Preliminary presenters and descriptions as of January 28, 2010
Subject to change
Saturday, February 27, 2010
9:00 a.m. - noon
The Art of Assessment: Ensuring Effective Evaluation of Affective Assessment (SoTLfest)
Laura L. MacDonald, Dieter J. Schonwetter, and Getulio Nogueira Fihlo, University of Manitoba
Come explore the art of delivering affective assessment to students, particularly when the assessment is based on unacceptable student performance. Emphasis is placed on the human element of assessment. Case scenarios, critical thinking strategies, and purposeful reflection build the educator's ability to provide effective affective assessment.
9:00 a.m. - noon
Implementing Innovative Student Assessments During Predoctoral Clinical Training (SoTLfest)
Roseanna Graham, Richard M. Lichtenthal, and Laureen A. Zubiaurre, Columbia UniversityThis session will focus on the implementation of three innovative student assessments utilized during predoctoral clinical training. These assessments include an Objective Structured Clinical Examination (OSCE) to assess student preparedness for patient care, e-portfolios to assess student growth in critical thinking and self-directed learning, and team-based case presentations to assess organization and communication skills.
12:45 - 3:45 p.m.
Understanding, Creating, and Assessing Podcasting Technology for Dental Education (SoTLfest)
Laura M. Romito and Barbara A. Gushrowski, Indiana University
Have you ever wanted to create a podcast but didn't know how? This workshop will enable attendees to develop a basic understanding of podcasting technology along with the benefits and barriers to its implementation in dental educational settings. Discover popular podcasting software programs and share experiences with this technology. Learn how podcasting has been applied and assessed at one institution from the perspective of students, faculty and IT staff. View examples of previously created podcasts and with a step-by-step guide, develop a framework for creating their own brief podcast. Select volunteers will create a two minute podcast. These presentations will be viewed by the group and serve as a platform for further evaluation, discussion, and interaction about the process.
12:45 - 3:45 p.m.
Using the Defining Issues Test in Dental Ethics Education
Phyllis L. Beemsterboer, Oregon Health and Science University; Muriel J. Bebeau, University of Minnesota
Presented by the American Society for Dental Ethics, this session continues the series on teaching and assessment of professional ethics.
Sunday, February 28, 2010
1:00 - 4:00 p.m.
Best Practices for Teaching Online: A Portrait of Assessment and Evaluation of Online Learning (SoTLfest)
Darla McKitrick, Donna P. Warren-Morris, Harold A. Henson, and Jayne A. McWherter, University of Texas Science Center at Houston
Assessing students in an online environment produces many challenges for the educator. Adapting traditional classroom assessments for an online environment can often be difficult and ineffective.
1:00 - 4:00 p.m.
Evaluating Educational Tests (SoTLfest)
Patrick C. Hardigan, Kathleen P. Hagen, and Stan R. Cohen, Nova Southeastern University
All educators involved with student learning must have the ability to evaluate their educational tests. Presenters will provide a method to evaluate classroom tests and concentrate on student outcomes rather than process. All presented information is based on best practice methodology using research-based evidence to support the guidelines. Different types of exams will be covered and attendees may share their views and ask questions.
1:00 - 4:00 p.m.
The Big Idea of Small Groups (SoTLfest)
Alexa S. Chilcutt, University of Alabama at Birmingham
Small group learning fosters a greater degree of knowledge synthesis, ownership of the learning process, improved decision-making and problem-solving skills, and the opportunity for learners to support and learn from one another. Learning through such interactive methods allows the practical application of learned concepts and strategies.
1:00 - 4:00 p.m.
Writing Evaluation Criteria for Summative and Formative Student Feedback, Faculty Calibration, and Criteria Validation (SoTLfest)
Charles Janus, Virginia Commonwealth University; G. William Knight, University of Illinois at Chicago
Intended for faculty responsible for preclinical and clinical courses. Steps for data entry, analysis of the student selfassessment, and class performance will provide insights for future instruction. Attendees are encouraged to bring existing evaluation/grading forms from their home institutions and a laptop computer with Excel.
Monday, March 1, 2010
2:00 - 5:00 p.m.
Assessment of Critical Thinking Skills in Dental and Allied Dental Curricula (SoTLfest)
Lorinda L. Coan, Indiana University; Joyce C. Hudson, Ivy Tech Community College
The Commission on Dental Accreditation (CODA) requires dental and allied dental institutions and programs to provide outcome assessments as evidence of compliance with accreditation standards, including those related to critical thinking. Designing and evaluating assignments that measure critical thinking is challenging for didactic and clinical educators who must implement a variety of assessment strategies.
2:00 - 5:00 p.m.
Bringing Prevention to Life in Dental Education: Portraits of Sustainable Behavior Change Through Motivational Interviewing (SoTLfest)
Karen B. Williams, Delwyn Catley, and Kimberly S. Bray, University of Missouri-Kansas City
The dynamics of behavior change are among the most rewarding and most frustrating encounters for oral health providers. A number of theories and strategies are directed at modifying behavior. Motivational interviewing (MI) is a contemporary client-centered counseling style for facilitating behavior change through exploring and resolving ambivalence. Originally developed in the field of addiction therapy, MI has been applied in the health professions within a growing body of successful behavioral change related to smoking, exercise, weight reduction, diabetes management, and oral health.
2:00 - 5:00 p.m.
