Teaching OT Quiz 3
Health inequities are the
"Unfair and avoidable differences in health between groups of people within countries and between countries. Health inequities stem from social determinants of health.
According to Healthy People 2030 the SDOH 5 Domains are:
uEconomic Stability uEducation Access and Quality uHealth Care Access and Quality uNeighborhood and Built Environment uSocial and Community Context
Merrill's principles of instruction are:
-Learning is promoted when learners are engaged in solving real-world problems -Learning is promoted when existing knowledge [and skill] is activated as a foundation for new knowledge [and skill] -Learning is promoted when new knowledge is demonstrated to the learner -Learning is promoted when new knowledge is applied by the learner -Learning is promoted when new knowledge is integrated into the learner's world
What is instructional design?
1.Instructional design is learner centered: Learner and his/her performance are the focal point. 2.Instructional design is goal oriented: Well defined goals are essential. 3.Instructional design focusses on real world performance. Help learners perform the behaviors that will be expected of them in the real world. 4.Instructional design focusses on outcomes that can be measured in a reliable and valid way. Creating valid and reliable measurement instrument is essential. 5.Instructional design is empirical. Data are the heart of the process. 6.Instructional design typically is a team effort. This process usually involves team work.
ADDIE Model
ADDIE Model is the general model of instructional design
What is the difference between teaching and instructional design?
Instructional Design: •Instructional designers must stay abreast of new technologies. •Instructional designers are required focus on content development and delivery. •Instructional designers are expected to design content and teachers are expected to deliver it. Teaching: •Teachers deliver content. •Teachers are experienced in helping students fill gaps to construct new knowledge. •A teacher's primary focus is on showing student growth.
Instructional design helps you know
WHY you are teaching in a certain way
In the revised taxonomy, knowledge is
at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition.
What are microinvalidations?
behaviors and statements that are meant to exclude, negate, and dismiss one's personal feelings, thoughts, and experiences
What are the three major differences between a teacher and an instructional designer are:
practical experience, focus, and expectations
Social determinants of health (SDOH) are
the conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks.
DOH PP: Alignment and Advocacy: Activities Where Health Care Organizations Partner and Collaborate with Other Sectors What are advocacy activities?
those in which health care organizations work with partner social care organizations to promote policies that facilitate the creation and redeployment of assets or resources in order to improve health outcomes and prevent emergence of unmet social needs.
DOH PP: Adjustment: Activities Where Social Risk Information Is Used to Inform Clinical Care Decision Making examples
uExamples uDelivery of language and literacy-concordant services uChanging insulin dosages at the end of the month when food benefits are more likely to run out uIndoor or supervised physical activity recommendations for patients who live in unsafe neighborhoods uThese examples highlight adaptations to traditional care designed to accommodate patients' social contexts but are not interventions focused on changing the underlying social risk.
DOH PP: Recommendation 4
uGovernments, health professional and educational associations and organizations, and community organizations should use the committee's framework and model to guide and support evaluation research aimed at identifying and illustrating effective approaches for learning about the social determinants of health in and with communities while improving health outcomes, thereby building the evidence base.
DOH PP: Recommendation 3
uGovernments, individual ministries, health professional and educational associations and organizations, and community groups should foster an enabling environment that supports and values the integration of the framework's principles into their mission, culture, and work.
DOH PP: Assistance: Strategies to Link Patients with Social Needs to Government and Community Resources
uHealth care based interventions focused on reducing social risk by providing assistance in connecting patients with relevant social care resources. uTwo types: Lighter touch and More Intensive Assistance uExamples of Lighter Touch uProviding information or vouchers for patients to obtain resources in the community uReferring patients to specific programs uExamples of More Intensive Assistance uDirected to medically and socially complex patients, and they typically include processes such as relationship building, comprehensive biopsychosocial needs assessments, care planning, interventions
DOH PP: Recommendation 1
uHealth professional educators should use the framework presented in this report as a guide for creating lifelong learners who appreciate the value of relationships and collaborations for understanding and addressing community-identified needs and for strengthening community assets.
DOH PP: Why we should care slide
uHealth professional students who are exposed to these concepts in ways that inspire further learning are better positioned to educate future generations of health professionals, having experienced this education firsthand. uBecause the time health professionals spend in foundational education and training is small compared with career-based education, it is also the job of educators to instill a desire in their students for greater learning about the social determinants of health. uWith continued formal and informal learning, health professionals are best positioned to work with others in taking action on the social determinants of health to improve the health and well-being of individuals, communities, and populations.
