Service; Tara Schapmire, Ph.D., Assistant Professor, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine; Barbara Head, Ph.D., Assistant Professor, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine
iCOPE (Interdisciplinary Curriculum for Oncology Palliative Care Education) is using SoftChalk as a delivery means for online didactic modules. These case-based modules instruct chaplaincy, medical, nursing, and social work students on the basics of palliative care. The modules have been developed by several members of iCOPE's interdisciplinary faculty and use video, web links, and self-evaluation testing. SoftChalk's applications provide an interactive format and allow students to self-test themselves on content. Students can access the modules on Blackboard at their convenience. This curriculum needs to be portable and SoftChalk enables these didactic modules to be used by other programs.
- To demonstrate a range of SoftChalk lessons, whether easy or complex
- To outline how the tutorials provided by SoftChalk are easy to follow and provide helpful techniques for putting together a professional looking lesson for medical students
Social Media for Developing and Implementing Advocacy Campaign
Presenter: A. Scott LaJoie, Ph.D., Associate Professor, Health Promotion and Behavioral Sciences
Social media is the communication mode of the future, and healthcare professionals must find new ways of meeting patients where they are. Doctors can provide encouragement and support to patients, and patients can provide updates on their progress. Our students embrace new technology and enjoy the learning that uses technology. Social media allows faculty to share information and timely feedback with students to help them enhance their critical thinking skills and perspectives.
- To explain how social media is becoming the standard mode of communication for the future and to demonstrate how healthcare professionals can relate to patients using technological applications
- To discuss how students are generally prone to embrace new technology and enjoy learning methods that utilize social media
- To describe how education can be conducted efficiently via social media
Anki Adaptive Flashcards
Presenter: Keith B. Lyle, Ph.D., Assistant Professor, Psychological and Brain Sciences
A big part of learning is remembering, and our students are often faced with large amounts of material that they need to remember. Psychological research shows that students are poor at designing their own study plans. Adaptive flashcards do some of the planning for students, improving on what they would come up with on their own. The flashcards help students commit information to memory by instantiating two well-established psychological effects: the retrieval-practice effect and the spacing effect. Using the flashcards can also increase the amount that students remember and the efficiency with which they commit information to memory. In other words, this user-friendly, self-paced technology allows students to remember more and do it faster.
- To demonstrate how Anki helps to implement thought retrieval practices and how this can be used to improve memory
- To describe how Anki can be used in almost any type of classroom
Human Patient Simulation Software
Presenter: Kevin Martin, Director of Operations, Paris Simulation Center
The Paris Simulation Center strives to develop a beneficial symbiotic relationship that presents educational material in a different manner to improve understanding without adding instructional complexity or increased instructional time. “MUSE 2.0” is a software package used to create patient physiology for simulation cases taught in the Simulation Center. This software installs on a desktop or laptop computer of select faculty who work with the Paris Simulation Center. Faculty can create and update patient training cases which help students gain a better understanding of basic human physiology. This allows faculty to experiment with methods to present patient cases to students for in-class discussion, or for eventual simulated patient cases that can be performed using the Simulation Center’s patient mannequins.
To describe the ease of human patient simulation software for teaching in medical classes
- To develop an increased understanding of medical case presentation as a means of encouraging student participation and engagement
- To provide faculty with a more thorough understanding of the simulation center’s role in assisting faculty with curriculum development and teaching improvement
Presenter: Cynthia J. Miller, Ph.D., Assistant Professor, Physiology and Biophysics
Camtasia 7.0is an inexpensive, screen-recording software program which can be used to create flash videos. These videos can be used by professors to review basic course content, orient the students to online materials, expose students to 'real-life' situations outside of the classroom, or for a variety of other applications. Dr. Miller is currently using Camtasia videos in the School of Dentistry to allow students to review basic physiology concepts prior to lecture. In an IRB-approved study, the use of Camtasia videos (as part of online review modules) resulted in statistically significant gains in performance in three different sections of the course.
