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Interview with Dr. Taylor Steuber! 

Dr. Taylor Steuber, PharmD, BCPS is an Assistant Clinical Professor at the Auburn University Harrison School of Pharmacy and a clinical pharmacy specialist with the UAB Division of Internal Medicine at Huntsville Hospital. Dr. Steuber joined HSOP in August, 2016. He earned his Pharm.D. from the University of Missouri-Kansas City at MU in 2014. He went on to pursue a 24-month PGY-1/PGY-2 residency in pharmacotherapy with Indiana University and Butler University in Indianapolis. In his free time he enjoys anything sports or outdoors-related, particularly baseball, golf, fishing, and hiking. His goal is to one day visit all of the Major League Baseball stadiums.

Full episode notes and info available at www.twopillspodcast.com

Interview with Dr. Taylor Steuber! 

Dr. Taylor Steuber, PharmD, BCPS is an Assistant Clinical Professor at the Auburn University Harrison School of Pharmacy and a clinical pharmacy specialist with the UAB Division of Internal Medicine at Huntsville Hospital. Dr. Steuber joined HSOP in August, 2016. He earned his Pharm.D. from the University of Missouri-Kansas City at MU in 2014. He went on to pursue a 24-month PGY-1/PGY-2 residency in pharmacotherapy with Indiana University and Butler University in Indianapolis. In his free time he enjoys anything sports or outdoors-related, particularly baseball, golf, fishing, and hiking. His goal is to one day visit all of the Major League Baseball stadiums.

Full episode notes and info available at www.twopillspodcast.com

Diversity in Patient Cases!

https://www.mededpublish.org/manuscripts/2705 

https://www.aacp.org/article/diverse-universe 

https://libguides.massgeneral.org/c.php?g=650990&p=4565317 

Summer has arrived and it’s a great time to update your patient cases! If you think about the patient cases that you use in class, how much diversity is incorporated into them? 

We know that for medical students, addressing diversity and cultural differences is imperative to ensure future physicians can competently care for the dynamic and increasingly diverse United States population. Medical students want to learn about diversity to broaden their educational experiences during medical school. 

Another way to think about this is: “The conditions in which people are born, live, learn, work, play, worship, intersect with culture and affect a wide range of health functioning and outcomes,” “A diverse workforce and culturally skilled clinicians and scientists are a societal need.” 

A great manuscript that I have linked in the show notes includes a checklist to guide case presentations to better reflect diversity. The checklists includes patient characteristics of race/ethnicity, sexual/gender identity, English language fluency, religion, socioeconomic status, disability, education level, and neighborhood. In this study, faculty members were asked to ensure each of their case scenarios incorporated at least two characteristics from the list and to consider these characteristics in guiding student discussions about how health disparities influence the delivery of patient-centered care.  

 
For full episode notes and information visit www.twopillspodcast.com 

Diversity in Patient Cases!

https://www.mededpublish.org/manuscripts/2705 

https://www.aacp.org/article/diverse-universe 

https://libguides.massgeneral.org/c.php?g=650990&p=4565317 

Summer has arrived and it’s a great time to update your patient cases! If you think about the patient cases that you use in class, how much diversity is incorporated into them? 

We know that for medical students, addressing diversity and cultural differences is imperative to ensure future physicians can competently care for the dynamic and increasingly diverse United States population. Medical students want to learn about diversity to broaden their educational experiences during medical school. 

Another way to think about this is: “The conditions in which people are born, live, learn, work, play, worship, intersect with culture and affect a wide range of health functioning and outcomes,” “A diverse workforce and culturally skilled clinicians and scientists are a societal need.” 

A great manuscript that I have linked in the show notes includes a checklist to guide case presentations to better reflect diversity. The checklists includes patient characteristics of race/ethnicity, sexual/gender identity, English language fluency, religion, socioeconomic status, disability, education level, and neighborhood. In this study, faculty members were asked to ensure each of their case scenarios incorporated at least two characteristics from the list and to consider these characteristics in guiding student discussions about how health disparities influence the delivery of patient-centered care.  

