Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 1

In This Issue:

Getting Social in the Faculty of Health Sciences

1

Research Highlights 2

More than Whiskers on Virtual Kittens

3

Featured Colleague 6

Conference Reports 7

Sustainability 8

Changes—Staffing 8

Upcoming Events 9

MED ED NEWS 2015 Issue 1

Department of Medical Education, College of Medicine

M eaningful communication across the colleges in the Faculty of Health Sciences can be challenging. Developing communities of practice around

common issues like teaching and learning requires both careful planning as well as some experimentation and innovation. Providing opportunities for faculty to connect through social media may represent a novel way to generate conversations and build community. Although not without controversy, Facebook is a common vehicle used by many faculty to connect. Twitter is also used to create personal learning environments, and YouTube is a source of many educational and inspirational videos.

To capitalize on this growth in use of social media, we are experimenting with them for faculty development. Our first foray into this will be through a Facebook group, the FHS Faculty Development Zone. We will be using this group to develop a virtual journal club, pose discussion questions, share resources and develop a community of practice around teaching and learning. Using Facebook will allow individuals to participate in the community regardless of location or schedule.

Moving forward we will be experimenting with YouTube as a way to share faculty development workshops and with Twitter as a way to communicate and share resources, promote events and ideas. Our Twitter handle is @FacDev_UM_FHS; we invite you to follow us and join the conversation.

In the new year we hope to offer some of our faculty development workshops in webinar format, which will be a first for us. Webinars will allow active involvement of participants, as well as allow you to participate in sessions from the comfort of your desk! If you have any other ideas or suggestions about how we might better reach members of our faculty who are distributed throughout the province, please do not hesitate to let any one of our team members know, or email dme@umanitoba.ca. Thanks!

Getting Social

in the Faculty of Health Sciences

by Joanne Hamilton

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 2

R esearchers in the Department of Medical Education (DME) conduct original research and

program evaluations. They can also provide consultation, guidance, and support to faculty members interested in pursuing research in medical education. For more information, please contact the Research and Evaluation Lead, Stephanie Mowat. Construct Validity of a 3D Printed Temporal Bone Educational Tool Members of the DME have partnered with Jordan Hochman, Associate Professor with the Department of Otolaryngology Head and Neck Surgery and his team. This study will test the construct validity of an educational tool, a 3D printed model of a temporal bone constructed with high fidelity to human specimens. This tool is intended to be used by otolaryngology residents to practice surgical technique in conducting a temporal bone dissection. Construct validity will be established by determining the relationship between dissection scores and educational level and surgical experience of residents. This study also aims to develop a better scale for scoring the procedure by testing the psychometric properties of a new grading scale and comparing it with the original Welling scale. Obesity Intervention for Front-Line Healthcare Providers This survey study is being conducted as part of an upcoming interprofessional continuing professional development event, “Obesity Intervention for Front-line Healthcare Providers.” The objective of this study is to identify the perceived skill levels, attitudes, and challenges toward obesity intervention as reported by a wide array of healthcare provider disciplines.

Peer-Assisted Debriefing of the Manitoba Physician Achievement Review The Manitoba Physician Achievement Review (MPAR) is a 360-degree feedback tool that has been adopted by the College of Physicians and Surgeons of Manitoba. The Division of Continuing Professional Development (CPD) developed a peer-assisted reflection tool, eligible for CPD credits, to aid physicians to work through this feedback and incorporate changes into their practice. We analyzed the content of responses to the tool and conducted interviews to collect feedback on the MPAR and reflection process. José Franҫois and Stephanie Mowat will present results of this project at the April 2015 Canadian Conference on Medical Education. Evaluation of the UGME Renewed Curriculum The Undergraduate Medical Education Program of the College of Medicine launched a curriculum renewal initiative in January 2010. The resulting new integrated spiral curriculum has been launched and is expected to improve student outcomes. In line with this expectation, data has been continuously collected, beginning with the Class of 2013. In September 2014, the Class of 2018 began its medical school journey, representing the final cohort of medical students who will be involved in this study.

