Poll question: What brought you

to this workshop?

Kicking the Habit:

Evidence-Based Interactive

Approaches to Improve Learning

Margaret Lemaster, BSDH, MS

Ann Bruhn, BSDH, MS

Tara Newcomb, BSDH, MS

ADEA 2013

Seattle, Washington

Meg Lemaster Ann Bruhn Tara Newcomb

Meet the Presenters:

Disclosure

Within dental education, there are strengths of

face-to-face teaching and promising capabilities of

the use of technology in learning. Using a

combination and blending several methods will ensure an optimal educational experience for all students.

Objectives

Upon completion of this session you will learn to:

1. Experience evidenced-based approaches for

engaging “net” generation students through techniques such as social media and audience response systems.

2. Use evolving technology to meet the instructional

needs of students with varying learning styles.

3. Incorporate the latest technologies to enhance

teaching effectiveness to encompass creativity and maximize learning.

Today’s generation college student:

• Digital natives • Practical • Optimistic about their future

• Think highly of their abilities • Fear of failure • Parental contact = HIGH • Poor face to face relationships • High interest in global issues

Source: New York Times November 2012 and “Generation of a Tightrope: A Portrait of Today’s College Student” Arthur Levine and Diane R. Dean

“Modern day students are lazy, disorganized, unmotivated and full of

excuses. They do not want to learn.”

“Children nowadays are tyrants. They contradict their parents,

gobble their food, and tyrannize their teachers.”

University of Minnesota Survey on

Educational Technology • Students and faculty attitudes, preferences, and

perceptions

• Spring 2009

• N=1287 students and 249 faculty

Students Faculty

Positive attitudes Positive attitudes

High comfort levels High perceived usefulness

Few problems using technology Broad experience using technology in teaching

High experience levels Age matters

Source: University of Minnesota Office of Information Technology www.umn.edu/oit Full report: http://z.umn.edu/cv

Buzz

1 minute reflect

1 minute pair with neighbor

1 minute share with group

Complete the following sentence:

“As an instructor, I hope technology can help me…”

A Vision of Students Today

http://www.youtube.com/watch?v=dGCJ46vyR9o

Bloom’s Taxonomy

Student learning and performance should increase

in difficulty as they advance in their field (dentistry).

Source: http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Active Learning

Method of instruction that allows the student to move from “listener” to “participant.”

Teaching Theories

We need to ask ourselves as educators:

▫ Does research show that students prefer a more interactive-based approach to learning?

▫ Does research show that students perform better when incorporating technology and interactive approaches into our curriculum?

The Evidence

Student Preference: ▫ 2012 European study

▫ Evaluated blended learning course for

teaching oral radiology to dental students.

91% of students evaluated the blended course as helpful in

understanding radiology content and

difficult concepts

Source: Kavadella A, Tsiklakis K, Vougiouklakis G, Lionarakis A (2012). Evaluation of a blended learning course for teaching

oral radiology to undergraduate dental students. European Journal of Dental Education. 16:e88-e95.

Student Preference

▫ 2009 UK study-

Compared 3 teaching methods in dental radiology course (N=128 first year dental students)

Face-to-face teaching

Online modules (e-learning) Source: Tan P, Hay DB, Whaites E (2009). Implementing E-Learning in a Radiological Science Course in Dental Education: A Short-Term Longitudinal Study. Journal of Dental Education. 73(10): 1202-1212.

Student Preference

• Very positive student evaluations for courses where the lecture was divided into small segments vs. lecturing for 50, 60, 90 minutes…

▫ Students preferred this due to: Ability to stop and discuss questions with

neighbor

Increased awareness of key points

Source: Graham G, Jenkins A. (1984). Break up Your Lectures: or Christaller sliced up. Journal of Geography in Higher

Education. 8(1): pgs 27-39.

Our Student Survey…

• We surveyed 44 second semester junior dental

hygiene students on use of technology

• Results indicated…

How would you rate your current

technological expertise? • 26% - Beginner

• 71% - Intermediate

• 2% - Expert

Which of the following portable devices do

you own (or have regularly available to you)

For which of the following purposes do you

use technology in the educational setting?

