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U N I V E R S I T Y O F P I T T S B U R G H |
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| Vol. XII, No. 2 | A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
November 2006
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U N I V E R S I T Y O F P I T T S B U R G H |
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| Vol. XII, No. 2 | A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
November 2006
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Fostering Open Lines of Communication
Because I also practice clinical pharmacy on cardiology services within UPMC and perform research through the School of Pharmacy, during my classroom lectures I can share my daily clinical experiences with students to give them real-world perspectives on what they are learning. For example, if we are talking about someone with myocardial infarction, I might discuss a recent patient whom I have cared for in the coronary unit. Another advantage of sharing these real-life experiences is that it establishes an environment where students feel more comfortable about asking questions. Sharing Knowledge I am convinced that until students actually perform or verbalize what they are learning, they do not master the information. Therefore, I foster learning environments where students have open lines of communication with other students as well as with me. This enables them to share their knowledge and develop confidence in their skills. For example, my students learn to perform assessments of blood pressure and other vital signs at the Peter M. Winter Institute for Simulation Education and Research (WISER) Center. Here, simulation-based learning using advanced patient mannequins facilitates a safe educational environment where students can be as close to a real patient scenario as technology will allow. As a group, they perform patient assessments and recommend appropriate pharmacotherapeutic management plans. This enables them not only to apply the material covered in class but also to develop confidence when they discuss their thoughts about a drug treatment. Another type of interaction fostered during my class is student assessments of one another. Using an objective rubric, students have the opportunity to grade classmates, thereby providing both positive and negative feedback. This helps them to learn what they may be doing wrong, while, at the same time, learning new skills and techniques by observing others. Finally, simulation-based education allows my students to interact with the course content while also interacting with their own performances. They put their new knowledge to work and obtain immediate feedback in a safe nonthreatening environment. Research on Attitudes I research my teaching methodologies and have conducted objective experiments to see if comprehension improves as a result of these active learning techniques. Based on pre- and post-testing after each simulation exercise, there was a significant improvement in knowledge and performance within the class. I have also shown that students undergoing simulation learning demonstrate much greater retention than those who do not. Finally, I have done research showing how attitudes are linked to learning and am working on a project measuring students’ retention in different learning environments. During the experiential part of my teaching, I spend one-on-one time to help students evaluate different job openings, prepare for interviews, and decide if they want to complete a residency. I also devote time to advising students, both informally before and after class or formally through the student advisor program. They often ask me to describe what my day is like, and I encourage them to “shadow” me for a day because I love interaction with students. One of the most rewarding parts of my job is when I see students learning or forging a career path because of something that I was able to help them discover.
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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for Instructional Development & Distance Education |
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