Transformative Education

TPS 1804H

Issues in Medical/Health Professions Education.

TPS 1804H
Issues in Medical/Health Professions Education July 2 – August 15, 2012-06-13
OISE/UT Room 6 – 122 252 Bloor Street West

Nancy McNaughton, M.Ed., Ph.D.

Ph: 416 946-3310 Fax: 416 978-4646 E-mail: n.mcnaughton@utoronto.ca

M. Ann Philips, B.Sc., M.Sc, Ph.D. Ph: 416-550-9322
Email: energenetics@gmail.com

  •   To enable students to identify and analyze major current issues in the education of health care professionals
  •   To enable students to present clear, logically coherent and empirically justified analyses of issues in the education of health care professionalsMethods
  •   This course is structured to allow the examination of four health professions education issues in class.
  •   This will occur through a combination of didactic and interactive learning activities
  •   Some readings will be provided by the instructor at production costCoursework and EvaluationEach student will be expected to:

 Complete a brief analysis of three issues. One of the three analyses must cover legislative issues in the health professions while the other two analyses can be about any of the other 3 issues covered during the course. Issues analysis must not exceed 800 words.

 Each of the three written analyses will constitute 20% of the final grade.  Present an oral analysis of one issue, plus take part in a paired analysis

presentation about a legal case related to a health professions issue.

 The oral presentation of one issue will be limited to 15 minutes. Allowing time for discussion. It will constitute 20% of the final grade.

 The second 1⁄2 of class (August 13th) will be devoted to paired presentations of a law case and will constitute 10% of the final grade.

 Class contribution to discussions of all of the issues.
 Participation in class discussions will constitute 10% of the final grade.

Summative course evaluation will occur after the final session, and will be in the form of a written evaluation.

Oise/ut/1804H intro 2012 1

Justice Marvin Zucker (OCJ)

Ph: 416-326-7775

Email: marvin.zuker@ocj-cjo.ca

Loretta Howard, B.Sc., M.Ed., Ed.D.

Ph:
Email: loretta.howard@utoronto.ca

Objectives

TPS 1804H Issues in Medical/Health Professions Education Issue: A matter that is in dispute between two or more parties; a point of debate or

controversy (Webster 9th New College Dictionary, 1983)

Issue Analysis

The basic structure of an issue analysis should include:

  •   Clear concise statement of the issue
  •   Historical background
    •   Why is it an educational issue?
    •   Why now and not before?
    •   What references have manifested this issue?
    •   Why is it important?
  •   Issue formulation
    •   Who are the parties?
    •   What are the respective motivations, ideologies, objectives and positions?
    •   What are the major arguments or propositions?
  •   Who is implicated, involved, affected?
    •   What groups can be identified?
    •   How will different possible resolutions impact on these groups?
    •   What risks are identified?
    •   What are the sources of the risks?
  •   Analysis of Positions
    •   What are the major assumptions underlying the various positions?
    •   What evidence supports these assumptions?
    •   How coherent are the arguments?
    •   What evidence supports the arguments?
  •   Resolution
    •   How does one weigh the evidence, arguments, assumptions and risks?
    •   Is the resolution implementable, affordable, effective and compatible?References should be included at the end of the issue analysis. References will not contribute to the word count. Please submit the analyses as hard copy in person, as well as by email.

Oise/ut/1804H intro 2012 2

TPS 1804H Issues in Medical/Health Professions Education Oral Presentation

The oral presentation is similar in outline to the issue analysis, but utilizes the oral presentation technique. Thus, selectivity of material to be emphasized in the presentation is critical as you only have a brief time to present. An overhead projector will be available. A multimedia laptop projector will be available. The total time of the presentation cannot exceed 15 minutes, with remaining 5 minutes allocated for discussion and questions. A listing of the references informing the presentation must be provided to the instructors (mandatory) and to the class (optional).

Class Participation

In assessing participation we will listen for thoughtful, insightful remarks that occur on a regular basis. Participation includes a collaborative style that demonstrates knowledge of articles and of work experiences and which helps the individual demonstrate knowledge of the subject matter and a capacity for effective analysis.

