2020-2021 Faculty Development Series 3

 

Distance Learning

Six One-Hour Sessions
presented by
Lawrence Fischetti, PhD

Lauren Budrow, MFA, MBA

Ilir Miteza, PhD

    

January 15^th, January 29^th, February 12^th,
February 26^th, March 12^th and March 26^th 

1-2 pm EST via zoom

Overview
While Distance Learning has begun to pervade medical education in the form of online didactics, webinars, and learning modules, few medical educators are knowledgeable regarding the strengths and limitations of online instruction or the range of instructional strategies that could be applied to maximize this learning. This workshop will provide an abbreviated review of Cognitive Psychology, Learning Theory, and Instructional Design with implications for development of Distance Learning curricula. For medical educators lacking a high level of technological skill, mastering Educational Technology can be overwhelming and a source of frustration. These individuals will need some familiarity with the range of available technologies and basic skills in one or more applications as Distance Learning gains greater prominence in Graduate Medical Education.

 

Workshop Plan
The Distance Learning Workshop will be presented as a series of 60-minute online sessions distributed over a three-month interval. Prior to each session, workshop leaders will forward collaborating faculty materials outlining the content, recommended reading, and pre-workshop activities. Collaborating faculty will be asked to identify a focus for curriculum development, i.e., a gap in learner knowledge or skill or perceived need for attitudinal change. During online sessions, workshop leaders will provide an overview of content, engage faculty in discussion, and provide opportunity for team and/or small group analysis and planning. Additionally, workshop leaders will assist faculty in defining their curriculum focus, crafting goals and objectives, selecting instructional and assessment methods, and implementing their curricula. Moreover, leaders will model the process for curriculum development throughout including the application of educational technology and invite collaborating faculty to present the products of their efforts in a SEMCME forum.

Objectives
Working individually or in teams, collaborating faculty will:

1)  Evaluate the evidence for the efficacy of Distance Learning in Graduate Medical Education.
2)  Identify implications of research in Cognitive Psychology and Learning for curriculum design.
3)  Select a focus for curriculum development and craft a corresponding set of learning goals and objectives using the revised Bloom’s Taxonomy.
4)  Detail a plan for formative and summative evaluation, learner feedback, and assessment of unintended outcomes.
5)  Using principles of Instructional Design, draft a course outline incorporating a mix of instructional methods.
6)  Select appropriate educational technologies for presentation of your curriculum.

Sequence

Distance Learning - January 15
Advantages and Limitations
Synchronous, Asynchronous, Blended, Expansion
Distance Learning in Graduate Medical Education

Models of Learning - January 29
Cognitive Psychology
Experiential Learning and Communities of Practice
Implications for Design of Distance Learning

Goals and Objectives and Assessment - February 12
Revised Bloom’s Taxonomy
Writing Goals and Objectives
Formative and Summative Assessment
Unintended Outcomes

Instructional Design - February 26
Template for Instructional Design
Uniformity
Integrating Face-to-Face, Synchronous, Asynchronous Instruction

Selecting Educational Technology - March 12
Zoom, Google, Teams
Social Media
Multimedia
Other Applications

Putting It All Together - March 26
Practical Considerations
Review of Curriculum Teams

  

Workshop Leaders Bios