Research Highlights

by Stephanie Mowat and Heather Long

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O nline learning. LMS. Social media. Blogs, wikis, and discussion forums. Synchronous and

asynchronous delivery. Sages on stages and guides on sides. These are a few of my favourite things; well, truth be told, after listening to it for 16 (going on 17) years, I am getting a little tired of the sage/guide expression. But the rest of the above list really does excite me. Having said that, I understand that this is not the case for everyone; it can have all of the perceived appeal of the life of a lonely goatherd. But moving to an online format does not have to be daunting, and the end result can enhance the teaching and learning that is occurring in your courses. So how does one begin to make sense of all of these options and determine a logical starting point?

A very good place to start is examining what online learning is and why you would want to make this conversion. Online learning, simply, is taking content that you teach in a face-to-face setting (a workshop, set of lessons, a course) and converting it to have the teaching and learning occur via the Internet. For those individuals used to the richness of experience taking place in a classroom, the images that are conjured by the concept of online learning are often a bit dry and sterile. These can be influenced by recollections of the paper-based distance education model of years past, with the paper simply being supplanted by digital documents on a computer screen.

Having taken my entire masters program completely online, allow me to provide a contrasting picture. In each of the 12 courses I took, I was able to connect with other students despite the challenges of time and distance to create a rich and dynamic learning environment. Although

More than Whiskers on Virtual Kittens Discovering Your Favourite Online Learning Things

by Steve Yurkiw

establishing group dynamics online did require some time in each of these courses, every group became a cohesive class. Well-structured online courses provide students with avenues for communicating with each other in order to achieve a common goal while allowing for the discovery of each other’s unique perspectives and personalities. In each course, I found myself quickly getting caught up in the excitement being generated by discussions using discussion forums, email, and chat and getting to know my colleagues. And despite that most of the time people were solely represented by words on a screen (this was 10 years ago with limited technology options), it was possible to get to know individuals’ thought processes, study habits, and even their senses of humour. These were hardly lonely or isolating affairs.

Challenges to Online Learning

Nonetheless, regardless of potentially positive experiences, it should be noted that students take (or avoid taking) these types of courses for a variety of reasons. Research has shown that online courses resonate with certain types of students: for example older, more mature students; students with already high levels of education; and part-time students who are working or with families (Dabbagh, 2007). However, one of the biggest issues is barriers perceived by students who have not taken any online courses; their reluctance tends to drop significantly once the fear of the unknown is overcome by direct experience, even after having taking just one online course (Muilenberg & Berge, 2005).

One additional consideration regarding student success in online courses is that there is some (continued on page 4)

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 4

More than Whiskers on Virtual Kittens cont. by Steve Yurkiw

an online course may take an investment of time up front, once the initial work is done it is relatively quick and easy to incorporate updates to maintain course currency for future offerings (Anderson, 2008). In addition, learners are given greater control over when and at what pace they study, which can result in improved learning and greater student satisfaction(Sun et al., 2008).

Control can manifest itself in a variety of areas: Some students need to go over content numerous times to develop an understanding of the important concepts; others appreciate learning at a time more conducive to their personal constraints and preferences (e.g., early risers versus night owls). I’ve always been the type of person who finds the ideal observation or comment to add to a discussion several hours after the fact. As a result, I found the opportunity to reflect and gather thoughts in online discussions a better fit than the spur of the moment classroom-based settings.

As well, the requirement that student contributions to online discussions had to be based in evidence raised the overall quality of the conversations that would take place (Sun et al., 2008).

We Can Help

So how do you begin to climb this mountain? We can start with looking at your course, why you would like to convert it into an online delivery format, and what would be involved in this process. In the initial planning work, we can help you to determine learning outcomes and how to achieve them in an online setting. Together, we can explore that sage/guide expression and identify ways you can assist your students to become more independent learners. (continued on page 5)

evidence of different motivational orientations of students. Successful online students possess more of an intrinsic motivation to learn as opposed to the extrinsic motivation that is governed by deadlines and grading policies (Stevens & Switzer, 2006). However, there is evidence that it is possible to obtain student buy-in with online courses consisting of content that is perceived as useful and that encourages interaction between course participants (Lee, Cheung, & Chen, 2005).

