Take Two Pills and listen to this podcast

https://www.edsurge.com/news/2018-02-12-five-ways-to-make-peer-feedback-effective-in-your-classroom

https://www.wwu.edu/teachinghandbook/evaluation_of_learning/peer_review.shtml 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3355282/ 

http://andrewmiesner.wp.drake.edu/wp-content/uploads/sites/77/2014/06/Use-student-pharmacist-peer-feedback-during-a-journal-club-in-an-advanced-pharmacy-practice-experience.pdf 

Let’s talk assignments. In order to get to higher levels of learning, we need to go beyond multiple choice/true-false. However, what is the increased burden of grading?? Is there a way that we can increase application, evaluation, and synthesis without having hundreds of papers to grade?? 

A potential solution? peer evaluation.  

Peer assessment can be defined as the application of criteria and standards to evaluate and provide feedback on the work of peers or colleagues 

In a group project, peer evaluation provides accountability of all members 

We all have to give peer feedback in our careers whether providing peer review in manuscripts or presentations, reviewing policies/procedure, etc. We also have to give feedback to peers, other professionals, students, technicians/assistants, etc 

Benefits to our students include a requirement for critical thinking and going beyond just saying “great job!” with no actual feedback 

In an evaluation of peer assessment in health professions students in Belgium, they found that students tended to grade at the high end of their assessment scale with a narrow range, but found their assessment tool to be helpful in differentiating student contribution in group work 

In an Australian study, researchers found that although students tended to give their peers’ assignments higher marks than an expert, the quality of feedback was similar and students overall found it to be valuable 

Studies have looked at evaluation from students across different campuses. If have opportunity to evaluate students from a separate campus or university, would be more likely to receive unbiased feedback.  

Tips/tricks:  

Keeping the process anonymous increases students confidence and comfort in giving feedback to peers 

Have to decide written vs face to face. While face to face is valuable for learning to provide feedback in the future, students may prefer written due to the anonymity.  

Start small 

Try to do in class so they can ask you for help   

I like these general recommendations to students: good feedback should be constructive, specific, kind, justified and relevant. 

Really great appendix in a 2014 article by Miesner and colleagues (published in Currents in Pharmacy Teaching and Learning) that was given to students as a guide for feedback. Some highlights include: 

Feedback is communication from others that presents data to a person about what the others are experiencing and how this is impacting them. The purpose of giving feedback is to give a person insight that they may not see in themselves and provide them with your perception of their strengths and areas of improvement. Some guidelines for feedback—  

Full Episode Notes and Information Available at www.twopillspodcast.com

https://www.edsurge.com/news/2018-02-12-five-ways-to-make-peer-feedback-effective-in-your-classroom

https://www.wwu.edu/teachinghandbook/evaluation_of_learning/peer_review.shtml 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3355282/ 

http://andrewmiesner.wp.drake.edu/wp-content/uploads/sites/77/2014/06/Use-student-pharmacist-peer-feedback-during-a-journal-club-in-an-advanced-pharmacy-practice-experience.pdf 

Let’s talk assignments. In order to get to higher levels of learning, we need to go beyond multiple choice/true-false. However, what is the increased burden of grading?? Is there a way that we can increase application, evaluation, and synthesis without having hundreds of papers to grade?? 

A potential solution? peer evaluation.  

Peer assessment can be defined as the application of criteria and standards to evaluate and provide feedback on the work of peers or colleagues 

In a group project, peer evaluation provides accountability of all members 

We all have to give peer feedback in our careers whether providing peer review in manuscripts or presentations, reviewing policies/procedure, etc. We also have to give feedback to peers, other professionals, students, technicians/assistants, etc 

Benefits to our students include a requirement for critical thinking and going beyond just saying “great job!” with no actual feedback 

In an evaluation of peer assessment in health professions students in Belgium, they found that students tended to grade at the high end of their assessment scale with a narrow range, but found their assessment tool to be helpful in differentiating student contribution in group work 

In an Australian study, researchers found that although students tended to give their peers’ assignments higher marks than an expert, the quality of feedback was similar and students overall found it to be valuable 

Studies have looked at evaluation from students across different campuses. If have opportunity to evaluate students from a separate campus or university, would be more likely to receive unbiased feedback.  

