Monday 8 July
Workshop Session 1
2. Education for Practice/ reflection
Catriona Bradley, Irish Institute of Pharmacy (UK) and Kirstie Galbraith, Monash University (AUS)
3. Reigning It In: Ensuring Academic Integrity in an Online Exam Environment
Lisha Bustos, Lead Instructional Designer and Jason Brunner, Director of Assessment, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
The school instituted the use of a remote proctoring service that uses a combination of technology and human proctors. Students provide proof of identity at the start of an exam and then are remotely monitored. Based on school identified expectations (i.e., head and eye movement, talking, leaving the exam environment), the software monitors for suspicious behaviors. A proctor intervenes when alerted by the software. The proctoring service provides documentation of concerning students and exam recordings to the school for additional review. The school assessed the efficacy of this program by comparing three years of exam data for significant changes in year-over-year scores. Significant variation in individual student exam scores were also assessed. No significant differences were found in either of these datasets.
The results of this research suggest that moving to remotely proctored online exams does not put at risk the academic integrity of examinations. Additionally, students indicated a preference for online exams as it provides them the flexibility to take exams when and where they want.
4. Defining and practicing therapeutic reasoning: Can technology help?
Conan MacDougall, UCSF (USA) Tina Brock, Monash University (AUS) and Keith Sewell, Monash University (AUS)
Workshop Session 2
Tuesday 9 July
Wednesday 10 July
Workshop Session 5
1. Should I? Shouldn’t I? How can I? Converting posters/abstracts to papers
Kristin Janke, University of Minnesota
The pressure to publish is considerable and a conference presentation seems like “low hanging fruit” that could be easily harvested to create a manuscript. This workshop will walk participants through a process for determining whether to move forward with conversion to a manuscript. In addition, it will discuss the habits of successful academic writers, behavioural strategies for getting the work done, approaches to enhance success in peer and editor review and methods for making the writing enjoyable.
After participating in the workshop, participants will be able to:
- evaluate which conference presentations could be successfully converted to manuscripts and should be.
- describe strategies to increase success in finishing and getting published
- detail the conditions under which the writing project could be enjoyable
- identify at least three writing habits for personal self-development
2. Building resilience in students
Karen Whitfield, Queensland Health / University of Queensland
Resilience is the ability to bounce back from setbacks and to thrive in challenging times.
The most commonly identified factors for individuals in the workforce, that deplete resilience include managing difficult people, office politics, overwork, and personal criticism. Resilience is thought not to be a fixed trait but can be learnt over time and from experience. People who employ problem solving skills and handle their feelings well, appear the most resilient.
There is increasing widespread recognition of the importance of developing resilience in health professionals however currently robust interventions are lacking. Moreover, there is an increasing interest in developing skills such as resilience in undergraduate programs including medicine, nursing and pharmacy.
How to teach resilience in the health care educational setting is challenging and robust research in this area is sparse.
This workshop will consider the latest evidence available around resilience for health professional educators. The workshop will also provide a forum to consider factors that can delete resilience in undergraduates, strategies to identify students at risk, ideas to promote resilience development and ways to incorporate into the undergraduate curricula.
3. Providing personalised feedback to students in large cohorts
Ian Larson, Monash University, AUS
Student feedback is one of the most important factors that affect student’s academic performance. Yet, in a time of increasing workloads, many staff rely on the provision of generic feedback to the class. Students are often dissatisfied with this generic feedback and make their thoughts known through student evaluation surveys. Hence academics are under pressure to provide personalised feedback in a timely and efficient manner. In this workshop, participants will investigate the use of learning analytics to help deliver this feedback.
Participants will need to bring a laptop (not a tablet) to this session or they will be unable to participate in the activities.
Participants will leave the workshop with an understanding of how learning analytics can save them time delivering effective personalised feedback to students in large cohorts.
Workshop structure: Introduction and context setting (10 min), Small group task drafting personalised feedback messages (15 min), Small group report back to main group (10 min), small group task identifying student cohorts in large data set (10 min), small group report back to main group (10 min), small group task creating workflow for delivery of personalised messages (15 min), small group report back to main group (10 min), Summary, conclusions and next steps (10 min)
By the end of this workshop, participants will be able to:
- Draft personalised feedback messages to different student cohorts
- Apply learning analytics to the provision of timely, personalised feedback