Human Patient Simulation: The Ultimate Assessment for Medical Emergencies in Dentistry (SoTLfest)
Lisa A. Bilich, Eastern Washington University; Brenda S. Bray, Washington State University
Learn what human patient simulation (HPS) is and how it can help programs effectively assess student preparedness for medical emergencies in the dental office.
2:00 - 5:00 p.m.
Integrating Diverse E-Technology to Create Innovative and Self-Directed Learning Across Entry-Level, Degree Completion, and Graduate Dental Hygiene Programs (SoTLfest)
Kathryn E. Battani, MaryAnn T. Schneiderman, Sheryl E. Syme, Jacquelyn L. Fried, and Lisa E. Bress, University of Maryland
Successfully incorporating technology into dental hygiene curricula is challenging. Educational software programs coupled with faculty expertise have the potential to create strong course content that offers lessons that appeal to a diversity of learning styles and challenge students to think critically. To meet the needs of its distance and millennial students, the dental hygiene faculty at one institution revamped their traditional entry-level baccalaureate degree completion and graduate program curricula, incorporating a hybrid online format. These new curricula integrate an array of distance and electronic learning and teaching software, including Softchalk's Lessonbuilder, Studymate, Media-site, QuestionMark and Second Life.
Tuesday, March 2, 2010
2:00 - 5:00 p.m.
Assessment to Integration: Where is CAMBRA in Your Allied Dental Program Curricula? (SoTLfest)
Michelle Hurlbutt and Brian B. Novy, Loma Linda University; Deborah J. Horlak, University of the Pacific Arthur A. Dugoni School of Dentistry; Debi Gerger, West Coast University
A presentation of evidence-based information regarding caries management by risk assessment (CAMBRA). Participants will receive samples of presentations, competency documents, rubrics, and learning activities designed to assist the educator in curricula integration.
2:00 - 5:00 p.m.
Health Education Through Active Learning (HEALth) Web-Based Virtual Patient Simulations (SoTLfest)
Christine P. Klausner, Wendy E Kerschbaum, Amy E. Coplen, and Lynn A. Johnson, University of Michigan
The HEALth system was designed by faculty at the University of Michigan in collaboration with leaders around the country. The HEALth system combines the proven learning strategies of problem-based learning, computer-based simulations, and Web 2.0 techniques and integrates it into existing dental and dental hygiene curricula using a combination of evidence-based teaching materials and case-based learning strategies. The system is available free of charge through the web to all institutions and helps educators teach the complex decision-making skills necessary to care for patients with systemic diseases impacting oral health.
2:00 - 5:00 p.m.
Natural Teeth: Why They are Critical in Clinical Simulation
Kenneth L. Allen, David L. Glotzer, Glenn A. Marrus, Teresita Salgado, and Mark S. Wolff, New York University
Participants will discuss the key elements of why and how to incorporate natural teeth in the preclinical simulation laboratory. Speakers will look at three key points: compare and contrast student perceptions when using typodont (Ivorene) teeth as compared to natural teeth; discuss how to teach and access caries recognition and removal through the four R's (recognize, reveal, remove, and reevaluate); and infection control.
2:00 - 5:00 p.m.
Portraits of Learning: Creating E-Portfolios for Assessment (SoTLfest)
Ann O'Kelley Wetmore, Eastern Washington University; Donna P. Warren-Morris, University of Texas Health Science Center at Houston
Focus on how to implement e-portfolios as a web-based tool for faculty to assess reflective learning, critical thinking skills, and competence. Participants will be provided with interactive guidelines, templates, assessment rubrics, and examples in order to integrate e-portfolios throughout dental and allied dental curricula.
2:00 - 5:00 p.m.
Student Learning and Competency in a Clinical Environment Without Discipline-Driven Requirements (SoTLfest)
Vicky Evangelidis-Sakellson, Columbia University
The Comprehensive Care Program at Columbia University College of Dentistry works on the basic principle that the dental clinic should be committed on serving the patient's oral health care needs rather than as learning material for dental students. In this environment, discipline-driven requirements were eliminated from the students fourth year experience, which currently represents a large component of the overall clinical experience. Instead, other methods of evaluation were used to assess student competency, including student clinic attendance, completion of care, outcomes of care, student portfolios, and a series of seminars including literature review and case presentations that complement student clinical learning.
Wednesday, March 3, 2010
8:30 - 11:30 a.m.
Team-Based Learning: Interactive Learning in the Large Classroom to Foster Critical Thinking (SoTLfest)
John L. Zimmerman and Boyd F. Richards, Columbia University
Team-based learning (TBL) is an educational strategy designed to replace large lecture presentations with active, small group learning activities. For large classes, TBL use promotes advanced preparation, teamwork, and high level problem-solving. For smaller groups such as postdoctoral specialty programs, TBL can transform didactic sessions into an engaging learning experience and offers an excellent opportunity for students to apply knowledge and practice critical thinking skills. Using TBL allows instructors to continue providing content instruction while shifting focus to the thought process in achieving course goals.
8:30 - 11:30 a.m.
Using an E-Portfolio to Guide Student Transfer of Knowledge and Assess Learning Outcomes (SoTLfest)
Anne E. Gwozdek, Wendy E. Kerschbaum, and Emily Springfield, University of Michigan
The e-portfolio can incorporate reflection and provide a bridge from one course to the next throughout the curriculum. Students involve reflective activities at the end of each course, which is then used as a springboard for discussion at the beginning of the subsequent course. The use of these e-portfolio assignments throughout the curriculum provides the faculty a chance to check in on student learning, encourages them to apply that knowledge, and shows how well courses address the program's competencies.