For which of the following purposes do you

use technology in the educational setting?

To access course information 97.8%

To access lecture, overview, or study materials 100.0%

To retrieve or submit assignments 97.8%

To take a quiz, test, or poll 95.6%

To participate in a discussion 66.7%

To collaborate on a project with fellow students 84.4%

To display work to an audience 62.2%

To develop technical skills 35.6%

To develop research skills 55.6%

To check on my progress and/or grade throughout the quarter 93.3%

Active use of the web. Many contemporary web-based technologies allow users to participate actively in the

creation of online content. About how often do you do each of the following?

Evidenced-based

Student Performance

▫ Kavadella et al.

Students in the blended learning group

performed significantly better than those in the conventional group

▫ Subramanian et al.

Medical students performed better after interactive medical software usage and

retention was increased

Source: Subramanian A et al. (2012) Novel Educational Approach for Medical Students: Improved retention rates using interactive medical software compared with traditional lecture-based format. Journal of Surgical Education 69 (4): 449-452.

Student Performance

Source: Subramanian A et al. (2012) Novel Educational Approach for Medical Students: Improved retention rates using interactive medical software compared with traditional lecture-based format. Journal of Surgical Education 69 (4): 449-452.

Student Performance

• Exclusive use of lecturing found:

▫ to hinder the learning process

▫ reduced knowledge retention

▫ inability to achieve higher level learning goals critical to dental education beyond recall and description (Bloom’s)

Sources: Johnson J. Creating Learner-Centered Classrooms: Use of and Audience Response System in Pediatric Dentistry Education 69(3); 2005: 378-381. Gibbs G, Jenkins A. (1984). Break up Your Lectures: or Christaller sliced up. Journal of Geography in Higher Education. 8(1): pgs 27-39.

BUZZ:

▫ What am I doing right now that isn’t promoting learning?

▫ What am I doing that I’ve probably done the same way for too long?

Incorporating Interactive Approaches

into the Classroom Advantages • Current generation student preference • More engaging • Increased student performance • Time Disadvantages • Constantly changing • Things can go wrong! • Technical assistance not always readily available • Time • Cost

A properly structured interactive

lecture…

• Captures student interest and attention

• Engages students in self-learning

• Covers important topic areas more effectively

• Increases student retention

Source: The University of Arizona, College of Medicine: The Interactive Lecture: An Instructor’s Manual

Kick the Habit

4 Common Teaching Mistakes:

1. Turning class into a PowerPoint show

2. Failing to provide a variety of instruction

3. Getting stuck in a rut

4. Failing to incorporate technology out of class

A lecture is a process by which the notes of the professor become the notes of the students without passing through the minds of either.

R.K. Rathbun

Interactive Solution

Common Mistake #1: Turning class into a pure PowerPoint show (Death by PowerPoint)

Solutions: ▫ Student response systems (clickers) ▫ “Buzz” time to break up lectures ▫ Videos, diagrams, pictures, charts ▫ Student generated question ▫ Compare notes ▫ Alter PowerPoint design- use as a supplement ▫ BREAK up the lecture

Source: Nissa N, Schuller M, et al. Applying multimedia design principles enhances learning in medical education. Medical

Education (2011)

Student response systems (SRS-clickers)

• SRS added to dental student curriculum in pulp therapy for pediatric patients

▫ N=103; survey

74% - reported that SRS helped them assess how

well they understood lecture content

77%- helped reinforce basic lecture concepts

Immediate feedback

Highlights areas that need more focus for the student

Proved the use for communication of important

concepts in dental education

Johnson J. Creating Learner-Centered Classrooms: Use of and Audience Response System in Pediatric Dentistry Education 69(3); 2005: 378-381.

