Conference Proceedings - University of Oklahoma Health

Transcription

Conference
Proceedings
March 27 – 28, 2003
University of Oklahoma Health Sciences Center
Oklahoma City, Oklahoma
www.ouhsc.edu/atc
THE UNIVERSITY OF OKLAHOMA IS AN EQUAL OPPORTUNITY INSTITUTION
Table of Contents
Schedule and Special Events.................................................................................. 1
Presentations
1. Tracking Your Students Clinical Experience: A Web-based Database (Anderson)
............................................................................................................................ 3
2. Therapeutic and Structural Classification of Prescription Drugs (Basmadjian) 3
3. Development of a Problem-Based Learning Video Case (Blair)....................... 4
4. Online Learning: What Do You Know About Your Learners? (Boyce) ............. 5
5. Incorporating the Computer into the Curriculum: The Evolution of Hippocrates
(Candler) ............................................................................................................ 6
6. Radiological Tutorial and Radiology Archive Accessed Through Hippocrates as an
On-Line Resource (Carey)................................................................................. 7
7. Videostreaming and Archiving Lectures: Hip or Hype? (Davison).................... 8
8. Web-Based Continuing Education Programs (Er)............................................. 9
9. Faculty Concerns in the Distance Learning Classroom (Falvo)...................... 10
10. Emergency Contraceptive Pill - Is It a Moral Dilemma? (Gresham) ............... 10
11. Utilizing Handheld Technology to Promote Evidence-based Practice and Student
Learning (Harrison) .......................................................................................... 11
12. Indexed, On-Line Visual Aids and Real-Time Testing in Medical Education (Martin)
.......................................................................................................................... 12
13. Development and Implementation of a Web-based Postprofessional Master's
Degree Program (McEwen) ............................................................................. 13
14. Customer-Focused Adoption of Instructional Technologies (Miller) ............... 14
15. A Unique Partnership for Delivery of a Clinical Education Program to the
Geographically Bound (Nunn) ......................................................................... 15
16. Physician Associate Program Uses Web-Based Data for Scheduling and Evaluation
of Classes (Odom) ........................................................................................... 16
17. An Interactive Laboratory Guide for the Study of Neuroanatomy (O'Donoghue)
.......................................................................................................................... 17
18. Web-Based Prerequisite Finder: An Aid for Prospective Students in the College of
Allied Health (Tucker)....................................................................................... 18
19. Computerized Partial Denture Design (Wiebelt) ............................................. 18
20. Interactive Histology Atlas (Wiechmann)......................................................... 19
Special Thanks ...................................................................................................... 20
Conference Proceedings
Schedule and Special Events
Thursday, March 27, 2003
Bird Library
3:00 – 4:00 PM
Dr. Darcy Hardy, UT TeleCampus, UT System
4:00 – 5:30 PM
Opening Conference Reception
Friday, Marcy 28, 2003
Bird Library
8:30 AM – 3:00 PM
Registration / Breakfast
8:30 AM – 4:00 PM
Technology Partner Exhibits open
9:00 – 9:30 AM
Breakout Presentation(s)
9:35 – 9:55 AM
Technology Partner Presentation
10:00 – 10:30 AM
10:35 – 10:55 AM
11:00 – 11:30 AM
11:35 – 11:55 AM
12:00 – 1:00 PM
Dr. Phil Moss & Luncheon
1:00 – 1:25 PM
Roundtable Discussions
1:30 – 1:55 PM
2:00 – 2:30 PM
2:35 – 2:55 PM
HSC Campus Presentation
3:00 – 3:30 PM
3:35 – 4:00 PM
Closing Session / Door Prizes
Keynote & Reception, Thursday, 3:00 – 4:00 PM with reception following
Dr. Darcy Hardy, Director of the UT TeleCampus speaks on the forces shaping faculty and faculty support for the
online environment in “From Face-to-Face to Interface.”
Lunch Presentation with Featured Speakers & Guests, Friday, 12:00 Noon
Dr. Phil Moss, Interim Vice Chancellor for Academic Affairs provides an update on academic technologies from the
Oklahoma State Regents for Higher Education in “Hosting the Trojan Mouse: Technology’s Influence in Higher
Education.”
Interest / Topical Roundtables, Friday, 1:00 – 1:30 PM
During and following the luncheon, tables will be arranged by topically area of interest. Find an area you are
interested in, respond to the suggested areas of discussion or come up with your own. Make sure and take some
notes to report back to the conference at the closing session!
Closing Session / Door Prizes, Friday, 3:30 – 4:00 PM
A time to re-cap the major events of the conference, provide feedback on issues raised during the roundtable
discussions and handout GREAT door prizes!
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Tracking Your Students Clinical Experience: A Web-based
Database
Stacy Anderson!
Radiologic Technology, College of Allied
Health!
Health!
Health!
Health
Vesper Grantham!
Brenda Elledge
!
