Presentation Pearls: Strategies for Engaging Audiences in

Active Learning & Assessment

Live Webinar on August 9, 2011

2:00 PM – 3:00 PMACPE#: 204-000-11-030-L04P, 1CEU

Webinar Reminders

Please note, all participants are placed on “MUTE”

The Webinar will begin at 2:00 P.M. EST

To Ask a Question

Type your question here

Do you feel confidant in your active learning skills for a presentation with a large group?

A. YesB. NoC. Not Sure

Who are we? Pamela Stamm, PharmD, CDE, BCPS

Associate Professor, Auburn UniversityExecutive Committee Chair, ASHP Section of Ambulatory Care Practitioners

Karl Gumpper, RPh, BCPS, FASHPDirector, ASHP Section of Pharmacy Informatics & Technology

Michael P. Gulseth, PharmD, BCPSProgram Director for Anticoagulation Services,Sanford USD Medical Center, SD

Candice Garwood, PharmD, BCPSEugene Applebaum College of Pharmacy & Health Sciences, Wayne State University, IN

Faculty Disclosures

The faculty report no financial relationships relevant to this educational activity, except:

Michael P. Gulseth - Johnson and Johnson stockholder; Ortho McNeil Janssen and sanof-aventis consultant; Speaker's Bureau member for sanofi-aventis, GlaxoSmithKline, and Eisai

Welcometo this Webinar

Presentation Pearls: Strategies for Engaging Audiences in

Active Learning & Assessment

Type in a goal for attending this webinar or a question you wish answered.

Our Goals:By the end of this webinar, you

should be able to…

Identify 3 active learning strategies that YOU can do in your presentation

Select 2 active assessment techniques YOU can do in your presentation

Determine the purpose, the method, and the timing of an active learning strategy you can do in your presentation.

Pearl: Remember Who is In Your Audience.

Adults…are all very busygenerally learn things that are

relevant to their current situationprefer to apply what they learn

Learning Framework

Passive versus Active Learning

High versus Low-Risk Strategies

Active Learning Strategies: Low Risk

Pearls: Low Risk StrategiesRelatively shortHighly StructuredRequires thoughtful planningMatches the abilities of the learner and

teacher

Low Risk Strategies Incorporate

Listening Reading Thinking / Reflecting Writing Talking / Discussing Reflecting / Synthesizing

What have you done in your presentations?

A. Polling your audience on their attitudes, experience, knowledge gaps

B. Practice or patient care scenarios or examples

C. LectureD. Discussion Groups

What happened when you planned to use active learning strategies in the past?

A. I haven’t because not sure what would work best for my content.

B. The audience didn’t participate. C. It took too much time away from

my content.D. It went exactly as planned.

Low Risk Strategies:Basic Polling Questions

Icebreakers Who is your audience

Knowledge Probe Identifying knowledge and gaps Use audience response

Candice Garwood, Pharm.D., BCPSAmbulatory Care Clinical Pharmacy Specialist

Harper University HospitalAssistant Professor (Clinical)

Wayne State University

Ethnicity and Warfarin Dosing

True or False?

Race plays a role in determining warfarin dose.

Objectives

Discuss the pharmacogenetic differences in warfarin metabolism between ethnic groups.

Determinants of Warfarin Dose

Ansell J. Chest 2008;133:160S-98S.

Determinants of Warfarin Dose

Ansell J. Chest 2008;133:160S-98S.

Ethnicity

Genetics

Which Ethnic Group Requires the Greatest Warfarin Dose?

A. Caucasian

B. African American

C. Hispanic

D. Asian

Warfarin Dose Varies with Ethnicity

Adapted from: Dang MN. Ann Pharmacother. 2005;39:1008-12.

Low Risk Strategies

3 – 2 – 1 Strategy 3 Ideas / issues / concepts presented 2 examples or uses of the idea / information covered 1 unresolved / remaining question / area of possible

confusion

One Minute Write Goal setting, lists, summarize a reading, compare and

contrast, and/or muddiest concept.