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Date

TPS 1804H Issues in Medical/Health Professions Education Content

Wed. July 4thIntroductions, Course preview, distribution of readingsAll Faculty
Mon July 9thIssue 1a Pedagogical trends in healthcare education: Simulation in healthcareNancy
Wed. July 11thIssue #1a Pedagogical trends cont. Performance AssessmentIssue #2a Law and Health professions/educationNancy Marvin
Mon. July 16thIssue # 1b Interprofessional Education
Issue #2 b Law and Health professions/education		Nancy Marvin
Wed. July 18thIssue # 1b Interprofessional Education
Issue #2 c Health professions/education legislation		Nancy Marvin

Mon. July 23rd Wed. July 25th

Monday Aug. 6th

Wed. Aug. 8th

Issue # 3a Evidence Based Practice Issue #3b Evidence Based Practice

Simcoe day – no classes

Class presentations

Loretta Loretta

Mon July 30thIssue #4a Alternative MedicineAnn
Wed. August 1stIssue #4b DiversityAnn

Ann &Loretta

Wed Aug. 13thClass presentations (1/2 class) Group case analysis presentations (1/2 class)Marvin & Loretta
Mon. Aug. 15thClass presentations Course wrap upNancy
All Faculty

TPS1804S: Issues in Medical/Health Professions Education Evidence Based Practice (EBP)
July 23rd & 25th

Session outcomes: Upon successful completion of the EBP sessions, you should be able to:

  1. Define EBP from your professional context
  2. Identify one EBP issue related to your professional context
  3. Explore strategies to resolve the EBP issue
  4. Define Evidence Based Teaching (EBT)
  5. Explore Knowledge Translation as it pertains to the application of EBP to EBT

In preparation for our sessions on Evidence Based Practice (EBP), please complete the following prior to Monday’s class:

  1. Reflect and Respond:
    1. Without doing any reading or research, consider what “evidence based practice” meansto you.
    2. Write your personal definition of EBP.
  2. Research:

a. Go online and conduct a general internet search (max 15 minutes) using the term

“evidence based practice” as it relates to your professional context (make note of your scholarly sources).

i. E.g. “evidence based practice” + “social work” or + “medicine” or, + “nursing”, etc.

  1. Compare the online definitions to your personal definition of EBP.
    1. Make note of how are they similar
    2. Make note of how are the different
  2. Go online to a journal source of your choice and:
    1. Locate and
    2. Read a research article that explores EBP from your professional context. (Bring the article to our Monday session).
  1. Watch:
    1. Dr. David Sackett, a pioneer in EBP: http://www.youtube.com/watch?v=Nbd–s2dFY0&feature=related
    2. Knowledge Translation: http://www.youtube.com/watch?v=bumFantoeco
  2. Reflect and Connect:
    1. Consider your professional context (i.e., nursing, social work, medical education, etc.);
    2. Outline briefly how EBM has impacted your professional context;
    3. From an educational perspective, outline briefly how EBM has impacted yourprofessional context.
  3. Identify:
    1. One issue related to EBP that you are currently experiencing in your practice.
    2. Briefly outline the issue (using the provided guidelines below).
  4. Research:

a. Go online to a journal source of your choice and locate a research article that explores

your issue (Bring the article to class).

7. Watch:

  1. Health Care Education: Did You Know?: http://www.youtube.com/watch?v=grr-9qVUl-k
  2. Teacher Education and 21st Century Skills:http://www.youtube.com/watch?v=0eGHAuV5yLo
  3. Dr. Ken Robinson: Changing Educational Paradigms:http://www.youtube.com/watch?v=zDZFcDGpL4V
  4. The Case for Evidence Based Teaching:http://www.youtube.com/watch?v=W4eiIPA8ZcM

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Bring your notes and completed work to class on Monday July 23 Guidelines for exploring your issue:

  •   Historical background
    •   Why is it an educational issue?
    •   Why now and not before?
    •   What references have manifested this issue?
    •   Why is it important?
  •   Issue formulation
    •   Who are the parties/stakeholders?
    •   What are the respective motivations, ideologies, objectives and positions?
    •   What are the major arguments or propositions?
  •   Who is implicated, involved, affected?
    •   What groups can be identified?
    •   How will different possible resolutions impact on these groups?
    •   What risks are identified?
    •   What are the sources of the risks?
  •   Analysis of Positions
    •   What are the major assumptions underlying the various positions?
    •   What evidence supports these assumptions?
    •   How coherent are the arguments?
    •   What evidence supports the arguments?

rd

 Resolution (do NOT complete this for Monday – we will be exploring this aspect Wednesday)

  •   How does one weigh the evidence, arguments, assumptions and risks?
  •   Is the resolution implementable, affordable, effective and compatible?