The following is a schedule of the Faculty Development Workshops (FDWs) offered at the 2011 ADEA Annual Session & Exhibition at the Manchester Grand Hyatt and San Diego Convention Center in San Diego, California.
FDWs provide an active learning environment to learn about more effective assessment tools, enhance the scholarship of teaching and learning, investigate new strategies for professional development, explore change and innovation, develop new curricular strategies, or develop collaborative research models. Please note that for these events, a fee is assessed with registration.
Session resources require member login to access.
Indicates new educator track programming
Indicates Scholarship of Teaching and Learning (SoTLfest) sessions. Attendees must attend one of the two symposia and three other SoTLfest-designated programs to receive the certificate of recognition.
SATURDAY, MARCH 12, 2011
Evidence-Based Strategies for Success in Clinic and Preclinic for the Struggling Student
Ticketed event
Saturday, March 12, 2011 (Session ID: 1)
12:45 - 3:45 p.m.
Audience: New Faculty (3 years or less)
Research has shown that close to 50% of dental students struggle sometime during the course of their predoctoral education experience. Oftentimes, there is a disconnect between the faculty's expectations and the student's performance. Understanding how to identify the struggling student, the signs and symptoms and concomitant outward behaviors, are the first steps in remedying this serious problem. The presenters provide background information on struggling students with audience interaction as to the causes from both faculty members and students. Solutions will be discussed and evidence-based input integrated. The goal is to give participants effective tools to manage their struggling students in both the preclinical and clinical environments.
Kevin M. Gureckis and Rita R. Parma, University of Texas Health Science Center at San Antonio
CE Credit: 3
Learning Objectives:
- Identify the early warning signs of struggling students.
- Define the underlying causes that contribute to poor clinical and preclinical performance.
- Develop evidence based strategies for success.
SUNDAY, MARCH 13, 2011
Methods to Assist in Preparing for Accreditation and Strategic Planning: Best Practices from Two Dental Schools
Ticketed event
Sunday, March 13, 2011 (Session ID: 13)
10:00 - 1:00 a.m.
Scholarship of Teaching and Learning
Audience: Seasoned (10+ years)
Based on best practices and guided by current education literature on curriculum mapping, administrators, curriculum committee members, and faculty will be provided with an overview of curriculum mapping and exposure to an electronic tool used to evaluate and report competency-based curriculum in preparation for accreditation and strategic planning purposes. Participants will identify key components of the curriculum necessary for accreditation preparations (e.g., define competencies taught, level of competency taught, methods used to teach the competencies, strategies used to assess each competency, formative and summative evaluation provided, grading schemes employed, course content type, instructor/student ratios, and class hours spent teaching students in the classroom, preclinic lab and the clinic). Collaborative facilitation by three experts will explore steps in preparing for curriculum mapping for accreditation.
Dieter J. Schonwetter, University of Manitoba; Leslie Roeder and Paula N. O'Neill, University of Texas Health Science Center at Houston
CE Credit: 3
Learning Objectives:
- Discover benefits and challenges of curriculum mapping.
- Identify key components of the curriculum necessary for accreditation preparations.
- Integrate national accreditation standards (CODA and ACFD) used to evaluate curriculum elements of dental schools.
- Operate the web-based curriculum-mapping tool that is successfully being used by two dental schools.
- Evaluate and report competency-based curriculum in preparation for a successful accreditation outcome and strategic planning purposes.
Classroom Assessment of Ethical Reasoning
Ticketed event
Sunday, March 13, 2011 (Session ID: 5)
1:00 - 4:00 p.m.
Audience: New Faculty (3 years or less)
Do your students question whether ethics can be taught and whether ethical arguments can be fairly assessed? Did use of the DIT reveal that many of your students prefer "personal interest" or "maintaining norms" arguments to arguments grounded in moral ideals? Come and experience the dilemma discussion technique, a time-tested strategy to facilitate moral judgment development, applied to some standard ethical dilemmas for dental students. This American Society for Dental Ethics (ASDE) workshop will engage the group to uncover tacit understandings of criteria each of us use to judge the adequacy of ethical arguments and apply these criteria to samples of student performance.