Dora DiGiacinto
Preliminary research in the development and use of computerized clinical log records began in the
Department of Radiologic Technology, College of Allied Health in 1987 and has evolved into its current
version as a web-based system. This presentation will review the development and implementation of the
web-based system for managing clinical log records to improve and enhance our Radiologic technology
programs. These clinical log databases are used for quantitative and qualitative analyses of student
participation in clinical participation in clinical procedures, and educational planning for each student.
Collecting and recording data from clinical log records serves as a valuable instructional tool for students,
with both clinical and didactic applications.
Therapeutic and Structural Classification of Prescription Drugs: A
web site to aid students to understand the relationship between
the therapeutic and physico-chemical properties of drugs
Garo Basmadjian
Pharmaceutical Sciences, College of
Pharmacy
A web site was designed and developed around a database of about 1250 prescription drugs. The
database contains the therapeutic, structural classification, 2D and 3D structures of the drugs as well
pertinent information about the structures of the drugs and their brand names.
The website was designed using Microsoft’s Visual Studio .Net suite of programs, with the main emphasis
of Visual Basic .Net as the underlying programming language and ASP.Net as the language for Web
presentation. The database is in Access format easily convertible to SQL 2000 database format. The 2D
structures are in gif and the 3D structures in mol format requiring the MDL Chime plug-in for the browser
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used, Internet Explorer or Netscape. The web site is presently on an experimental server running Windows
XP and IIS 5.0.
When students access the site, they are given the choice of seeing the 2D and 3D structure of individual
drugs, or using the therapeutic classification or structural classification, they can obtain all the drugs in
those classifications and see all their 2D structures in table format, as well as a nicely formatted report. In
addition students get to understand the relationship between the presence of functional groups on the drug
structures and their physico-chemical properties.
Most all courses taught in the pharmacy curriculum at on time or another emphasize the therapeutic
classes and thus students will have access to these classifications as well as correlating the classes with
the structural features of the drugs.
The URL of the web site is: http://157.142.72.80/medchem.
Development of a Problem-Based Learning Video Case
Rober Blair!
Physiology, College of Medicine!
Sheila Crow
Office of Educational Development and
Support, College of Medicine
Background: Generally, a Problem Based Learning (PBL) case is a paper-based case that unfolds over a
period of time, allowing for the opportunity of greater retention and integration of new knowledge. New
technologies however have given us the chance for more innovative educational methods of creating selfdirected, life-long learners. As part of the first fall PBL session this year at The University of Oklahoma
College of Medicine, the Office of Educational Development and Support, in conjunction with basic science
faculty, clinical faculty, and simulated patients, developed several clinically relevant PBL video cases for
freshman medical students.
There are a number of advantages to using video-based PBL cases. First, video cases provide medical
students with the opportunity to enhance their visual and auditory cues to patient evaluation. As clinicians
know, the development of such skills is essential to good medical practice. Second, video cases provide a
medium for studying the actions of the physician, thereby increasing the likelihood that students will model
appropriate professional behavior in the clinic. Third, video cases provide a more “real” format than
traditional paper cases, which in turn provides relevance and motivation to the instruction. Finally, video
cases can be replicated at will for use by multiple groups.
This session will illustrate the process used at The University of Oklahoma College of Medicine to develop
a video-based Problem-Based Learning Case for first year medical students.
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Online Learning: What Do You Know About Your Learners?
Kari Boyce
Office of the Dean, College of Allied
Health
This presentation is based upon the investigator's experience designing, developing and delivering a webbased continuing education module. This module was the foundation for a study which explored how field
dependent/independent (FDI) learners differ in performance, completion rates, sense of "becoming lost"
and navigational style when participating in a web-based continuing education module. The focus of the
discussion will be recommendations for educators and administrators developing online educational
modules.
This study was initiated to address the need to expand educational research applicable to online learning,
to look at FDI as a predictive value and to assess the success of continuing professional education (CPE)
offerings in terms of learner performance and completion. Potential benefits of computerized hypertext
learning modules are learner control, understanding interconnectedness of content, development of
semantic structures, opportunities to use new learning strategies and prompt feedback for learners.
Computerized learning modules have been criticized for not achieving stated benefits, being vulnerable to
poor decision making by learners, poor integration of new information, putting learners at risk for
disorientation and increasing cognitive overhead demands.
Cognitive styles refer to consistencies in the way people perceive, think, respond to others and react to
their environment. This study used the cognitive style, field dependence/independence (FDI) as the primary
independent variable. FDI refers to an individuals preferred approach to perceiving, processing and
organizing information.
Based upon the investigator's experience in completing this study, the following recommendations for
educators and administrators are offered:
nvest in and strengthen relationships with target communities,
consider the needs and attributes of the audience in selecting content,
create and sustain interest by providing a variety and quantity of modules,
identify "at-risk" learners,
identify and develop strategies to raise the performance level of all learners,
recognize the benefit of social interaction with and among learners,
provide uniform navigation tools and interfaces,
allow flexibility for learner navigation strategies,
use formative and technical evaluation during the development of new modules,
proactively determine the level of institutional support required to meet learner needs,
minimize known deterrents to participation,
proactively determine browser compatibility,
provide technical and user support,
prevent disruptive events,
o use integrated development, delivery and tracking software, and minimize the need for custom
programming.