 
For full episode notes and information visit www.twopillspodcast.com 

https://courseworks2.columbia.edu/courses/92710/pages/zoom-features-breakout-rooms 

http://blogs.oregonstate.edu/inspire/2020/04/17/facilitating-active-learning-with-zoom/ 

https://athelp.sfsu.edu/hc/en-us/articles/360029698994-Using-breakout-rooms 

Breakout! 

Hope everyone is wrapping up Spring semester and graduation! Since we have all switched to teaching remotely, I thought it would be a good time to discuss active learning online. Today, we’ll discuss breakout rooms. 

Breakout rooms are a fantastic way to initiate active learning in an online teaching environment. They are best in a class that is taught live or synchronous. I am going to talk less about how to initiate breakout rooms and more about the opportunities to engage students when using them.  

You can do almost any small group active learning in breakout rooms that you would in the class room. Students have full audio, video, and screen sharing capabilities. Peer-to-peer interaction and feedback can be incorporated. Like small groups in the classroom, they can also promote inclusion by providing an opportunity for low-stakes participation for learners who may be reluctant to chime in during large group sessions. Finally, breakout session activities can serve as a tool for formative assessment as the activities students complete can help instructors gauge achievement of the learning outcomes.  

For full episode notes and more info visit us at www.twopillspodcast.com

https://courseworks2.columbia.edu/courses/92710/pages/zoom-features-breakout-rooms 

http://blogs.oregonstate.edu/inspire/2020/04/17/facilitating-active-learning-with-zoom/ 

https://athelp.sfsu.edu/hc/en-us/articles/360029698994-Using-breakout-rooms 

Breakout! 

Hope everyone is wrapping up Spring semester and graduation! Since we have all switched to teaching remotely, I thought it would be a good time to discuss active learning online. Today, we’ll discuss breakout rooms. 

Breakout rooms are a fantastic way to initiate active learning in an online teaching environment. They are best in a class that is taught live or synchronous. I am going to talk less about how to initiate breakout rooms and more about the opportunities to engage students when using them.  

You can do almost any small group active learning in breakout rooms that you would in the class room. Students have full audio, video, and screen sharing capabilities. Peer-to-peer interaction and feedback can be incorporated. Like small groups in the classroom, they can also promote inclusion by providing an opportunity for low-stakes participation for learners who may be reluctant to chime in during large group sessions. Finally, breakout session activities can serve as a tool for formative assessment as the activities students complete can help instructors gauge achievement of the learning outcomes.  

For full episode notes and more info visit us at www.twopillspodcast.com

Podcast on the road at a pharmacy conference! Interview with Timothy Augnst, Ravi Patel, and Robert Pugliese!

Podcast on the road at a pharmacy conference! Interview with Timothy Augnst, Ravi Patel, and Robert Pugliese!

Online teaching…am I doing this right? 

Resources: 

https://www.insidehighered.com/digital-learning/article/2017/11/15/peer-advice-instructors-teaching-online-first-time 

https://hub.jhu.edu/2020/03/12/how-to-teach-online-courses-coronavirus-response/ 

Hopefully, everyone has made it through the initial shock of a quick switch to online course delivery. As we wrap up our final lectures of the semester, I just wanted to give some tips on how to infuse a great deal of active learning into our new environment. Will teaching be the same as it was in January? No. Will it be perfect? No. Will students learn a great deal and faculty enjoy teaching? Yes! Feel free to send us an email if you have some great tips for a transition to online active learning! 

Create community: One of the major hurdles for online learning (and our current quarantine restrictions) is isolation. I read one comparison of learning to exercising. If you go to group classes in the gym, you are motivated, you have a sense of community, and you commit to showing up with the others in the class. If you have a treadmill, it is on YOU to show up and power through. It’s easier to make excuses and inadvertently miss deadlines. With online course delivery, we do not necessarily have the classroom to be our group setting. We need to emphasize the sense of community that we are providing students, just in a different way.   

