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Manisha Thakkar (Endeavour College of Natural Health), Jeanne Young Kirby (Flinders University), Jason Home (Coober Pedy Area School),
David Wilson (University of Adelaide)
& Roopa Howard (University of South Australia)
Transforming Teaching Practices: A Model to Conquer Evidence Based Decision Making Skills
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Transforming teaching practices: A model to conquer Evidence Based Decision Making skills
Dr Manisha Thakkar │ Dr Jeanne Young Kirby │ Dr David Wilson │ Jason Home │Roopa Howard │I-MELT, 11th-13th December 2017
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Workshop plan: • Introduction • Current Teaching and Learning Practices Targeting Evidence Based Decision Making• Overview of institute wide MELT implementation in Evidence Based Decision Making• Designing, Implementing and Evaluating a MELT • Wrap up: what next?
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Introduction• Identification of Participant Institution and Discipline Context
• Setting participants
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Evidence Based Decision Making (EBDM)
What is Evidence based decision making
Overcome obstacles
Collect information; scientific literature; guidelines; other sources; shared experience; researching
Evaluate decision; review decision; shared experience
Analyse; compare
Investigate
planning
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Current Teaching and Learning Practices Current approach to incorporate evidence based decision making in curriculum at your organisation
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What is MELT?
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EBDM and MELT Framework
NCCMT, 2016MELT, 2017
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Why MELT for EBDMWhat is Evidence based decision making
What is Evidence based decision making MELT Facets
Overcome obstacles
Collect information; scientific literature; guidelines; other sources; shared experience; researching
Evaluate decision; review decision; shared experience
Analyse; compare
Investigate
planning
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Student Consensus on MELT and EBDM
Dr David P Wilson
Add student centred authenticity: explain why task has value to them
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Mind Mapping MELT and EBDM Jason Home
Music Teacher
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EBDM and MELT in Research Projects
• First Year STEM: 700+ cohort (39 Courses/Degrees)
• Evidence Based Decision Making (EBDM)
• Authentic Research Experience
CONTEXT:
Find & Generate
Embark & Clarify
When in doubt, go to the centre…
What is my purpose?
What do I need?
•FORMATIVE – In Class EBDM scenarios
•SUMMATIVE – Authentic Research Experience
APPLICATIONS:
• STUDENT
• STAFF
EVALUTION – PRE and POST PERCEPTION SURVEYS
Dr Jeanne Young KirbyBiological Sciences
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EBDM and MELT in Work Integrated Learning
Project knowledge building and developing interconnectivity in a work integrated learning course
Roopa HowardSchool of Education
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EBDM and MELT in Clinical Management
• Embark and clarify = Observe and ask
• Find and generate = Find and Generate
• Analyse and synthesize =Analyse and Interpret
• Evaluate and reflect = Investigate and Reflect
• Organise and manage = Synthesize and apply
• Communicate and apply = Organise, Manage and Communicate
RSD facets and Clinical Management Skills
Observe & Ask Observe key clinical features
in a given case history and
frame further questions in
the history taking process to
clarify the given presentation
to think of likely differential
diagnosis.
Investigate & Reflect Identify the investigation tests to
confirm the definitive diagnosis by
reflecting on the test results to
confirm the definitive diagnosis
‘When in doubt, return to the centre’
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Institute wide MELT for EBDM Dr Manisha ThakkarLecturer, Biosciences
Flower of KnowledgeProposed EBDM MELT for Institute
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Designing, Implementing and Evaluating Your MELT for EBDMDesign discipline/institute specific MELT
Identify approach and barriers to Implementation
Workshop strategies to overcome barriers and evaluate MELT
Transform institute wide teaching practice of EBDM
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Design Your MELT MELT Facets Your discipline/institute context
(e.g. Learning, Teaching, Assessment)
Embark and Clarify
Find and Generate
Evaluate and Reflect
Organise and Manage
Analyse and Synthesize
Communicate and Apply
Mind map Jigsaw Mountain song Pentagon
Clinical skills Work skills
RSD
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Presenting Few MELT from audience Place your MELT for exhibition and Take time to visit each table
Place a sticky note to vote, you can place more than 1 sticky note
The 2 most voted MELT will be presented to the whole audience
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Approach and Barriers to Implementation How would you implement in your course/institute?
What are the barriers for implementation?
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Strategies to overcome barriers and evaluate MELT Strategies to overcome barriers
How would you evaluate MELT implementation:
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Transform Institute Wide Teaching and Learning Practice for EBDM
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Transform Institute Wide Teaching and Learning Practice for EBDM
Flower of KnowledgeProposed EBDM MELT for Institute
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What’s next?
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Transformed MELT TeamDr Manisha Thakkar
Dr Jeanne Young Kirby
Dr David Wilson
Jason Home
Roopa Howard
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ReferencesA Handbook for Research Skill Development and Assessment in the Curriculum, 2009, Australian Learning and Teaching Council Ltd, http://www.adelaide.edu.au/rsd/docs/rsd_Handbook_Dec09.pdf
National Collaborating Centre for Methods and Tools, 2016, Building capacity for evidence-informed public health, http://www.nccmt.ca/professional-development/eiph/define
Optimising Problem Solving (OPS) pentagon, 2014, designed by Mechanical Engineering Communications Tutors, University of Adelaide, Australia.
Willison, J., & O'Regan, K. (2007). Commonly known, commonly not known, totally unknown: a framework for students becoming researchers. Higher Education Research & Development, 26(4), 393-409.
Willison, J, Lievre, KL, and Lee, I, 2010, Making Research Skill Development Explicit in Coursework, Australian Learning and Teaching Council Ltd, https://www.adelaide.edu.au/rsd/evidence/study/RSD_in_coursework_with_appendices.pdf
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Thank you!