Benefits of Online Learning

Even though online learning may not work for every student, there are a number of reasons why you may want to consider converting your courses into this format. Well-designed online courses can help to address many challenges faced in traditional classes. We know that learners do not naturally learn in increments of one, two, or three-hour blocks. The constraints of scheduling necessitates these situations. The flexibility inherent in online learning allows you to structure your content in manageable chunks determined by the specific content as opposed to the scheduling of physical classrooms. While the design and development of

Well-structured online courses

provide students with avenues for

communicating with each other in

order to achieve a common goal

while allowing for the discovery of

each other’s unique perspectives

and personalities.

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 5

More than Whiskers on Virtual Kittens cont. by Steve Yurkiw

We can also help you in identifying tools you would want to use in Desire2Learn® or any other learning technologies you may wish to incorporate into your course in order to help your students learn; we like to focus on technology that best supports the teaching and learning rather than using the latest technology for technology’s sake. We can also assist you in determining what went well in your online course and what elements you may want to adapt or change for the next group of students.

Intrigued? We hope so! We have confidence that you will find ways to enhance the teaching and learning that is currently occurring in your course and look forward to hearing from you.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed). Edmonton: AU Press.

Dabbagh, N. (2007). The online learner: characteristics and pedagogical implications Contemporary Issues in Technology and Teacher Education, 7(3).

Lee, M. K. O., Cheung, C. M. K., & Chen, Z. (2005). Acceptance of Internet-based learning medium: The role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095–1104. doi:1 01016/j.im.2003.10.007

Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48.

Stevens, T., & Switzer, C. (2006). Differences between Online and Traditional Students: A Study of Motivational Orientation, Self-Efficacy, and Attitudes. Online Submission, 7, 90–100.

Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What

drives a successful e-Learning? An empirical investigation of the

critical factors influencing learner satisfaction. Computers &

Education, 50(4), 1183–1202. doi:10.1016/j.compedu.2006.11.007

Terminology Primer:

Face-to-Face Instruction * - Traditional courses that are measured by the number of hours spent in required class meetings or other traditional activities, such as laboratories, field trips, or internships. Such courses may involve some sort of computer usage—for example, a software simulation or laboratory—but the course is still anchored to the normal time spent in classes.

Online Learning * - All course activity is done online; there are no required face-to-face sessions within the course and no requirements for on-campus activity.

Blended Learning * - Online activity is mixed with classroom meetings, replacing between 30 to 70 percent but not all required face-to-face meetings.

Flipped Classroom – Similar to blended learning, but there is no loss of face-to-face class time for the work done by students online/at home. However, during class time, rather than presenting content in lecture format, students interact with content in an active, hands-on learning lab approach.

Asynchronous Learning – Teaching and/or learning that does not occur at a scheduled time.

Synchronous Learning – Teaching and/or learning that occurs at a scheduled time, but not necessarily in the same place.

* Based on The Online Learning Consortium’s Updated E-Learning Definitions (http://onlinelearningconsortium.org/updated-e-learning-definitions/)

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 6

S tephanie Giberson-Kirby, Director, Faculty Development, has been working with the

Department of Medical Education (MedEd) for two and a half years.

What is your role in MedEd? As director of faculty development, my focus is the support of faculty members and others involved in teaching. This translates into workshops and consulting on practical teaching skills, as well as issues related to professional and organizational development in an academic setting. My work is guided by an in-depth faculty needs assessment, directly supports curriculum development initiatives, and translates innovation in medical and healthcare education to our local context.

So what did you do before you worked here? My career has been focused on adults and professions education. I was the Director of Rural and Northern Continuing Medical Education previously with U of M. I stepped out of that position to work on an interdisciplinary PhD with the faculties of medicine, education, and business. There has been some teaching with Extended Education and Distance Education, programming with the National Judicial Institute, and consulting with Manitoba Hydro and Northern Telecom. I was also part of a national research project that looked at occupation therapy from the perspective of people living with HIV/AIDS.

