Tag Archives: Skills Lab

Content remixing

I am thinking about the skills lab content again. One of the bits of feedback is that they want more hands-on – and it occurs to me that this is not just the case vignettes but also in the skills lab. The focus in the skills lab was a little wrong – it needs to be more activity centric. Sort of like the Icebreaker activity – which was successful – I think also the skills lab needs more “challenge” type activities – and the theoretical content can be left for the eBook or something – similar to what we do with Essential Teaching Skills – we need to keep the focus of the workshop on activities (on doing).

So, the skills labs need to be re-structured. They need to be activity driven. Content that is best explained via lecture or text, should be left to the text – the workshop needs to focus more on hands-on.

So, in looking at workshop one, what is the skills lab content? Editing and commenting in iBooks. Perhaps it should look more like:

  1. Organizing icons (creating folders, renaming folders, changing which page on icon is on)
  2. Finding apps (searching iMedcal Apps, searching the library – finding good apps)
  3. Using iBooks (which covers some gestures as well as adding content and sending an email)

This becomes enough – and I write it up as a challenge sheet and everyone gets a chance to “do” each thing and tick it off the list when they do it. That way, they are doing hands-on and I’m just helping them work through it – filling in the blanks and asking questions.

Now I’m wondering about a link between problem-based learning and teaching technology. I will need to go check the literature on this.

Skills Lab Notes

Tomorrow I shall be presenting the first iPad skills lab. I would have liked this website to have contained more content by then, but it is what it is. One thing that occurred to me is that I could create a series of checklists for skills lab facilitator, just to act as a guide. Presumably the person doing the skills lab will already know how to do the different things, but they’ll need a list of what to cover in the works. So, for my reference here is the list. We’ll see how much of it we actually cover in 30-minutes:

  1. Configuring your Apple ID
    • Multiple Apple IDs
    • Configuring Apple IDs for iCloud versus App Store
    • Relationship between Apple ID and apps your purchase
  2. Downloading and updating Apps
    • Need for Apple IDs
    • Ideas on where you can find good Apps (e.g. Residents, iMedical Apps)
    • Mention library has some free app / subscriptions
  3. iPad gestures
    • Response to gestures depends on the app
    • Number of fingers matters
    • Touch versus touch and hold
    • Four finger swipe
    • Pinch and expand
    • Flick versus swipe versus drag-and-drop
  4. Organizing icons
    • Putting apps in folders
    • Editing folder titles
    • Searching for apps
  5. Finding things (searching)
    • Searching for apps on the device
    • Finding good apps
    • Check out the library
    • ipad-fm.ca will have vignettes and tutorials
  6. Using iBooks, including: adding comments, editing text comments
    • Downloading eBooks
    • Deleting eBooks
    • Navigating (chapters versus pages)
    • Orientations
    • Changing font size
    • Highlighting
    • Adding comments
    • Emailing comments

My perceptions of design

In looking at my current design – not sure which iteration I would call it – and reflecting back on each of the previous iterations, I’m struck by how I considered each iteration awesome. Each time I create an outline or design a workshop, I feel that I have an excellent workshop – and yet, after feedback, there are changes, and I leave feeling yet again that I found the perfect design.

I still need to blog about a couple of my previous iterations, specifically: (1) The Proposal design, (2) The Montebello workshop, (3) Post interview design … I’m now at (4) the post sponsor consultation design.

What I like most about the current design is that it goes back to my original goals – it can be built into something that is self-adapting. By the way each workshop is built and structured, it automatically will be adapted to where the technology is currently at. This self-adaptation in the program was one of the goals I really didn’t think I could achieve – so the potential for it is very useful. We’ll see if it actually plays out that way.

In order for the workshop participants to get continuing education credits for attending (MAINPRO credits), I needed to apply to the Canadian College of Family Physicians (CCFP) for certification. I’m happy to report that based upon the design (described below), the workshops have received credits. Participants can take up to three workshops and get 1.5 credits for each workshop. Documenting the design and apply for the credits did pose a bit of a challenge. Their system is very much based upon fixed content – and certifying fixed content – but in this case, I cannot guarantee the content. In many ways the actual content is not the relevant. It is more the structure that matters (at least to me). More on this after I show you the structure:

1      Program Description

The program consists of three 90-minute face-to-face workshop modules. To align with the literature on best practices for technology adoption, the modules not be delivered in one sitting – rather, modules will be delivered at least two-weeks apart, allowing participants time to absorb the information from the previous module before being exposed to new concepts.

Modules One and Two are essential iPad skills. Module Three focuses on how the iPad is used to enhance teaching within the context of an academic teaching unit (as opposed to a community practice).

2      Program Goals and Learning Objectives

The iPad can be a useful tool to help support physician educators in their role as clinical teachers. The goal of this program is to expose physician educators to a variety of ways in which iPads can be used to support clinical teaching, as well as to improve individual physicians iPad literacy skills.

3      Program Facilitation

All modules will be co-facilitated with a physician and a technologist. The physician’s expertise is in Family Medicine and the use of iPads in clinical teaching (undergrad and resident supervision). The technologist’s expertise is in the iPad technology and how to effectively teach new technologies to professionals.

4      Program Agenda

Learners will be divided into two groups for part 2 and 3. All learners will be together for parts 1 and 4.

