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Using IT To Move Continuing Education to Continuous Professional Development In The Health Professions Diane E. Beck, Pharm.D. Judith V.Boettcher, Ph.D.

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Presentation on theme: "Using IT To Move Continuing Education to Continuous Professional Development In The Health Professions Diane E. Beck, Pharm.D. Judith V.Boettcher, Ph.D."— Presentation transcript:

1 Using IT To Move Continuing Education to Continuous Professional Development In The Health Professions Diane E. Beck, Pharm.D. Judith V.Boettcher, Ph.D. Andrew Kellenberger, B.S. Sven Norman, Pharm.D. William H. Riffee, Ph.D. Copyright Diane Beck, et al. 2005. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

2 The Problem Due to Rapid Changes In Health Care: Health Professions are Transitioning From a Continuing Education (CE) to a Continuous Professional Development (CPD) Model so that practitioners stay “up-to-date.” In making this transition, technology holds promise but there are challenges. What technologies should we use? What do we need to do to help adult learners successfully use this technology? D

3 Continuous Professional Development (CPD) = Lifelong Learning Background Health Professions currently must complete Continuing Education (“CE”) hours in order to maintain licensure. Problems with the CE model for maintaining competence: Completion only requires attendance or completion and no demonstration of competency. Programs typically increase knowledge – but this may not translate to improving “performance” in actual practice. D

4 Continuous Professional Development (CPD) = Lifelong Learning CPD requires practitioners to individually identify and accomplish learning activities that will improve their practice. Portfolio D

5 Continuous Professional Development (CPD) = Lifelong Learning Do (Actual Practice) Show How (Via Simulation) Apply Knowledge (Via written cases or problems) Knowledge (Only Learn Facts) CE Focuses on Knowledge (Knowledge gained via lectures, reading, etc.) CPD Focuses on Learning how to actually “Perform” a new task in Practice (Requires use of collaborative learning and portfolio technologies) D

6 CPD Can Be Accomplished Using a “Combination” of the following: Continuing Education (CE) Traditional programs (1 – 8 hrs) Certificates Distance Education Advanced Degree (MS, Ph.D., MPH, and others) College Certificates Courses for Credit Executive Education Programs Self-Directed Learning Activities – or sole use of the CPD cycle Continuous Professional Development (CPD) = Lifelong Learning D

7 Description of UF DCE The following UF Distance, Continuing & Executive Education Programs and Status As CE-CPD Will Be Reviewed: Doctor of Pharmacy Degree (Pharm.D) Lifelong learning option for professionals and is teaching students how to personally accomplish CPD Forensics Certificate and Degree Programs Lifelong learning option for professionals; does not yet teach students how to accomplish CPD. Masters in Public Health Degree New Degree Being Implemented; Potential lifelong learning option for professionals. Each Will Now Be Reviewed N

8 University of Florida Principles Commitment to educational innovation and creativity Serve the State of Florida, the nation and the world. Use a combination of university faculty and proven practitioners and carefully chosen consultants. Commitment to a “safe learning environment” and continuous improvement through assessment and research. William Riffee, Ph.D., Associate Provost and Dean, College of Pharmacy N

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10 10 Pharmacy: The Working Professional Pharm.D. (WPPD) Program The UF WPPD Program: Program established to help B.S. graduates attain the Doctor of Pharmacy credential. Offers a “blended learning” curriculum with technology as an integral component. Has a successful partner for marketing. Currently over 700 enrolled students: US and International Has produced over 700 Doctor of Pharmacy Graduates since 1994. A cadre of graduates now desire to continue coursework as “lifelong learners.” N

11 11 Current Delivery - Online Modules & Face-to-Face Sessions Each Semester Learning Individual Study  Course Notes  DVD-CD with video lectures  Assignments Asynchronous Learning  TAs, Faculty,  Email, Discussion Boards Face-To-Face Sessions  Case presentations, workshops, etc. Clinical Practice Assessments  Learning Activities Completed in the Patient Care Environment Pharmacy: The Working Professional Pharm.D. (WPPD) Program N

12 12 Current Delivery - Online Modules & Face- to-Face Sessions Each Semester Assessment Mid-Term Exam during a Face-To-Face Session Quizzes and Self-tests Implementing Use of E-Portfolios  Initiate Continuous Professional Development “habits” in our Graduates  Designed using the CPD model (e.g., 4 steps)  Programmatic quality monitoring/improvement Pharmacy: The Working Professional Pharm.D. (WPPD) Program N

13 13 Technology Use in the Program First course includes a module on instructional technology so students are prepared to use technology during the program. This helps prepare students to successfully use technology, but more orientation training will be needed as we implement more complex technology. Delivery of Content/Knowledge DVD/CD (students have inconsistent access to broadband)- so we currently use:  Video via DVD  Powerpoint/audio presentations  Camtasia presentations (In contrast, streaming video is used in our entry-level program since students have access to broadband.) Pharmacy: The Working Professional Pharm.D. (WPPD) Program N