Featured Colleague: Stephanie Giberson-Kirby

What do you like most about your job? I like seeing the flow from identifying the learning gap, seeing how it fits into our organizational structure and the connection to national goals, and then developing a workshop to address the gap. It’s great to look into somebody’s face and see that they’re excited and keen to go back to their teaching situation and apply all they have learned. It’s also interesting because I left the Faculty of Medicine for a while to do my studies and then had an opportunity to come back. It’s very gratifying to know that those pilots that I worked on earlier have become full programs.

What might someone be surprised to learn about you? I enjoy adventurous recreation. This started during my undergrad in physical geography. I’ve done zip lining, parachuting, spelunking, white water rafting, winter camping, orienteering, etc. I wouldn’t call them “extreme” but adventurous. I like to encourage my children to challenge themselves. They’ll be interested in doing something and say “come on Mom.”

What are you currently reading? John Cleese, So Anyway. I’m a big fan of his comedy work and appreciate that he’s a very bright individual, a Cambridge trained lawyer who never went into law because he was offered comedy writing positions with the BBC. He has a tremendous amount of insight into our society and the writing, of course, is wonderfully sarcastic.

What inspires or motivates you? To push just a little bit harder. I am a detail person so I like making sure that things are done completely. This winter I skated on the river and I made sure I did it all, every little loop, so I can say “I’ve done the river trail!” It gives me a feeling of satisfaction knowing that it’s exhausted me and I’ve exhausted it!

—Interviewed by Steve Yurkiw

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 7

M embers of Med Ed are continually engaged with the national and international medical

education community through conferences. Here are a few upcoming conferences of note, as well as reports from conferences attended by our members. EDC 2015: Members of the DME attended the

annual meeting of the Educational Developers

Caucus, which was hosted in Winnipeg this year,

February 11-13, 2015. The focus of this year’s

conference was Reflecting on our Leap Beyond the

Evidence. DME members presented the following

workshops:

Are We Asking the Right Questions? Setting an

Agenda for Research in Educational Development,

Joanne Hamilton, Dieter Schönwetter

Complexity Leadership: An Essential Skill in

Educational Development, Stephanie Giberson-

Kirby, Anita Ens, Joanne Hamilton

Members of the DME attended a variety of sessions,

covering topics such as program evaluation,

curriculum mapping, open badges, networks of

practice, and educational technology.

CCME 2015: Stephanie Mowat and her co-

investigators had three abstracts accepted for the

Canadian Conference on Medical Education in

Vancouver, April 25-28, 2015.

Peer-Assisted Debriefing of the Manitoba Physician

Achievement Review: Feedback from the MPAR

Reflection Exercise, José Franҫois, Stephanie Mowat

A Customized Workshop in Interprofessional

Collaborative Care for International Healthcare

Graduates, 2008-2014, Heather Dean, Stephanie

Mowat, Kristel Van Ineveld, Cathy Baxter, Colleen

Rand Einarson, Moni Fricke, Eva Karpinsky, Lisa

Diamond-Burchuck, Linda Rost, Nancy Kleiman

Interprofessional Continuing Professional

Development on Oral-Systemic Health Topics,

Stephanie Mowat, Casey Hein, Tanya Walsh,

Laura MacDonald, Ruby Grymonpre, Jeffrey Sisler

Upcoming Conferences in Med Ed

April 25-28, 2015 CCME (Canadian Conference

on Medical Education). Vancouver. http://www.mededconference.ca/ccme2015/

May 29-31, 2015 The Teaching Professor. Practical ideas and best practices for teachers in higher education. Atlanta. http://bit.ly/1pLtgEY

June 12-13, 2015. International Consortium for Educational Development. Evidence based education development. Victoria, B.C. http://miietl.mcmaster.ca/site/iced-2015/

September 5-9, 2015 AMEE (An International Association of Medical Educators). The premier medical education conference with specific Faculty Development streams. Glasgow. http://www.amee.org

Conference Reports by Stephanie Mowat and Stephanie Giberson-Kirby

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 8

Conference Reports

Upcoming Conferences in Med Ed Cont

October 27–30, 2015 EDUCAUSE. For the latest

and greatest in ‘ed it’. Indianapolis. http://www.educause.edu/

November 4-8, 2015. POD Network: Professional and Organizational Development Network in Higher Education. Addressing faculty development issues across all academic disciplines. San Francisco. http://podnetwork.org/

March 19-23, 2016 17th Ottawa Conference and the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) 2016 Conference. Perth, Australia. http://ottawa2016.com/index.php/

We are happy to welcome Steve Yurkiw,

Educational Specialist, to our department. Steve has 18 years of instructional design experience in public postsecondary settings. He holds an MEd specializing in educational technology. His current focus is on the development of blended and online courses.