More Low Risk Strategies

Write / Think – Pair - Share Two Column Write

Groups work to determine what a problem - Does look like

Does not look like

Helpful when applying concepts and case examples

High Risk Strategies

Role playSmall-group presentationsPresentations by individualsGuided imagery exerciseUnstructured small-group

discussionResponse lecture

Pearls: Active Learning

Define the goal and intended outcomes of the activity

Describe the procedure they should follow

Limit the time for the activity Integrate activities throughout

without fanfare

True or False: To conduct active assessment, I

(as the presenter) have to be able to assess what my audience has learned during my presentation.

Please Respond:True or False

How assessment works -

You provide your audience

a reliable way of knowing

how well

THEY

have learned the content.

Active Learning & Active Assessment1 – 2 – 3 – 4 pattern

1. You ask

2. Learner answers

3. You respond / give feedback

4. Learner assesses mastery

Is Warfarin Dosing by Strict Nomogram Okay?

Michael P. GulsethProgram Director for Anticoagulation Services

Sanford USD Medical CenterSioux Falls, SD

Hospital Course/Warfarin Dosing

Day INR Notes

1 1.35 rifampin started

2 1.27 warfarin 2.5 mg, enoxaparin started

3 1.28 warfarin 2.5 mg

4 1.37 warfarin 5 mg

5 1.88 warfarin 2.5 mg

6 2.11 warfarin 2.5 mg, enoxaparin stopped

7 2.03 warfarin 2.5 mg

8 1.57 ???????

Question #1

Day 8: INR is 1.57 on warfarin 2.5mg, what should be done with the warfarin dosing now?A. Continue 2.5 mg

B. Increase dose to 5 mg

C. Increase dose to 7.5 mg

D. Increase dose to 10 mg

Kovacs MJ, et. al. Ann Intern Med. 2003; 138: 714-719.

Harrison L, et. al. Ann Intern Med. 1997; 126: 133-136.

Crowther MA, et. al. Arch Intern Med. 1999; 159: 46-48.

Crowther MA, et. al. Ann Intern Med. August 15, 1997 127:332-333

International Warfarin Pharmacogenomics Consortium Mathematical equation that does account

for age, size, genotype, race, enzyme inducers, and amiodarone Predicts 43% of warfarin’s variability (R2) for

the studied population With an enzyme inducer in the equation and

unknown genotypes, it calculates a weekly dose of 61 mg/week

N Engl J Med. 2009; 360: 753-64.

Let’s step back a minute…… We just demonstrated with that case why one

nomogram/protocol does not work for every patient If we used it “blindly,” we would have:

▪ Overdosed her to start (with both the regular 5/10 mg nomograms and the genomic equation)

▪ No clear guidance on how to handle the medication interaction and the recovery from her acute illness

▪ Had no appreciation of her bleeding vs. thrombosis risk▪ When any tool is reported in the literature, it is critical to

understand the population on which it was studied▪ Is it really appropriate to initiate an acutely ill critical

care patient on an estimated maintenance dose?▪ What about the delay in rifampin enzyme induction?

Question #1 & Answer

On 9/6, the INR is 1.57, what should be done with the warfarin dosing now?A. Continue 2.5 mg

B. Increase dose to 5 mg

C. Increase dose to 7.5 mg

D. Increase dose to 10 mg

Pearls: Audience Response & Active Assessment with Large Audiences

Quantify the audience’s responseConnect the response to your

contentKnow how to use the technology

Audience Response

Audience Response – Using Technology

Connecting the Pieces & Pearls

Learning

Objectives

Active Learning

Active Assessment

ASHP requires

active learning

and assessment

be included in all

educational programs

with CE credits

To Ask a Question

Type your question here

How to get CE for this Webinar

Within one hour,

you will receive an email with

complete instructions for processing

continuing education credit for participating in this webinar.

Thanks for joining us today

This webinar is a collaboration of:

Justine CoffeyDirector, ASHP Section of Ambulatory Care Practitioners

Karl GumpperDirector, ASHP Section of Pharmacy Informatics & Technology

Barbara NussbaumDirector, Adult Learning & Educational Programs

ASHP, Educational Services Division

Direct questions to: Educserv@ashp.org