Department of Interdisciplinary Studies IDST5340 Clinical and Community-Based Teaching

Description | Mode | Credits | Prerequisites | Instructor | Goals & Objectives | Grading | Course Requirements | Learning Resources | Unit Outline/Activities | Technical Requirements | Technical Support

Course Description
Defines the concept of clinical competence and reviews theories related to clinical education and competency development. Provides an overview of the clinical setting as a teaching environment and the role of the clinical educator/preceptor/mentor. Describes the selection and application of various clinical teaching/learning approaches and the importance of constructive feedback and evaluation. Includes perspectives on interdisciplinary clinical education and team teaching and the legal and ethical issues involved in being a preceptor. Prerequisite: Basic/Prerequisite Computer Skills for Web-Based Learners. top

Credits/Modes of Instruction
This is a 3-credit graduate course provided via the Internet. The course relies heavily on regular completion of directed study activities (as outlined in this syllabus) and participation in online topical discussions. Directed study activities include online readings, unit assignments, as well as the development of a competency-based clinical or community-based teaching module. top

Prerequisites
Completion of entry-level training as a health professional at the BS level or higher, with appropriate certification, where applicable, or permission of the instructor. In addition, all participants should have the requisite technical skills needed for online learning, as defined in Basic/Prerequisite Computer Skills for Web-Based Learners. Prior completion of IDST5140 Teaching in the Health Professions and/or IDST5120 - Curriculum and Instructional Design is helpful but not required. top

Instructor
Craig L. Scanlan, EdD, RRT, FAARC, Professor, Departments of Interdisciplinary Studies and

Cardiopulmonary Sciences, School of Health Related Professions, University of Medicine and Dentistry of New Jersey. Click here for the instructor's CV/Resume. Contacting the Instructor. To contact the instructor 1-on-1, you should normally use the builtin course e-mail, available via the WebCT course home page. If you need to contact the instructor via external (Internet) e-mail, click here or copy/paste the following address into your e-mail program: scanlan@umdnj.edu Making an Appointment with the Instructor. You can also request an appointment with Dr. Scanlan using an automated online form. Dr. Scanlan provides two types of appointment: (1) in-person at his Newark office, and (2) by telephone. To find out more about these types of appointments and access the appointment request form, click here. top

Course Goal and Outcomes

General Goal: The overall goal of this course is to develop a model competency-based clinical or community-based teaching module. Outcome Objectives. After completion of this course, the participant will be able to:

Identify the primary goals of clinical/community-based education of health professionals Assess the unique aspects and complexities of the clinical/community setting as a environment for professional teaching and learning Develop an orientation plan for learners assigned to gain experience in your setting Specify applicable learning outcomes/competencies you expect learners to achieve or demonstrate by the end of this experience Identify and describe the models/theories of teaching-learning and/or competency development that will apply to guide this experience Explain how your selected models/theories affect your assumptions about both the teacher and learner Define the roles and responsibilities of the major participants in your planned experience, with an emphasis on the skills of effective preceptors Specify how you will determine the characteristics and needs of learners participating in this experience Assess your clinical teaching style and its implications for this teaching-learning experience Select and justify a specific teaching-learning strategy you plan to use to help learners achieve each major learning outcome Identify and describe the potential opportunities for interdisciplinary learning in this experience and any barriers that might impede providing learners with these opportunities Anticipate and prevent or mitigate common behavioral problems exhibited by learners and avoid potential legal liability associated with the teaching role

Choose appropriate evaluation methods to assess learners' summary achievement of each major learning outcome Select or develop a representative summary evaluation tool consistent with one major learning outcome expected for this experience Develop a plan to evaluate the overall effectiveness of this experience Assess the quality and utility of published evidence on clinical education/precepting Reflect on the personal and professional implications of the knowledge and skills gained in this course top

Course Requirements
The primary outcome for this course is development of a competency-based clinical or community-based teaching module that includes goals, objectives, teaching/learning strategies and feedback and evaluation methods. Several portions of this effort link to elements of your Teaching Portfolio. In addition, you are expected to contribute regularly to the topical group discussions provided for each unit. Weights of these components as applied to the final grade are listed below: Requirement Clinical or Community-Based Teaching Module Finding and Evaluating Educational Research Assignment Topical Discussion Total Weight 60% 20%

20% 100%

Clinical or Community-Based Teaching Module (60%). The primary outcome for this course is development of a competency-based clinical or community-based teaching module that includes goals, objectives, teaching/learning strategies and feedback and evaluation methods. You developed your teaching module incrementally, adding the required sections each week as you progress through the course. Upon completion at the end of the semester, you present your teaching module for peer review, discussion and grading. Instructions for developing your teaching module are available as a 'Useful Link' under the home page Course Resources component or directly at http://www.umdnj.edu/idsweb/idst5340/idst5340_project_instructions.htm. Likewise, the actual form used to develop and submit your teaching module can be accessed either via the home page

