Welcome to Take Two Pills and listen to this podcast!
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Take Two Pills and listen to this podcast
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Hi! I’m Lauren and I wanted to thank you for checking out “Take Two Pills and listen to this podcast!” Each episode, we interview innovative educators in health, medicine, and more! You know that feeling when you go to a conference, take lots of notes, and come home inspired and ready to implement new ideas? Then, you get back to hundreds of emails, a full meeting schedule, and those great ideas get pushed to the back burner for day to day tasks. The goal of this podcast is to keep up inspiration by hearing exciting ideas from educators in all areas of health sciences! We want to talk to pharmacists, physicians, nurses and nurse practitioners, psychologists, PT, OT, speech therapy, nutrition, public health, and more. If you work with health sciences students or you would like to in the future, this podcast is for you! If you have an idea for an inspirational educator who we should interview, we would love to hear from you! Please send us an email at [email protected] or find us on twitter @twopillspodcast In addition to our full length episodes, we’ll also be providing short quick listening episodes that are brief discussions of a teaching idea/concept that could be implemented in your next class. If you have an idea for a quick teaching tip or just want to reach us, feel free to email us at [email protected] or find us on twitter @twopillspodcast. Thank you again for listening!
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More episodes from Take Two Pills and listen to this podcast
Two Pills Podcast: Increase Your Confidence (interval) Teaching Biostatistics!
Happy fall y’all! Two Pills Podcast is back from summer break and better than ever!
Resources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5339583/
https://ep.bmj.com/content/105/4/236
Can you increase your confidence (intervals) in teaching biostatistics?!
Oh, biostatistics. A subject that strikes fear into anyone studying for an exam that contains them, someone presenting a journal club, or even analyzing your own data for research. Today, I am going to be describing a systematic approach to biostatistics that may help you in teaching the content and help your students with application.
Healthcare professionals are required to continuously update their knowledge; therefore, our students need the skills for life-long learning, as well as an appreciation for the scientific method. Biostatistics is the “basic science” of quantitative evaluation of evidence and students will need to require evidence for methods of: prevention, diagnosis, and therapy/management in the treatment of medical conditions. Students need to know how to interpret diagnostic procedures and apply them to individual patients. Students need to develop the skills to read the medical literature with confidence in their ability to evaluate the validity of articles.
Often, students are taught biostatistics in a lecture-based format. When I was taught biostats in professional school, I think I had last seen statistics in high school during AP statistics. As we’ll discuss, repetition is key for understanding and applying biostatistics. After they initially learn about biostatistics, their first presentations on statistical analysis may be in the high-pressure environment of a journal club. I think we have all seen the spectrum of confidence that students have when presenting statistics in a journal club.
I first became interested in augmenting my teaching of biostatistics in an interprofessional setting. I was working with a medical residency and they wanted to increase the structure of their journal club/biostatistics curriculum. The milestones that I attempted to address were:
PBLI -1: Locates, appraises, and assimilates evidence from scientific studies related to the patients’ health problems
Level 1: Describes basic concepts in clinical epidemiology, biostatistics, and clinical reasoning Categorizes the design of a research study
Level 2: Identifies pros and cons of various study designs, associated types of bias, and patient-centered outcomes Formulates a searchable question from a clinical question Evaluates evidence-based point-of-care resources
Level 3: Applies a set of critical appraisal criteria to different types of research, including synopses of original research findings, systematic reviews and meta-analyses, and clinical practice guidelines Critically evaluates information from others, including colleagues, experts, and pharmaceutical representatives, as well as patient-delivered information
Level 4: Incorporates principles of evidence-based care and information mastery into clinical practice
Level 5: Independently teaches and assesses evidence based medicine and information mastery techniques
Resources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5339583/
https://ep.bmj.com/content/105/4/236
For full episode notes and more information, visit www.twopillspodcast.com
Two Pills Podcast: Increase Your Confidence (interval) Teaching Biostatistics!
Happy fall y’all! Two Pills Podcast is back from summer break and better than ever!
Resources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5339583/
https://ep.bmj.com/content/105/4/236
Can you increase your confidence (intervals) in teaching biostatistics?!
Oh, biostatistics. A subject that strikes fear into anyone studying for an exam that contains them, someone presenting a journal club, or even analyzing your own data for research. Today, I am going to be describing a systematic approach to biostatistics that may help you in teaching the content and help your students with application.