Muriel J. Bebeau, University of Minnesota; Marilyn S. Lantz, University of Michigan
CE Credit: 1
Learning Objectives:
- Describe the criteria each of us uses to judge the adequacy of ethical arguments.
- Apply these criteria to samples of student performance.
- Apply strategies for giving students feedback that is both constructive and effective.
Clinical Teaching in the Undergraduate Clinic
Ticketed event
Sunday, March 13, 2011 (Session ID: 4)
1:00 - 4:00 p.m.
Audience: New Faculty (3 years or less)
Research has shown that current dental pedagogical programs for full- and part-time predoctoral clinical teachers are insufficient. Yet, at least anecdotally, students seem pleased with their clinical instructors. From this presentation, instructors will gain specific, practical, and evidence-based teaching techniques that can be effectively used in the undergraduate clinic the next day.
Lorne Chapnick, University of Toronto
CE Credit: 3
Learning Objectives:
- Discover how to set the emotional tone in the clinic.
- Create techniques to facilitate student learning.
- Analyze theories of learning including the cognitve load theory and the value of critical reflection.
- Review the value of being a role model in the clinic.
Empowerment Through Assessment: Writing Evaluation Criteria for Summative and Formative Student Feedback, Faculty Calibration, and Criteria Validation
Ticketed event
Sunday, March 13, 2011 (Session ID: 3)
1:00 - 4:00 p.m.
Audience: New Faculty (3 years or less)
This workshop is intended for faculty responsible for preclinical and clinical courses, expanding on content and offering enhancements on the process introduced in last year's workshop. Specifically, participants will review how well-written criteria enhance student learning, facilitate grading, direct students' performance, confirm critical features, guide assessing outcomes, reduce ambiguities, and contribute to faculty calibration. This effective, comprehensive method facilitates faculty and student assessment and provides efficient steps for data entry, analysis of student and class performance, and insights for future instruction. The workshop includes writing new or editing existing criteria, creating an Excel worksheet to record student performance, entering data, rendering meaningful grades, interpreting the students' self-assessments, analyzing class performance, and factoring the self-assessment into the grade. Participants should bring existing evaluation/grading forms from their institution and a laptop computer with Microsoft Office including Excel. First-time attendees will benefit, as well as participants from last year.
Charles Janus, Virginia Commonwealth University; William Knight, University of Illinois at Chicago
Handout1 (PDF)
Handout2 (PDF)
Handout3 (PDF)
CE Credit: 3
Learning Objectives:
- Evaluate the process of criterion referenced grading, review calibration for faculty and students, and diagnose common learning problems.
- Apply essential elements in writing criteria, developing ones specific to a discipline or revise existing ones.
- Describe a method for using criteria and a scale with easily understood levels of performance for grading.
- Develop a worksheet that facilitates easy, efficient data entry of both faculty and student self assessment.
- Manipulate worksheet data, interpret student self assessment scores, calculate final grades, and render feedback on overall class performance.
MONDAY, MARCH 14, 2011
Global Dental Digital Learning Communities: Learning or Social Networking?
Ticketed event
Monday, March 14, 2011 (Session ID: 439)
2:00 - 5:00 p.m.
Audience: Mid Career (4-9 years)
In this presentation, the audience will become familiar with the concept of global digital learning communities and how they can be employed to support lifelong learning and the formation of global standards in dentistry education. In addition, the concepts of formative versus summative approaches to this project, cross-faculty engagement, learning communities, and the importance of communication for intercultural communication will be discussed. A digital learning community has been developing and growing for the past five years through student participation on a web platform, www.diastemas.net, which was designed by the participants expressly for this project. Qualitative and quantitative research has been conducted that will be shared, including direction for future scholarship.
