Take Two Pills and listen to this podcast cover logo

Don't Fill a Bucket, Light a Fire!

26m · Take Two Pills and listen to this podcast · 02 Aug 04:00

Interview with Dr. Eleanor Vogt, PhD, RPh Eleanor Vogt, PhD, RPh, is a faculty member in the UCSF School of Pharmacy.  She has been named the president of the board of directors for the American Pharmacists Association Foundation (APhAF). Vogt has had a distinguished career working in clinical pharmacy practice, the pharmaceutical industry, health policy and planning, regulatory affairs, and patient safety and advocacy, and even as a TV pharmacist, answering questions for the public in the 1970s. She was the first consumer representative on an FDA technical review committee, and served as Senior Fellow for the AMA’s National Patient Safety Foundation, testifying before Congress on this issue. Vogt joined the faculty of the UCSF School of Pharmacy’s Department of Clinical Pharmacy in 2004 and was awarded the UCSF Presidential Chair for 2004-2005. Questions? Comments? Recommend someone for an interview? Contact us [email protected] or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): My teaching style is a learning style. I consider myself a learner and that's what it's all about. Someone asked me in the classroom who should learn the most? The teacher. If the teacher is not learning, then learning isn't happening. That's the process. I really try to live that. It's a community of learners, not a classroom. We're all learning together. It's a dialogue. Learning is an internal active change process. When we have real dialogue, the real excitement and learning takes place. The answer is in the room. Having people share their experiences is what it's all about. The dynamic that goes really well for me is when everyone is involved. Sometimes that takes physical movement. I like to have people get up and move. When looking at the kinds of thoughts that medical students generate, such as imposter syndrome and thinking why did I get here. I'm not good enough. I shouldn't be here. That leads to shame, which leads to anxiety and depression. So, if we turn it around and we say that our thoughts are going to be of appreciation and gratitude and positive stories, that leads to my feelings of I am good enough. I feel confident, I am focused, I'm centered, and that leads to resiliency. Major universities are demonstrating that what happens on the outside is a reflection of what is happening on the inside. These include our perceptions and our filters that are transparent to us. We just see right through them. The exciting thing is that you can change! You can change your perception and you can change your thinking. We know so much about the benefits of breathing. In school, we teach students about inhalers and treatment for respiratory diseases. But the respiratory system is so fascinating. When you breathe in, and I invite your listeners to take a breath, be aware at the top of your in breath. And then especially at the bottom of your out-breath. There is a point at which nothing happens. Don't hold your breath, just be aware. Put your awareness when it happens. At that point, your body is in perfect balance. Both systems are in perfect balance. We call it a rest and restore point. It's potent healing. It costs nothing. It's readily available every few seconds. Not only is it physiologically healing, but it can change your perception. If you are talking to someone who is upset, you can put your focus on your own Still Point, you will find that you will become more relaxed. You'll be surprised what comes out of your mouth when you're in this more relaxed and focused state. You're no longer just reacting to the situation. You are speaking from your authentic self. It's really a mind-altering technique. And it's so simple. The prescription I give everyone, which is choose to feel good. We have the ability to change what we think. There are some wonderful simple techniques if you need them like The Still Point, like m

The episode Don't Fill a Bucket, Light a Fire! from the podcast Take Two Pills and listen to this podcast has a duration of 26:42. It was first published 02 Aug 04:00. The cover art and the content belong to their respective owners.

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

Every Podcast » Take Two Pills and listen to this podcast » Don't Fill a Bucket, Light a Fire!