Tips/tricks:  

Keeping the process anonymous increases students confidence and comfort in giving feedback to peers 

Have to decide written vs face to face. While face to face is valuable for learning to provide feedback in the future, students may prefer written due to the anonymity.  

Start small 

Try to do in class so they can ask you for help   

I like these general recommendations to students: good feedback should be constructive, specific, kind, justified and relevant. 

Really great appendix in a 2014 article by Miesner and colleagues (published in Currents in Pharmacy Teaching and Learning) that was given to students as a guide for feedback. Some highlights include: 

Feedback is communication from others that presents data to a person about what the others are experiencing and how this is impacting them. The purpose of giving feedback is to give a person insight that they may not see in themselves and provide them with your perception of their strengths and areas of improvement. Some guidelines for feedback—  

Full Episode Notes and Information Available at www.twopillspodcast.com

Turns out, students enjoy throwing things. Especially at the instructor. 

One way to engage students is to *physically* engage them.  I have done this with small groups of 10-12 up to 50+.  

One easy way is to bring them to call on students to answer questions during your discussion. Since my background is in infectious disease, I usually bring giant microbes. I’ll throw one to one student to have them answer the question. If it is a group who knows each other well, I will have the initial student throw the item to the next student to to answer the next question. 

This can also be a great way to come up with ideas in a brainstorming session. For example, let’s say you are asking the group to come up with causes of common complaints such as “chest pain” or “altered mental status.” The students can throw the toy to each other and each person has to come up with an accurate and unique addition to the ones that have already been mentioned. They have to listen to what others have already said and be reviewing potential possibilities as the ball is thrown.  

Ball toss: “This semi-review and wake-up exercise is particularly useful for re-energizing students when they have been working with material that requires heavy concentration. Craft an open-ended prompt (such as ‘In my lecture, what did you find particularly interesting?  

Important? Still unclear?’). Then have students stand up and form a circle facing each 

other. Toss a nerf ball or bean bag to a student and have him or her respond and then toss 

the ball to another student who also responds. Continue the exercise until everyone has 

caught the ball at least once and explained an important concept from the material just 

covered.” 

I once went to a teaching and learning session. The instructor asked us to brainstorm ideas around a topic. We went around the room and gave our idea to the group. We then threw it towards him as he was carrying a large trash can. The session was at the end of a long conference session and I found it SO memorable.  

I incorporated this idea into my selfcare talk on ophthalmology. Students were required to evaluate a real selfcare product from the OTC aisles in their groups. They had to discuss aspects such as indication, precautions/contraindications, and patient counseling points. When they finished, they threw the Ziploc bag containing their product into a large bin at the front of the room. Students were surprised at the opportunity to chuck an item across the room and it livened up the end of class.  

Another activity I read about, but have not done myself, is “Snowballs.” The instructor forms several blank pieces of paper into balls and throws them around the room. Each time a “snowball” lands on a desk, the recipient must write three takeaways from today’s (or yesterday’s) class, and then throw it onward. After nine ideas are on each page, pause for students to debrief the pages in groups. 

A couple of tips for making this successful: 

Know your audience-do they know each other well? Will students feel comfortable answering questions individually? Or calling on others? 

Use soft items. This should be a given, but you definitely don’t want to cause any risk of harm to the students or yourself or the building.  

Know your time limit. Like all active learning, know when too long is too long. Plan in advance and then stop if needed.  

Good luck! 

Turns out, students enjoy throwing things. Especially at the instructor. 

One way to engage students is to *physically* engage them.  I have done this with small groups of 10-12 up to 50+.  

One easy way is to bring them to call on students to answer questions during your discussion. Since my background is in infectious disease, I usually bring giant microbes. I’ll throw one to one student to have them answer the question. If it is a group who knows each other well, I will have the initial student throw the item to the next student to to answer the next question. 