Karen M. Gardner, University of British Columbia; Susan Bridges; Louis Mackenzie; Damien Walmsley
CE Credit: 3
Learning Objectives:
- Describe the differences between web interaction, Facebook, and Twitter.
- Recognize the capacity of web platforms with respect to education standards and lifelong learning.
- Identify the importance of learning communities
- Develop the ability to structure learning communities.
- Analyze the characteristics of community of practice (domain, community, practice) through highlighting strategies employed to foster community building.
Handout1 (PDF)
Handout2 (PDF)
Recruiting URM/LI Students in a Toxic Economy: A Portfolio-Based Summer Program
Ticketed event
Monday, March 14, 2011 (Session ID: 2)
2:00 - 5:00 p.m.
Audience: Seasoned (10+ years)
Dental education continues to be challenged in recruiting qualified URM/LI students to the profession. In addition, schools are experiencing the fiscal restrictions of the current economic crunch. Creative solutions are necessary to continue enhancing diversity and improving access to care for the people we serve. During this budget-friendly summer program, participants build a portfolio as they explore and reflect upon dentistry as a career and themselves as applicants. Activities include a values and skills assessment, journal club article review, personal statement development, DAT encounter, draft AADSAS application, financial planning exercises, personal action plan, and PBL capstone experience, "Choosing a Dental School." Participants in this workshop leave with a portfolio relevant to their schools, created using provided templates. Examples of funding mechanisms, budget information, program schedules, activities, and learning materials will be included.
Venita J. Sposetti and Patricia A. Xirau-Probert, University of Florida
CE Credit: 3
Learning Objectives:
- Create a mock portfolio for a school that mirrors the portfolio experiences in a summer program.
- Articulate the concept of focused recruiting through creating potential target audiences for future summer program.
- Construct an organizing template to identify strategies to develop the target audience into successful applicants.
- Summarize creative financing strategies and modifying the program design based on funding with workshop participants.
Evaluating Knowledge and Communication Skills: The Oral Exam
Ticketed event
Monday, March 14, 2011 (Session ID: 7)
3:00 - 6:00 p.m.
Audience: Mid Career (4-9 years)
As educators, we strive for excellence from our students but often are uncertain as to how to evaluate the complex principles and concepts we now teach. At the New York University College of Dentistry, we have gone back to what some consider the old-fashioned, low-technology system of an oral examination. Every student meets with a panel of trained, experienced faculty and must answer questions about a complex, multidisciplinary dental case. The student is provided with a complete medical and dental history along with a full-mouth series of intraoral radiographs. After being given 20 minutes to review this material and take notes, the examination begins. Faculty reference a bank of 30 questions, available to students prior to the test date, and use their own follow-up questions. Students are evaluated on clinical knowledge and communication skills.
Kenneth L. Allen, James M. Kaim, Mark S. Wolff, and David Hershkowitz, New York University
CE Credit: 3
Learning Objectives:
- Construct an oral examination program.
- Describe how to train and standardize faculty.
- Summarize how to remediate and re-test students who perform poorly.
Handout1 (PDF)
Handout2 (PDF)
Exit Surveys of Graduating Dental Students: Best Practices of Competency-Based Assessments from Two Dental Schools
Ticketed event
Monday, March 14, 2011 (Session ID: 8)
3:00 - 6:00 p.m.
Scholarship of Teaching and Learning
Audience: Seasoned (10+ years)
Based on best practices and guided by current literature on program assessment by graduating dental students, presenters will provide administrators, educational developers, and faculty with an assessment tool that can be used to evaluate and report their competency-based curriculum in preparation for successful accreditation and strategic planning purposes. Participants will identify key components of the curriculum necessary for accreditation preparations (e.g., define competencies and level taught, methods used to teach the competencies, strategies used to assess each competency, summative and formative evaluation, grading schemes, course content type, instructor/student ratios, and class hours spent teaching students in classroom, pre-clinic lab, and clinic). With collaborative facilitation by experts in program assessment, explore the steps in preparing for assessing competency-based curriculum from the perspectives of graduating dental students.