Professionally Dramatized Case Study
Presenters: Karen Hughes Miller, Ph.D., Assistant Professor, Office of Graduate Medical Education; Pradip Patel, M.D., Professor, Pediatrics; V. Faye Jones, M.D., Ph.D., Professor, Pediatrics; Michael Rowland, Ph.D., Associate Dean for Diversity Initiatives and Community Engagement, Assistant Professor, Department of Leadership, Foundations & Human Resource Education
When academicians works with artists, we all get an interdisciplinary 'boost' that helps us see instructional elements in a new ways. In this module on increasing cultural competence for third year medical students in their pediatric clerkship, we used a professionally recorded performance of trained actors from our Standardized Patient (SP) program over PowerPoint slides to create a dramatic, more deeply engaging event. The case, based on a true story, is delivered online to students and followed by a face-to-face discussion session. Developing the production allowed media professionals to work with academicians to develop new learning material that had the necessary emotional impact to engage learners. The product was underwritten by a grant from the AAMC Southern Group on Education Affairs (SGEA), Medical Education Scholarship Research and Education (MESRE).
- To inform about UofL resources for graphics, media production, and online technology, and, to encourage participants to use these resources
- To demonstrate how students may use media to 'speed up' the study process, including how using a dramatized sound track allows learners to be in a better position to control the pace of instruction.
- To relate to participants the idea of using blended learning to support the idea of the 'flipped classroom.
About the Presenters:
P. Gay Baughman, DMD, Clinical Assistant Professor, General Dentistry and Oral Medicine. Dr. Baughman is a 1981 graduate of the University Of Louisville School Of Dentistry. She established a successful private practice in Fairdale, Kentucky. She retired from private practice in June 2009. She is currently an Assistant Clinical Professor at the University of Louisville School of Dentistry where she is the Introduction to Clinical Dentistry I course director and a D4 Group Manager. She is currently serving on the Delphi Advisory Board and Blackboard Advisory Board.
Carrie Bohnert, MPA, Director, Standardized Patient Program
Barbara Head, Ph.D. is an assistant professor at the University of Louisville School of Medicine where she teaches and does research related to palliative care. She is a registered nurse with advanced degrees in social work. She has been involved in hospice and palliative care initiatives for over thirty years serving as hospice board member, volunteer, home care nurse, educator, quality improvement coordinator and researcher. She has taught for the End of Life Nursing Education Consortium both nationally and in India and Malaysia. Barbara has been certified in hospice and palliative nursing for over fifteen years and served as both member and president of the National Board for Certification of Hospice and Palliative Nurses and the Hospice and Palliative Nurses Association. . In 2011, she was honored by the Hospice and Palliative Nurses Association to become a Fellow in Palliative Care Nursing. She teaches a graduate course, Death and Grief, for the Kent School of Social Work and serves as faculty for the University’s palliative medicine fellowship. She currently serves as President of the Board of the Hospice and Palliative Nurses Association, as Board Member for the Social Work in Hospice and Palliative Care Network and has chaired the Scientific Planning Committee for the annual assembly of the American Academy of Hospice and Palliative Medicine and the Hospice and Palliative Nurses Association for the past two years. Her research interests include advanced symptom management, telehealth in palliative care, disparities in healthcare, and interdisciplinary practice and education.
Carol K. Jones, MEd, Program Coordinator Senior, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine. Dr. Jones' responsibilities include primary contact for iCOPE (Interdisciplinary Curriculum for Oncology Palliative Education) NIH grant project; facilitating the design and implementation of the grant project; organizing meetings and student scheduling; developing Blackboard site for student materials; maintaining records and evaluations; editing annual grant reports and forms. Other responsibilities include budget and financial responsibilities for IPPCCI office; maintaining IPPCCI website.
V. Faye Jones, MD, Ph.D, Professor, Pediatrics. Dr. Jones is the medical director of UofL Pediatrics-Broadway, a primary care teaching practice of the University of Louisville Department of Pediatrics.As Associate Dean of Minority and Rural Affairs at the University of Louisville, Dr. Jones is responsible for the Area Health Education Centers throughout Kentucky. She oversees the university’s medical and dental school minority and underserved populations recruiting and retention programs and supervises its physician recruitment office in Madisonville, Ky.Dr. Jones completed medical school and her pediatric residency at the University of Louisville and began practicing pediatrics in 1988 at an inner city clinic in Milwaukee. She returned to Louisville in 1990. She earned a master’s degree from U of L’s School of Public Health in 2001 and a doctorate in 2006.
A. Scott LaJoie, Ph.D., Associate Professor, Health Promotion and Behavioral Sciences. Dr. LaJoie studies health-related decision making and communication; his research includes studies involving community-wide disasters and health events, such as Hurricane Katrina and the 2009 H1N1 pandemic; decision making about vaccination; treatment decisions for chronic conditions such as knee osteoarthritis, diabetes, and carpal tunnel syndrome. Since 2009, he has been part of a team of researchers addressing H1N1; his involvement has surrounded the impact of the pandemic mitigation efforts (e.g., quarantine and isolation) on the wellbeing of children and families. More recently, his research team is looking into the optimal allocation of mental health providers during a pandemic.