Assigning a Periodontal Diagnosis Steps to take when assigning a periodontal diagnosis: 1. Does the assessment data collected indicate health or disease of the

periodontium? Are there measurable signs of disease such as erythema, edema, bleeding upon probing, attachment loss, tooth mobility, loss of alveolar bone support, exudate? Are there any patient reported symptoms such as mastication difficulties, bad taste in the mouth? If there are no signs or symptoms of disease, periodontium would be healthy. If signs and symptoms of disease are present, ask:

2. Is it gingivitis or periodontitis? No clinical attachment loss in the presence of inflammation is gingivitis. Clinical attachment loss in the presence of inflammation is periodontitis. Make the determination and further ask:

3. If the disease is gingivitis, what type? If the disease is periodontitis, what type? If gingivitis, is it localized or generalized? Papillary, marginal or diffuse? If periodontitis, is it slight, moderate or severe? Is it localized or generalized? Necrotic? Is it related to a systemic disease? Aggressive? Refractory? Recurrent disease?

Does your assessment indicate

health or disease?

Health

Disease

Periodontitis Gingivitis OR

Type Type

1

2

3 3

Adapted from Nield J, Foundations of Periodontics for the Dental Hygienist, 3rd ed; Lippincott Williams. 2011

The Evidence…

• Student attention begins to wander after 15-20 minutes…

Sources: Gibbs G, Jenkins A. (1984). Break up Your Lectures: or Christaller sliced up. Journal of Geography in Higher

Education. 8(1): pgs 27-39. Rickard, Rogers, Ellis & Beidleman (1988.) Some retention, but not enough. Teaching of Psychology 15, 151-152.

Stuart, J. & Rutherford, R.J. (1978.) Medical student concentration during medical lectures. Lancet 2: 514-516.

Smith, K. A. (2000), Going Deeper: Formal Small-Group Learning in Large Classes. New Directions for Teaching and Learning, 2000: 25–46.

Time and Motion Analysis of Radiology Lecture

Source: Adapted from Gibbs G, Jenkins A. (1984). Break up Your Lectures: or Christaller sliced up. Journal of Geography in Higher

Education. 8(1): pgs 27-39.

Stage Activity Time

Stage 1 Review from last lecture (clicker)

3 minutes

Stage 2 Present objectives 2 minutes

Stage 3 New topic- lecture 11 minutes

Stage 4 Buzz- Case and discuss 4 minutes

Stage 5 Summarize answers to case 3 minutes

Stage 6 New topic- lecture 11 minutes

Stage 7 Buzz and discuss 4 minutes

Stage 8 Summarize and answers 3 minutes

Stage 9 New topic- lecture 8 minutes

Stage 10 Review objectives 1 minute

Total 50 minutes

Totals

Activity Time (minutes)

Review and Objectives 6

Lecture 36

Buzz and Discussion 8

Total: 50

Can you identify the primary and

the permanent teeth?

Can you identify the primary and

the permanent teeth?

2

3 A

4 5

B

6

C

S

R 28

T

29

30 31

“Instructional media provide us with other voices.”

D.E. Levy, 2003

University of Miami, Ohio

What Works…

“ I am a visual learner so any tutorial that guides me step by step works for me, for example, tutorials and videos used for instrumentation.” A.P. 21 year old junior dental hygiene student

What Doesn’t Work…

“I do not learn from a PowerPoint that contains all words.” A.P. 21 year old junior DH student

Interactive Solution

Common Mistake #2: Failing to provide a variety

of instruction

Solutions:

▫ Break up the lecture!

▫ Polls, Elmo projector, in-class activities

▫ Adobe connect

What works…

• “I loved the overhead with instrumentation. It

made it easy to pick up an instrument and

mimic the correct hand movement.” C. C.

junior dental hygiene student

• “The projector in the front of the class really helped me with instrumentation.” A.O. 21 year old junior dental hygiene student

What doesn’t work…

• “Many technologies do not work for me. I like to hold a book, highlight, and make note-cards.” J.H. 35 year old junior dental hygiene student

Interactive Solution

Common Mistake # 3: Getting stuck in a rut.

Prevent your course (and you) from getting stale.

