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naaseha

Learning needs assessment: assessing the need - 0 views

    • hanakim011
       
      Great article on importance of needs assessment in medicine. We can apply this as pharmacists/students as well. It goes into different types of needs assessments and how we are continually doing personally needs assessments. 
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    This article is in the context of medicine. The author defines need and also outlines methods of needs assessment which I thought were helpful when thinking of ways to identify where the need is. It can be very easily applied to pharmacy because many of the methods that she outlines are a form of what is done in pharmacy as well.
Stephanie Callinan

Meta-studying: Teaching Metacognitive Strategies to Enhance Student Success - YouTube - 0 views

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    This is a video of the 2012 American Psychological Association "Diane Halpern" lecture on metacognition in education. Dr. Elizabeth Yost Hammer, the faculty developer at Xavier Univerisity, discusses the importance of developing incoming college students' metacognition and the techniques to do so. From 0:00 - 07:00, Dr. Hammer discusses the term, metacognition, and applies it to the typical student with poor self-assessment skills. During 11:00 - 16:30, characteristics of incoming high-school students are discussed and provides insight into why these students may have poor metacognitive and study skills. Techniques to teach metacognition to students are discussed in detail during 18:30 - 36:30. I would highly recommend this section for those interesting in learning more about formative assessment. Dr. Stephen Chew, also discussed in our lecture, makes a brief appearance at 36:30 - 38:00 and discusses his video series, "How to study hard and still fail..." Finally, Dr. Hammer concludes her lecture with other habits of mind that play a role in the development of metacognition, such as the fixed mindset theory.
nholl9

Metacognition and Student Learning - Do Your Job Better - The Chronicle of Higher Educa... - 0 views

shared by nholl9 on 14 Sep 15 - No Cached
  • Poor metacognition means that some terrible yet hopeful singers on American Idol are unable to assess their own weak vocal talents. And it means that some students have a mistaken sense of confidence in the depth of their learning.
  • "Poor metacognition is a big part of incompetence," he explained. "People who are incompetent typically do not realize how incompetent they are. People who aren't funny at all think they are hilarious. People who are bad drivers think they are especially good. You don't want to fly on a plane with a pilot who has poor metacognition. A lot of reality shows like American Idol highlight people with poor metacognition for entertainment. Everyone knows people who are seldom in doubt but often wrong."
  • The actual exam should never be the first time the faculty or the students get feedback about the actual level of student understanding."
  • ...2 more annotations...
  • An understanding of metacognition, and the influence it has on our students, gives us one more reason to shift our courses away from providing students with a steady diet of lectures, punctuated by a few high-stakes exams.
  • And, as Chew pointed out in response to an early draft of this essay, students frequently don't ask questions precisely because their poor metacognitive skills have convinced them that they understood the lecture perfectly.
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    Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.
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    Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.
vtnguyen

Methods for Conducting an Educational Needs Assessment - 1 views

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    Good overview on the basic steps for conducting a needs assessment and things to consider during the process. Provides great detail and examples for survey, interview, and focus group needs assessment types.
vtnguyen

Comprehensive Needs Assessment - 1 views

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    Highlights the Three Phase Model of conducting a needs assessment and provides in-depth analysis of each phase. Provides a great toolkit for group working to create a needs assessment.
abutts1

Needs Assessment-A Digest, Review, and Comparison of Needs Assessment Literature - 0 views

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    This article provides a nice review of the literature and the various models which have been proposed to assess needs.
abutts1

Learning needs assessment: assessing the need - 1 views

shared by abutts1 on 09 Feb 14 - No Cached
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    In this article, the author discusses learning needs assessment in the context of medicine. She discusses some of the informal ways in which physicians may identify their own learning needs.
abutts1

Alternate Models of Needs Assessment: Selecting the Right One for Your Organization - 1 views

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    This article provides a brief review of the different models of needs assessments. It also provides a clear definition of needs and needs assessment.
nholl9

A Focus on Teaching: Metacognition - YouTube - 0 views

shared by nholl9 on 14 Sep 15 - No Cached
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    This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.
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    This video explains metacognition not only in the teaching role but also in professional school (veterinary), which I think is very applicable to us as a class. She notes that metacognition is required even more so in the clerkship years, than in the first two years of school. She also give tips on how she applies metacognitive practices to the classroom setting. The practice I find particular noteworthy is the idea of the end of class essay to assess understanding and to dispel misconceptions.
jpyhtila

