Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods

in PSR Higher Ed

David Merlo, MS, CPRP, COTA - SUNY/ECC,Julie Welkowitz, PhD - Southern NH University,Charlie Bernacchio, EdD, CRC - UNC at Chapel

Hill

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EBP Teaching Strategies-

Workshop Objectives1. Describe several theories that guide

effective adult education, applicable to PSR practitioner education.

2. Articulate several advantages of utilizing person-centered experiential learning methods.

3. Apply adult learning theories to create at least one experiential learning activity for classroom instruction, reflective of evidence-based strategies.

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EBP Teaching Strategies-

Overview Share exemplary learning activities used

in PSR education/training (Pre-/In-/Admin) Examine Bloom’s theoretical framework Review evidence-based context and

strategies for teaching/training Develop learning activities congruent

with EBP strategies

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Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health (SAMHSA/HSRI) report

(Leff et al. 2007)

College-level educators are- Experts in specific content areas. Non-experts in teaching methodology.

(p.10)

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TraditionalPost-secondary Education

HSRI report (Leff et al, 2007) raises concerns-

Didactic v. dialectic/interactive learning

Passive v. active learners Memorization v. creative & critical

thinking Textbook knowledge v. practical

application5

EB WorkforceDevelopment Report

(Leff et al, 2007)

Need to train learners to be creative and critical thinkers

Prepare for competency with practical application to mental health field

Evidence from research reveals several theoretical frameworks linked to effective teaching/training best practice

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EB Workforce Development Report

Constructivist theory Experiential/Situated Cognition

Learning Adult Learning theories New Economy theories Organizational/Systems theories Social Equity theories Social Marketing/Academic Detailing

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“Training-As Usual” (Leff et al, 2007)”

Ineffective in changing practitioner behavior or consumer outcomes

(Sholomskas et al., 2005)

Effective in knowledge acquisition

(Cook, Horton-O’Connell, Fitzgibbon, & Steigman, 1998; Sholomskas et

al., 2005)

Bloom’s Taxonomy:

•Evaluation

•Synthesis

•Analysis

•Application

•Comprehension

•Knowledge8

Bloom’s TaxonomyEVALUATION (evaluating)

Description: Justifying a decision or course of action.Actions: hypothesizing/critiquing/experimenting/judging efficacy

SYNTHESIS (creating)Description: Generating new ideas/products/ways of viewing things.Actions: designing/constructing/planning/producing/inventing

ANALYSIS (analysing)Description : Breaking information into parts to study relationships.Actions: comparing/organizing/deconstructing/interrogating/finding

APPLICATION (applying)Description : Using information in another familiar situation.Actions : implementing/carrying out/using/executing

COMPREHENSION (understanding)Description : Explaining ideas or concepts.Actions:

interpreting/summarizing/paraphrasing/classifying/explainingKNOWLEDGE (remembering)

Description : Recalling information.Actions: recognizing, listing, describing, retrieving, naming, finding

http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm 9

EBP Training Strategies-1. Train participants with competency-based materials developed by stakeholders

Consumer and provider input/advisory board input re: competencies

Ensuring curriculum/syllabi reflect competency areas

Student portfolios reflecting all competency areas

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EBP Training Strategies- 2. Use of facilitative educational materials for individualizing the training

Self-Assessments Internships based on individual

needs and goals (as derived from self-assessments)

Assignment choices within courses

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EBP Training Strategies- 3. Training is conducted by credible instructors

Instructors who have some applied field experience

Guest speakers with expertise in particular areas

Consumers or family members as instructors/guest speakers/panelists

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EBP Training Strategies- 4. Training curriculum integrates academic concepts and technical competencies

Applied assignments/reflective paper/journals

Papers that ask students to apply real life experiences to theories

Video taping of doing the work in "real settings" and then discuss in class how theory applies

Practicum/internships/job shadowing

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EBP Training Strategies-5. Prepare learners to use active inquiry & to develop/apply knowledge to real life problems

Use of case examples generated by students for in-class activities

Assignments using analysis/problem solving

Practicing the skills in real settings or role plays (eg diagnostic intakes, practicing clinical skills)

Considering how to make systems change in current or previous work settings

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EBP Training Strategies-6. Instructional methods involves training in teams and groups

In-class activities: group problem-solving, group diagnostic decision-making, team debates, group discussions

Use of reflecting team models Group assignments

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EBP Training Strategies-7. Participants are trained in skills for

life-long learning

Learning how to find needed resources (eg developing a handbook or website of community resources; learning how to use databases, the library)

Seeking out mentors/supervision; supervision groups

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EBP Training Strategies-8. Delivery of workforce training through

educational outreach in community and at work

Trainings that involve supervisors Involving work supervisors as

mentors Providing training at the worksite Team projects that involve the

student AND co-workers

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EBP Training Strategies-9. Flexible learning formats and schedules are used to train participants

Distance learning/education platforms Hybrid courses (online venues, video-

conferencing and face-face instruction) Weekend instruction (e.g., PCMH-one

weekend per month) Evening instruction; on-site training Summer/holiday week long institutes

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EBP Training Strategies- 10.Trainers use multifaceted strategies involving two or more individual training strategies

Mix of face to face instruction with distance learning strategies (listserves, Blackboard, email, skype)

Workshop followed by ongoing technical assistance, consultation, or mentoring

Videotaping of applied activities and then use during classroom discussion

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Small Group Activity

Apply checklist to individual learning activity Group into Pre-/In-/Admin small groups Identify which learning activity to examine

in their group; person shares thoughts on checklist criteria and implications for activity

Group provides warm/cold feedback in response to individual’s focus; group brainstorms to enrich the activity respective of the criteria and shares

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References: Cook, Horton-O’Connell, Fitzgibbon, & Steigman, (1998) Leff, H.S. et al. (2007). Evidence-based Workforce Development

Strategies for Evidence-based Practices in Mental Health, Human Services Research Institute:Cambridge, MA, funded by SAMHSA.

Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Bloom’s Multiple Intelligences Themes and Activities.

Sholomskas et al., (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106-115.

Martin, J. (2001). Bloom's learning domains. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved June 11, 2008, from http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm

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