Dieter J. Schonwetter, University of Manitoba; Joanne N. Walton, University of British Columbia; Eli M. Whitney, University of British Columbia
CE Credit: 3
Learning Objectives:
- Identify each of the key components of the graduating student exit surveys necessary for accreditation preparations.
- Integrate the national accreditation standards used to create effective exit surveys
- Evaluate and report findings in preparation for a successful accreditation outcome and strategic planning purposes.
- Review innovative exit survey assessment best practices.
Focus on Facilitation: Let's Limit the Lecturing!
Ticketed event
Monday, March 14, 2011 (Session ID: 10)
2:30 - 5:30 p.m.
Scholarship of Teaching and Learning
Audience: New Faculty (3 years or less)
In addition to their research and service obligations, faculty are being called upon to teach in ways for which they may have had little preparation. Current students are Millennials who desire greater flexibility and control over their learning. The traditional lecture format does not actively involve students and does not align with current adult learning theory. Moreover, students see their peers as an important learning resource. Problem-based learning and case-based, reinforced instruction have been embraced by dental education to varying degrees. Because these modalities are group oriented, an understanding of group process is needed. The workshop's presenters will identify the stages of group process and how to maximize group participation and use interventions to manage difficult attendees. There will be opportunities to facilitate discussions using process tools and the core practices of effective facilitators.
Maureen McAndrew and Ivy D. Peltz, New York University
CE Credit: 3
Learning Objectives:
- Identify the stages of group process.
- Generalize the core practices of effective facilitators.
- Explain process tools to move discussions forward and seek consensus and/or resolution.
- Discover re-direction techniques to manage problem behaviors and disruptive participants.
- Manage equal participation of group members.
TUESDAY, MARCH 15, 2011
Clinical Outreach: Developing a Self-Sustaining Model
Ticketed event
Tuesday, March 15, 2011 (Session ID: 6)
3:00 - 6:00 p.m.
Audience: Mid Career (4-9 years)
Community-based educational experiences or clinical outreach practice experiences have been increasingly incorporated into curricula to provide meaningful dental care to underserved populations and providing expanded practice experiences for students. Traditionally, these have been developed and maintained using funds from grants, foundations, and school budgets. However, long-term financial stability of these programs has proven problematic. Consequently, there is an increased interest in financially self-sustaining clinical outreach models for dental curricula. Presenters will provide participants an opportunity to discuss in detail a financially self-sustaining clinical outreach model that has been successfully implemented for nine years in a dental school curriculum and explore possibilities for adapting it to their schools.
Wilhelm A. Piskorowski, Mark Fitzgerald, Steve J. Stefanac, Marilyn S. Lantz, and Howard A. Hamerink, University of Michigan
CE Credit: 3
Learning Objectives:
- Structure affiliation agreements with four common but different clinic models (funding mechanisms) and form future relationships with host sites.
- Develop outcome assessment instruments that include preceptor/site performance reviews, student evaluations/earned credits, and community impact allowing for continuing program improvement.
- Identify likely barriers to starting a program and develop strategies for overcoming those barriers.
Increasing New Faculty Teaching Effectiveness Through Gaming Strategies: Tips, Tools, and Resources
Ticketed event
Tuesday, March 15, 2011 (Session ID: 14)
3:00 - 6:00 p.m.
Audience: New Faculty (3 years or less)
During this session, new faculty will receive a short overview of the theories and research highlighting the effectiveness of gaming. This will be followed by a case study in which gaming is demonstrated. Participants will explore the development of games for their courses.
Sylvia M. Todescan, Wellington J. Rody, and Dieter J. Schonwetter, University of Manitoba
CE Credit: 3
Learning Objectives:
- Summarize their knowledge of games and how to best utilize these for assessment purposes in the classroom.