Adaptation of Kirkpatrick's four level model of training criteria to assessment of lear... - 1 views

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    This article is an in-depth review of how the Kirkpatrick model can be adapted to help develop and assess training in higher education. It discusses all four levels of the model and assesses not only ways that the Kirkpatrick model can provide feedback to the educators, but also to the institutions of higher learning.
mafrane

Components of the Program Assessment Process - Carnegie Mellon University - 0 views

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    This website provides information on how to conduct learning program assessment
normie80

Teaching Styles | CRLT - 0 views

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    This website has some really good resources about teaching styles including definitions and links to styles assessments
cynthia_u

Transferring Learning behavior - 0 views

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    Don andJames Kirkpatrick's book assessing evaluations
Stephanie Callinan

How to Get the Most Out of Studying | Samford University | Birmingham, Alabama - 1 views

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    Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.
Funmi Agunbiade

Level 3 and 4 Evaluation - 2 views

1. Kirkpatrick DL, Kirkpatrick JD. Evaluating Training Programs: The Four Levels (3rd Edition). San Francisco: Berrett-Koehler Publishers; 2006 In his book, Kirkpatrick gives a detailed explanation...

started by Funmi Agunbiade on 18 Nov 13 no follow-up yet
vtnguyen

Needs Assessment in Postgraduate Medical Education:A Review - 0 views

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    Great overview for needs assessments specific to the medical community. Although it is focused on medical residents, the commentary definitely applies to the field of pharmacy - especially for those co-precepting or precepting students.
tingwang2014

An Introductory Pharmacy Practice Experience Based on a Medication Therapy Management S... - 0 views

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    This is an article written by three faculty members from the school of pharmacy assessing the outcome of an IPPE course by Kirkpatrick's 4 levels of evaluation. This gives us an example on how to apply these principles of evaluation in assessing pharmacy education.
vtnguyen

Planning & Evaluating Needs Assessment - 1 views

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    Interesting article on planning a needs assessment based on organization, occupation, or individual perspective and goals. Good first step in helping to decide what educational objectives you would like your activity to fulfilling these needs.
teycrawford

Problem-based learning versus lecture-based learning in a course of basic pharmacology:... - 0 views

    • teycrawford
       
      although there was not an overall statistical difference in the results between PBL and LBL, there may be a deeper understanding in the pbl group
  • Regarding the main questions of the study that have been formulated above, two findings seem to be most important: Firstly, our study has shown, that it is in fact practically possible to implement PBL as an educational strategy under the conditions of a large German medical school. Secondly, the study provided sound evidence that the PBL approach does not lead to disadvantages concerning students' factual knowledge as measured by a combination of multiple-choice and short-essay questions. The results of our study therefore support earlier findings2[3]–4 and constitute another link in the chain of evidence indicating that PBL is equipotent to LBL as far as students' factual knowledge is concerned.Further conclusions are more difficult to draw: The fact that the PBL students achieved slightly better results in the category of short-essay questions might indicate, that an examination testing more complex levels of knowledge (i.e. on the comprehension or analysis level), is more appropriate for testing the outcome of PBL in terms of factual knowledge than multiple-choice questions. An intra-group comparison of the two categories of questions further supported this hypothesis, revealing that students who had undergone the lecture-based course scored significantly lower in the short-essay part, whereas their PBL counterparts reached similar results in both categories of questions. It is important to stress though, that the direct comparison of the short-essay results in both groups only showed marginal results. Also, the multiple-choice questions we used in our study were not intended to assess a more complex, i.e. comprehension or analysis level of knowledge. Hence, if there is a difference, it is not necessarily a difference between multiple-choice and short-essay questions, but between questions addressing different levels of knowledge.
Stuart T. Haines

Pharmacists' Inventory of Learning Styles - 1 views

    • Stuart T. Haines
       
      The authors and researchers aim to develop and establish a learning style tool specific to pharmacy, as no previous tool exists.  The foundation is derived from other well-known learning theories, including Kolb's Learning Style Inventory (LSI) and the Canfield Learning Style.  Through the use of focus groups, the PILS was derived and assessed by the developers. This tool serves as the only pharmacy-specific tool identified through a literature search. 
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