We need to build connected, caring communities for our online students and the extent to which we respond and provide reassurance that we are here for them goes a long way in establishing relationships and building a sense of trust. It is amazing how receptive students are to quick email turnaround! Feedback should be timely as well, and specifically targeted to the work product being submitted. 

The dialogue should be varied and can include video chatting, discussion boards, emails and comments providing feedback on assignments. An advantage of using such methods is that the students need to log in to the course frequently, and frequent log-ins help keep students on track and aware of assignment due dates. The ultimate goal is for the students to feel that they are part of a collaborative atmosphere with the professor as well as other students. This helps with the retention and performance of students in the course. 

This can also be reaching out to your students, especially if they are your advisees. They may be facing housing instability, food insecurity, financial issues, health issues for themselves or family members, etc. Additionally, if you notice a significant change in how a student is performing in the course, it would be worth it to reach out to them or have their advisor reach out. I teach a course for students early in the program and I reached out to those who are less successful. With this change and how early they are in the program, they may be unaware of resources available or less likely to ask for help and feel that they need to “tough it out.”  

Advanced preparation: This switch to online delivery requires even more preparation than live in-classroom teaching.  

-How do you want to interact with students? 

-Message board? Voice thread? Chat box? Have them unmute? Raise their hands? 

For full episode notes and info visit www.twopillspodcast.com

Online teaching…am I doing this right? 

Resources: 

https://www.insidehighered.com/digital-learning/article/2017/11/15/peer-advice-instructors-teaching-online-first-time 

https://hub.jhu.edu/2020/03/12/how-to-teach-online-courses-coronavirus-response/ 

Hopefully, everyone has made it through the initial shock of a quick switch to online course delivery. As we wrap up our final lectures of the semester, I just wanted to give some tips on how to infuse a great deal of active learning into our new environment. Will teaching be the same as it was in January? No. Will it be perfect? No. Will students learn a great deal and faculty enjoy teaching? Yes! Feel free to send us an email if you have some great tips for a transition to online active learning! 

Create community: One of the major hurdles for online learning (and our current quarantine restrictions) is isolation. I read one comparison of learning to exercising. If you go to group classes in the gym, you are motivated, you have a sense of community, and you commit to showing up with the others in the class. If you have a treadmill, it is on YOU to show up and power through. It’s easier to make excuses and inadvertently miss deadlines. With online course delivery, we do not necessarily have the classroom to be our group setting. We need to emphasize the sense of community that we are providing students, just in a different way.   

We need to build connected, caring communities for our online students and the extent to which we respond and provide reassurance that we are here for them goes a long way in establishing relationships and building a sense of trust. It is amazing how receptive students are to quick email turnaround! Feedback should be timely as well, and specifically targeted to the work product being submitted. 

The dialogue should be varied and can include video chatting, discussion boards, emails and comments providing feedback on assignments. An advantage of using such methods is that the students need to log in to the course frequently, and frequent log-ins help keep students on track and aware of assignment due dates. The ultimate goal is for the students to feel that they are part of a collaborative atmosphere with the professor as well as other students. This helps with the retention and performance of students in the course. 

This can also be reaching out to your students, especially if they are your advisees. They may be facing housing instability, food insecurity, financial issues, health issues for themselves or family members, etc. Additionally, if you notice a significant change in how a student is performing in the course, it would be worth it to reach out to them or have their advisor reach out. I teach a course for students early in the program and I reached out to those who are less successful. With this change and how early they are in the program, they may be unaware of resources available or less likely to ask for help and feel that they need to “tough it out.”  

Advanced preparation: This switch to online delivery requires even more preparation than live in-classroom teaching.  

-How do you want to interact with students? 

-Message board? Voice thread? Chat box? Have them unmute? Raise their hands? 

For full episode notes and info visit www.twopillspodcast.com