Course Resources component links or directly online at: http://www.umdnj.edu/idsweb/idst5340/idst5340_teaching_module_form.doc Finding and Evaluating Educational Research Assignment (20%). Whether in the classroom, lab, clinic or community, teachers should strive to implement those methods and approaches to education that are based on the best evidence available. To demonstrate that you can practice "best evidence education," you will complete an assignment that requires you to (1) find information on relevant clinical or community-based teaching methods, and (2) judge the quality and applicability of the evidence you retrieve. Guidance on this process is provided in the document Finding & Evaluating Educational Research, available both via the home page Course Resources component links ar online at: http://www.umdnj.edu/idsweb/idst5340/ed_research_critique.htm. Also available via the Course Resources links and online at www.umdnj.edu/idsweb/idst5340/quests_form.doc is the form used to summarize your evaluation of a selecte educational research article. Topical Discussion (20%). Each course unit includes one or more discussion forums. Your participation in discussion is assessed using explicit criteria which are posted on the web site (click here for student discussion criteria). top

Grading
All assignments and activity will be graded on the following scale: Grade A B C F Meaning Excellent Good Satisfactory Unsatisfactory/ Failing top

Learning Resources
There is no required text for this course. All readings and assignments are are provided via links to Web resources (refer to the Unit Outline Readings/Resources column). Supplemental learning resources for this course include on-line reference and portal sites on assessment and evaluation, selected assessment and evaluation associations and centers, educational technology journals & newsletters, aearchable research databases, links to the UMDNJ Center for Teaching

Excellence, and recent topical bibliographies. These supplemntal resources are available online at: http://www.umdnj.edu/idsweb/idst5340/idst5340_supplemental_resources.htm top

Course Units
Note: this Unit schedule is a plan only, subject to change by the instructor as deemed necessary to achieve the course goals. In addition, because the Internet is a dynamic resource, Web links may be activated, inactivated, added or deleted as the semester progresses. Whenever possible, you will be notified in advance of any changes, especially those affecting course requirements or grading. The online version of the syllabus will always be the working version.

Unit/Week Topic (click on Readings or Begin Date the Preview link Web Resources for an overview of each unit) Indicates UMDNJ CTE Link (for Further Study) Before You Angel If you are new to Angel: Begin Orientation and Class Download and review EIntroductions Learning@UMDNJ: The ANGEL Learning Web Course System Download and review Angel Student QuickstartGuide (keep handy for reference)

Assignments

Discussion Forum

If you are new to Post questions Angel: regarding Angel or related technology issues to User Complete Introduction to Support forum Angel for Learners Tutorial Introduce yourself (should appear on to your colleagues your Angel Home on the Class page) Introductions Forum View Angel Navigating and Using Discussion Tutorial Complete Teaching Module Assignment Week/Unit 1 Instructor/ Preceptor Information and Class Discussion 1 - Teaching and Learning in Your Clinical Setting (post by 6/1)

1 5/26

The Clinical Setting as a Teaching Learning Environment [Preview]

Spencer, J. (2003). Learning and teaching in the clinical environment. BMJ, 326, 591-594. (access requires free registration on the BMJ Website)

The Clinical Teaching Environment. In Kleffner, J.H. (1998). Becoming an Unit Feedback Effective Preceptor. Austin: University of Texas College of Pharmacy. Irby, M. (1986). Clinical teaching and the clinical teacher. Med Educ, 61, 351. UMDNJ Center for Teaching Excellence: Clinical Teaching and Preceptoring: General Concepts 2 6/4 Professional Competence and CompetencyBased Education [Preview] Epstein, R.M. & Hundert, E.M. (2002). Defining and assessing professional competence. JAMA, 287, 226-235. (read pages 226228 only)

Teaching/ Learning Setting

Complete Teaching Module Assignment Week/Unit 2 Learning Outcomes/ Competencies

Class Discussion 2 - Learning Outcomes/ Competencies (post by 6/8)

Competence and judgement (Chapter 2) in Eraut, M. & Unit Feedback du Boulay, B. (2000). Developing the attributes of medical professional judgement and competence. [Review]. Brighton, England: University of Sussex, School of Cognitive and Computing Sciences. PDF version of full review Storey, L. (2001). The concept of competence. Proceedings of the Assessment of Competence Conference. Sept 2001, Dublin, Ireland.