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Incorporating the Computer into the Curriculum: The Evolution of
Hippocrates
Chris Candler
Office of Educational Development &
Support, College of Medicine!
!
Rob Freedman
Hippocrates grew from the vision of a few medical students to place especially useful educational materials
into the hands of students and faculty. The intent was never to replace the traditional student-teacher
relationship, but to support or “amplify” proven pedagogical methods. The resources available on
Hippocrates vary in level of technical sophistication, but each contribute to an ever-growing and evolving
repository of “hands-on” teaching materials and support tools rivaled by few medical schools. Today,
Hippocrates is a core service of the College’s Office of Educational Development and Support. Our intent is
to give an overview of this resource, the relevant technologies (both the quick-and-easy as well as the notso-quick-and-easy) and the OUHSC campus resources that make the integration of computers into the
College’s curriculum possible.
Topics include:
o Using Microsoft Exchange to manage Class Calendars, Discussion Boards, and File Sharing.
o Case-Based Learning Modules
o Online Course Evaluations and Skills Logging application.
o A “Home-grown” Content Management application.
o Creation of Online Lab Manuals
o Use of Video and Animation
o PowerPoint (everyone uses it, so embrace it!)
o Overview of network infrastructure for delivering materials.
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Radiological Tutorial and Radiology Archive Accessed Through
Hippocrates as an On-Line Resource
Chris Carey!
Robin Acker
Kayla McNeill
College of Medicine
Radiology, College of Medicine
Rob Freedman
Radiological images have become integral to the evaluations and diagnosis of many disease states in the
practice of modern medicine. To that end, basic familiarity with radiological images is a needed
supplement to basic as well as clinical medical education. The Department of Radiological Sciences at the
University of Oklahoma Health Sciences Center has developed a two-part resource to aid students in their
studies of radiology.
The Radiology Tutorial is a first step-by-step guide that provides students with basic skill to visualize
radiologically significant findings in a systematic approach. Students can learn a strategy for searching a
film of the chest, abdomen or spine. Through this approach, students learn to be systematic in their
approach to radiograph interpretation so that "misses" are minimized. The student can then use this
information to look at Case Studies to both sharpen search pattern skills and to broaden their knowledge of
radiological findings. The students are given specific examples of chest, abdomen and spinal diseases to
increase their experience of radiological findings.
Separate from this tutorial is the Radiological Archive, a set of on-line radiological images that students
may any time they are at a computer. The Archive is constructed to give clinical information and insights
into over 350 radiological images. In this set, students can search the teaching films using one of two
different search strategies. First, the student may browse the archive 10 films at a time and focus on any
images of interest. Once selected, the student may view the enlarged image with descriptions of exam
modality, pathological finding and patient profile, followed by a brief discussion of the salient radiological
findings and their significance in the clinical practice. Second, students may also search the archive using
Key Words. These could be related to the film, the pathology, the area of the body or some finding.
The Radiological Tutorial and Radiological Archive provide students with a rich, web-based resource to
expand their knowledge of radiological anatomy. Many of our medical students use these tools during the
Radiological Elective. Physician Associate students also use these as they take Radiology as part of their
didactic studies. A future direction will be to build on these images and generate web-based learning
resources for students at a number of levels. These experiences may be constructed as part of a regional
organ system approach or by presentation of radiological findings. The tools as they exist, however,
already provide a valuable resource for independent student achievement and edification.
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Videostreaming and Archiving Lectures: Hip or Hype?
Machelle Davison
Instructional Sciences & Assessment,
College of Pharmacy
Objectives: Participants in this session will be exposed to a variety of key issues related to videotaping,
video-streaming, and archiving lectures: including adoption, implementation, support, and evaluation. By
the end of the presentation, participants will be able to compare their needs and concerns to our strategies
for addressing these issues. They will be able to list both pros and cons of various models of integration
that are being employed in distance education programs today. Participants will be able to list as well as
describe the common threads or ideas through these various models. Each person will be able to drawn
upon the experiences of others in the session as we discuss each needs/concerns, individuals or groups
involved, and the importance of involving the entire community in the integration of a new innovation into
the program. Last, participants will be able use examples and tactics provided in class to improve the
quality of technological advancements in their course or program. Participants with a wide range of
experiences will benefit from this program because the topics and solutions discussed can be applied to a
variety of situations.
Description: Trends in education show that schools/institutions are facing several hurdles in trying to meet
the needs of a changing and increasingly technological society. The use of video-streaming or video
archiving of lectures is being adopted by programs to increase student satisfaction, increase enrollment,
increase distribution methods for students, and increase profits for the program. Many debates can arise
from the idea of adopting video-streaming or archiving into a program. There are advantages and
disadvantages to adoption of this type of technology. We will discuss the pros and cons as they relate to
video-streaming/archiving as well as the models of technology incorporation being used by programs.