14 Looking to the Future The WPPD Program has a limited “life” – there is a finite group of BS pharmacists who desire the advanced degree. Our graduates have requested continued study after the WPPD program………. We need to transition the WPPD program to a CPD model for all practicing pharmacists  (e.g., practitioners drive their own learning rather than seeking only structured courses or CE programs). Pharmacy: The Working Professional Pharm.D. (WPPD) Program N

15 Transitioning the WPPD Program to a CPD – Lifelong Learning Program for Pharmacists: Requires innovative use of technologies – esp: Collaborative Tools E-Portfolios But, we do face challenges in using these technologies… Pharmacy: The Working Professional Pharm.D. (WPPD) Program N

16 Challenges of Current Program and Transition to a CPD Model for Graduates: New Tools needed to Promote learning and certification of competence at the “Performance Level) Synchronous Tools Expanded Use of Portfolio Optimal use of new tools requires all students have access to Broadband. Programs must have an infrastructure to help learners use this technology and support must be available 24/7. Pharmacy: The Working Professional Pharm.D. (WPPD) Program N

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18 Forensic Science Distance Education Programs How It Promotes Lifelong Learning Non-Credit Course Available Completion of a Certificate in a focused Area Masters Degree with concentration in: Forensic toxicology Forensic drug chemistry Forensic DNA and Serology Forensic Death Investigation N

19 Forensic Science Distance Education Programs Current Delivery - Online Modules Learning Individual Study  Course Notes  Images, Animations  Case Studies Asynchronous Learning  TAs, Faculty,  Email, Discussion Boards Live Chat Sessions Assessment Written Assignment at end of each module Quizzes and Self-tests N

20 Subtle, but Significant (SBS) Design Issues for a Graduate Program in Public Health Judith V. Boettcher Designing for Learning The University of Florida B

21 UF MPH Degree Program: Planning and Designing Shifts Building in market research Educational programming as a business Shift from solo faculty to instructional team Shift from focused testing to holistic assessing Shift to learners as sources of and creators of customized content Shift to online classroom becoming “superior” to campus classroom B

22 Public Health Market Research Business analysis Is this a business that can scale to make it worth the investment? Can we scale up? What are the motivations and of the learners? Which concentrations are of interest and fit with the mission of the college/university?  Such as health services administration, health education, public health practice, epidemiology, etc. Environmental analysis No requirements for residency or on-site meetings Decided to plan a program with optional “Gainesville meetings” Launching a high-level “Winter Public Health Institute” B

23 Shift from Solo Faculty to Instructional Team Driving force — scarcity of senior full time faculty to support online programs Goal is to maximize the time and expertise of the faculty member Design systems and culture so that faculty is not the first responder In addition to faculty Content specialist — Adjunct/Tutor/TA Support services — Program mentor or coordinator Technical support help desk Resource specialist - Library and copyright services Curriculum specialist B

24 Shift from Focused Testing to Holistic Assessing Driving forces Assessing learning at a distance Focus on skills, performance goals and useful knowledge Strategy — Use multiple systems for different types of questioning and assessing Use CMS quizzing functions for low-stakes, automated grading for objective and basic core knowledge “elements” Use Discussion Boards and rubrics for critical thinking and developing familiarity with concepts and for problem-solving Use small teams and collaborative tools for complex problem-solving scenarios Use portfolio applications and systems for individual and team projects Changes a “testing” course to a community of learners… B

25 Shift to Learners as Sources and Creators of Customized Content Driving force — “fitting” learning to the new digital native student and to working professionals Learners like to be “doing” something — even if they don’t know how to do it Challenge for Public Health — Pick your disaster..:-) Tsunamis, hurricanes, floods, earthquakes, avian flu What are the content resources to support the integration of dynamic content? Working professionals as sources of customized content Create problems with flexibility —meeting students’ zones or proximal development Challenge learners with problems that we don’t know how to address Coming Challenge— Creating and supporting the tools and applications to support this shift B

26 Online Classroom Becoming “Superior” Driving force — We now have it all! Or almost so! Online classrooms now can include… Asynchronous video/audio (Archives of live lectures and other expert events and presentations) Audio-only content for ease of development, mobility and convenience Synchronous audio/video meetings —continuum of tools for one-to-one and many-to-many tools Collaborative tools of discussion boards, blogs, wikis, journals, etc are finding their place as “content” delivery tools Collaborative tools being enhanced with voting, visualization and hypertext capabilities and can support building “cognitive maps” of a discipline ( For more, see Hiltz and Turoff, 2005) B

27 The CPD Challenge All institutions offering Continuing Education (CE) are facing the challenge of transitioning to a Continuous Professional Development (CPD) Model. Tomorrows professionals need “knowledge” and opportunity to document use of new knowledge in the workplace (i.e., “performance”). The following technologies are essential in this transition; E-Portfolios Collaborative Tools and other Social Software D

28 Discussion What Collaborative Tools/VoIP work best for groups of 8-16 learners? How Do We Implement Collaborative Tools If a Subset of Students Do Not Have Access To Broadband? What challenges will we face in teaching distance adult students how to use collaborative tools? D

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