Healthcare Access and Quality Goal: Increase access to comprehensive, high-quality health care services.
uIncrease the proportion of adults who get recommended evidence-based preventive health care uIncrease the proportion of adolescents who had a preventive health care visit in the past year uIncrease the proportion of adults who get screened for lung cancer uIncrease the ability of primary care and behavioral health professionals to provide more high-quality care to patients who need it — AHS‑R01
Education Access and Quality Goal: Increase educational opportunities and help children and adolescents do well in school
uIncrease the proportion of high school students who graduate in 4 years uIncrease the proportion of children who are developmentally ready for school uIncrease the proportion of students with disabilities who are usually in regular education programs uIncrease interprofessional prevention education in health professions training programs
Why Did I Include SDOH in a Course About Teaching and Learning?
uOT's are expert problem solvers and we help people get back to living by TEACHING them how to learn to manage their lives after something has happened. uWe do not have to have a diagnosis to do this. People experiencing health inequities already have something happening to them regardless of whether they are "ill". u You have to adopt the mindset of a practitioner to the world. You have opportunities everyday to educate others on solutions that can change their life but it requires being a lifelong learner and paying attention to the intersectionality of the inequities around us.
DOH PP: Who We Are Slide
uProfessionals who specialize in health care, often as providers, will likely have an individual-, disease-, and treatment-focused orientation to health systems. uThose who specialize in public health will focus predominantly on prevention and wellness efforts aimed at communities and populations. uYet regardless of their role, responsibilities, and health system orientation, all health professionals are part of a holistic system in an interconnected world in which they increasingly must rely on others within and outside of the health professions. Thus, they must have an understanding of outside forces that influence decisions affecting patients and populations.
Social and Community Context Goal: Increase social and community support
uReduce anxiety and depression in family caregivers of people with disabilities uIncrease the proportion of adolescents in foster care who show signs of being ready for adulthood uIncrease the proportion of children and adolescents who show resilience to challenges and stress uIncrease the health literacy of the population uReduce bullying of transgender students uEliminate very low food security in children
Economic Stability Goal: Help people earn steady incomes that allow them to meet their health needs
uReduce the proportion of adolescents and young adults who aren't in school or working uReduce the proportion of people living in poverty uReduce the proportion of adults with arthritis whose arthritis limits their work uReduce household food insecurity and hunger
Neighborhood and Built Environment Goal: Create neighborhoods and environments that promote health and safety.
uReduce the rate of minors and young adults committing violent crimes uIncrease the proportion of adults with broadband internet uReduce the number of days people are exposed to unhealthy air uReduce deaths from motor vehicle crashes uIncrease the proportion of homes that have an entrance without steps
DOH PP: Recommendation 2
uTo prepare health professionals to take action on the social determinants of health in, with, and across communities, health professional and educational associations and organizations at the global, regional, and national levels should apply the concepts embodied in the framework in partnering with communities to increase the inclusivity and diversity of the health professional student body and faculty.
DOH PP: The National Academies developed the following framework based on:
uTransformative learning theory uDynamic partnerships uLifelong learning uKey elements of other frameworks addressing social determinants of health
The World Health Organization defines social determinants of health as
uthe conditions in which people are born, grow, work, live and age and the wider set of forces and systems shaping the conditions of daily life." uThe forces and systems include economic policies, development agendas, cultural and social norms, social policies and political systems.
DOH PP: Alignment and Advocacy: Activities Where Health Care Organizations Partner and Collaborate with Other Sectors What are alignment activities
uto include those undertaken by health care systems to understand existing social care assets in the community, organize them in such a way as to encourage synergy among the various activities, and invest in and deploy them to prevent emerging social needs and improve health outcomes.
•Moral distress was defined in 1984 by the Nursing profession as:
•(a) the psychological distress of •(b) being in a situation in which one is constrained from acting •(c) on what one knows to be right.
About the Revised Taxonomy
•A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. • •The authors of the revised taxonomy used verbs and gerunds to label their categories and subcategories rather than the nouns of the original taxonomy. • •These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge.
Socialization as a concept
•A major role of faculty is to socialize students into the culture of their profession. • •Faculty know how to socialize students because they have already been a practitioner and they know what is expected by the profession and in the workforce. • •When a novice practitioner does not embrace the proper professional expectations, they are not able to provide safe, quality care. • •Socialization in our program begins at the time of application. Our application is a "test" of sorts in that it requires you to observe and attend to specific components that help you complete the task. The very essence of an Occupational Therapist.