Keith B. Lyle, PhD., Associate Professor of Psychologial and Brain Scienses at the University of Louisville. Dr. Lyle's primary research interests are in memory, attention, and personality.
Kevin Martin, Director of Operations, Paris Simulation Center. Mr. Martin is the Operations Director of the Paris Simulation Center located at the University of Louisville, School of Medicine. As Operations Director, he manages the day-to-day operations of the Center that has four human patient simulation labs and numerous other part task trainers. The Center has two additional employees that help run the daily operations. The Center has a long history of providing simulation experiences to the medical students and hospital staff. The Center was created in 2001 and was one of the first in the country at a medical school. Kevin Martin was hired in 2008 and was promoted to Operation Director in Late 2009. He has a Bachelor’s of Science degree in Professional Aeronautics from Embry-Riddle University.
Cynthia J. Miller, Ph.D., Assistant Professor, Physiology and Biophysics. Dr. Miller currently serves as an assistant professor in the Department of Physiology & Biophysics at the University of Louisville. After graduating with a Ph.D. from UofL in 2008, Dr. Miller relocated to Orlando, Florida and began her professional career teaching undergraduate science courses at a community college. This invaluable learning experience led to her return to UofL in 2011, with a primary emphasis on teaching. Her main assignments are to serve as the course director for the School of Dentistry Physiology Course and instructor for the Medical School Prematriculation Program. She is working to develop course materials, revise the curriculum, and establish and assess new teaching techniques. Dr. Miller’s educational research is primarily focused on the integration of active learning and technology into the classroom, and the impact of these methods on student performance and motivation. Her goal is to gain further insight into the effectiveness of traditional didactic lectures vs. alternative teaching strategies for the modern student.
Karen Hughes Miller, Ph.D., Assistant Professor, Office of Graduate Medical Education. Dr. Miller’s focus is on medical education research, curriculum development and evaluation, faculty development.
Pradip Patel, M.D., Professor, Pediatrics. Dr. Patel is a professor of pediatrics in the division of general pediatrics at the University of Louisville School of Medicine, and serves as the associate vice chair for pediatric medical education. He is one of the SOM’s Academic Advisory Deans and embraces teaching as an opportunity to inspire and empower. Through his collective experiences and learning in his role as professor and as a longstanding member of the Council on Medical Education in Pediatrics (COMSEP), Dr. Patel has concluded that the concept of learning should be focused around developing and supporting effective teachers, employing educational technologies that enhance learning, and providing developmentally appropriate opportunities for learners to acquire knowledge, skills, attitudes, and values they will need to meet their professional responsibilities.
Michael Rowland, Ph.D. is an Assistant Professor and Associate Dean for Diversity and Community Engagement in the School of Medicine. Dr. Rowland is Director of the Certificate in Health Professions Education program.
Tara Schapmire, Ph.D., Assistant Professor, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine. Dr. Schapmire serves on the faculty of the University of Louisville’s School of Medicine and the Kent School of Social Work. She is involved in research and teaching for both schools and serves as co-investigator on an NCI R25 focusing on development of an interdisciplinary oncology palliative care curriculum for schools of medicine, social work, nursing and chaplaincy residency programs (PI, M. Pfeifer). As a long time oncology and palliative care social worker, her research interests include psycho-social care of cancer survivors and their families, gerontology, health disparities, communication and cancer, caregiver issues, palliative care, survivorship, end of life care, and inter-professional education.
Frank Woggon, Ph.D., Supervisor, U o fL Hospital Chaplaincy Service. Dr. Woggon is Chaplain Manager and Supervisor for Clinical Pastoral Education at University of Louisville Hospital and is also Assistant Clinical Professor of Medicine at the UofL School of Medicine. He is certified as a CPE Supervisor by the Association of Clinical Pastoral Education, Inc. and is a board certified chaplain in the Association of Professional Chaplains. Dr. Woggon holds a PhD in psychology of religion and has taught graduate level courses in pastoral theology and spiritual care both in Germany and in the United States.
||Pre-Registration Required 7/25/2013 11:00 AM (ET)
|ULSD Faculty and Staff: