Teaching Biomedical Ethics in a Hybrid Format Barry Penn Hollar Shenandoah University

Teaching Biomedical Ethics in a Hybrid Format This presentation will share my experience teaching an Introduction to Biomedical Ethics course using hybrid delivery.. I have been teaching two sections simultaneously for several semesters with the same content and learning objectives in order to compare outcomes. Insights about the creation of online lecture presentations and quizzes Insights about the relationship between those learning experiences and classroom experiences. A comparison of student achievement in the hybrid and tradition courses will be offered.

Course Details Undergraduate intro level Philosophy course. General Education Moral Reasoning Domain. Learning objectives: Identify the way foundational moral values, grounded in philosophical or religious worldviews, shape perception and discernment; Identify the moral relevance of specific behaviors, policies, and/or issues; Articulate reasons for a course of action consistent with one’s personal moral values; and Analyze and explain a moral perspective different from one’s own and provide reasoned responses to it.

Course Details Students are typical first or second year nursing and pre-HP students Exercise Science, Athletic Training, Physician’s Assistant, Pharmacy, Respiratory Therapy, Occupational Therapy. Two sections in the fall semester: traditional course meets twice weekly for 75 minutes. Hybrid section has online lecture presentations and weekly quizzes related to those.

Course Details Introductory Unit: Introduces students to five moral principles and their basis as typically understood in Western moral philosophy. Basic Issues in Health Care Unit: Informed Consent Privacy and Confidentiality Professional Relationships Conscientious Objection Cultural and Religious Diversity

Course Details End of Life Care Unit: Access to Health Care Unit Patients’ right to refuse Life-Sustaining Treatment. Advance Directives Morality of refusing, withholding, and or withdrawing life-sustaining treatment. The Debates related to (Active) Euthanasia and Physician Assisted Suicide. Access to Health Care Unit Ethical issues underlying health care systems and reform. Justice/rights and access to health care. The Debates related to Obamacare (and National Health Insurance or Market- based approaches).

Course Details Lecture Format (Power Point outlines) Major test on moral principles and their basis. Two Case studies Requiring identification of conflicting moral considerations/principles. Proposed resolution and supportive reasoning. Account of alternative resolution and a response to its reasoning. Comprehensive Final Exam Weekly Quizzes for hybrid class (only difference)

Typical Week Pre-classroom meeting activity Several online presentations (typically 45 minutes total). Readings that are sometimes referenced in the online presentations. Quizzes on the presentations/reading that measure basic understanding. (Due day before class meeting) Group Exercises five times a semester typically involving relevant cases.

Online Materials Typical online presentation: Typical Quizzes On the Question of Ends and Means (PP with Audio) On Active Euthanasia (Video with PP overlay) Alternatives to Obamacare (PP with Video Overlay) Ends and Means Quiz Active Euthanasia Quiz

Typical Week Classroom activity Review of key ideas focusing on ideas that were difficult. Group work typically involving relevant cases. Reports from groups on their pre-class group exercises.

Group Exercise 6: End of Life Case Study  Group picks one of four cases from the textbook related to end of life care. Answer the following questions related to the case your group picked: What are the moral considerations/principles in conflict? 2 points. What insights do Post and Blustein offer with respect to this case?   2 points Make the best possible argument you can for  continuing the life- sustaining treatment in the situation you are addressing.   6 points.  Make the best possible argument you can for discontinuing or not offering the life sustaining treatment relevant to the situation you are addressing.   6 points. How would your group answer the question you are asked to focused on? Put differently, which of the arguments you develop in parts 3 and 4 above do you find most persuasive? Why? 4 points.

Comparing Outcomes Fall 2016 Traditional Section First Test on Principles Range from 66-99 9 As; 7 Bs; 8 Cs; 1 D Average Score: 83 Final Exam Objective Range: 56-91 Average: 74 Standard Deviation 6.72 Hybrid Section First Test on Principles Range: 53-97 5 As; 9 Bs, 7 Cs; 1 D; 2 Fs Average Score: 80. Final Exam Objective Range: 50-100 Average: 76 Standard Deviation 9.97

Comparing Outcomes Fall 2016 Traditional Section Final Grades 7 As 14Bs 4 Cs Hybrid Section Final Grades 4 As 11 Bs 6 Cs 3 Ds

What I think I’ve Learned There are no significant differences between learning outcomes in traditional and hybrid sections. Students who are not self-motivated and self-directed are most likely to struggle in hybrid sections.

What I think I’ve Learned The biggest challenge for me as a teacher is how to effectively use traditional classroom time. Learning that very brief review of material is best. Creative group work leading to class discussion is effective. Reports on group work done prior to class may be best. Students don’t like group work. I need to shorten video presentations into shorter blocks. I need to assist students in navigating Canvas and understanding weekly expectations. Unsure as to how my hybrid experience translates to a full online approach.