Because different obstacles exist from institution to institution, various models are currently being used to
address technology issues and for the incorporation of technology into courses and programs. Videostreaming and archiving may be mandated into the curriculum from administration or adopted by individual
faculty who want to use the resource to improve their instructional methods. However, no matter what the
model, several key issues exist including adoption, implementation, support, and evaluation. In each of
these, institutions must consider the entire context of the learning environment that is affected by the
endeavors.
Learning environments consist of a wide range of individuals and groups including faculty, students,
administrators, technicians, student organizations, staff, and experts. Each has a different perception of
the use of technology in the classroom as well as the quality of the learning environment that incorporates
technology. In this presentation, we will discuss the issues we encountered when deciding whether to adopt
video archiving of course lectures, obstacles, ongoing concerns, current video uses, and examples/tactics
our program has used to ensure quality so that everyone is happy. Participants from any application setting
that are considering video-streaming or archiving of lectures will benefit from this presentation because the
issue reaches far beyond just the classroom and concerns of students or faculty. It delves into legal issues,
administrative issues, financial concerns, and technical concerns.
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Web-Based Continuing Education Programs
Nelson Er!
Information Technology, College of
Pharmacy
Information Technology, College of
Pharmacy
Continuing Ed Administrator, College of
Pharmacy
Justin McMinn
Sandy Warner
The Office of Continuing Pharmaceutical Education in the College of Pharmacy offers a variety of
professional seminars and other programs to assist pharmacists in maintaining their professional
competencies and in acquiring new knowledge, skills, and abilities. As a condition for license renewal, all
pharmacists are required by the Oklahoma State Board of Pharmacy to complete 15 hours of approved
continuing education each year. Therefore, beginning with the launch of the web-based continuing
education program entitled "Biological Warfare a Short Course for Pharmacists", any pharmacists who
have Internet access may participate in these web-based programs and enhance their knowledge base as
well as receive credits to meet their state board requirements.
How it works
In order to participate in the online programs, all first participants are required to register online. After
registration, participants will be redirected to the respective program site to view the presentation. The
presentation is offered in two delivery formats namely, audio and slides only for dial-up modem participants,
and video together with slides for broadband users. To prevent participants from bypassing the
presentation, they will have to view the entire presentation and then retrieve the password to access the
post test. To receive credit, participants must successfully complete a post test with a minimum score of
70% or higher on a 10 randomly generated, multiple choice items with no more than 3 attempts, followed
by the program evaluation. If participants fail the post test, their scores will be documented and they will not
be allowed to retake the program for credit. Such measures are implemented so that the Office of
Continuing Pharmaceutical Education can abide to the accreditation standards administered by the
American Council on Pharmaceutical Education as a provider of continuing pharmaceutical education.
Security Measures
Upon successful completion of the post test and the program evaluation, participants will be awarded with
an official statement of credit from the College of Pharmacy. In addition, a 128-bit unique ID will be
generated and recorded by system database and will be shown on the official transcript. For those who
want to retrieve the statement of credit, they can do so by logging on to the OUPharmCE Transcript
website.
“OUPharmCE Transcript” helps pharmacists manage and track their live as well as online continuing
pharmaceutical education programs provided by The University of Oklahoma College of Pharmacy and
OUPharmacy.com, respectively. Pharmacists can retrieve, review, e-mail, and print their transcripts
anytime, anywhere via the Internet.
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Administrative Web Tools
By developing a set of administrative web tools, program administrator(s) can manage the online
participants without an extensive technological knowledge. Most importantly, all data are stored in a central
repository where only registered participants and administrator(s) can access. To better address the needs
of the administrators and the participants, a summative evaluation will be implemented to refine these tools.
Future Endeavors
o Incorporates e-commerce capabilities
o Compatible with browsers other than Internet Explorer
Faculty Concerns in the Distance Learning Classroom
Jim Falvo
College of Pharmacy
Objective: Do University of Oklahoma College of Pharmacy faculty feel that using distance learning is
worth it? This study reports findings on their concerns about this medium for delivering COP curriculum.
Methods: An open-ended question from the Concerns Based Adoption Model instrument was used to ask
faculty about their feelings toward the innovation.
Results: Qualitative analysis of the data provides a profile of respondents' concerns. The most intense
Stage of Concern that faculty report having toward the innovation was Stage 4 (Consequences).
Implications: This means that faculty are still not totally convinced that distance learning is worth it. Faculty
also reported having very intense Stage 3 (Management) concerns which indicates that they are still
uncertain how to effectively use the medium. These findings mean that change facilitators could provide
intervention activities that address respondents’ primary concerns about the innovation by addressing
concerns about the impact of distance learning. At the present time, intervention activities for University of
Oklahoma College of Pharmacy faculty should be structured to meet stages of personal and management
concerns when they think of using distance learning. Intervention activities should also be structured to
keep pace with the developmental nature of concerns.
