Open Educational Resources (OER): their role in faculty development

Lynn Johnson, PhDThe University of Michigan

USA

Topics

• What is OER?• State of Faculty Development Programs• Thoughts on next steps

WHAT IS OER?

What is OER?

“Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”

“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.

What is OER?

“Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”

“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.

What is OER?

“Teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”

“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.

What is OER?

• Full courses• Course modules• Videos• Tests• Other tools, materials, or techniques used to

support access to knowledge

“Open Educational Resources” The William and Flora Hewlett Foundation, Retrieved 21 June 2014.

What is OER?

Sources of OER?

• Samples Resources:– IFDEA

http://www.ifdea.org/gkc/submitcontent/Lists/Resources%20for%20Educators%20New/main.aspx

http://www.ifdea.org/gkc/submitcontent/Lists/Resources%20for%20Educators%20New/main.aspx

http://open.umich.edu

http://open.umich.edu

http://www.oerafrica.org

STATE OF FACULTY DEVELOPMENT PROGRAMS

Chain of Evidence for Effective Faculty Development

Faculty Development Program

Improved Teaching?

Improved Student Learning?

Improved Patient Health?

Four Levels for Evaluating Faculty Development Programs

1. Reaction Level of satisfaction2. Learning Change attitude or

behavior3. Application Use new skills in

workplace4. Results Improve students’

learning & patient health

Kirkpatrick DL. Evaluating training programs: the four levels. San Francisco: Berrett-Koehler, 1994

Strategies for Measuring Effectiveness of Faculty Development Programs

Strategy %Self-reported Changes 94Opinion Questionnaires 92Observations 30Video Recordings 28Student Ratings 28Pre- / Post-test 28

Hendricson, WD, Anderson, E, et al. (2007). Does Faculty Development Enhance Teaching Effectiveness? Journal of Dental Education, 71(12), 1513-1533.

Strategies for Measuring Effectiveness of Faculty Development Programs

Strategy % Level

Self-reported Changes 94 1 or 2

Opinion Questionnaires 92 1 or 2

Observations 30 3

Video Recordings 28 3

Student Ratings 28 3

Pre- / Post-test 28 1

Objective Structured Teaching Exam (OSTE)

McAndrew, M, Eidtson, WH, et al. (2012). Creating an objective structured teaching examination to evaluate a dental faculty development program. Journal of Dental Education, 76(4), 461-71.

Students Learn More?

Teach teachers to teach patient communication skills• “The faculty development programme did not

increase the number of communication skills recognised by supervisors, but was effective in increasing the number of communication issues discussed interactively in [student] feedback sessions.”

Junod Perron, N, Nendas, M, et al. (2014). Impact of postgraduate training on communication skills teaching: a controlled study. BMC Medical Education, 24(1), 80.

Students Learn More?

Meta-analysis (300+ studies)• Three demonstrated changes in student

behavior• Recommendation: Higher-level research

designs needed to tie faculty development to student/patient outcomes

Steinert, Y, Mann, K, et al. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No 8. Medical Teacher, 28(6), 497-526.

Make better teachers? We think so…

• 59 faculty trained in 8 programs• Program:– 5 group sessions– Readings– Reflection papers– Final project

McAndrew, M, Motwaly, S & Kamens, TE. (2013). Long-term follow-up of a dental faculty development program. Journal of Dental Education, 77(6), 716-22.

Short- & Long-term Effectiveness

• Pre-program: Self-assess teaching abilities• Post-program: Program satisfaction survey• Follow-up Survey: Participants actively teaching (69%) – 97% recommend the program to colleagues– 94% said participation led to a greater likelihood of

conferring with peers about teaching issues– 79% had increased their teaching responsibilities – 62% said presentation skills improved

• Retention (81%) exceeds national retention rate for dental faculty

McAndrew, M, Motwaly, S & Kamens, TE. (2013). Long-term follow-up of a dental faculty development program. Journal of Dental Education, 77(6), 716-22.

Improved Patient Health??

Program:1. Participate in patient skills improvement project2. Observing and describing a patient process from the

patient's perspective3. Working in team to apply in patient care

Results:• Students improved skills, but skills not integrated

beyond the situation practiced• Students’ improved skills unknown to clinical facultyKyrkjebØ, JM (2006). Teaching quality improvement in the classroom and clinic. Getting it wrong and getting it right. The Journal of Nursing Education, 45(3), 109-16.

Chain of Evidence for Effective Faculty Development

Faculty Development Program

Improved Teaching?

Improved Student Learning?

Improved Patient Health?

Successful Faculty Development

Improved Education

Faculty Development

Program

Measure Changes in

Teaching Style

Measure Changes in

Student Learning

Involve Clinical Staff

THOUGHTS ON NEXT STEPS

On-line OER Course

http://groups.medbiq.org/medbiq/display/ELN/2013/07/31/Faculty+Development,+the+MOOC+way

Instructional Methods in Health Professions Education

1. Adult Learning Theory2. Intended Learning Outcomes3. Instructional Design & Individual Assessment4. Instructional Techniques: Knowledge Transfer5. Instructional Techniques: Skill Development6. Instructional Techniques: Attitudes7. Instructional Techniques: Teaching with

Technology8. Application of instructional methods

Instructional Methods in Health Professions Education

1. Adult Learning Theory2. Intended Learning Outcomes3. Instructional Design & Individual Assessment4. Instructional Techniques: Knowledge Transfer5. Instructional Techniques: Skill Development6. Instructional Techniques: Attitudes7. Instructional Techniques: Teaching with

Technology8. Application of instructional methods

WHAT IF TEACHING COUNTED TOWARDS PROMOTION?

• Samples Resources:– MedEdPORTAL

https://www.mededportal.org

• Counts towards scholarship• [Samples including dentistry]

http://web.knust.edu.gh/oer/pages/sections.php?siteid=knustoer&mid=23&sid=151

Successful Faculty Development

Improved Education

Faculty Development

Program

Measure Changes in

Teaching Style

Measure Changes in

Student Learning

Involve Clinical Staff

OER & Faculty Development

Improved Education/

Health

Faculty Development

Program

Measure Changes in Teaching

Style

Reward Teaching as Scholarship Measure

Changes in Student Learning

Involve Clinical Staff

Questions?

Lynn Johnson, PhDThe University of Michigan School of Dentistry

USAlynjohns@umich.edu