Second Annual Educational Scholarship Day Workshop Details

Public Datasets for Education Research 

​Peggy Gesing, PhD, Associate Director, Medical & Health Professions Education Programs 

The Public Datasets for Education Research Workshop will provide an overview of large-scale secondary datasets used in postsecondary education research. Data sets reviewed will include Integrated Postsecondary Education Data System (IPEDS) and the Scientists and Engineers Statistical Data System (SESTAT). IPEDS houses data collected by the National Center for Education Statistics (NCES), located withing the US Department of Education. SESTAT is a National Science Foundation (NSF) collection of data focused on the education and employment of college-educated US scientists and engineers.

The workshop will include hands on practice in accessing datasets and data tools in each system. As a result of this workshop, learners will:

  • Recognize the data tools and surveys available through the IPEDS and SESTAT systems.
  • Engage with IPEDS and SESTAT online data tools.
  • Demonstrate how to access data that can be used in academic research.

 


Supporting Education with Long-Term memory Transfer

Kyle Zeltmann, Media Specialist III at Eastern Virginia Medical School

This workshop will explore principles of memory and how the brain controls and processes new information.  Participants will explore research-based examples and demonstrations that will offer a new perspective of the mind and how it retains and transfers knowledge.  Using this understanding, participants will be able to create learning content that effectively engages the brain and maximize recall.

After the workshop participants will be able to:

  • understand the basics of how the brain processes information
  • identify various principles of memory
  • design educational solutions that support the brain's natural way of learning
  • develop effective follow-up learning and training

 


Transforming to a Competency-based Program: A Practical Step-by-step Guide from Mission to Outcomes Assessment (Two Part Series)

Glenn A. Yap, PhD, MSC, MS, Assistant Professor, MPH Program and Nicole Holt, DrPH, Assistant Professor and Epidemiology Track Coordinator, MPH Program

Employers are demanding educational institutions to develop and produce people who are competent in their fields. As a result, more and more academic programs are moving to competency-based education models to meet this demand. The Council for Education in Public Health (CEPH) has published new competency-based accreditation standards for graduate programs in public health. The EVMS/ODU MPH Program is seeking CEPH accreditation under these new standards. This workshop will walk participants through the process the MPH program has used to prepare for this visit, the lessons learned, and the future direction of the program. Other programs will be able to utilize the MPH process and framework to transform/improve their programs to competency-based standards.

Learning outcomes will include:

  • Assess the mission of the program and its relationship to the competency model chosen.
  • Utilize Bloom's taxonomy as a framework to assess competency attainment.
  • Review and modify syllabi to support the competency model
    • Learn how to write competencies and associated learning objectives.
    • Assess if current teaching and assessment methods support proper competency attainment levels.
  • Develop a competency to curriculum competency map.
  • Identify and develop an overall student/program evaluation plan.
  • Review additional methods to assess competency attainment.
  • Develop and use a student/program level competency attainment model.
  • Learn how to use competency attainment information for continuous program improvement.
  • Review lessons learned so far.

 


Microlearning Blueprint for an Instructionally Sound Learning Experience

Brielle Ashley, MAEd&HD, Director of Distance Education and Educator in the School of Health Professions at Eastern Virginia Medical School and Kyle Zeltmann, Media Specialist III at Eastern Virginia Medical School

As far as buzzwords go, microlearning is a hot topic in higher education. Learning demands and mobile technology advances are driving this trend.  How do you ensure that microlearning content is instructionally sound? Attend this workshop to learn about microlearning following a blueprint to develop micro artifacts to add value to course content and ultimately the learner’s experience.

After the workshop, participants will be able to:

  • define microlearning
  • identify whether microlearning can make an impact in a course
  • create effective microlearning resources that align with human behavior
  • select the right platform to create the microlearning resource for an objective follow a microlearning blueprint to create an outline for a piece of microlearning that will address the learning objective of a project

 


Improving Student Engagement and Learning Outcomes Using Team-based Learning

Jennifer Styron, PhD, Assistant Professor and Director of Teaching and Assessment, Sentara Center for Simulation and Immersive Learning, Eastern Virginia Medical School, Robin Risling-de Jong, PA-C, MHS, Assistant Professor and Director of Didactic Education, Physician Assistant Studies, University of South Alabama, Ronald Styron, EdD, Associate Professor and Leadership Program Coordinator, Educational Leadership and Administration, University of South Alabama and Amanda Creel, MSN, BS, RN, NRP, Clinical Coordinator, Spotsylvania Regional Medical Center

This presentation introduces participants to Team-Based Learning, an evidenced-based active learning instructional strategy.  It incorporates a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercises.  At this session, presenters share their experiences of providing a common instructional strategy across all learning experiences, and discuss implications on students’ critical thinking, collaboration, engagement and persistence. This session demonstrates how this instructional approach can be utilized in clinical, didactic, service-learning and simulation settings. This workshop was presented at the Ed Scholarship Day in 2018 and received positive feedback

Participants will be able to:

  • describe team-based learning and
  • identify and explain the three-step cycle:
    • preparation,
    • in-class readiness assurance testing,
    • and application focused exercises.