- Discover existing online games for dentistry and dental hygiene.
- Apply tools and tips on how to develop games.
- Engage in a hands-on opportunity to create a game for classroom assessment.
- Practice with a tool kit of resources on teaching with games.
Interactive and Innovative Strategies for Curriculum Change
Ticketed event
Tuesday, March 15, 2011(Session ID: 496)
3:00 - 6:00 p.m.
Scholarship of Teaching and Learning
Audience: Mid Career (4-9 years)
The development of interprofessional approaches requires community engagement and creative disruption of traditional educational practices. This interactive workshop will explore the use of liberating structures (LS) methods to create curricula to promote effective comprehensive care of the chronically medically compromised patient. Creating interprofessional educational approaches can be challenging in terms of professional culture and curricular scheduling. Liberating structures use these challenges to open dialogue across diverse individuals with shared goals. Such methods will include an inverse systems analysis called TRIZ, 1-2-4-whole group, which is a progressive dialogue-building approach. The purpose is to liberate energy, tap into collective intelligence, stimulate creativity, and achieve better results by engaging people and unleashing the power of self-organization, as opposed to traditional, top-down methods of decision making for change. Participants will apply a variety of LS to explore how to develop an interdisciplinary curriculum for management of medically compromised patients.
Diana V. Messadi, University of California, Los Angeles; Frances Stavropoulos, University of Florida; Rosalyn C. Richman, Executive Leadership in Academic Medicine; Diane M. Magrane, Drexel University
Handout1 (PDF)
Handout2 (PDF)
Handout3 (PDF)
CE Credit: 3
Learning Objectives:
- Apply adaptable methods for groups of individuals to change how they interact together to problem solve and develop opportunities.
- Summarize a non-traditional approach that can be adapted to institutions to make decisions and move ideas into action.
- Generate ideas for interprofessional education that supports improved dental care of patients with chronic and complex diseases.
Interprofessional Education: A Comprehensive Framework with Practical Applications and a Decade of Experiences
Ticketed event
Tuesday, March 15, 2011 (Session ID: 12)
3:00 - 6:00 p.m.
Audience: Mid Career (4-9 years)
This workshop is relevant for ADEA members who have been, or are considering, launching interprofessional education (IPE) initiatives at their home institutions. The presenters will share more than a decade of experience, including early failures (top-down), transitional (bottom-up), and a collaborative approach. The latter has resulted in significant developments, including the establishment of an IPE Collaborative, a university-wide IPE strategic plan, a common curriculum for the first two years of five undergraduate health programs, combined IPE orientation, IPE Grand Rounds, IPE Human Simulation, utilizing arts and humanities in health professions education, international IPE, and several models of IPE clinical education. Develop strategies for approaching teaching, learning, practice, clinical site development, and research from an IPE perspective. Participants are encouraged, but not required, to come in teams from their home institutions.
Kneka P. Smith, Arizona School of Dentistry and Oral Health; Clay Graybeal and Karen T. Pardue, University of New England Westbrook
CE Credit: 3
Learning Objectives:
- Identify strategies for pursuing IPE initiatives in the areas of curriculum, faculty development, clinical education, community engagement, research, and assessment.
- Describe strategies for overcoming perceived barriers in pursuing IPE.
Interprofessional Health Team Competitions: Learning Together to Improve Health
Ticketed event
Tuesday, March 15, 2011 (Session ID: 15)
3:00 - 6:00 p.m.
Scholarship of Teaching and Learning
Audience: Mid Career (4-9 years)
A novel concept with a two-fold objective is an Interprofessional Health Team Competition. The first objective is to allow students from many disciplines to collaborate on authentic health/public health issues such as disaster/terrorism preparedness, elder abuse recognition and prevention, and home safety. The second is to improve community health and quality of life through education of students in health care and other professions. Students from programs at the University of Texas Health Science Center at Houston, University of Houston, and Texas Woman's University participated in interprofessional groups and completing some online coursework. Student groups are given problem-based cases or scenarios to collaborate on and present solutions or strategies for addressing the situation. Faculty and community partners serve as judges of the competition. This workshop will assist faculty participants in replicating similar interprofessional learning experiences for their students through interaction in small-group activities.