This can also be a great way to come up with ideas in a brainstorming session. For example, let’s say you are asking the group to come up with causes of common complaints such as “chest pain” or “altered mental status.” The students can throw the toy to each other and each person has to come up with an accurate and unique addition to the ones that have already been mentioned. They have to listen to what others have already said and be reviewing potential possibilities as the ball is thrown.  

Ball toss: “This semi-review and wake-up exercise is particularly useful for re-energizing students when they have been working with material that requires heavy concentration. Craft an open-ended prompt (such as ‘In my lecture, what did you find particularly interesting?  

Important? Still unclear?’). Then have students stand up and form a circle facing each 

other. Toss a nerf ball or bean bag to a student and have him or her respond and then toss 

the ball to another student who also responds. Continue the exercise until everyone has 

caught the ball at least once and explained an important concept from the material just 

covered.” 

I once went to a teaching and learning session. The instructor asked us to brainstorm ideas around a topic. We went around the room and gave our idea to the group. We then threw it towards him as he was carrying a large trash can. The session was at the end of a long conference session and I found it SO memorable.  

I incorporated this idea into my selfcare talk on ophthalmology. Students were required to evaluate a real selfcare product from the OTC aisles in their groups. They had to discuss aspects such as indication, precautions/contraindications, and patient counseling points. When they finished, they threw the Ziploc bag containing their product into a large bin at the front of the room. Students were surprised at the opportunity to chuck an item across the room and it livened up the end of class.  

Another activity I read about, but have not done myself, is “Snowballs.” The instructor forms several blank pieces of paper into balls and throws them around the room. Each time a “snowball” lands on a desk, the recipient must write three takeaways from today’s (or yesterday’s) class, and then throw it onward. After nine ideas are on each page, pause for students to debrief the pages in groups. 

A couple of tips for making this successful: 

Know your audience-do they know each other well? Will students feel comfortable answering questions individually? Or calling on others? 

Use soft items. This should be a given, but you definitely don’t want to cause any risk of harm to the students or yourself or the building.  

Know your time limit. Like all active learning, know when too long is too long. Plan in advance and then stop if needed.  

Good luck! 

Interview with Dr. Fagan and Dr. Fransisco!

Dr. Susan C Fagan is Jowdy Professor of Pharmacy and Assistant Dean at the Augusta campus of the University of Georgia College of Pharmacy. She is known nationally and internationally for her research in Stroke and was named “Distinguished Research Professor” at UGA in 2013. Currently the Interim Director of Interprofessional Education, she uses her knowledge and experiences as part of an Interprofessional Stroke Team, to develop coursework and ensure graduates are “practice ready” and collaborative upon graduation.

Dr. Francisco received his B.S. in pharmacy at the University of North Carolina-Chapel Hill in 1976. At UK he completed a doctor of pharmacy degree and a pharmacy residency with an emphasis in geriatrics in 1979. Upon completing his residency, he joined the faculty of the University of Georgia College of Pharmacy as assistant professor in the Department of Pharmacy Practice. In 1985, he relocated to Virginia where he developed off-campus teaching and practice sites at Eastern Virginia Medical School in Norfolk, Va. as a faculty member at Virginia Commonwealth University School of Pharmacy. He also taught in two family practice residency programs and worked with five community teaching hospitals in eastern Virginia to develop clinical pharmacy services. He also established and taught a course in sports medicine at Old Dominion University and worked with the Area Health Education Center to develop health-related community programs. He returned to the University of Georgia in 1988 as associate dean in the College of Pharmacy. 
His areas of emphasis include drug interactions, infectious diseases, and physical assessment. He has been recognized for his clinical expertise and service by the Eastern Virginia Medical School and the American Society of Health-System Pharmacists and for his teaching accomplishments by the Teaching Academy and the University of Georgia College of Pharmacy.

Interview with Dr. Fagan and Dr. Fransisco!