 


How to Build Intercultural and Global Perspectives into Your Classroom

Peggy Gesing, PhD, Associate Director, Medical & Health Professions Education Programs 

The workshop explores the forces of globalization impacting American higher education, and will be a conversation on the globalization of higher education with a focus on  how to incorporate intercultural and global perspectives into the classroom.  

The workshop will include discussion of the aspects of globalization affecting the classroom, and will provide tactics for incorporating intercultural and global concepts throughout the curriculum.

As a result of this workshop, learners will:

  • Identify global issues impacting medical and health education
  • Identify resources and tools for including globalization in the classroom, e.g. case studies, international research partnerships, debate etc.

 


The Interactive Lecture: Effective Use of Technology in Education

Brooke Hooper, MD, FACP, Associate Dean for Clinical Education, Eastern Virginia Medical School

This workshop will introduce the learner to a variety of interactive educational tools to engage and enhance teaching in the classroom. Topics will include an introduction to the "Millennial Learner" followed by an interactive session introducing learners to several innovative tools for their educator toolkit, including Poll Everywhere, NearPod, Powtoons, Educreation, Zoom, and Kahoot. 

  • Learners will understand 5 key points that educators should keep in mind when teaching millennial learners.
  • Learners will make a poll using Poll Everywhere
  • Learners will create a short educational video using Powtoons
  • Learners will use Nearpod to enhance a lecture
  • Learners will participate in a Zoom session
  • Learners will create a quiz using Kahoot
  • Learners will develop an interactive session using Educreation

 


Facilitating the Readiness Assurance Process Using InteDashboard

Jennifer Styron, PhD, Assistant Professor and Director of Teaching and Assessment, Sentara Center for Simulation and Immersive Learning, Eastern Virginia Medical School and David Bilberry, MEd, Instructional Designer, School of Health Professions, Eastern Virginia Medical School

This presentation will introduce participants to InteDashboard, an online platform for educators utilizing Team-Based Learning. Specifically, InteDashboard provides the ability to create and administer the Readiness Assurance Process (RAP) which includes individual and team readiness assurance tests (iRAT and tRAT). InteDashboard also facilitates various application exercises in face-to-face and online courses. Further, the tool can be utilized in both asynchronous and synchronous settings. Participants will have the opportunity to interact with the system as a learner. Additionally, participants will be exposed to the administrator dashboard that provides the ability to build assessments and capture learner/team analytics.

Participants will be able to:

  • define the features of InteDashboard
  • utilize InteDashboard by engaging in readiness assurance tests and application exercises
  • explain how faculty can utilize the administrator features to build assessments
  • capture learner/team analytics.

 


Education Pearls: Self-Regulated Learning, Deliberate Practice, Adaptive Expertise

Alice Fornari EdD, RD, Professor, Science Education, Occupational Health and Family Medicine, Barbara & Donald Zucker School of Medicine (SOM) at Hofstra/Northwell

Participants will be able to:

  • compare and Contrast Self-Directed and Self-Regulated Learning
  • frame the learning paradigms of adaptive expertise, deliberate practice and mastery learning to Milestones and EPA achievement  
  • review the stages of learning and identify the core behaviors to make learning stick
  • review Zone of Proximal Development to balance support and challenge in the learning environment
  • discuss teaching and learning principles and activities that support Adaptive Expertise

 

 

 

Workshops from Inagural Educational Scholarship Day (2018)

Copyright and Fair Use 

​Richard Conran, MD, JD, PhD, Chairman and Professor of EVMS Pathology & Anatomy

Inherent in the academic setting is use of information from different sources. To promote scholarship, the U.S. Constitution provides copyright protection for creative works. Use of material without permission may lead to copyright infringement. This session will address issues unique to U.S. copyright law.

  • Participants will differentiate between copyright protection, infringement, fair use doctrine and licensing.
  • Participants will evaluate examples and decide whether a copyright violation has occurred. 

 


Bridging the Curricular Divide: How Team-Based Learning Engages Students and Achieves Learning Outcomes Across Degree Programs 

Jennifer Styron, PhD, EVMS Director of SCSIL Teaching & Assessment; Robin Risling-de Jong, PA-C, MHS; Ronald Styron, EdD; Amanda Creel, MSN, BS, RN, NRP

This presentation introduces participants to Team-Based Learning, an evidenced-based active learning instructional strategy. The presenters share their experiences of providing a common instructional strategy across all learning experiences and discuss implications on students’ critical thinking, collaboration, engagement and persistence.


