Your training probably isn’t working. 70% of employees say they don’t have the mastery needed to do their jobs1. What’s more, you probably know that your training isn’t working, because according to McKinsey only 25% managers think that training measurably improves performance2.
Are you CPR certified? If someone needed CPR right now, would you know what to do? If so, awesome! But if you’re like most of us who are CPR certified, it’s strange that despite being “certified”, we probably couldn’t do CPR correctly. That’s because we’ve equated competency with a checkbox. But competency is much more than that.
Colleges and Universities across the nation have seen the benefits of simulation in health education. When we think of Simulation Labs, it’s important to remember that simulation can take on many different forms: standardized patients, low and high-fidelity simulation models, homemade simulation models, and even simple roleplaying. Although some programs have the funding to invest in state-of-the-art labs, others may need to start small by getting creative.
The technology available to health science programs has grown exponentially. Simulation Labs are at the top of that list, with both 2 and 4-year colleges investing extensive resources into building effective Sim Labs. However, COVID-induced social distancing, tech requirements, and equipment scarcity can make it difficult when there are a number of students who need to use the equipment.
I remember a drawing class for my Interior Design program during my first year of college. I was not a good artist at all (which is why I chose Interior Design instead of fine arts). And although I tried my best and kept practicing and practicing, I struggled to draw human structures. Hands, eyes, noses; I couldn’t draw them well, But I did improve by the end of the semester. Unfortunately, the professor didn’t grade on improvement, he graded by comparison. Specifically, he the final drawings for the class and put them next to each other. The best ones got an A and the worst a D. I ended up with a D in that class. I was a 3.8 GPA student before that D. Needless to say, I was devastated and ended up leaving that college (fortunately I did find my calling!).
UDL checkpoint 3.4 stresses the importance of students being able to transfer their learning to new contexts. Every educators has had a student who is “book smart” - they do well on tests and seem to have a strong understanding of the material. That is, until they have to apply it to a real life situation. As we know, real-world scenarios can be full of ambiguity and uncertainty. We may be able to perform a task and have the same outcome 100 times, but all of a sudden, that next time, everything changes. Students need to be able to use critical thinking skills both in their academic programs and once they move into their career.
Whether you teach STEM, Health Science, or English Composition, it is important to create lessons where students see obvious benefit. Too often, students are given busy work. They know when this is happening, and it can cause them to grow suspicious toward the learning process. But when students are given ownership over their learning, they will not only be more motivated, they will retain the material better. According to the UDL guidelines Checkpoint 7.2, you can do this by determining ways to improve relevance, value, and authenticity.
The three main concepts behind UDL are 1) providing multiple means of engagement, 2) representation, and 3) action and expression. UDL encourages faculty to provide a variety of methods in which students can both learn the material and prove their learning. One area of UDL focuses on comprehension and how the instructor can guide information processing and visualization.
Universal Design for Learning is a teaching framework developed based on decades of scientific research on how humans learn. CrossBraining was built on this framework so that teachers can unlock UDL’s potential in their classroom. In this series, we will delve deep into UDL and how CrossBraining’s platform uses it to drive learning.
We don’t need to tell you that student engagement is important. But we can share some research-backed best practices on how to make lessons and projects more engaging.
Many Health Science educators have found the benefit of having their students create a portfolio of their work. These portfolios generally include certifications, skills checklists, documentation of skills performed during labs, and other items demonstrating what they have learned in their program. In addition, some may require students to create a LinkedIn page to assist with their search for employment in the field. With CrossBraining, students can take this to another level by showing themselves in action and demonstrating actual performance of these skills.
One of the challenges faced with Nursing and EMS educators right now is the limited number of students allowed in lab at one time due to COVID. In some states, the regulations require that labs only 4 to 6 students at one time. However, skills like IV insertion, intubation,and the like still require an instructor to assess and evaluate the student in person (and generally on a simulation dummy). This creates the need for more faculty, more scheduled lab times, and a higher overheard cost. CrossBraining can help alleviate these stressors.
Few of us grew up with video in our schools, so it can be difficult to imagine how to use it. So we thought we’d share some awesome ways that you can use video in your classroom.
Academic Integrity now consists of six fundamental pillars: Honesty, Trust, Fairness, Respect, Responsibility, and Courage. We have discussed the first four in previous blog posts and will now discuss how they culminate in responsibility and courage. Just like the previous values, these are not just what we should expect from our students, but what we should display as faculty as well. We have a responsibility to our students to provide them with the knowledge and skills to be successful in their education and future career. We need to have courage to think outside the box and go the extra mile to make this happen. When we demonstrate this dedication to our students, they will reward us with the same.
When the Medical Assistant program at Jackson College in Jackson, MI had to go online, the faculty were at a loss as to what to do with the numerous lab skills the students needed to learn to meet program accreditation requirements. Fortunately, the MA Program had implemented Crossbraining a few months prior, so put it fully into action.
Whether you are teaching fully online in Winter semester or you are able to hold limited face to face labs, it is time to start getting prepared. Planning is key to ensuring your students not only learn the material presented, but are engaged in a remote environment. Here are some tips to get you started.
Previously, we discussed Honesty and Trust, which must be reciprocal in an effective learning environment. But Academic Integrity doesn’t just encompass the actions and behaviors of the student. Faculty must also adhere to the fundamental values of Academic Integrity in their classroom to assist in the success of their students. This is done by setting clear expectations, incorporating impartial grading procedures, and providing students with the ability to demonstrate their knowledge in multiple modalities. “Fair, accurate and impartial evaluation plays an important role in educational processes, and fairness with respect to grading and assessment is essential to the establishment of trust between faculty and students,” states the International Center for Academic Integrity.1 Additionally, not all students learn the same way, so it is important that we as educators provide them with the opportunities to learn and demonstrate their knowledge with various methods. This differentiation allows the instructor to provide ways to learn that align with students’ readiness, interests, and learning preferences.2
Last week we discussed the pillar of Honesty in Academic Integrity. The ICAI states, “When honesty if established as a value it allows for and encourages the development of trust.”1 This week we will be discovering how trust can provide a platform for your students to flourish in their learning. Initially, when we think about trust, the first thing that comes to mind somewhat relates to our last discussion on honesty. Do I trust my students? Are they honest in their academic pursuits? But that isn’t the true basis for trust in the classroom. Instead, it is about the student trusting us as educators. Only by creating an environment of trust can we build a foundation in which students are able to learn and grow.
This blog series will be discussing academic integrity and what we as educators can do to ensure academic integrity in our classroom, both in face-to-face and remote learning environments. The International Center for Academic Integrity (ICAI) refers to five pillars or fundamental values in relation to academic integrity. They are: honesty, trust, fairness, respect, and responsibility1. The Center recently added a sixth value, which is the quality of courage. Each post will provide an in-depth look at each fundamental value and how this applies to our courses and programs.
You’ve got your semester planned out and labs ready to go. Students are registered and looking forward to getting into labs and getting that hands-on experience, when overnight, you are told that all classes have to be put online... and your heart stops. Students need to be able to perform skills and as an instructor, you need to be able to effectively assess their progress. Labs cannot be taught online.
There’s something about seeing yourself on camera. And according to research it can help you improve your performance. As educators look for better ways to assess skills, research like this offers actionable insight.