"Long Exposure Darkroom" by Brian Tobin.

Week 7: Open Faculty Development

For the final week of Open Learning ’18, we’ll be thinking together about the premise underlying both iterations of this learning experience: open faculty development in higher education offers a vital, unique, and uniquely effective opportunity for shared learning in the digital age. That premise can be contested of course. For that matter, each of […]

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From Novice to Node in One Semester or Less

When I started out on this journey with the Faculty Collaboratives Steering Committee and the OpenLearning17 cMOOC, I found out that in order to fully participate, we needed to have a blog and a Twitter account.  We would have weekly Twitter chats (whatever those were…) and our blogs would be linked to the main site […]

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Pitter Patter

by greeneterry

Soon you’ll be hearing the pitter-patter of little feet is a bit of a weird saying when anticipating the birth of a child. You hear a lot of other stuff for months before any footfalls. Maybe it should be the screamy- shouty of little lungs. Speaking of pitter-patter, it’s time for me to get back […]
via: Open Learning – Learning Nuggets
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Connected learning goes to medical school

by GoogleGuacamole

Connected Learning has evolved since I wrote my dissertation on it a couple years ago. Back then, the Connected Learning Alliance was promoting an awkward framework that combined learner perspectives and instructional design in the same space (who does that?).  But now they have boiled their messaging down to the essence: Connected learning is an... […]
via: Messy Thinking
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Personalized Learning in MedEd: Multiple Learning Pathways

by GoogleGuacamole

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Personalized learning, or the ability to customize the learning experience for the purpose of student satisfaction, effective learning, and better (more + more relevant) outcomes is a trend emerging across every aspect of higher education. In the context of medical education, the concept of personalized learning as a mandate can be linked to its mention in 2010... […]
via: Messy Thinking
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Reconciling Competency-based and Precision medical education

by GoogleGuacamole

Competency-Based and Precision education.jpg
We have all heard the challenges associated with US medical education.  They include the need for greater flexibility;  the modern student (medical or otherwise) wants to be able to customize their learning experience so that it fits in and around their other life pursuits and obligations. Reduction of cost is another challenge. As costs rise... […]
via: Messy Thinking
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Precision Education

by GoogleGuacamole

In 2015, the Obama administration launched the Precision Medicine Initiative as a means to support “the emerging approach for disease treatment and prevention that takes into account individual variability in genes, environment, and lifestyle for each person.” Precision medicine signifies a transition away from “one-size-fits-all” medical research and practice and towards that which takes into... […]
via: Messy Thinking
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Summer’s Never Off

by Meg

Yes, I’ve been going through the closets lately. Here’s something I caught that might be of interest: a closing keynote address I presented at the 2002 Mary Washington College Faculty Academy on Instructional Technology. It was an interesting in-between time. … <a href="http://www.gardnercampbell.net/blog1/?p=2588">Continue reading <span>→</span></a>
If one more person says to me, “So, enjoying the summer off?,” I’m gonna scream. True, the number of classes in session is fewer, the number of students on campus has dropped, and the number of meetings has dwindled. Yet … Continue reading →
via: Liberal Education – Margaret M. Mulrooney
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The CBME Resource Database

by GoogleGuacamole

I’ve created a database for all of the resources I collected for my self-education on competency-based medical education.  Y means yes, N means no, NA means not applicable. Access the excel spreadsheet here.  I Some explanations of column names (except where self-explanatory): Year of Publication  First Author Title Full Citation DOI or URL Country of... […]
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Breaking Down Medical Education 2.0_A First Draft

by GoogleGuacamole

In their article introduction, Spickard, Ahmed, Lomis, Johnson, & Miller (2016) identify the defining characteristics of Medical Education 2.0 as the presence of (1) early clinical exposure, (2) competency-based assessment, and (3) personalized pathways to degree completion.  Normally I might ignore the list, since Spickard et al. (2016) is an IT- rather than an ID-centric article,... […]
via: Messy Thinking
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CBME at Oregon Health & Science University

by GoogleGuacamole

Competency-Based Medical Education (CBME) focuses design (and the designer) on learner objectives and outcomes.  Milestones, which are created through the study of typical development, help track a learner’s progress from novice to expert across any number of tasks. Information about a learner’s progress is collected from diverse sources in a variety of ways and kept... […]
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Workplace-Based Assessment in Competency-Based Medical Education

by GoogleGuacamole

CBME chart
Competency-based education expresses competency as a progression through milestones: criterion-referenced, performance-based trajectory from novice to expert for any number of behaviors.  The most commonly used development framework used for expressing milestones in clinical contexts is Miller’s Pyramid of Clinical Skills, Competency, and Performance:  Know, Know How, Show How, Do. As discussed in my last blog post, competency-based... […]
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