Donna P. Warren-Morris and June M. Sadowsky, University of Texas Health Science Center at Houston
CE Credit: 3
Learning Objectives:
- Discuss the advantages of interprofessional education in improving patient and community health and student learning.
- Identify barriers and outline strategies for creating interprofessional learning experiences for their students.
- Identify other professions or disciplines that could collaborate with dental and allied dental students at their respective institutions.
- Construct case studies or scenarios which will permit students/faculty to participate in interprofessional educational experiences at their institutions.
- Summarize best practices for designing and assessing interprofessional learning experiences.
WEDNESDAY, MARCH 16, 2011
The Diagnostics of Clinical Remediation: Teaching Dental Hygiene Clinical Instructors How to Teach
Ticketed event
Wednesday, March 16, 2011 (Session ID: 19)
8:30 - 11:30 a.m.
Audience: New Faculty (3 years or less)
This workshop is designed to assist clinical instructors with recognizing instrumentation techniques that prevent students from achieving clinical competence. In this interactive session, fundamentals of instrumentation will be reviewed, providing opportunities for instructors to discover other ways to dialogue with students on mastering the complex art of periodontal instrumentation. Process and formative feedback are vital for students to accomplish the basic to advanced skills needed to progress in their clinical environments. A step-by-step approach to becoming effective clinical instructors will be discussed. Seasoned instructors will share teaching strategies that facilitated their success in educating even the most challenging students in clinic. Videos will be used to analyze, dissect, and formulate customized clinical instruction that provides positive feedback with concrete intervention.
Carolyn H. Ray and Jane N. Gray, University of Oklahoma; Lizabeth A. Spoonts, Texas Woman's University
CE Credit: 3
Learning Objectives:
- Identify instrumentation techniques that prevent students from achieving positive outcomes.
- Formulate individualized clinical instruction unique to each students needs.
- Communicate clinical instruction customized to achieve student competence.
Handout1 (PDF)
Mindfulness: Enhancing the Clinical, Professional and Personal Outcomes of Dental and Dental Hygiene Students.
Ticketed event
Wednesday, March 16, 2011 (Session ID: 20)
8:30 - 11:30 a.m.
Audience: New Faculty (3 years or less)
The practices of dentistry and dental hygiene are rigorous, science-based professions requiring high levels of intellectual excellence and clinical competence to deliver comprehensive and safe oral health care. In addition, dental professionals are called to serve others with compassion and empathy. While curriculum standards fully address aspects of the sciences and clinical skills, they tend to offer less in the way of developing compassion and empathy toward self and others, yet these attributes are clearly necessary. Mindfulness offers a vehicle for developing areas of emotional regulation, self-awareness, self-management, and cultivation of compassionate, empathetic, professional, and ethical behaviors. The practice of mindfulness involves cultivating the ability to observe one's self. You are invited to experience some of the practices of mindfulness and discover how these can benefit you and your students.
Deborah Holexa, Mesa Community College; John G. Lovas and Nancy Ray Neish, Dalhousie University; Marvin Belzer; Elisabeth Gold
CE Credit: 3
Learning Objectives:
- Describe the history of mindfulness practices.
- Cultivate self-awareness through the use of various mindfulness practices.
- Interpret the current evidence-based research supporting mindfulness' use in the health professions.
- Describe how mindfulness practices enhance communication, technical skills, professionalism, teamwork, and life long learning
- Produce foundations of mindfulness in your own life and your program curricula.
Handout1 (PDF)
Handout2 (PDF)
Handout3 (PDF)
Rubric Development Tools: Dentistry and Dental Hygiene Applications
Ticketed event
Wednesday, March 16, 2011 (Session ID: 21)
8:30 - 11:30 a.m.
