28
Pharmacy and Pharmaceutical Sciences Pharmacy Education Symposium Active Learning Masterclass 8-10 July 2013 Prato, Italy
Pharmacy and Pharmaceutical Sciences
Pharmacy Education Symposium
Active Learning Masterclass
8-10 July 2013 Prato, Italy
Active Learning means you do some
thinking for yourselves. The order we are standing, your left to your right, is
A. Paul, Ian and Chari
B. Ian, Paul and Chari
C.Paul, Chari and Ian
D.Who, who and
who?
Active Learning Masterclass 2
Paul,
Ian a
nd Char
i
Ian, P
aul and C
hari
Paul,
Chari and Ia
n
Who, w
ho and who?
20%15%
3%
62%
Common theories of teaching1
1. Learning is primarily a direct result of individual differences between
students.
It's up to the student to attend lectures; to listen carefully; to take notes; to read the recommended
readings; and to make sure it's taken on board and unloaded on cue. The purpose of teaching is
to transmit information, usually by lecturing.
1. Learning is primarily the result of appropriate teaching.
Still a transmission process, but of concepts and understandings, not just of information. Getting
complex understandings across requires much more than chalk-and-talk, so the responsibility now
rests to a significant extent on what the teacher does.
2. Learning is the result of students' learning-focused activities which are
engaged by students as a result both of their own perceptions and
inputs and of the total teaching context.
Active Learning Masterclass 3
1. BIGGS, J.B. (1999). Teaching for quality learning at university. Buckingham: Open University Press
Sustained Excellence in Teaching and Learning
Education Metrics
Robust data from students & expert assessors
Quality Policy and Procedure
Active Learning Approach
Identify strategies to more effectively engage students in their own learning
Cutting edge, efficient, evidence-based
Units Individual academic staff Active Lectures Offline re-usable content
Explicitly recognise high quality teaching in academic promotion
Two-pronged Approach
Active Learning Masterclass 4
Not only thinking in class
Pre-class
In class
Post-class
Active Learning Masterclass 5
Faculty Step Change 2 timeline
2012
– Commit to active learning approach, run and evaluate pilot
– Establish unit/course/subject quality assurance process, run pilot
2013
– Establish individual staff QA process (to fit with new University
process)
– Unit QA operational
– Active Learning transition period (first year, both courses)
Active Learning Masterclass 6
??
Active Learning Masterclass 7
Pre-class – attempting mcqs
Active Learning Masterclass 8
To encourage student learning, marks for
clicker questions should be used:
1. Only for correct
answers
2. For participation only
3. Only as a bonus
4. Never, it only
encourages cheating
Active Learning Masterclass 9
Only fo
r corre
ct answ
ers
For p
articip
ation o
nly
Only as
a bonus
Never,
it only
encoura
g..
12%9%
33%
46%
Active Learning Masterclass 10
To encourage student learning, marks for
clicker questions should be used:
1. Only for correct
answers
2. For participation only
3. Retrospectively when
questions are
answered well by the
class
4. Never, it only
encourages cheating
Active Learning Masterclass 11
Only fo
r corre
ct answ
ers
For p
articip
ation o
nly
Retrosp
ectiv
ely w
hen qu...
Never,
it only
encoura
ge...
6%
18%
30%
46%
Marks as motivation – what about in class?
To encourage student learning, marks for clicker questions should be
used:
1. Only for correct answers
2. For participation only
3. Retrospectively when questions are answered well by the class
4. Never, it only encourages cheating
Active Learning Masterclass 12
Pharmacy and Pharmaceutical Sciences
Concept mapping with peer
refinement to explain drug
action
Aims of using concept mapping in large class (200)
Pre class – gather information, create concept map
During class
– Articulation of causal relationships
– Integration of discrete ideas/processes
– Identification and clarification of misconceptions – compare,
refine maps via peer discussion and discussion with me
– Use concept map to explain / interpret drug action
14 Active Learning Masterclass
Concept map on concept mapping
15
Novak JD, Canas AJ . The Theory Underlying Concept Maps and
How to Construct and Use Them. Active Learning Masterclass
Pharmacy and Pharmaceutical Sciences
Skin pathophysiology
Pharmacology of dermatology drugs
Dr Paul White
(11b)-11,17,21-Trihydroxypregn- 4-ene-3,20-dione
Learning Outcomes
At the end of this series of lectures, you should be able to;
LO1. Describe, compare and contrast the pathophysiology underlying:
Autoimmune-based skin inflammation (e.g psoriasis)
Allergic skin inflammation (e.g atopic dermatitis)
Pathogen-based skin inflammation (e.g. acne)
LO2. Explain the mechanism of action of the following classes / drugs used to treat skin conditions:
Glucocorticosteroids (psoriasis, eczema), retinoids (psoriasis, acne), vitamin D analogues (psoriasis), methotrexate (psoriasis), antihistamines (eczema), etanercept, adalimumab (psoriasis), antibiotics (acne), cyproterone and oestradiol (acne)
Refs: Goodman and Gilman – Pharmacological Basis of Therapeutics Chapter 65
Herfindal – Textbook of Therapeutics Section 11 17 Active Learning Masterclass
18 Active Learning Masterclass
Confidence in using content, clarification of ideas
19
W o r k lo a d p r io r to le c tu r e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 4 .8 + 0 .2 2
A n tic ip a te d w o r k lo a d p o s t le c tu r e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = -1 .9 6 + 0 .2 3
E n jo y m e n t o f le c tu r e
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .1 2 + 0 .2 0