Each module will be taught using the following structure:

  1. 15 minutes – Introduction
  2. 30 minutes – Group A – Clinical Teaching Vignettes, Group B – iPad Skills Lab
  3. 30 minutes – Group B – Clinical Teaching Vignettes, Group A – iPad Skills Lab
  4. 15 minutes – Debrief and wrap-up

5      Program Content

Facilitator and participant resources (e.g. the Content for clinical teaching vignettes and iPad skills labs that are presented) will be documented and posted on http://ipad-fm.ca. Some materials may not be available until after delivery of the workshop (e.g. clinical teaching vignettes), as the material will be recorded at the workshop.

6      iPad Essentials Part 1

6.1    Learning Objectives

After completing this module, participants will be able to:

  1. Switch between apps on the iPad
  2. Close apps on the iPad
  3. Shutdown the iPad
  4. Use the DrawMD OBGYN app to provide patient education
  5. Describe at least two clinical teaching vignettes
  6. Manage their Apple IDs for the AppStore and iCloud
  7. Describe the connection between AppleID and Apps
  8. Download and update apps
  9. Use iBooks to annotate eBooks and PDF documents
    1. Navigation quick tips

6.2    Introduction

1.1. Four finger swipe

1.2. Closing apps

1.3. Powering off your device

  1. Ice Breaker Activity: DrawMD OBGYN (using the iPad to describe to a patient what an Ectopic pregnancy)

6.3      Clinical Teaching Vignettes

The following are example clinical teaching vignettes. These will be regularly updated as the technology changes and new or improved apps become available.

  1. Teaching Shoulder Anatomy using Visual Body Anatomy Atlas
  2. Teaching Heart Murmur sounds

6.4      iPad Skills Lab

  1. Managing Apple IDs

1.1. Setting up AppStore AppleID and iCloud AppleID (see http://ipad-fm.ca)

  1. Downloading & Updating Apps (association of Apps and Apple ID)
  2. Using iBooks

3.1. Adding comments

3.2. Editing text comments

Note: The iBooks content is added to support the University of Ottawa Department of Family Medicine’s Essential Teaching Skills program which uses iBooks to provide professional development resources. This also provides an opportunity to teach editing text using the iPad.

7       iPad Essentials Part 2

7.1    Learning Objectives

After completing this module, participants will be able to:

  1. Organize their iPad icons
  2. Use EduCreations App to describe an illness script
  3. Describe at least two clinical teaching vignettes
  4. Describe how cloud-based apps work
  5. Identify security/privacy concerns when using Cloud Apps
  6. Use Evernote to create a note and email it to resident

7.2    Introduction

  1. Navigation quick tips

1.1. Organizing your iPad icons (creating and editing folders)

  1. Ice Breaker Activity

2.1. Using EduCreations (whiteboard app) to describe an illness script

7.3    Clinical Teaching Vignettes

The following are example clinical teaching vignettes. These will be regularly updated as the technology changes and new or improved apps become available.

  1. iThoughtsHD to describe complex illness scripts (e.g. Depression)
  2. Using diabetes simulation app to teach treatment options

7.4    iPad Skills Lab

  1. How Cloud-based Apps work
  2. Cloud Apps privacy and security concerns
  3. Using a stylus with the iPad
  4. Hands on with Evernote

4.1. Creating notes

4.2. Searching by tags

4.3. Emailing a note to your resident

8       iPad Essentials Part 3

8.1    Learning Objectives

After completing this module, participants will be able to:

  1. Create a presentation on the iPad using Prezi
  2. Describe at least two clinical teaching vignettes
  3. Transfer files to/from the iPad

8.2    Introduction

  1. Navigation quick tips

1.1. TBD

  1. Ice Breaker Activity

2.1. Creating a presentation using Prezi

8.3    Clinical Teaching Vignettes

The following are example clinical teaching vignettes. These will be regularly updated as the technology changes and new or improved apps become available.

  1. Using Prezi to create presentations for academic days.
  2. Using simulation apps to support teaching of the non-medical expert CANMEDS roles.

8.4    iPad Skills Lab

  1. Transferring files
  2. Dropbox (what is it, how it works, maintaining privacy)
  3. Microsoft Office – Cloud apps versus device apps

 

I think that any iPad workshop delivered using this structure will be successful – regardless of the details of the content itself. Well maybe not totally regardless, but not totally relevant either. I can swamp out one case vignette for another – it won’t matter as long as the participants see two or three real case vignettes – exactly what those vignettes are, are not as relevant as the fact that they are real case vignettes presented by physicians who actually use the iPad. The skills lab will always be adapted at least some extent to the participants themselves. The same topics can be made more or less advanced based upon the participants.

One strategy that I have in mind to test at the first workshop, is the division of people. Rather than randomly dividing people into two groups, I’m thinking of asking them to self-divide based upon their current iPad skills/comfort. I would ask those who are less comfortable to do the skills lab first, and those more comfortable to the skills lab second (vignettes first). I think this would help to adapt a single workshop to multiple levels. That being said, I’m also wondering if just have a mix might be more beneficial, as it might encourage more peer sharing during the skills lab section. This might be something to experiment with across different iterations of the workshops – to see which model worked better.

OK, that’s enough on the current design for now. More blogging latter.