Scholarship of Teaching and Learning
Audience: New Faculty (3 years or less)
New faculty members are hired for their knowledge but may begin academic appointments without having received formal training in teaching. This occurs in a variety of disciplines and across professions. It is important to provide faculty members with the skills and resources to become effective teachers because this is a student expectation. Rubrics are teaching, learning, and assessment tools that guide both students and faculty members through the educational process by identifying learning objectives and criteria that must be met. The use of rubrics will standardize the assessment process and lead to valid and reliable measurements of outcomes of the learning process. At the same time, students receive feedback on their strengths and weaknesses.
Cecilia Dong, Joanna Asadoorian, Dieter J. Schonwetter, and Salme E. Lavigne, University of Manitoba
CE Credit: 3
Learning Objectives:
- Assess participants' knowledge of rubrics and how to best utilize these for assessment purposes in the classroom, laboratory, and clinic.
- Discuss tools and tips on how to develop rubrics.
- Evaluate a hands-on opportunity to create a rubric.
- Construct a tool kit of resources on rubrics.
Handout1 (PDF)
Searching Effectively and Efficiently for Accurate Answers to Clinical Questions: A Workshop Utilizing Interprofessional Collaborations to Optimize Training and Teaching
Ticketed event
Wednesday, March 16, 2011 (Session ID: 18)
8:30 - 11:30 a.m.
Audience: New Faculty (3 years or less)
Evidence-based decision making (EBDM) is an aspect of dentistry and dental education that is ideal for taking advantage of opportunities in interprofessional teaching and learning. Acquiring the literature needed to answer clinical questions is usually presented as the second step in the evidence-based decision making process. This program will provide hands-on searching experience to participants with their own laptops. Through the collaboration established between New York University's College of Dentistry and Medical Center Health Science Library staff, presenters will show how to comfortably and confidently apply the principles and practices of EBDM in searching existing databases in order to obtain the literature to correctly answer clinical questions. This format for collaboration between library and dental school faculty and staff will form the basis of learning effective and efficient searching strategies.
Andrew B. Schenkel and Richard McGowan, New York University
CE Credit: 3
Learning Objectives:
- Apply the principles and practices of EBDM in searching the existing databases to acquire appropriate literature.
- Utilize interprofessional collaborations to optimize the teaching and practice of evidence based decision making to acquire appropriate literature.
- Examine available databases and determine which one to use to find literature that best answers the clinical question being asked.
- Design, develop and implement an EBDM strategy for finding the literature which best answers your various clinical questions.
- Plan and implement a systematic approach to finding the best answer to various clinical questions.
When Bits Byte! Tips for Proficient and Optimal Use of Your Computer and Effective Collaboration with IT Personnel
Ticketed event
Wednesday, March 16, 2011 (Session ID: 17)
8:30 - 11:30 a.m.
Audience: New Faculty (3 years or less)
This workshop is for faculty desiring to use computers more efficiently, prevent problems, and effectively communicate with IT personnel. The presenters acquaint participants with common IT problems and how to solve them, and provides a potpourri of tips and tricks to increase efficiency and ease computer use. Participants should bring their laptops to gain hands-on experience. New and seasoned users will benefit from this workshop.
Charles Janus, Virginia Commonwealth University; Gene Glasco, Jr.
CE Credit: 3
Learning Objectives:
- Summarize common computer work order problems and simple steps to try before calling IT.
- Create desk top short cuts, prevent spam email, list tips for networking, and protect personal information.
- Describe how to retrieve data, acquire files offsite, custom install and update software, how to remain virus free, and avoid harmful files.
- Recall how to schedule automatic disk cleanup, defragment for increasing CPU performance, and safeguard data with software like TrueCrypt.
- Describe lighting tips to better view a computer screen and describe exercises to prevent eyestrain.
Learning Resources