UNE NAGF Faculty Development for Interprofessional Learning
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Conscious Instruction: Awareness, Restoration & Growth in Knowledge Transfer (FMI email CECE@UNE.EDU) Global Forum on Innovation in Health Professions Education The National Academy of Sciences, Engineering, and Medicine To view the case study: https://youtu.be/mVjii51ODzk Shelley Cohen Konrad, Ph.D., L.C.S.W., F.N.A.P. Director, School of Social Work Director, Center for Excellence in Collaborative Education Professor, School of Social Work Karen T. Pardue, Ph.D., M.S., RN, CNE, ANEF Dean, Westbrook College of Health Professions Professor, School of Nursing and Population Health Interim Director, Nutrition Chat Moderator Kris Hall, MFA Program Manager, Center for Excellence in Collaborative Education August 2020 This presentation addresses Step 3: "Train New Recruits & Current Faculty to be Effective Educators"
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UNE NAGF Faculty Development for Interprofessional Learning
- 1. Step 3: Train New Recruits & Current Faculty to be Effective Educators Conscious Instruction: Awareness, Restoration & Growth in Knowledge Transfer Global Forum on Innovation in Health Professions Education The National Academy of Sciences, Engineering, and Medicine Shelley Cohen Konrad Karen Pardue Kris Hall August 2020PollEv.com/cece2020
- 2. Aspirations & Takeaways • Describe the value of Professional Development aimed at generating self-awareness, restoration, and growth. • Identify barriers encountered to addressing bias and assumptive thinking in knowledge transfer. • Engage in learning experience that promotes skills and attributes sought by health professions employers.
- 7. Skilling Me Softly: A Case Study Learning Objectives: Skills for Current & Future Healthcare Workers •Critical Thinking •Problem-solving •Collaboration •Compassion/Empathy •Communication Skills •Curiosity •Adaptability •Teamwork •Collaborative Leadership
- 9. Assignment: Teaching Skills for Healthcare Employment Using Pat’s Case Study Consider: • What thoughts do you have about utilizing a case such as Pat’s to teach the skills that employers want their practitioners to know and patients need? • Describe faculty development needs to successfully achieve transfer of contextualized knowledge in the classroom and professional training.
- 10. Aspirations & Takeaways • What aspects of Professional Development might you apply aimed at generating self-awareness, restoration, and growth? • How might today’s remarks assist with unpacking barriers encountered to addressing bias and assumptive thinking in knowledge transfer? • What interactive and virtual methods might you deploy with learners that promote skills and attributes sought by health professions employers. • We hope you enjoyed today’s demonstration. PollEv.com/cece2020
- 12. Takeaways and Questions Thank you Shelley Cohen Konrad scohenkonrad@une.edu Karen Pardue kpardue@une.edu Kris Hall chall4@une.edu Global Forum August 11, 2020 Visit us online at une.edu/cece/events Phone 207-221-4491
Hinweis der Redaktion
- WORD CLOUD What sort of educator do you aspire to be? (If your phrase is two words ie. "Award_Winning" please connect them with an underscore "_"). https://www.polleverywhere.com/free_text_polls/nMgtlMkSRKm7bs4Yi8LCm Free Comment among presenters (2 minutes) For this to work, the computer running the powerpoint needs to have Poll Everywhere running in the background. Download it here: https://www.polleverywhere.com/app
- MULTIPLE CHOICE What do you hope to gain from this Faculty Development session? https://www.polleverywhere.com/multiple_choice_polls/RglYFbfmuq4tbEKWcOPqK Free comment among presenters (2 minutes)
- Shelley Prezi 5-6 minutes prezi is connected to the image – click it and it will go to the PREZI website. Please practice the prezi – you’ll have to rely on Shelley for forwarding, but the clicking is a little strange. Once the Prezi is over, you’ll have to maximize powerpoint again, and return to presentation mode. https://prezi.com/view/7mCa0zF08SFukkRZDIyC/
- Karen 5-6 minutes
- Kris – video 1:23 This is animated to click through to the video. Please practice it in advance! The sound will need to already be up on your computer in order to be heard via the zoom link, and you’ll need to be unmuted. I will send the video to you as well via some kind of Dropbox – you may have to load it in on your end to the slide (and save your own version) to make sure it works properly, as ppt will be looking for the native file on your computer.
- Shelley and Karen – Kris will pull from Q&A – 5 minutes Question Brainstorm… What skills would you deploy in using a case like Pat’s in your teaching? What more would you need to learn and what barriers would you need to address to teach – in classroom and clinical How might you make a case such as Pat’s relevant to your learners? Pat’s case presents opportunities to discuss beliefs, biases and stereotypes. How would you use the qualities you described facilitate this conversation? What theories can you draw on? What instructional methodologies would you employ? What barriers might you encounter? What instructional methodology might you deploy in the classroom? In clinical CE? including ability to address diversity, inequity, power, and race. Skillset, comfort zone
- SPOTLIGHT Name one takeaway from this session that you plan to use (this poll is designed for short answers - phrases of 5-10 words). https://www.polleverywhere.com/free_text_polls/eswB3EW6CrQnRMV2StwFG Free comment from all presenters 2 minutes
- Thank you 1 minute