Step 5 of Gagne's: Step 5: Provide learning guidance
•Advise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn. • -Provide instructional support as needed - i.e. scaffolding that can be removed slowly as the student learns and masters the task or content -Model varied learning strategies - e.g. mnemonics, concept mapping, role playing, visualizing -Use examples and non-examples - examples help students see what to do, while non-examples help students see what not to do -Provide case studies, visual images, analogies, and metaphors - Case studies provide real world application, visual images assist in making visual associations, and analogies and metaphors use familiar content to help students connect with new concepts
Words to use for apply and analyze
•Apply: -Executing -Implementing •Analyze: -Differentiating -Organizing -Attributing
•Four class goals that outline expected professional behaviors:
•Assume positive regard for others •Respect differences and be open to other points of view •Electronic and media devices are limited to class use only •Respect the group process regarding timeliness and contributions
Examples of classroom professional behaviors by faculty
•Beginning and ending class on time. • •Grading and returning in a timely manner (L on Dr. Wright for this) • •Adhering to school policies for testing and grading . • •Using affirming and encouraging language and behavior in class. • •Providing feedback when students are exhibiting professional behavior or need to make adjustments to behavior.
Explain the components of Merrills Principle 3
•DEMONSTRATION CONSISTENCY -good (and bad) examples of concepts -demonstrations of procedures -visualizations of processes -modeling of behaviors •LEARNER GUIDANCE -Being directed to relevant information -Seeing multiple representations of the task -Multiple demonstrations compared •RELEVANT MEDIA -Gratuitous illustrations make little or no instructional contribution and are often ignored by learners.
What are mivroagressions?
•Definition (Merriam-Webster): A comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority) •Example: A bartender ignoring a transgender person and instead serving a cisgender person (someone whose biological sex matches their gender identity) first.
What is implementation in the ADDIE model?
•Deliver the performance solution -Development of the training framework and participant engagement
What is development in the ADDIE model?
•Develop a performance solution -Stakeholder review and validation and any required revisions
History of Blooms Taxonomy
•Developed in 1956 by Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl. • •Originally called Taxonomy of Educational Objectives. • •Made of up six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Cultivating Professional Behaviors
•Developing professional behaviors in every student is a deliberate act by faculty. •It is a faculty member' and clinical instructor' responsibility to work to assure that students know how to be safe and ethical practitioners. Instilling specific professional behaviors of a discipline is how it gets done. •All members of a health profession have the duty to manifest the values, ethics, standards and skill sets required in order to be professional caregivers to individuals, families and communities.
•Common uncivil student behaviors include:
•Disparaging comments •Apathy toward learning •Cheating on tests •Inattention in class •Demand special considerations regarding assignments or grades
Step 1 of Gagne's: Step 1: Gain attention of the students
•Ensure the learners are ready to learn and participate in activities by presenting a stimulus to capture their attention. • -Stimulate students with novelty, uncertainty, and surprise - -Pose thought-provoking questions to students - -Have students pose questions to be answered by other students - -Lead an ice breaker activity
What is evaluation in the ADDIE model?
•Evaluate the results relative to the performance objectives. -Participant satisfaction, participant learning and participant performance.
Words to use for evaluate and create
•Evaluate: -Checking -Critiquing •Create: -Generating -Planning -Producing
Step 6 of Gagne's: Step 6: Elicit performance (practice)
•Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of course concepts. •Facilitate student activities - e.g. ask deep-learning questions, have students collaborate with their peers, facilitate practical laboratory exercises •Provide formative assessment opportunities - e.g. written assignments, individual or group projects, presentations •Design effective quizzes and tests - i.e. test students in ways that allow them to demonstrate their comprehension and application of course concepts (as opposed to simply memorization and recall)
Step 9 of Gagne's: Step 9:Enhance retention and transfer
•Help learners retain more information by providing them opportunities to connect course concepts to potential real-world applications. • -Avoid isolating course content. Associate course concepts with concepts and build upon prior learning to reinforce connections. - -Continually incorporate questions from previous tests in subsequent examinations to reinforce course information. - -Have students convert information learned in one format into another format (e.g. verbal or visuospatial). For instance, requiring students to create a concept map to represent connections between ideas. - -To promote deep learning, clearly articulate your lesson goals, use your specific goals to guide your instructional design, and align learning activities to lesson goals.
