open educational resources (oer): their role in faculty development lynn johnson, phd the university...
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Open Educational Resources (OER): their role in faculty development
Lynn Johnson, PhDThe University of Michigan
USA
Topics
• What is OER?• State of Faculty Development Programs• Thoughts on next steps
WHAT IS OER?
What is OER?
“Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”
“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.
What is OER?
“Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”
“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.
What is OER?
“Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”
“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.
What is OER?
• Full courses• Course modules• Videos• Tests• Other tools, materials, or techniques used to
support access to knowledge
“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.
What is OER?
Sources of OER?
• Samples Resources:– IFDEA
http://www.ifdea.org/gkc/submitcontent/Lists/Resources%20for%20Educators%20New/main.aspx
http://www.ifdea.org/gkc/submitcontent/Lists/Resources%20for%20Educators%20New/main.aspx
http://open.umich.edu
http://open.umich.edu
http://www.oerafrica.org
STATE OF FACULTY DEVELOPMENT PROGRAMS
Chain of Evidence for Effective Faculty Development
Faculty Development Program
Improved Teaching?
Improved Student Learning?
Improved Patient Health?
Four Levels for Evaluating Faculty Development Programs
1. Reaction Level of satisfaction2. Learning Change attitude or
behavior3. Application Use new skills in
workplace4. Results Improve students’
learning & patient health
Kirkpatrick DL. Evaluating training programs: the four levels. San Francisco: Berrett-Koehler, 1994
Strategies for Measuring Effectiveness of Faculty Development Programs
Strategy %Self-reported Changes 94Opinion Questionnaires 92Observations 30Video Recordings 28Student Ratings 28Pre- / Post-test 28
Hendricson, WD, Anderson, E, et al. (2007). Does Faculty Development Enhance Teaching Effectiveness? Journal of Dental Education, 71(12), 1513-1533.
Strategies for Measuring Effectiveness of Faculty Development Programs
Strategy % Level
Self-reported Changes 94 1 or 2
Opinion Questionnaires 92 1 or 2
Observations 30 3
Video Recordings 28 3
Student Ratings 28 3
Pre- / Post-test 28 1
Objective Structured Teaching Exam (OSTE)
McAndrew, M, Eidtson, WH, et al. (2012). Creating an objective structured teaching examination to evaluate a dental faculty development program. Journal of Dental Education, 76(4), 461-71.
Students Learn More?
Teach teachers to teach patient communication skills• “The faculty development programme did not
increase the number of communication skills recognised by supervisors, but was effective in increasing the number of communication issues discussed interactively in [student] feedback sessions.”
Junod Perron, N, Nendas, M, et al. (2014). Impact of postgraduate training on communication skills teaching: a controlled study. BMC Medical Education, 24(1), 80.
Students Learn More?
Meta-analysis (300+ studies)• Three demonstrated changes in student
behavior• Recommendation: Higher-level research
designs needed to tie faculty development to student/patient outcomes
Steinert, Y, Mann, K, et al. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No 8. Medical Teacher, 28(6), 497-526.
Make better teachers? We think so…
• 59 faculty trained in 8 programs• Program:– 5 group sessions– Readings– Reflection papers– Final project
McAndrew, M, Motwaly, S & Kamens, TE. (2013). Long-term follow-up of a dental faculty development program. Journal of Dental Education, 77(6), 716-22.
Short- & Long-term Effectiveness
• Pre-program: Self-assess teaching abilities• Post-program: Program satisfaction survey• Follow-up Survey: Participants actively teaching (69%) – 97% recommend the program to colleagues– 94% said participation led to a greater likelihood of
conferring with peers about teaching issues– 79% had increased their teaching responsibilities – 62% said presentation skills improved
• Retention (81%) exceeds national retention rate for dental faculty
McAndrew, M, Motwaly, S & Kamens, TE. (2013). Long-term follow-up of a dental faculty development program. Journal of Dental Education, 77(6), 716-22.
Improved Patient Health??
Program:1. Participate in patient skills improvement project2. Observing and describing a patient process from the
patient's perspective3. Working in team to apply in patient care
Results:• Students improved skills, but skills not integrated
beyond the situation practiced• Students’ improved skills unknown to clinical facultyKyrkjebØ, JM (2006). Teaching quality improvement in the classroom and clinic. Getting it wrong and getting it right. The Journal of Nursing Education, 45(3), 109-16.
Chain of Evidence for Effective Faculty Development
Faculty Development Program
Improved Teaching?
Improved Student Learning?
Improved Patient Health?
Successful Faculty Development
Improved Education
Faculty Development
Program
Measure Changes in
Teaching Style
Measure Changes in
Student Learning
Involve Clinical Staff
THOUGHTS ON NEXT STEPS
On-line OER Course
http://groups.medbiq.org/medbiq/display/ELN/2013/07/31/Faculty+Development,+the+MOOC+way
Instructional Methods in Health Professions Education
1. Adult Learning Theory2. Intended Learning Outcomes3. Instructional Design & Individual Assessment4. Instructional Techniques: Knowledge Transfer5. Instructional Techniques: Skill Development6. Instructional Techniques: Attitudes7. Instructional Techniques: Teaching with
Technology8. Application of instructional methods
Instructional Methods in Health Professions Education
1. Adult Learning Theory2. Intended Learning Outcomes3. Instructional Design & Individual Assessment4. Instructional Techniques: Knowledge Transfer5. Instructional Techniques: Skill Development6. Instructional Techniques: Attitudes7. Instructional Techniques: Teaching with
Technology8. Application of instructional methods
WHAT IF TEACHING COUNTED TOWARDS PROMOTION?
• Samples Resources:– MedEdPORTAL
https://www.mededportal.org
• Counts towards scholarship• [Samples including dentistry]
http://web.knust.edu.gh/oer/pages/sections.php?siteid=knustoer&mid=23&sid=151
Successful Faculty Development
Improved Education
Faculty Development
Program
Measure Changes in
Teaching Style
Measure Changes in
Student Learning
Involve Clinical Staff
OER & Faculty Development
Improved Education/
Health
Faculty Development
Program
Measure Changes in Teaching
Style
Reward Teaching as Scholarship Measure
Changes in Student Learning
Involve Clinical Staff