Changes

Staffing

Sustainability

Pedometer Challenge Once again, Med Ed members participated in HSC Wellness’ eight-week Pedometer Challenge. This year we joined with two IMG program staff members and 260 Brodie receptionist along with 127 other teams. Each team member tracked daily totals of activity (steps and equivalents) and the number of fruits and vegetables eaten. Desk jobs seem to engender inactivity, yet we know that activity is critical to good health. As such, through this challenge we were encouraged to reflect on our own practices.

Earth Day On April 22, 2015 UM Sustainability will join HSC Sustainability and Wellness in their Earth Day activities. Look out for us at the mall (near flower shop and pharmacy) and take a minute to chat with the folks at the various tables, and to reassess your actions and commitments in keeping our earth liveable. Check out the UM Sustainability’s changes you can make: http://umanitoba.ca/campus/physical_plant/sustainability/outreach/756.html

Commuter Challenge Readers, join us and other U of M employees and students in the nation-wide commuter challenge from May 31 – June 6, 2015. You can sign up here (http://commuterchallenge.ca/)and track how you commute by means other than single-driver vehicles, including walking, running, biking, bussing, and car-pooling. In 2014, Manitoba “had the highest percent participation of all the Canadian provinces (and territories)” (http://greenactioncentre.ca/program/commuterchallenge/). If you love numbers, note the difference we Manitobans made: “Manitoba had 7041 participants (8204 registered), and 289 workplaces registered. Manitoba logged 611,649 green kilometers, saved 96,321 kg of CO2 from being released, saved 44,586 litres of fuel ($57,961 dollars saved) and burned 6,110,589 calories!” - Anita Ens

Visit our web page http://umanitoba.ca/faculties/medicine/education/ed_dev/ for full details on all Medical Education Events. 9

As a fundamental component of the growth, development, and success of the Faculty of Health Sciences, the College

of Medicine’s Department of Medical Education provides faculty development programs and services. Faculty devel-

opment events are designed to provide collegial learning opportunities. Our annual program encompasses opportuni-

ties for the development of teaching, educational scholarship, and leadership skills.

Upcoming Events in Faculty Development

by Stephanie Giberson-Kirby

College of Medicine Department of Medical Education 260 Brodie Centre 727 McDermot Avenue Winnipeg, MB R3E 3P5 Phone: 204-272-3102 Fax: 204-480-1372 dme@med.umanitoba.ca

Issue Editor: Steve Yurkiw

Contributors: Joanne Hamilton, Stephanie Mowat, Heather Long, Steve Yurkiw, Stephanie Giberson-Kirby, Anita Ens

Proofreading: Karen DePape

Department of Medical Education—FACULTY DEVELOPMENT—Upcoming Bannatyne Events

April 22 HaMLET* Discussion Forum— When patient education isn’t working: Getting to the “belief” of the matter

12:00—1:00

May 7 Dean’s Grand Rounds—Medical Education Research Day Oral Presentations, Posters, and Research Writing Workshop

12:00—4:00

May 20 Mindfulness and Healthcare Education 12:00—1:00

May 26 Hats off to Student Response Systems: Practice and Pedagogy with Top Hat 2:00—4:00

May 28 D2L Course Management Workshop 11:30—1:00

June 3 Teaching Beyond the Lecture Hall: Tips and Tricks for Conducting Webinars 1:00—3:00

June 4 Small Group Teaching 12:00—1:00

June 10 HaMLET* Discussion Forum— Mental Health for Health Science Students

12:00—1:00

June 25 Blended Learning: Do try this at home (and in class!) 11:30—1:30

*Health professions educators All Meeting to Learn, Educate, and Teach

For further information and registration links for Department of Medical Education Faculty Development events please see http://umanitoba.ca/faculties/medicine/education/ed_dev/