Dr. Susan C Fagan is Jowdy Professor of Pharmacy and Assistant Dean at the Augusta campus of the University of Georgia College of Pharmacy. She is known nationally and internationally for her research in Stroke and was named “Distinguished Research Professor” at UGA in 2013. Currently the Interim Director of Interprofessional Education, she uses her knowledge and experiences as part of an Interprofessional Stroke Team, to develop coursework and ensure graduates are “practice ready” and collaborative upon graduation.

Dr. Francisco received his B.S. in pharmacy at the University of North Carolina-Chapel Hill in 1976. At UK he completed a doctor of pharmacy degree and a pharmacy residency with an emphasis in geriatrics in 1979. Upon completing his residency, he joined the faculty of the University of Georgia College of Pharmacy as assistant professor in the Department of Pharmacy Practice. In 1985, he relocated to Virginia where he developed off-campus teaching and practice sites at Eastern Virginia Medical School in Norfolk, Va. as a faculty member at Virginia Commonwealth University School of Pharmacy. He also taught in two family practice residency programs and worked with five community teaching hospitals in eastern Virginia to develop clinical pharmacy services. He also established and taught a course in sports medicine at Old Dominion University and worked with the Area Health Education Center to develop health-related community programs. He returned to the University of Georgia in 1988 as associate dean in the College of Pharmacy. 
His areas of emphasis include drug interactions, infectious diseases, and physical assessment. He has been recognized for his clinical expertise and service by the Eastern Virginia Medical School and the American Society of Health-System Pharmacists and for his teaching accomplishments by the Teaching Academy and the University of Georgia College of Pharmacy.

Interview with Dr. LaDisa and Dr. Bartelme!

Dr. LaDisa received her Pharm.D. (2001) from Drake University in Des Moines, IA. After graduation, she completed a PGY-1 Pharmacy Practice Residency at Barnes-Jewish Hospital in St. Louis, MO (2002). Since completing her residency, she has practiced as an inpatient clinical pharmacist and inpatient pharmacy clinical coordinator at Aurora Sinai Medical Center in Milwaukee, WI. In 2012, she joined the faculty at CUWSOP in the Department Pharmacy Practice. Dr. LaDisa practices as an inpatient clinical pharmacist in an acute care GI/GU surgical unit at Aurora St. Luke’s Medical Center in Milwaukee, WI. This practice involves multidisciplinary collaboration to provide evidence-based, patient-centered recommendations to optimize drug therapy related to pain, nutrition, infectious disease, and transitions of care. At St. Luke’s Medical Center, she also serves as a preceptor for pharmacy IPPE and APPE students, as well as PGY-1 residents.

Dr. Bartelme earned her Pharm.D. from the University of Minnesota-Twin Cities College of Pharmacy (COP) with an emphasis on leadership in 2009. She continued at the COP as a PGY1 resident in a 24-month ambulatory care leadership residency. During residency, she spent half her time teaching at the COP and the other half as an ambulatory care pharmacist. The first year she practiced in a family medicine clinic that had established pharmacy services. In the second year, she developed a new pharmacy practice at another clinic. After residency, Dr. Bartelme took a position as a faculty member at Concordia University School of Pharmacy. She currently teaches in the Applied Patient Care courses, the women's health pharmacotherapy module, and co-coordinates the women's health elective. She is an ambulatory care pharmacist at the Ascension Columbia-St. Mary's Germantown Clinic where she provides anticoagulation monitoring services, diabetes management services, and comprehensive medication reviews. She earned board certification as an Ambulatory Care Pharmacist in 2011.

Interview with Dr. LaDisa and Dr. Bartelme!

Dr. LaDisa received her Pharm.D. (2001) from Drake University in Des Moines, IA. After graduation, she completed a PGY-1 Pharmacy Practice Residency at Barnes-Jewish Hospital in St. Louis, MO (2002). Since completing her residency, she has practiced as an inpatient clinical pharmacist and inpatient pharmacy clinical coordinator at Aurora Sinai Medical Center in Milwaukee, WI. In 2012, she joined the faculty at CUWSOP in the Department Pharmacy Practice. Dr. LaDisa practices as an inpatient clinical pharmacist in an acute care GI/GU surgical unit at Aurora St. Luke’s Medical Center in Milwaukee, WI. This practice involves multidisciplinary collaboration to provide evidence-based, patient-centered recommendations to optimize drug therapy related to pain, nutrition, infectious disease, and transitions of care. At St. Luke’s Medical Center, she also serves as a preceptor for pharmacy IPPE and APPE students, as well as PGY-1 residents.