Emergency Contraceptive Pill - Is It a Moral Dilemma?
Deborarh Gresham
College of Nursing
The purpose of this presentation is to present a web based module that provides students the opportunity
to explore their professional role by developing an ethical plan of action for patients faced with the need for
Emergency Contraception (EC). The methodology includes the following:
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1.
2.
3.
4.
Written presentations of opposing points of views.
Values based exploration in learning activities in Web CT.
Computer video case study.
An ethical plan of action
The methodology above includes principles of learning by direct experience, problem solving, and critical
thinking.
The production part of this module utilized written presentation of opposing points of view and video
recording of a simulated case study. The readings and video recordings were transferred to the computer
medium. Students participated in the module using the Internet and a required course housed on WebCT.
The module was designed to allow the students to explore cultural values surrounding the issue of
emergency contraception, while addressing the concern of unplanned and unintended U.S. pregnancies.
For example, in the United States nearly 50% of all pregnancies are unplanned and unintended, resulting in
the highest rate of unintended pregnancies of all industrialized nations. Access to EC would prevent
millions of unintended pregnancies and reduce the number of abortions. However, implicit in this issue are
cultural and ethical dilemmas.
This presentation will assist NP educators to reconceptualize the use of multimedia in addressing an ethical
dilemma within the context of cultural considerations. This process includes awareness of alternate views,
discussing values, analyzing a case study, using critical thinking, and forming an ethical plan of action.
Utilizing Handheld Technology to Promote Evidence-based
Practice and Student Learning
Renee Harrison
Nursing Division, Tulsa Community
College
!
!
Natalie Arnold
Nursing Division, Tulsa Community
College
Purpose: Significant barriers have been identified in the application of evidence-based practice and
dissemination of new knowledge among nurses including the lack of:
o Skill in evaluating the quality of research,
o Time to read or to implement findings,
o Access to medical libraries in health care facilities,
o Organizational support for change, and
o Role models who effectively apply scientific findings to the practice setting.
Handhelds or personal digital assistants (PDAs) (such as Palm Pilots„, Pocket PC„, etc.) are increasingly
popular among clinicians as a tool for accessing and managing data. Faculty using these devices can
easily seek out applicable data and assist students to integrate current evidence into practice. PDAs can
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be used at the bedside to respond to queries related to clinical practice topics and explore current literature
for optimal interventions for specific patients. This study sought to answer the questions:
o Can nursing faculty use technology to effectively role model application of evidence in the clinical
setting?
o Will the use of handheld technology promote student learning and evidenced-based practice?
Study Design: Each senior-level faculty member received a PDA (Palm Pilot m505 or m515) with a
standard loadset that included medical dictionary, medical reference database, clinical journal, and a
medication guide. Faculty members were encouraged to customize with additional software specific to
their patient populations. A pre-and post-test design was used. The Mankato Use of Technology Scale
was adopted to evaluate self-perception of technology competence. A survey tool was administered to
assess student perception of the faculty member’s effectiveness as a role model.
Outcomes: Faculty and student self-report of technology competence increased from Mankato Level 1
(novice) to Level 3 (proficient). Student perception of faculty effectiveness as role models was positive and
response to clinical queries was improved. Anecdotal feedback demonstrated the need to expand access
of PDA technology to students. Based on the findings of this study, a prototype nursing assessment tool
that can be loaded on student PDAs is under development and PDA use is being expanded throughout the
nursing program. An elective course, Technology for Clinical Practice, will be offered during 2003.
Entering students will be required to use PDAs beginning in fall 2004. This presentation will describe how
PDAs can be used by clinical faculty, challenges experienced in new technology integration, and lessons
learned. Demonstrations of PDA clinical applications will be provided.
Indexed, On-Line Visual Aids and Real-Time Testing in Medical
Education
Rex Martin
Cell Biology / Ophthalmology, College of
Medicine
Traditionally, written exams, books, atlases, and cadaver dissections have been used to teach Medical
Gross Anatomy but The OU Health Sciences Center is also taking advantage of new technologies (an
Audience Response System, the Internet, and broadband communication). Demonstrated here are four
applications of these new technologies. They have enhanced medical education at The OU Health
Sciences Center - for both the students and the faculty.
There are approximately 150 freshmen entering the OU College of Medicine each year. They take Gross
Human Anatomy the first semester. This course requires comprehensive knowledge. Each cadaver is
slightly different and there are many thousands of structures for which the students are responsible.
Intensive study is required to do well in the course so the cadaver lab is open to the students 100% of the
time. Even so, our students are still pressed for time.
