Monday 8 July
Workshop Session 1
1. Challenges for Digital Health Education/IPE/Development of a sustainable digital health curriculum
Chris Bain, Monash University and Deb Rowett, University of South Australia
2. Education for Practice/ reflection
Catriona Bradley, Irish Institute of Pharmacy and Kirstie Galbraith, Monash University
3. Reigning It In: Ensuring Academic Integrity in an Online Exam Environment
Lisha Bustos, Lead Instructional Designer, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
When the School of Pharmacy at the University of Colorado made the decision to switch from in-class paper exams to online remotely proctored exams, faculty and students alike were thinking, “hold your horses!”. However, with the use of proctoring software that uses a combination of technology and human proctors, and a few best practices, the online exam process avoided turning into the wild, wild west. Additionally, data will be presented addressing the efficacy of this change. This presentation will provide participants with an in-depth understanding of how the software used works, the challenges the school faced, and the successes experienced thus far.
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. Decision making
Conan MacDougall, UCSF and Keith Sewell, Monash University
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. Global citizenship