Campbell University recently issued the following announcement.
The College of Pharmacy & Health Sciences (CPHS) presented faculty Innovation Awards during its December 10 faculty and staff meeting. The award recognized faculty who are implementing innovative learning techniques in the classroom, specifically hands-on practices that encourage critical thinking.
Dr. Scott Asbill, associate dean of Academic Affairs, established the award in collaboration with the CPHS Director of Assessment, Myrah Stockdale, and the Doctor of Pharmacy Assessment Committee to inspire faculty to teach students to think more critically. Asbill shared that students are exposed to content and memorization, but he saw a need for additional ways to help students develop academically and professionally. Having previously attended a critical thinking seminar given by Dr. Melissa Medina, professor and associate dean for Assessment and Evaluation at the University of Oklahoma, Asbill knew Medina would inspire CPHS faculty. Medina presented her critical thinking workshop at Campbell in May. She encouraged CPHS faculty to find ways to expose students to critical thinking and determine practical ways of applying what was learned.
More than 11 creative and dedicated faculty and staff members applied for the award with a letter of intent. Applicants were asked to discuss the purpose of the innovation, how the project was innovative, what was the scale or scope of the innovation, and how could this be adapted to meet different learning outcomes or be transferred to other departments within CPHS. Based on these criteria, two outside reviewers, Dr. Medina and Mary Monk Tutor, evaluated the applicants and selected three project winners. Asbill shared how incredible it was to have well respected national reviewers look at the projects from an unbiased perspective.
Dr. Scott Perkins, co-director of the Drug Information Center and clinical assistant professor of Pharmacy Practice, was selected as the first-place recipient for his efforts in championing the implementation of an electronic health record (EHR) during the curriculum change. According to Perkins, alongside former faculty members Dr. Paul Dimondi and Dr. Kim Kelly, he sought a grant to determine if the utilization of an EHR for patient case studies stimulated critical thinking. As a professor who constantly strives to improve teaching methods, improve the learning environment, and create real life scenarios for students, the purpose of the EHR was to challenge students to think more critically during realistic simulated experiences. Evaluating patients is a critical piece of patient care. Since its implementation, many faculty members are using the EHR to help students assess patient history in relation to adverse reactions to medications, genetic factors, and more. The EHR also mirrors the pressure of verifying orders as a pharmacist.
Perkins has also spent the past year assessing how online learning can be more impactful and engaging while reducing faculty workload. He has been using instructional design to create educational video shorts and hopes to continue using technology to benefit students’ educational experiences.
Dr. Tim Marks, assistant professor of Pharmaceutical Sciences, and Dr. Dorothea Thompson, associate professor of Pharmaceutical Sciences, received second place. The two responded to a need to improve foundational sciences training by creating a new course: Microbiology: A Clinical Approach (PHSC 285). The faculty described the purpose of the course as a way “to incorporate laboratory learning environments that aid students in practicing higher-order thinking skills (e.g., hypothesis generation, application of theory, and problem-solving)” while developing and deepening critical thinking essays pertaining to laboratory based learning. The course encompassed a hybrid laboratory environment, consisting of computer-based simulations as well as in person instruction and exercises. The critical thinking essays require students to synthesize information, problem solve, and apply earlier learned concepts.
Dr. Michael R. Jiroutek, associate professor of Clinical Research, received third place. Dr. Jiroutek has taken active learning to a new level through the utilization of collaborative keys (CKs). Jiroutek described CKs as “a document or set of documents, depending on the depth/breadth of the relevant material, that contains questions or problems tied to each of the topics/chapters/weeks in a course.” CKs are utilized in small groups of 2-3 students, replacing homework in Jiroutek’s courses. Each group of students interacts with another group for each assignment, discussing and hearing different points of view and allowing each pair of groups to ‘validate’ one another’s work. The class is able to collaboratively generate a complete answer key to each assignment, with Jiroutek providing guidance as necessary. Jiroutek rotates the student group pairings, enabling additional interactions class-wide. He has used CKs in online and seated classes, and in both graduate and undergraduate classes. CKs are adaptable to any academic environment and topic.
The winners each received a cash prize and Dr. Perkins received a trophy as well.
“One of my proudest moments in the last few years was last Friday when I had the pleasure of introducing the applicants and finalists,” Asbill said.” There was such a broad representation of projects, and seeing the excitement from faculty and staff when they recognized what their colleagues were doing and how they could implement something similar in their courses was simply priceless.”
Medina encouraged the recipients to continue data collection and publish their research.
“I applaud all of the projects that the applicants submitted for review. It was obvious that they are a creative and dedicated group of faculty who are committed to advancing students’ critical thinking skills. They have utilized innovative software such as E.H.R. Go and designed tools to measure students’ critical thinking skills. Deciding on the top three was very difficult and all of them are truly worthy. Our top three were selected because we felt that they could most easily be implemented in other courses and programs,” Medina noted.
Original source can be found here.
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