Leach, D. C. (2002). Competence is a habit. JAMA, 287, 243-244. Carraccio, C., Wolfsthal, S., Englander, R. Ferentz, K. Martin, C. (2002). Shifting paradigms: From Flexner to competencies. Acad Med, 77, 361-367. Sullivan, R.S. (1995). The competency-based approach to training (Paper #1). Baltimore, MD: JHPIEGO Corporation. Taylor, C. & Swing, S. (2006). Competency Perspective on Teaching. Chicago, IL: Accreditation Council for Graduate Medical Education. 3 6/11 Learning Models and Competency Development [Preview] Torre, D.M., Daley, B.J., Sebastian, J.L., & Elnicki, D.M. (2006). Overview of current learning theories for medical educators. American Journal of Medicine, 119, 903-907 Complete Teaching Module Assignment Week/Unit 3 Models/Theories of TeachingLearning and/or Competency Development Class Discussion 3 - Models/Theories of TeachingLearning and/or Competency Development (post by 6/15)

Kaufman, D.M. (2003). Applying educational theory in practice. BMJ, Unit Feedback 326, 213-216. (access requires free registration on the BMJ Website) Maudsley, G. & Strivens, J. (2000). Promoting professional knowledge, experiential learning and critical thinking for medical students. Med

Educ, 34, 535-544. Model of Skills Acquisition 4 6/18 Clinical TeachingLearning Roles and Styles [Preview] Burns, C., Beauchesne, M., Ryan-Krause, P. & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. J Pediatr Health Care, 20, 172-183. The Effective Preceptor. Ohio University, College of Osteopathic Medicine, Office of Faculty Development. Roles of Clinical Teachers. In Kleffner, J.H. (1998). Becoming an Effective Preceptor. Austin: University of Texas College of Pharmacy. Buchel, T.L., & Edwards, F.D. (2005). Characteristics of effective clinical teachers. Fam Med, 37, 305. [research] Steves, A.M., (2005). Improving the clinical instruction of student technologists. Nuclear Med Tech, 33, 205-209. Reuler, J.B. & Nardone, D.A. (1994). Role modeling in medical education. West J Med, 160, 335-337. Mountain Area Health Education Center Preceptor Complete Teaching Module Assignment Week/Unit 4 Characteristics, Roles and Responsibilities of Participants Unit Feedback Class Discussion 4 - Characteristics, Roles and Responsibilities of Participants (post by 6/22)

Development Program. Teaching Styles/ Learning Styles. Asheville NC: Mountain Area Health Education Center. Vaughn, L. & Baker, R. (2001). Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Med Teacher, 23, 610-612. UMDNJ Center for Teaching Excellence: Clinical Teaching Role and Teaching/Learning Styles 5 6/25 Clinical and CommunityBased TeachingLearning Strategies [Preview] Instructional Methods and Strategies (Chapter 5; sections on Small Group and Clinical Teaching Methods) in Fincher, R.E. (Ed). (2005). Guidebook for Clerkship Directors (3rd Ed). Omaha, NE: Alliance for Clinical Education. Principles of Clinical Teaching (pp. 12-32) in Clarion, Edinboro, Slippery Rock Universities MSN/FNP Program (n.d.). Preceptor Handbook. Slippery Rock, PA: Slippery Rock University. Norris, T.E., Cullison, S.W. & Fihn, S.D. (1997). Teaching procedural skills. J Gen Intern Med, 15, 38791. Complete Teaching Module Assignment Week/Unit 5 Selection and Application of TeachingLearning Strategies Unit Feedback Class Discussion 5 - Selection and Application of TeachingLearning Strategies (post by 6/29)

McLeod, P.J., Steinert, Y., Trudel, J. & Gottesman, R. (2001). Seven principles for teaching procedural and technical skills. Acad Med, 76, 1080. UMDNJ Center for Teaching Excellence: Tips and Tutorials for the Clinical Teacher/Preceptor and Teaching at the Bedside 6 7/2 Interdisciplinary Teaching and Learning [Preview] Mitchell. P.H. & Crittenden, R.A. (2000). Interdisciplinary collaboration: Old ideas with new urgency. Washington Public Health, Fall 2000, 1-3. Complete Teaching Module Assignment Week/Unit 6 Provision of Interdisciplinary Learning Opportunities Class Discussion 6 - Provision of Interdisciplinary Learning Opportunities (post by 7/6)

Hall. P. & Weaver, L. (2001). Interdisciplinary Unit Feedback education and teamwork: A long and winding road. Med Educ, 35, 867-875. Mariano, C. (1989). The case for interdisciplinary collaboration. Nursing Outlook, Nov/Dec 1989, 286-289. Gilbert, J. & Bainbridge, L. (2005). Interprofessional education and collaboration: Theoretical challenges, practical solutions. University of British Columbia, College of Health Disciplines. (read pages 1-14 only) Gilbert, J.H.V. (2005).