Dr. Bartelme earned her Pharm.D. from the University of Minnesota-Twin Cities College of Pharmacy (COP) with an emphasis on leadership in 2009. She continued at the COP as a PGY1 resident in a 24-month ambulatory care leadership residency. During residency, she spent half her time teaching at the COP and the other half as an ambulatory care pharmacist. The first year she practiced in a family medicine clinic that had established pharmacy services. In the second year, she developed a new pharmacy practice at another clinic. After residency, Dr. Bartelme took a position as a faculty member at Concordia University School of Pharmacy. She currently teaches in the Applied Patient Care courses, the women's health pharmacotherapy module, and co-coordinates the women's health elective. She is an ambulatory care pharmacist at the Ascension Columbia-St. Mary's Germantown Clinic where she provides anticoagulation monitoring services, diabetes management services, and comprehensive medication reviews. She earned board certification as an Ambulatory Care Pharmacist in 2011.

New year, new active learning strategies! 

New year, new active learning! If you are reviewing your material to teach for spring semester, jazz it up! This is the time!   

Resources: 

https://cft.vanderbilt.edu/guides-sub-pages/active-learning/ 

https://www.ajpe.org/doi/full/10.5688/ajpe759186 

Active learning definitions: 

-Instructional activities involving students in doing things and thinking about what they are doing (Bonwell and Eison, 1991) 

-Approaches that focus on developing students’ skills than on transmitting information and require that students do something—read, discuss, write 

 -Students’ efforts to actively construct their knowledge 

-Opposite of passive learning…aka reading slides to students 

Here are some strategies to get you started: 

Think-Pair-Share 

-Give students a problem/case 

-Students first think about problems alone (think) 

-Students then discuss the topic with another student (pair)  

-Students discuss the topic with a larger group (share) 

Muddiest Point 

-Students spend 1-2 minutes answering questions about anything that remains confusing/misunderstood about the lecture  

Games 

-Select a game that you like, select objectives for the lecture/session, then overlay the content onto the framework of the game! 

Audience Response Systems (ARS)/Clickers 

-Can be integrated into a classroom session for a quick formative or summative assessment 

Case Studies 

-Require students to apply their knowledge, skills, and attitudes to solve a problem relating to the course material 

-Helps prepare students for case-based exam questions 

New year, new active learning strategies! 

New year, new active learning! If you are reviewing your material to teach for spring semester, jazz it up! This is the time!   

Resources: 

https://cft.vanderbilt.edu/guides-sub-pages/active-learning/ 

https://www.ajpe.org/doi/full/10.5688/ajpe759186 

Active learning definitions: 

-Instructional activities involving students in doing things and thinking about what they are doing (Bonwell and Eison, 1991) 

-Approaches that focus on developing students’ skills than on transmitting information and require that students do something—read, discuss, write 

 -Students’ efforts to actively construct their knowledge 

-Opposite of passive learning…aka reading slides to students 

Here are some strategies to get you started: 

Think-Pair-Share 

-Give students a problem/case 

-Students first think about problems alone (think) 

-Students then discuss the topic with another student (pair)  

-Students discuss the topic with a larger group (share) 

Muddiest Point 

-Students spend 1-2 minutes answering questions about anything that remains confusing/misunderstood about the lecture  

Games 

-Select a game that you like, select objectives for the lecture/session, then overlay the content onto the framework of the game! 

Audience Response Systems (ARS)/Clickers 

-Can be integrated into a classroom session for a quick formative or summative assessment 

Case Studies 

-Require students to apply their knowledge, skills, and attitudes to solve a problem relating to the course material 

-Helps prepare students for case-based exam questions