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To maximize our students’ exposure to gross anatomy we have developed a series of MPEG files that
combine audio presentations and high-resolution video. The anatomical structures for which the students
are responsible are essentially demonstrated to the students in these videos. The College of Medicine’s
Hippocrates web site indexes the videos along with a written description of each day’s cadaver dissection
(a dissector) and all of this information is indexed with each lecture. We have also begun to index on-line
copies of the visual aids that are displayed during lecture. These visual aids are developed as
POWERPoint files and then posted on Hippocrates as PDF files. These presentations combine the didactic
material of a classical lecture with the high-resolution images that were previously found only in atlases or
the laboratory. While there is no substitute for cadaver dissection, these teaching aids enable students to
study gross anatomy whenever and wherever a computer is available. Moreover, the indexing of these
digital materials allows students to locate specific information with much greater rapidity than previously
possible.
The student responses to these innovations are extremely favorable. Comments received from students
that were in previous classes (and did not have access to these technologies) make it clear that the
incoming students do not appreciate the advantages afforded to them. These technologies assist the
students not only while they are taking Gross Anatomy, but also in subsequent years when they are
studying for board exams.
The most recent addition to our electronic education repertoire is the “Audience Response System”. This
system makes it possible to test a class of 150 students in real-time. Each student is personally issued a
device that is little different than a television’s remote control. The students then select their answer (A-E on
the remote) to a 5-foil, multiple-choice question that is displayed on the classroom monitors. The Audience
Response System then records each student’s answer and the correct answer is displayed on the
monitors. The Audience Response System software compiles grades and provides statistics for each
question regarding the number of students selecting each foil. We first implemented this technology with
the last 10 lectures of the Gross Anatomy course. We gave two questions per lecture and offered the
students one point per question (the entire course is worth 550 points). The inducement of earning two
extra points per lecture brought class attendance from the usual 30-50% to over 95%. Grades on the last
mini-exam were 14 points higher than the previous year. Some technical problems have been attributed to
radio interference from microphones in the classroom but for the most part, the technology has worked
flawlessly.
Development and Implementation of a Web-based
Postprofessional Master’s Degree Program
Irene McEwen
Department of Rehabilitation Sciences
College of Allied Health
Web-based instruction is a rapidly expanding method of instruction for reaching personnel who are
geographically bound or have limited time available during the times that traditional classes usually meet.
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In 1998, the Department of Rehabilitation Sciences developed its first fully Web-based class and then
developed several others in subsequent years. All courses were offered for continuing education units or
graduate credit. In 2001, the Oklahoma Regents for Higher Education approved fully a Web-based option
for the Master of Science degree program in Rehabilitation Sciences, with an emphasis on early
intervention, related services, and assistive technology. In 2002, the university received support for the
program from a 5-year grant from the U.S. Department of Education for preparation of occupational
therapists and physical therapists to serve children with low incidence disabilities. This session will
describe the development and implementation of the Web-based degree program and the individual
courses.
The website for program information is: www.ah.ouhsc.edu/tolbert/WebBased/Courses.ASP
Customer-Focused Adoption of Instructional Technologies
Steve Miller
Marketing and International Business
Program, Oklahoma State University!
!
Bill Elliott
Computing and Information Services,
Oklahoma State University
Dr. Steve Miller first taught distance learning classes in the early 1980s with in-studio instruction to a live
graduate class. The class sessions were distributed to two remote sites within Oklahoma by micro-wave
with an audio “talk-back” component. All class materials were distributed by courier to/from the sites. In
Spring, 2003, he is teaching from his office utilizing a self-controlled Sony camera and Real Producer. The
graduate class is provided to 60 working professionals in over 50 cities in the U.S., Canada, and India with
lecture distribution by CD and video streaming. All materials are distributed through the Internet by use of
Blackboard and e-mail while threaded group discussions are conducted among students. Emerging
technologies have afforded him the opportunity to greatly improve his delivery system in meeting these
individuals’ learning needs, better interact with students, and expand the off-campus student markets that
OSU serves. Additionally, they have led him to alter his teaching methods and student assignments, both
for distance and on-campus classes.
This presentation will focus on the progression of instructional and delivery technologies used by Dr. Miller
over a 20 year period and the challenges and opportunities that each situation has presented. Special
attention will be given to the current classroom setting. It will include a demonstration of the technologies
used and the instructional processes that have emerged. Also, attention will be given to the diversity of
office place demands on the working professionals and how these can be overcome through patience,
understanding, and the adoption of different technology support systems. The presentation will close with
observations on current faculty members’ resistance to change in this ever changing world.
Within the presentation and through Q&A, the participants will be informed of technologies that include
o streaming video (highly compressed / excellent quality
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o
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split screen technologie
chaptering hyperlink
course management system
zip file
voice recognition softwar
live teleconferencing technologie
CD-ROM authorin
DVD authoring
A Unique Partnership for Delivery of a Clinical Education Program
to the Geographically Bound
Patricia Nunn
Dental Hygiene, College of Dentistry
In working towards trying to meet the needs of Oklahoma patients, dentists, and potential dental hygiene
students in all areas of the state, the Oklahoma University College of Dentistry (OUCOD) and Tri County
Technology Center (TCTC) in Bartlesville have partnered to facilitate delivery of a high quality dental
hygiene program outside of an urban area. The two institutions, under the authority of different state
entities, partnered to develop a unique bachelor’s degree program designed to begin meeting the critical
need that rural dentists and patients have for dental hygienists. Two additional sites are in the
developmental stages with a possible begin date of fall 2004.
