Driving Active Learning Implementation of an Active Learning

Driving Active Learning Implementation of an Active Learning Education Program for Health Sciences Faculty Beverly Williams Coleman, DNP, APRN Michael Egger, MD James Harrison, DMD Chithra Ram, MD Jennifer Stiff, MD Tracy Van Meter, MD

Meet Our Team James L. Harrison, DMD Assistant Professor Department of Comprehensive Dentistry

• Infographic Style Visualization

Meet Our Team Jennifer Stiff, MD Assistant Professor General Pediatrics School of Medicine Medical Director, NCMG Stonestreet

Simple Fact-Based Questions Critical Thinking D D D

Where to Begin?

Meet Our Team Tracy Van Meter, MD Associate Professor Department of Radiology

The Questioning Aid for Rich, Real-time Discussion (QARRD) The QARRD was developed for busy clinicians to help learners develop critical thinking skills. Teaching by only asking fact-based questions is not sufficient to help learners gain these skills. We used Bloom’s taxonomy as a framework to develop questions with the goal of assessing our learners’ clinical reasoning and cognitive skills. 01 02 Text Here Easy to change colors. Russell Farmer, MD, FACS, FASRS Staci Saner, MEd Gerard Rabalais, MD, MHA 03

The Questioning Aid for Rich, Real-time Discussion (QARRD) 01 02 Text Here Easy to change colors. 03

The Questioning Aid for Rich, Real-time Discussion (QARRD) Strategy • Clinical Timeline • Complication Cascade • Prediction • Connecting the List • Teach-Back • Sticking Point • Key Concepts • Learning Together • Micro-Learning Plan • Minute Paper 01 03 02 Bloom’s Revised Taxonomy • • • Create Evaluate Analyze Apply Understand Remember 04 Elaboration • How • Why • What if

Meet Our Team Chithra. P. Ram. MD. Assistant Professor, Assistant Radiology Director Jewish hospital

QARRD PHASE II RECOMMENDATION

Timeline QARRD EVALUATE : 1. TRAINING of faculty. 2. USAGE in clinical practice 3. RESULTS experienced by learners and faculty.

Timeline QARRD PHASE I EVALUATE : 6 LIAM FACULTY 1. TRAINING 2. USAGE 3. RESULTS 6 WEEKS COVID = 2 WKS

Timeline QARRD PHASE II EVALUATE : 6 LIAM FACULTY 35 FACULTY 1. TRAINING 2. USAGE 3. RESULTS 6 WEEKS S O MEDICINE S O Dentistry, S O Nursing Pediatric fellows COVID = 2 WKS PITCH

Timeline QARRD PHASE I EVALUATE : 6 LIAM FACULTY 1. TRAINING 2. USAGE 3. RESULTS 6 WEEKS COVID = 2 WKS PHASE II Recommendation 35 FACULTY FEEDBACKS 1. S O MEDICINE 2. S O Dentistry, 3. S O Nursing 4. Pediatric fellows A I PHASE & PHASE II

PHASE I • • TRAINING PRACTICE DIFFICULTY SOLUTION

Phase 1 Solution SMS Text Phase II DESIGNATED MEMBER WORD OF THE DAY REMINDER QUICK CHECK COMPETITION WAS ON…

SURVEY QUESTIONNAIRE

Meet Our Team Beverly Williams Coleman, DNP, APRN Director- U of L Care Partners Assistant Professor School of Nursing

Phase II

Survey Results Reasons for Attending School of Dentistry School of Medicine 42% Desired to acquire new teaching skills 33% It was required 25% 33% 42% School of Nursing Attended out of curiosity or for some other reason

Perception of Training Very Good Neutral 58% Very Good 33% 8% Good Neutral

Ease of transition from current teaching method to QARRD Very Difficult-42% Difficult-50% Neutral-8%

Barriers Perceived by Faculty Hard to think about questioning differently. Time to think about it prior to lessons. It is hard to remember to do it in the clinic. I don't like pulling the card out with students. Some faculty don't care about teaching. . . they just want to see their patients. Not sure we can change that. Justifying the need to faculty - why should they change.

Assistance Needed “Buddy system - have someone in my department that also has been in the training. ” Mentor “How can it be easier to remember the prompts are great - I just forget them. ” Prompts Practice “I need additional help and practice & curious how we can make this easier for everyone. ” Easier Access “Multiple copies of QARRD” Follow up “Maybe provide more practice time or follow-up help. ”

Meet Our Team Michael E Egger, MD, MPH, FACS Assistant Professor Hiram C Polk Jr, MD, Department of Surgery

Recommendations Training Implementation CULTURE

Recommendations Culture Solution Perception that the faculty have of themselves as teachers. Practice evidence-based medicine in what we do, rarely do we practice “evidencebased teaching. ”

Recommendations Training Solution Difficult with QARRD prompts Lengthening the amount of time allocated to practicing the QARRD technique during the training.

Recommendations Implementation Solution How best to implement across the system. 1. App that reminds and engages. 2. Communication and competition 3. Implementation Strategy

Implementation Strategy

Learning should be an active process. Too often, students come to school to watch their teachers work. Will Daggett