C o n fid e n c e in u s in g c o n te n t to p ro b le m s o lv e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .2 5 + 0 .2 2
U n d e r s ta n d in g o f c o n te n t a f te r le c tu r e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .2 5 + 0 .2 2
Q u a lity o f n o te s / s tu d y a id s
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8 P > 0 .0 5
C la r if ic a t io n o f M is c o n c e p t io n s
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .5 6 + 0 .2 2
C o m fo r t le v e l d u r in g c la s s
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P > 0 .0 5
N = 9 8 re s p o n d e n ts
C la r if ic a t io n o f id e a s a n d m is c o n c e p tio n s
Ra
tin
g /
10
T ra d it io n a l L e c tu re s C o n c e p t M a p p in g
0
2
4
6
8
1 0 M e a n d iffe re n ce = 1 .6 + 0 .2 , P < 0 .0 1
Observation: class 1
3 false ideas corrected by myself
6 peer corrections heard
Active Learning Masterclass
Aim of next 10 minutes
NOT to create a great concept map on the relationship between
teaching styles and learning outcomes
Is to
• Articulate some causal relationships
• Peer evaluate other groups’ work
• Think about outcomes from variety of student and teacher
approaches to learning
20 Active Learning Masterclass
A task for your row As a group, come up with two distinct teaching styles
– think of two individuals
For each person,
– Write down one typical approach they use to help students learn
– Now write down the types of things students can do after being
taught by this person (that they couldn’t do before)
Bill’s approach:
21
Didactic, engaging teaching with repetition
• Bill is careful to explain concepts multiple times using engaging, funny examples
Students can recall lots of information
• repetition and engagement helps students remember and understand – they do well in exams by recalling Bill’s
Active Learning Masterclass
A task for your group – student learning styles
As a group, come up with three distinct learning styles (think of three
individual students that you know)
For each person,
– Write down one typical approach they use to learn
– Now write down the types of things students can do well using this
style
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May learns what she wants to learn
Focuses on what takes her interest, often
comparing many sources in great detail. Often
ignores stated learning outcomes
May develops deep understanding of some topics,
• can use that understanding to analyse
• Misses other concepts completely
Active Learning Masterclass
For more information on concept mapping…
Novak JD, Canas AJ . The Theory Underlying Concept Maps and How
to Construct and Use Them. Technical Report IHMC Cmap Tools 2006-
01, Rev. 01-2008. Pensacola, FL: Florida Institute for Human and
Machine Cognition, 2008.
– http://www.ihmc.us/users/acanas/Publications/ConceptMapLitRevi
ew/IHMC%20Literature%20Review%20on%20Concept%20Mappi
ng.pdf
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Workload for students
24
W o r k lo a d p r io r to c la s s
Ra
tin
g /
10
T ra d it io n a l L e c tu re s C o n c e p t M a p p in g
0
2
4
6
8
1 0 M e a n d iffe re n ce = 4 .8 + 0 .2 , P < 0 .0 1
A n tic ip a te d w o rk lo a d a fte r c la s s
Ra
tin
g /
10
T ra d it io n a l L e c tu re s C o n c e p t M a p p in g
0
2
4
6
8
1 0 M e a n d iffe re n ce = -1 .9 6 + 0 .2 , P < 0 .0 1
Active Learning Masterclass
Confidence in using content, clarification of ideas
25
W o r k lo a d p r io r to le c tu r e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 4 .8 + 0 .2 2
A n tic ip a te d w o r k lo a d p o s t le c tu r e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = -1 .9 6 + 0 .2 3
E n jo y m e n t o f le c tu r e
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .1 2 + 0 .2 0
C o n fid e n c e in u s in g c o n te n t to p ro b le m s o lv e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .2 5 + 0 .2 2
U n d e r s ta n d in g o f c o n te n t a f te r le c tu r e
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .2 5 + 0 .2 2
Q u a lity o f n o te s / s tu d y a id s
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8 P > 0 .0 5
C la r if ic a t io n o f M is c o n c e p t io n s
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P < 0 .0 1
M e a n d if fe re n c e = 1 .5 6 + 0 .2 2
C o m fo r t le v e l d u r in g c la s s
Ra
tin
g /
10
T y p ic a l L e c tu re s C o n te n t M a p p in g
0
2
4
6
8
1 0 P > 0 .0 5
N = 9 8 re s p o n d e n ts
C la r if ic a t io n o f id e a s a n d m is c o n c e p tio n s
Ra
tin
g /
10
T ra d it io n a l L e c tu re s C o n c e p t M a p p in g
0
2
4
6
8
1 0 M e a n d iffe re n ce = 1 .6 + 0 .2 , P < 0 .0 1
Observation: class 1
3 false ideas corrected by myself
6 peer corrections heard
Active Learning Masterclass
Rough Hypothesis
– Effective discussion involving (almost) ALL students ✓
• Hard to know for sure what proportion of students were on
task but clear change in behaviour when students had had
enough
– Effective discussions between students and myself ✓
– Identification and clarification of misconceptions ✓
(content specific)
– Integration of drug action within the pathophysiology big picture ✓
• not quite enough drug action detail within the diagrams
FUTURE: TIME on TASK needs to be adjusted
26 Active Learning Masterclass
You have been recently hired to teach a course in the history of Italian
art. There are 100 students in the class. You have introduced a variety
of active learning strategies. Your challenge is to come up with an
appropriate summative exercise for the class.
Work in groups of 3 to 4
Active Learning Masterclass 27
Remember to join SABER
Chocolates for mcq questions at reception tomorrow morning!!!!
Active Learning Masterclass 28
Saber.monash.edu/register