Dental school faculty primarily delivers course lecture content via interactive videoconferencing; however,
one course currently underway uses both asynchronous and synchronous delivery of course material, a
format apparently well received by students. Clinical and laboratory experiences are provided on-site at
clinics built and supported by the technology center and staffed by clinical faculty employed by the
technology center, but under the authority and direction of the College of Dentistry. Criteria for program
entry have not changed and the program meets all the stringent requirements of the ADA Commission on
Dental Accreditation.
In bringing the concept of the distance dental hygiene bachelor’s degree program to fruition, many
obstacles had to be overcome and many questions answered. The presentation will outline the
responsibilities at each institutions, and the steps taken in planning the program to meld technology and
clinical education in as seamless a way as possible.
15
Physician Associate Program Uses Web-Based Data for
Scheduling and Evaluation of Classes
Amanda Odom!
Physician Associate Program, College of
Medicine!
Gary Sharp
Physician Associate Program, College of
Medicine
The Physician Associate (PA) Program has developed web-based material in order to address the evershifting nature of clinical knowledge and a fluid curriculum that relies on busy clinicians for lecture
expertise. The PA Programs uses the Internet for many of the functions that used to take reams of paper.
Students in the Program are required to have laptop computers and they have ready access to the Internet
in their classrooms. Students have up-to-date class schedule available to them through computer
connections. Our busy course load is made complex because many of the lecturers are practicing
clinicians and changes in the schedule are routine. Obviously communications with faculty and staff are
efficient through e-mails.
In addition to scheduling, students receive lecture objectives for all classes and have handouts available to
them through the students’ web site. The objectives are a listing of the concepts that the students are
asked to become knowledgeable about in regard to a given lectures. Handouts are the materials
generated by the lecturers to supplement the students’ textual learning materials.
Lectures and courses are currently evaluated using e-mail. The students’ response has been quite positive
as the majority takes time and gives helpful feedback to the faculty regarding their course work. We are
using these features, and other areas, to try and take advantage of computers in the conduct of our
curriculum. Educational experiences are also supplemented by Hippocrates material. Telecommunication
will be an areas where the PA program will expand. Our students are scattered across the state and
further. Through telecommunication we will be able to link remote sights for regularly scheduled meeting,
such as end of clinical rotation meetings.
We see a strong future in the use of the computer for our educational mission. Our student are becoming
increasingly comfortable with the use of this tool. We hope to continue exploiting technology.
16
An Interactive Laboratory Guide for the Study of Neuroanatomy
Daniel O’Donoghue
!!
Robert Blair
Family Medicine & Cell Biology, College
of Medicine
Physiology and Biophysics, College of
Medicine
Robert Freedman
Neuroanatomy is basic to a complete understanding of human biology. Often, clinical presentations are
reflective of neurological involvement and need to be addressed. For most medical students, our course in
neuroscience is the first time they have confronted the seemingly tangled weave of interneuronal
connections, and it can be quite frustrating. The Interactive Laboratory Guide to Neuroanatomy was
developed for two reasons. First, the curriculum called for a laboratory experience with brain specimen that
would supplement the material presented during lectures. Second, we wanted to give students access to
materials that could be used at their own pace to become familiar with the new vocabulary of
neuroanatomy.
Our first task was to write the laboratory guide in concise English and withhold massive amounts of detail
that would not aid in obtaining an overall picture. Next, we used either digital images from the brain atlas
the students are using or created images with digital photography of whole brains. We put the images
together with the text material and linked them so that a student would be reading a word and the image
would come up in front of them. This avoided the weakness so often seen where tens of structures are
labeled on each image.
We took two approaches to constructing the Interactive Laboratory Guide. The first chapters of the guide
take the student through each part of the brain, brain stem and spinal cord to reveal the regional anatomy.
Each chapter was constructed to take from 20 – 40 minutes. The last chapter has a series of Interactive
Summaries where material is presented for students to review. The brain is presented first as regions than
as major projection systems. This helps students to bring together a more cohesive concept of the central
nervous system.
Students tend to be intimidated when approaching neuroanatomy. This Interactive Laboratory Guide gives
them a means to acquire basic concepts with a minimum of time and intellectual strain. Since the
introduction of the Interactive Laboratory Guide into our course we have perceived and increase in students
being prepared for laboratory experiences and a solid grasp of gross structures of the brain. We think this
has been a successful model of how complex material can be presented and utilized by motivated student
population.
17
Web-Based Prerequisite Finder: An Aid for Prospective Students
in the College of Allied Health
Susan Tucker!
Jan Winn
OASS, College of Allied Health!