Step 3 of Gagne's: Step 3: Stimulate recall of prior learning
•Help students make sense of new information by relating it to something they already know or something they have already experienced. • -Ask questions about previous experiences - -Ask students about their understanding of previous concepts - -Relate previous course information to the current topic - -Have students incorporate prior learning into current activities
What employers are seeing in new graduates
•High levels of: •Moral distress •Micro aggression and microinsults
What is design in the ADDIE model?
•Identify the learning objectives -Instructional strategies, structuring content and assessments
What is analysis in the ADDIE model?
•Identify the performance gap -Identifying participant characteristics, available resources, time constraints, defining the learning environment and establishing goals.
What is the difference between incivility or bullying?
•Incivility is a one-time or irregular occurrence. •Bullying is repeated and harmful behaviors targeted at an individual or a group of people. •Incivility and bullying are often precursors to harassment, which is targeting an individual based on age, race, gender, ethnicity, religion or disability. •Incivility has worsened over time. The nature of the internet has created a place where people can bully anonymously which has the potential to carry over into the workplace.
Step 2 of Gagne's: Step 2: Inform students of the objectives
•Inform students of the objectives or outcomes for the course and individual lessons to help them understand what they are expected to learn and do. • -Describe required performance - -Describe criteria for standard performance - -Have learners establish criteria for standard performance - -Include course objectives on assessment prompts
What is conceptual knowledge
•Knowledge of classifications and categories •Knowledge of principles and generalizations •Knowledge of theories, models, and structures
What is procedural knowledge
•Knowledge of subject-specific skills and algorithms • •Knowledge of subject-specific techniques and methods • •Knowledge of criteria for determining when to use appropriate procedures
What is factual knowledge
•Knowledge of terminology •Knowledge of specific details and elements
Self-Reflection for Teaching Faculty and clinical Instructors
•Nursing and other healthcare literature has documented incivility amongst faculty members. • •Uncivil behaviors include physical abuse, verbal abuse and devaluing. • •Faculty must always be mindful of their behaviors especially in places where students frequent. • •Bystanders can be just as negatively affected by incivility as the people involved. • •Faculty must be mindful that they are role models and that their actions must always adhere to professional standards.
Why use Blooms taxonomy?
•Objectives (learning goals) are important so that teachers and students alike understand the purpose of their interchange •Teachers can benefit from using frameworks to organize objectives •Organizing objectives helps to clarify objectives for themselves and for students •Having an organized set of objectives helps teachers to: -"plan and deliver appropriate instruction"; -"design valid assessment tasks and strategies"; and -"ensure that instruction and assessment are aligned with the objectives."
Explain the components of Merrills Principle 4
•PRACTICE CONSISTENCY -Learning is promoted when the practice and the posttest are consistent with the learning objectives. •DIMINISHING COACHING -Learning is promoted when learners are guided in their problem solving by appropriate feedback and coaching. -Early in learning students need a lot of support, but as the learning progresses slowly remove the training wheels. •VARIED PROBLEMS -A single problem is insufficient for learning a new skill. -Divergent examples are a necessary condition for effective instruction of new concepts. -Practice activities should be presented in multiple forms using a variety of question types in order to maximize the learner's likelihood of mastering the skill.
Explain the components of Merrills Principle 2
•PREVIOUS EXPERIENCE - allow learner to demonstrate knowledge. • •PROVIDE EXPERIENCE - new learning can feel overwhelming but the learner does not have to have all of the needed items in order to proceed. Experience provides the tools. • •STRUCTURE - activating learning also involves stimulating mental models that can be modified or tuned to help learners incorporate new knowledge into what they already know. Themes are often used as an organizing structure but only assist learning if they are relevant.
Step 7 of Gagne's: Step 7: Provide feedback
•Provide timely feedback of students' performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late. •Confirmatory feedback informs the student that they did what they were supposed to do. This type of feedback does not tell the student what she needs to improve, but it encourages the learner. •Evaluative feedback apprises the student of the accuracy of their performance or response but does not provide guidance on how to progress. •Remedial feedback directs students to find the correct answer but does not provide the correct answer. •Descriptive or analytic feedback provides the student with suggestions, directives, and information to help them improve their performance. •Peer-evaluation and self-evaluation help learners identify learning gaps and performance shortcomings in their own and peers' work.