Interprofessional education for collaborative, patientcentred practice. Nurs Leadership, 18(2), 32-38. UMDNJ Center for Teaching Excellence: Team and Interdisciplinary Teaching 7 7/9 Legal Issues and the Problem Student [Preview] Working with Students with Difficulties (Chapter 10) in Fincher, R.E. (Ed). (2005). Guidebook for Clerkship Directors (3rd Ed). Omaha, NE: Alliance for Clinical Education. Complete Teaching Module Assignment Week/Unit 7 Anticipating, Preventing and Mitigating Problems Class Discussion 7 - Anticipating, Preventing and Mitigating Problems (post by 7/13)

Evaluation and Grading of Students - Legal Issues Unit Feedback (Chapter 6) in Fincher, R.E. (Ed). (2005). Guidebook for Clerkship Directors (3rd Ed). Omaha, NE: Alliance for Clinical Education. Legal Issues in Clinical Education - An Annotated Bibliography UMDNJ Center for Teaching Excellence: Avoiding Pitfalls and Addressing Problem Situations 8 7/16 Feedback and Evaluation [Preview] Epstein, R.M. & Hundert, E.M. (2002). Defining and assessing professional competence. JAMA, 287, 226-235. (Requires EZProxy logon; read pages 228-235 only) Wass, V., Van der Vleuten, Complete Teaching Module Assignment Week/Unit 8 Providing Feedback & Evaluating Learner Class Discussion 8 - Providing Feedback and Evaluating Learner Achievement (post by 7/20)

Achievement C., Shatzer, J. & Jones, R. (2001). Assessment of Unit Feedback clinical competence. Lancet, 357, 945-49. Smee, S.(2003). Skill based assessment. BMJ, 326, 703-706. (access requires free registration on the BMJ Website) Evaluation and Grading of Students (Chapter 6) in Fincher, R.E. (Ed). (2005). Guidebook for Clerkship Directors (3rd Ed). Omaha, NE: Alliance for Clinical Education. Accreditation Council for Graduate Medical Education. (2000). Toolbox of Assessment Methods. Chicago, IL: Accreditation Council for Graduate Medical Education. Accreditation Council for Graduate Medical Education. (2006). Key Considerations for Selecting Assessment Instruments and Implementing Assessment Systems. Chicago, IL: Accreditation Council for Graduate Medical Education. UMDNJ Center for Teaching Excellence: Giving Effective Feedback and Evaluating Clinical Performance

9 7/23

Evidence-Based Harden, R.M., Grant J., and Complete your Teaching Hart I.R. (1999). BEME Finding & [Preview] guide No. 1: Best evidence Evaluating medical education Medical Educational Teacher, 21,553 - 562. Research assignment Complete Teaching Module Assignment Week 9 - Special Considerations Unit Feedback

Class Discussion 9 - Article Critiques (post by 7/27)

10 7/30

Evaluating the Experience [Preview]

Speer, A.J., Elnicki, D.M. (1999). Assessing the quality of teaching. Am J Med, 106, 381-384. (Science Direct full text requires EZProxy)

Complete Teaching Module Assignment Week 10 Evaluating the Overall Effectiveness of TeachingLearning 1. Post the 'final' version of your Teaching Module as an attachment to a New posting in the Unit 11 Project Review and Critique Discussion Forum by 8/10 2. Review at least one (1) other Teaching Module project 3. Post your comments and suggestions on any of the other projects you review (as a

Class Discussion 10 - Evaluating the Experience (post by 8/3)

11 8/6

Project Review and Critique [Preview]

NA

Class Discussion 11 - Project Review and Critique (post final module by 8/10)

Reply to their posting) in Project Review and Critique Discussion Forum Unit Feedback 8/13 Course Ends None Complete the Course Evaluation top

Hardware/Software Requirements
For the latest information on hardware and software requirements (equivalent to those specified for the SHRP MS and PhD in Health Sciences Programs) link to, print and/or download the Recommended Hardware and Software. The URL for this page is: www.umdnj.edu/idsweb/documents/hardware_software.htm In addition, your ANGEL Home Page includes an ANGEL System Compatibility Check box, which should be all 'green' to assure proper access to all system and course resources.

Technical Support
For the latest information on technical support link to, print and/or download Getting Technical Support. The URL for this page is: www.umdnj.edu/idsweb/documents/technical_support.htm top Version 4.0 May 2009 Craig Scanlan and UMDNJ-SHRP