Healthcare professionals are required to continuously update their knowledge; therefore, our students need the skills for life-long learning, as well as an appreciation for the scientific method. Biostatistics is the “basic science” of quantitative evaluation of evidence and students will need to require evidence for methods of: prevention, diagnosis, and therapy/management in the treatment of medical conditions. Students need to know how to interpret diagnostic procedures and apply them to individual patients. Students need to develop the skills to read the medical literature with confidence in their ability to evaluate the validity of articles.
Often, students are taught biostatistics in a lecture-based format. When I was taught biostats in professional school, I think I had last seen statistics in high school during AP statistics. As we’ll discuss, repetition is key for understanding and applying biostatistics. After they initially learn about biostatistics, their first presentations on statistical analysis may be in the high-pressure environment of a journal club. I think we have all seen the spectrum of confidence that students have when presenting statistics in a journal club.
I first became interested in augmenting my teaching of biostatistics in an interprofessional setting. I was working with a medical residency and they wanted to increase the structure of their journal club/biostatistics curriculum. The milestones that I attempted to address were:
PBLI -1: Locates, appraises, and assimilates evidence from scientific studies related to the patients’ health problems
Level 1: Describes basic concepts in clinical epidemiology, biostatistics, and clinical reasoning Categorizes the design of a research study
Level 2: Identifies pros and cons of various study designs, associated types of bias, and patient-centered outcomes Formulates a searchable question from a clinical question Evaluates evidence-based point-of-care resources
Level 3: Applies a set of critical appraisal criteria to different types of research, including synopses of original research findings, systematic reviews and meta-analyses, and clinical practice guidelines Critically evaluates information from others, including colleagues, experts, and pharmaceutical representatives, as well as patient-delivered information
Level 4: Incorporates principles of evidence-based care and information mastery into clinical practice
Level 5: Independently teaches and assesses evidence based medicine and information mastery techniques
Resources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5339583/
https://ep.bmj.com/content/105/4/236
For full episode notes and more information, visit www.twopillspodcast.com
Two Pills Tip: Positives of Pandemic Teaching and Learning!
Two Pills Tip: Positives of Pandemic Teaching and Learning!
Resources:
https://news.cengage.com/higher-education/survey-about-half-of-faculty-are-more-positive-about-online-learning-today-than-pre-pandemic-and-expect-to-keep-new-teaching-techniques-and-digital-materials-in-place-post-pandemic/
Congratulations! Finished the semester and graduated another class of students! While there are MANY things we want to leave behind in the pandemic and revert back to the before-times, I wanted to take a minute to talk about the positives of teaching during the pandemic. What do you want to continue in your teaching?
Stats:
half of faculty (51 percent) are more positive about online learning today than pre-pandemic. Most faculty (71 percent) said their teaching in Fall 2020 was “very different” or included a “number of changes” and almost half (47 percent) expect those changes to remain post-pandemic...
For full episode notes and resources visit us at www.twopillspodcast.com
Two Pills Tip: Video Assignments!
Two Pills Tip: Video Assignments!
Having students create short, video content for online learning can increase STEM self‐efficacy (Campbell et al., 2020), and thus, making student content part of the course can be beneficial.
Students are (generally) VERY comfortable creating videos-Snapchat, TikTok, Reels, etc
Assign via link, immediately asks student to record, goes into folder you design for this assignment, student lists their unique link as answer to quiz
Practice, edit, assign short videos
Many different options-students can even set up a zoom meeting by themselves (I often do this so that I can have a creative virtual background), for informal, can just record on their phone and upload...
For full episode notes and resources visit us at www.twopillspodcast.com
Two Pills Tip: Video Assignments!
Two Pills Tip: Video Assignments!
Having students create short, video content for online learning can increase STEM self‐efficacy (Campbell et al., 2020), and thus, making student content part of the course can be beneficial.
Students are (generally) VERY comfortable creating videos-Snapchat, TikTok, Reels, etc
Assign via link, immediately asks student to record, goes into folder you design for this assignment, student lists their unique link as answer to quiz
Practice, edit, assign short videos
Many different options-students can even set up a zoom meeting by themselves (I often do this so that I can have a creative virtual background), for informal, can just record on their phone and upload...
For full episode notes and resources visit us at www.twopillspodcast.com