Solutions:

▫ Educational sessions at professional conferences

▫ Read journal articles in your discipline

▫ Visit digital libraries to see tutorials, demonstrations, and simulations (iTunes U app., YouTube)

▫ Commit to making 1 change in your course each semester

Interactive Solution

Common mistake # 4: Failing to incorporate

technology out of class

Solution:

▫ Google Drive

▫ Social media (Facebook, Twitter, interactive websites)

▫ Clinic blogs

▫ 3-D Primal Anatomy

Social Media in Education 2008 2010

49.7% US students using social media to communicate with classmates about coursework (Caruso and Salaway)

Medical students surveyed and found a higher use of Facebook than University online learning sites

37% 1st year UK students were found to be using social media to discuss coursework 81% of the same students found social medial useful for learning (Ipos MORI)

25.5% students reported using Facebook for education 50% of students reported being interested in using Facebook for education

89% of students that own laptops or netbook (Caruso and Salaway)

Social Media in Education

• Researchers suggest that instructors oversee

social media study groups

• Students and faculty prefer to keep group private and separate from personal profile information.

• Helps students:

▫ Sort, analyze, share, discuss, problem solve

Sources: Gray K, Annabell L, Kennedy G. Medical students’ use of Facebook to support learning: insights from four case

studies. Med Teach 2010;32:971-6. McAndrew M, Johnston A. The Role of Social Media in Dental Education. J Dent Ed; Nov 2012; 76:11; 1474-1481.

Computer-Assisted Learning

Oral Anatomy and Histology Assigned Viewing Labs: Technology Resource or support systems

▫ Purchased by the Old Dominion University’s library ▫ On-campus/Off-campus availability Pre-lab requirements: ▫ Complete the Primal 3-D Anatomy for Dental Hygiene

comprehensive help section and an introductory tutorial

Learning materials included: ▫ Blackboard accessible lab questions ▫ 3-D images using Primal 3-D Anatomy for Dental

Hygiene software

Primal 3-D Anatomy for Dental Hygiene

Software Capabilities:

• Rotation of the layered 3-D anatomy images

• Save, import and/or print image options

• Navigation of interconnected anatomical layers and relationships

Sample Assigned Viewing Lab Question

Content served to support efforts to

provide students with an up-to-date

portion of the anatomy course

Had the following elements :

• Interactive

• Multiple modalities (article and clinical text, images, movement animations, movies, slides) to connect with students various learning styles

• Integrative (embryology, surface and deep anatomy)

Student participation and login rates

• Number of hours students spent viewing the

Primal 3-D Anatomy for Dental Hygiene software ▫ Old Dominion University Libraries provided login times for each

month to the course instructor

▫ Number of student logins/divided into total time =average time spent per log in

▫ On average students spent (out side of the classroom)

Fall 2011

Fall 2012

▫ 100% student participation

What works… • “I really like the use of Facebook for class questions and

comments.” G.S. 28 year old dental hygiene student

• “This is the first semester I have used Google docs and it

has been extremely helpful. I think it is very convenient for putting together study guides with my study group.” J.S. 23 year old dental hygiene student

• “ I think all the technology we have used in our classes

has been very helpful from the clickers to 3-D primal- It has made learning easier from visual help.” J.S. 23 year old dental hygiene student

What works…

• “I really enjoy using Google drive for possible test questions.” A.E. 40 year old dental hygiene student

• “I am excited for new technology; I have seen

some incredible advances in my life and I look

forward to seeing what is coming next.” A.E. 40

year old dental hygiene student

What doesn’t work…

• “I love Twitter and Facebook but I don’t know if they are very beneficial for learning purposes.” J.S. 23 year old dental hygiene student

• “I am not a fan of Facebook for

assignments; there is so much going on that it is easy to miss a post.” A.E. 40 year old dental hygiene student

What the Faculty Say…

• Too much material to cover-

▫ Shift from material coverage to specific learning results

▫ Research shows that cramming more information into a course does not lead to increased content retention.

• Students do not participate

• Class out of control

Source: Fink, D. (2003). A Self-directed guide to designing courses for significant learning

Buzz

1 minute reflect 1 minute pair with neighbor 1 minute share with group Why do you think purely lecturing is still the primary method of teaching in higher education despite overwhelming evidence of it’s severe limitations?

Where do I go from here?

• Take it slow…

• TEACH don’t make a SPEECH

Questions??