RLTN, College ofAllied Health
The College of Allied Health is one of seven colleges located on an academic health center campus and is
comprised of five departments including allied health sciences, communication sciences and disorders,
rehabilitation sciences, nutritional sciences, and radiologic technology.
In 1995, the Dean constituted a Task Force on Admissions with representation from each department in the
college. The Task Force was charged with conducting a thorough examination of the admissions process,
beginning with the request for an application through the orientation for new students. The charge directed
members of the Task Force to analyze each step in the process and each group that interfaces in the
process to assess the necessity and appropriateness of each task and determine where and when each
should be completed for maximum efficiency. The goal for the college was to move to a cross-disciplinary
recruitment and admissions model that was more user friendly and efficient, yet maintained each
department’s autonomy.
The first area the Task Force reviewed was how an applicant learned about the college's professional
programs. As a result of these discussions, the college web page was redesigned so applicants and
counselors could quickly gain information about the application process for each program and specific
admissions requirements such as grade point average, prerequisite courses, and other admission
requirements. One of the most helpful tools developed by the Task Force was a web-based prerequisite
finder.
Computerized Partial Denture Design
Frank Wiebelt
Restorative Dentistry, College of
Dentistry
Creative thinking, pattern recognition, and knowledge representation are important elements in developing
educational software to solve complex design problems. The vitality and robustness of educational
software depends on its ability to go beyond simplistic solutions of textbook problems, so that motivated
students can explore the limits of a complex subject
The two most important questions in development and implementation of any technology are: "Does it
work?" and "Is it worth it?" The second question applies both to the developer and the user. Time is a
valuable commodity and it must be considered and respected
18
What are the benefits to the user? Is it faster? Is it easier? Is it better? Is it convenient? This may sound
unreasonable, but it must be all four or the software will not be adopted. Student users are not fault
tolerant
What does the user need to know to use the software efficiently and effectively? This is a key educational
question because it defines the boundary between what knowledge must be present in the user's mind and
what should reside in the machine. Until this is understood, a good user interface cannot be created. In
addition, the output from the program must be greater than the input or no value is added
The rewards, problems, and limitations of developing a computer program to design removable partial
dentures will be discussed and demonstrated. The program was developed in the HyperCard/HyperTalk
language on a MAC computer.
Interactive Histology Atlas
Alan Wiechmann
Cell Biology, College of Medicine
Histology is the study of tissues and organs at the microscopic level. An in depth knowledge of histology is
required in order to understand changes associated with certain pathologies. As such, pathology builds on
the knowledge of normal microscopic anatomy. This presentation will demonstrate the various features of
our web-based Interactive Histology Atlas. It was constructed to give students ready access to images and
discussion of histological features that would supplement our students’ studies in the laboratory setting.
The interactive Histology Atlas was build from digital images of slide material available to our students. The
text of the Histology Laboratory Guide was linked to images that demonstrated various staining techniques,
tissue preparations and various magnifications. The material is broken down into nine chapters on basic
tissues types, eleven chapters on organ systems and a separate chapter on electron microscopy. Each
chapter takes students from 25-45 minutes to review. Our students in histology used the sight heavily.
Our perception was that students were coming to class more prepared because they used the web-based
atlas. In the past few years, it became an increasingly integral part of our presented material. Students
were so successful that the laboratory session with microscope slides became a formality and students
would finish within minutes. We have now shifted and use the Interactive Histology Atlas as the
centerpiece in our presentation of material for the course.
19
Special Thanks
The 2003 Academic Technology Conference is sponsored by the Consortium for Academic Technology
Resources (CATR) and the Office of Academic Affairs of the University of Oklahoma Health Sciences
Center. All aspects of this conference have been planned and implemented by the all-volunteer planning
committee. Thank you to everyone!
Chris Candler, College of Medicine
Tracy Fairless, College of Allied Health
Kari Boyce, College of Allied Health
Sharukh Khajotia, College of Dentistry
Molly Barr, Information Technology
Mark Ferguson, Information Technology
Eloy Candelaria, Site Support
Marcia Bennett, Provost’s Office
Candace Shaw, College of Public Health
Gary Loving, College of Nursing
Melissa Medina, College of Pharmacy
Marty Thompson, Bird Library
Sal Marotta, Information Technology
John McGuinness, Television Services
Chris Jones, Academic Affairs
An additional thank you to the technology partners who provided exhibits, presentations and door prizes for
this event.
Adobe
WecCT
Polycom
Blackboard
Apple Computer
Dell
SBC
Cox
Virage
XanEdu
HSC Information
Technology
eInstruction
HP-Compaq
VBrick
Sprint PCS
www.adobe.com
www.webct.com
www.polycom.com
www.blackboard.com
www.apple.com
www.dell.com
www.sbc.com
www.cox.com
www.virage.com
www.xanedu.com
www.ouhsc.edu/it
www.einstruction.com
www.hp.com
www.vbrick.com
www.sprint.com
20

Conference Proceedings - University of Oklahoma Health

Transcription

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