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Open Educational Resources (OER): their role in faculty development Lynn Johnson, PhD The University of Michigan USA.

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Presentation on theme: "Open Educational Resources (OER): their role in faculty development Lynn Johnson, PhD The University of Michigan USA."— Presentation transcript:

1 Open Educational Resources (OER): their role in faculty development Lynn Johnson, PhD The University of Michigan USA

2 Topics What is OER? State of Faculty Development Programs Thoughts on next steps

3 WHAT IS OER?

4 What is OER? “Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” “Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.Open Educational Resources

5 What is OER? “Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” “Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.Open Educational Resources

6 What is OER? “Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” “Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.Open Educational Resources

7 What is OER? Full courses Course modules Videos Tests Other tools, materials, or techniques used to support access to knowledge “Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.Open Educational Resources

8 What is OER?

9 Sources of OER? Samples Resources: – IFDEA http://www.ifdea.org/gkc/submitcontent/Lists/Resources%20for%20Educators%20New/main.aspx

10

11 http://open.umich.edu

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13 http://www.oerafrica.org

14 STATE OF FACULTY DEVELOPMENT PROGRAMS

15 Chain of Evidence for Effective Faculty Development Faculty Development ProgramImproved Teaching?Improved Student Learning?Improved Patient Health?

16 Four Levels for Evaluating Faculty Development Programs 1. ReactionLevel of satisfaction 2. LearningChange attitude or behavior 3. ApplicationUse new skills in workplace 4. ResultsImprove students’ learning & patient health Kirkpatrick DL. Evaluating training programs: the four levels. San Francisco: Berrett- Koehler, 1994

17 Strategies for Measuring Effectiveness of Faculty Development Programs Strategy% Self-reported Changes94 Opinion Questionnaires92 Observations30 Video Recordings28 Student Ratings28 Pre- / Post-test28 Hendricson, WD, Anderson, E, et al. (2007). Does Faculty Development Enhance Teaching Effectiveness? Journal of Dental Education, 71(12), 1513-1533.

18 Strategies for Measuring Effectiveness of Faculty Development Programs Strategy%Level Self-reported Changes941 or 2 Opinion Questionnaires921 or 2 Observations303 Video Recordings283 Student Ratings283 Pre- / Post-test281

19 Objective Structured Teaching Exam (OSTE) McAndrew, M, Eidtson, WH, et al. (2012). Creating an objective structured teaching examination to evaluate a dental faculty development program. Journal of Dental Education, 76(4), 461-71.

20 Students Learn More? Teach teachers to teach patient communication skills “The faculty development programme did not increase the number of communication skills recognised by supervisors, but was effective in increasing the number of communication issues discussed interactively in [student] feedback sessions.” Junod Perron, N, Nendas, M, et al. (2014). Impact of postgraduate training on communication skills teaching: a controlled study. BMC Medical Education, 24(1), 80.

21 Students Learn More? Meta-analysis (300+ studies) Three demonstrated changes in student behavior Recommendation: Higher-level research designs needed to tie faculty development to student/patient outcomes Steinert, Y, Mann, K, et al. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No 8. Medical Teacher, 28(6), 497-526.

22 Make better teachers? We think so… 59 faculty trained in 8 programs Program: – 5 group sessions – Readings – Reflection papers – Final project McAndrew, M, Motwaly, S & Kamens, TE. (2013). Long-term follow-up of a dental faculty development program. Journal of Dental Education, 77(6), 716-22.

23 Short- & Long-term Effectiveness Pre-program: Self-assess teaching abilities Post-program: Program satisfaction survey Follow-up Survey: Participants actively teaching (69%) – 97% recommend the program to colleagues – 94% said participation led to a greater likelihood of conferring with peers about teaching issues – 79% had increased their teaching responsibilities – 62% said presentation skills improved Retention (81%) exceeds national retention rate for dental faculty McAndrew, M, Motwaly, S & Kamens, TE. (2013). Long-term follow-up of a dental faculty development program. Journal of Dental Education, 77(6), 716-22.

24 Improved Patient Health?? Program: 1.Participate in patient skills improvement project 2.Observing and describing a patient process from the patient's perspective 3.Working in team to apply in patient care Results: Students improved skills, but skills not integrated beyond the situation practiced Students’ improved skills unknown to clinical faculty Kyrkjeb Ø, JM (2006). Teaching quality improvement in the classroom and clinic. Getting it wrong and getting it right. The Journal of Nursing Education, 45(3), 109-16.

25 Chain of Evidence for Effective Faculty Development Faculty Development ProgramImproved Teaching?Improved Student Learning?Improved Patient Health?

26 Successful Faculty Development Improved Education Faculty Development Program Measure Changes in Teaching Style Measure Changes in Student Learning Involve Clinical Staff

27 THOUGHTS ON NEXT STEPS

28 On-line OER Course http://groups.medbiq.org/medbiq/display/ELN/2013/07/31/Faculty+Development,+t he+MOOC+way

29 Instructional Methods in Health Professions Education 1.Adult Learning Theory 2.Intended Learning Outcomes 3.Instructional Design & Individual Assessment 4.Instructional Techniques: Knowledge Transfer 5.Instructional Techniques: Skill Development 6.Instructional Techniques: Attitudes 7.Instructional Techniques: Teaching with Technology 8.Application of instructional methods

30 Instructional Methods in Health Professions Education 1.Adult Learning Theory 2.Intended Learning Outcomes 3.Instructional Design & Individual Assessment 4.Instructional Techniques: Knowledge Transfer 5.Instructional Techniques: Skill Development 6.Instructional Techniques: Attitudes 7.Instructional Techniques: Teaching with Technology 8.Application of instructional methods

31 WHAT IF TEACHING COUNTED TOWARDS PROMOTION?

32 Samples Resources: – MedEdPORTAL https://www.mededportal.org

33 Counts towards scholarship [Samples including dentistry]

34 http://web.knust.edu.gh/oer/pages/sections. php?siteid=knustoer&mid=23&sid=151

35 Successful Faculty Development Improved Education Faculty Development Program Measure Changes in Teaching Style Measure Changes in Student Learning Involve Clinical Staff

36 OER & Faculty Development Improved Education/Health Faculty Development Program Measure Changes in Teaching Style Reward Teaching as Scholarship Measure Changes in Student Learning Involve Clinical Staff

37 Questions? Lynn Johnson, PhD The University of Michigan School of Dentistry USA lynjohns@umich.edu

38

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