Words to use for remember and understand
•Remember: -Recognizing -Recalling •Understand: -Interpreting -Exemplifying -Classifying -Summarizing -Inferring -Comparing -Explaining
•Professional behavior expectations in course materials includes:
•Required skill set •Standards set by professional organizations •Professional ethics •Risk management •Legal issues
Types of incivility
•Rudeness •Inconsiderate behaviors •Demeaning comments •Gossiping •Non-verbal behaviors •Withholding information •Refusal to help a educational cohort member or co-worker •Public criticism •Intimidating others •Use of a condescending tone or behavior
Explain the components of Merrills Principle 1
•SHOW TASK -Learning is promoted when learners are shown the task they will be able to do. -Most theorists suggest that a specific demonstration of the whole task similar to those the learners will be able to do following instruction provides a better orientation to the material. •TASK LEVEL -Learning is promoted when learners are engaged at the problem or task level. •PROBLEM PROGRESSION -Mastering a complex problem begins with a less complex problem. When the first problem is mastered, learners are given a more complex problem.
What is metacognitive knowledge
•Strategic Knowledge •Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge •Self-knowledge
Step 8 of Gagne's: Step 8: Assess performance
•Test whether the expected learning outcomes have been achieved on previously stated course objectives. • -Administer pre- and post-tests to check for progression of competency in content or skills -Embed formative assessment opportunities throughout instruction using oral questioning, short active learning activities, or quizzes -Implement a variety of assessment methods to provide students with multiple opportunities to demonstrate proficiency -Craft objective, effective rubrics to assess written assignments, projects, or presentations
Coping Strategies for Students
•The classroom should be a safe place to explore incivility. • •Codes of conduct for inclusion should be clear to prevent lateral violence, bullying and incivility in all practice settings. • •Both classroom and clinical instructors should guide students in professional behavior to assist with learning how to communicate if someone is not civil.
What happens when socialization is not embraced by a novice professional?
•There is a high likelihood that this will impinge upon the health professional's ability to provide safe and quality care.
Socialization as a Process
•Transformation of a novice to a professional where the newcomer adopts ethical standards, the social group's mission, organizational goals and knowledge, learning technology and language to integrate the professional role into their IDENTITY. • •The socialization process on the first day of class on the first day of class is communicated by providing a comprehensive syllabus with clear goals reflective of the profession' behaviors. • •Demonstration of professional behaviors by faculty sets a tone of respect for the learner.
•Nummenin, repo and Leino-Kilpi (2017) identified seven core attributes of Moral Courage:
•True presence •Moral integrity •Responsibility •Honesty •Advocacy •Commitment and perseverance •Personal risk •It takes moral courage to be a healthcare provider because we are often faced with the difficult parts of human society.
Step 4 of Gagne's: Step 4: Present the content
•Use strategies to present and cue lesson content to provide more effective instruction. Organize and group content in meaningful ways, and provide explanations after demonstrations. • -Present multiple versions of the same content (e.g. video, demonstration, lecture, podcast, group work, etc.) - -Use a variety of media to engage students in learning - -Incorporate active learning strategies to keep students involved - -Provide access to content on Blackboard so students can access it outside of class
Explain the components of Merrills Principle 4
•WATCH ME -Learning is the most motivating when the learner can observe his or her progress. -Effective instruction must provide an opportunity to demonstrate their newly acquired skills. •INTEGRATION -Creating personal adaptations of the new knowledge and skill is one of the final stages of effective instruction. Reflection on the experience of learning is one way to achieve this. -Learners have integrated instruction into their lives when they are able to demonstrate improvement in skill, defend their new knowledge and modify their new knowledge for use in their lives. •CREATION Modifying new knowledge to make it one's own is where a learner moves beyond the instructional environment and takes the new knowledge and skill into the world beyond
What are microassaults?
•conscious biases or discriminatory verbal abuse or behaviors.
How does the original taxonomy define evaluation
•engenders "judgments about the value of material and methods for given purposes."
How does the original taxonomy define synthesis
•involves the "putting together of elements and parts so as to form a whole."
How does the original taxonomy define knowledge
•involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."
How does the original taxonomy define comprehension
•refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."
How does the original taxonomy define application
•refers to the "use of abstractions in particular and concrete situations."
How does the original taxonomy define analysis
•represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."
What are microinsults?
•unconscious messages that are insensitive and disparaging to a person's racial identity or background
