Monday, September 18, 2017

Faculty Spotlight: Moya Peterson



When I was asked to teach NRSG 813- Applied Drug Therapy, I was nervous and excited.  I wanted to try new ways to teach this content online.  I read and I consulted my colleagues in TLT for the best practices.  At the time they seemed a little extreme, but now I cannot think about teaching any other way.  The class consists of a new topic each week- basically a new bodily system- and the drugs that treat diseases that occur commonly in that system.  Although nurses give lots of drugs, most of our students enter this course with a narrow view of pharmacology.  They are comfortable administering inpatient drugs for the conditions that they care for in the hospital. So it is my job to introduce them to the art and science of selecting the proper drug for every system in the body.

For the first section I developed a family- two children, two adults and two elders.  Each week at least one member of that family developed a problem that the students had to determine a treatment for their assignment. After they read the brief outline of the symptoms and other relevant health information on the patient they made their drug selections and posted their conclusions on a discussion board.  This was followed by a weekly quiz. The literature I had reviewed indicated that review questions on material that had already been tested on are important to the learning process so after the first week the quizzes also contained about 3 questions from previous material.

The second section we changed the structure of the discussion boards.  My colleagues in TLT said that there was a need to vary the method of the boards so that students learned from a variety of approaches.  For part of this section the students were given a patient or two with an age, chief complaint(s), allergies and diagnosis, and instructed to present their findings  and treatment plans based off of this information.  The students were asked to use the Screencastomatic* website (https://screencast-o-matic.com/screen_recorder) to present their completed assignment rather than submitting it in writing.  On that website one can record up to 5 minutes of video for free, which is then converted to an mp4 file. I asked them to record this as if they were precepting with me.  If there was information that needed to be added then they were free to make up the information.  Since most of them were unfamiliar with precepting I also included a video of me precepting with a provider to provide some direction for them.  I asked them to tell me about the patient, their physical exam findings, the diagnosis, their choice of treatment and their rationale.  They then posted their videos on the assignment's discussion board.

video

They all did a good job, but what I did not expect was the reaction of the other students.  The discussion on the board was very active.  The students really enjoyed this activity and the discussion that followed was robust.  The remainder of this section was given to the family again and they had questions about various controversial topics and treatments – the students were asked to discuss the topic and include two articles- one from professional literature and one from the lay literature.  I think that it is important for us to know what our patients are reading.  The students found print articles, websites, and clips from Dr Oz.  They began to realize why these topics were so problematic for our patients.

The last part of the semester, I gave the students each a topic and asked them to discuss the topics and then post an open ended discussion question for the class.  They were responsible to direct the conversation throughout the week and then write a summary of the discussion at the end of the week. I think that my students this summer benefited most from these strategies.  

That was the third time I had taught the class and each time I had changed the boards.  But now I think that I have a system that reflects a variety of learning strategies,  and a variety of ways to promote learning and develop a knowledge base.  However, this is not to say that this is a painless process.  The students have a difficult time with this much self direction.  When education first went online it was difficult for the students to adjust to learning without the lectures and the classroom.  So PowerPoint and voice overs replaced that.  Now the students have adjusted to that and it is difficult again for them to adjust to a more self directed learning style.  They have a tendency to think that I am in absentia and not teaching.  They are having difficulties understanding that I should not be the one responsible for  what they are learning.  As this new method is accepted more widely in the university environment  our future  students that have been exposed to this in the secondary level will embrace this learning methodology.  It has always been our role to press the boundaries of education and push them forward.  This approach to teaching is doing just that.


  
Moya Peterson, Ph.D., RN, CPNP, ARNP
Clinical Associate Professor










* This course took place before the introduction of KUMC's new lecture capture and video content management tool, Panopto, which is now the recommended video platform for integration into KUMC's online Blackboard courses.

Thursday, September 7, 2017

Preparing Panopto for KU Course

Some faculty at KUMC teach courses in the KU Blackboard LMS. KU uses a video management system called Kaltura. At KUMC, we use Panopto. If you would like to host your videos in Panopto but want your KU students to have access, follow the steps in this video tutorial to set up a Panopto folder correctly.


If you have additional questions, contact TLT at 913-588-7107 or tlt@kumc.edu