Part 1: Introduction to Team-Based Learning (TBL)
  • ​Participants will learn the three-step cycle: preparation, in-class readiness assurance testing and application-focused exercises.

Part 2: Integrating TBL

  • Participants will discuss how this instructional approach can be utilized in clinical, didactic, service-learning and simulation settings​.

 


Breaking the Mold: Transformation in Medical Education as a Call for Scholarly Action

Luann Wilkerson, EdD, Professor of Medical Education and Associate Dean for Evaluation and Faculty Development at Dell Medical School at the University of Texas at Austin

In this workshop, we will begin by discussing what is known about how people learn and how our current teaching practices maximize or miss opportunities to maximize learning. Using a case study of the new medical school at the University of Texas at Austin, we will consider some of the ways in which curricular design and teaching strategies are transforming traditional medical education classroom and clinical experiences and assess how prepared we may be to recruit our colleagues to help us break the mold of more traditional medical education practices.

  • Participants will explore educational transformation as a stimulus for scholarly teaching.
  • Participants will be able to plan teaching strategies that maximize learning outcomes.
  • Participants will assess their capacity as transformative educational leaders.​

 


The Key to Innovation

Carrie Elzie, PhD, EVMS Program Director of Contemporary Human Anatomy and Associate Professor of Pathology & Anatomy; Craig Goodmurphy, PhD, EVMS Professor of Pathology and Anatomy

This workshop is based on the book "The Innovation Code: The Creative Power of Constructive Conflict" by Jeff Degraff, who posits that innovation happens when we bring people with contrasting perspectives and complementary areas of expertise together in one room.

  • Participants will determine their own innovator archetypes.
  • Participants will learn a simple framework to explain the ways different kinds of thinkers can create constructive conflict in order to maximize innovation.
  • Participants will learn steps to building, managing and embracing the dynamic discord of a team using tools, methods, examples, exercises and assessments.​

 


​Growing Our Skills as Teachers Through Peer Mentoring

Luann Wilkerson, EdD, Professor of Medical Education and Associate Dean for Evaluation and Faculty Development at Dell Medical School at the University of Texas at Austin​

​Peer observation and mentoring can be a powerful resource for professional development. In this workshop, we will work together to identify the challenges and opportunities of an effective peer mentoring system that could enhance our ongoing improvement as teachers. We will consider what is needed to set up a peer mentoring relationship, conduct observations in classroom and clinical settings and debrief to reinforce what is working and explore what might lead to improvements in learning for our students or residents. The workshop will include an opportunity to observe a teacher via video and compare our insights into the issues that might be discussed as a peer mentor with that teacher.

  • Participants will describe the characteristics of an effective peer mentoring system focused on teaching improvement.
  • Participants will develop a protocol for setting up, conducting, and debriefing a peer observation of teaching.
  • Participants will demonstrate skill in identifying issues for discussion when observing a teaching event.​

 


​Making the Transition from Curricular Evaluations to Medical Education Research

Carrie Elzie, PhD, EVMS Program Director of Contemporary Human Anatomy and Associate Professor of Pathology & Anatomy; Laurie Wellman, PhD, EVMS Biorepository Director and Associate Professor of Pathology & Anatomy; Marta Ambrozewicz, PhD, EVMS Assistant Professor of Pathology & Anatomy; Cynthia Cadieux, PhD, RDN, FAND, EVMS Program Director and Associate Professor of Medical and Health Professions Education and Assistant Dean of Institutional Effectiveness & Program Review​
  • Participants will delineate the difference between local quality improvement of curricula and generalizable educational research.
  • ​Participants will receive guidance on how to rethink curriculum assessment tools in order to generate research questions and design impactful medical education research.

 


Improving Student Satisfaction by Increasing Engagement in the Classroom

Brielle Ashley, MA Ed, Media Manager for EVMS Distance Education; David Bilberry, MEd, Educational Specialist and Instructional Designer for EVMS Distance Education; Kyle Zeltmann, Media Specialist for EVMS Distance Education; Cynthia P. Cadieux, PhD, RDN, FAND, EVMS Program Director and Associate Professor of Medical and Health Professions Education and Assistant Dean of Institutional Effectiveness & Program Review​

Student satisfaction is highly correlated to social engagement, social interaction and collaborative learning. Faculty can use simple educational technologies to build social engagement and interaction in the classroom regardless of whether the course is face-to-face, hybrid or online.

  • ​​Participants will learn to use simple education technologies to foster student and faculty engagement to enhance student satisfaction. Tools featured include VoiceThread and FlipGrid.​