Tamar Chachibaia, PhD Candidate

“Strategy and policy issues for

implementation of

nanotechnologies in medical

education”

Advanced Course ‘Research in Medical Education’

School of Health Professions Education

Maastricht University, Faculty of Health, Medicine and Life Sciences

2-7 November, 2008

Nanotechnologies in MedicineNanotechnologies in Medicine

Some of the greatest impacts of N&N are taking place in the context of medicine. However, as of mid-2006, 130 nanotech-based drugs and delivery systems and 125 devices or diagnostic tests are in preclinical, clinical or commercial development. The combined market for nanoenabled medicine (drug delivery, therapeutics and diagnostics) will jump from just over $1 billion in 2005 to almost $10 billion in 2010 and the US National Science Foundation predicts that nanotechnology will produce half of the pharmaceutical industry product line by 2015.

The aim of the studyThe aim of the study

To prioritize methods for effective implementation of To prioritize methods for effective implementation of

nanoscience learning modules in medical education system.nanoscience learning modules in medical education system.

Central research question:Central research question:

How the potential education programs, research topics, and How the potential education programs, research topics, and

valuable kinds of infrastructure should be incorporated earlier valuable kinds of infrastructure should be incorporated earlier

in medical education system concerning NT to receive in medical education system concerning NT to receive

appropriate return and support. appropriate return and support.

Secondary research questionsSecondary research questions

1 Which learning methods are described in the literature concerning Nanotechnologies for medical education and how this knowledge should be used in current project.

2 What are opportunities and challenges, strengths and weaknesses (SWOT analysis) for implementation of nanosciense education in medicine. How this knowledge will contribute to development of N&N curriculum.

3 How perform assessment of nanoscience education needs and on which basics develop questionnaire to highlight and reveal nanoscience education needs.

4 How adequate are the existing medical institutions and their rules in terms of how nanotechnology fits into existing educational system?

5 Why is needed and how to benchmark relevant strategic levels of N&N education in the short, middle and long term?

6 How to evaluate implemented results of training program.

7 What kind of learning materials and methods may contribute maximally for which developmental and curricular levels.

8 Which education program is most reliable in medical education system for emerging field of N&N.

1) Bibliographic survey, bibliometric 1) Bibliographic survey, bibliometric analysis/statistics for measurement of the spread of analysis/statistics for measurement of the spread of N&N education, content analysis of documents and N&N education, content analysis of documents and materials, web-pages, SWOT.materials, web-pages, SWOT.2) Natural or true experiments allowing to answer 2) Natural or true experiments allowing to answer precise questions of current developments at the precise questions of current developments at the frontiers of research in domains frontiers of research in domains 3) Survey research, representative sample surveys, 3) Survey research, representative sample surveys, self-report surveys and interviews; supplemented by self-report surveys and interviews; supplemented by focus groups and open-ended interviews (to talk focus groups and open-ended interviews (to talk directly to and listen to top representatives of directly to and listen to top representatives of discipline, NT researchers and educators, measure discipline, NT researchers and educators, measure affective, cognitive, and psychosocial parameters.) affective, cognitive, and psychosocial parameters.) 4) Direct observation, interview (of, for example, 4) Direct observation, interview (of, for example, meetings, point of use NT equipment, computer meetings, point of use NT equipment, computer games, simulations)games, simulations)

MethodsMethods

5) Major data collection and original data collection 5) Major data collection and original data collection with survey;with survey;6) Network analysis of relationships across 6) Network analysis of relationships across multidisciplinary teams of university units; and multidisciplinary teams of university units; and feedback assessment of alternative models of feedback assessment of alternative models of teaching (e.g., learning by doing; learning by teaching (e.g., learning by doing; learning by searching, learning by training; learning by using, searching, learning by training; learning by using, learning by interacting); learning by interacting); 7) Case studies (e.g. in universities ); which will 7) Case studies (e.g. in universities ); which will permit a rich set of information gathered around permit a rich set of information gathered around particular cases of NT education in different particular cases of NT education in different universities and units, etc.universities and units, etc.8) Longitudinal research to chart how the competing 8) Longitudinal research to chart how the competing perspectives evolve, especially to the extent that perspectives evolve, especially to the extent that they diverge from the consensus among scientists they diverge from the consensus among scientists and educators about the implementation of N&N.and educators about the implementation of N&N.

MethodsMethods

The strategic levels are planned for short, middle and long The strategic levels are planned for short, middle and long term goals :term goals :1) in short term - NT education needs assessment, 1) in short term - NT education needs assessment,

2) in middle2) in middle term - formation of infrastructure and term - formation of infrastructure and development of training model of curricula, development of training model of curricula, 3) in long term – evaluation of implemented results of 3) in long term – evaluation of implemented results of training program and defining the role of associate, training program and defining the role of associate, undergraduate, postgraduate, doctorate and post undergraduate, postgraduate, doctorate and post doctorate training. doctorate training.

In all parts of research interviews should be conducted In all parts of research interviews should be conducted with focus groups, mainly with decision makers and with focus groups, mainly with decision makers and responsible teaching staff of the faculty. To state out responsible teaching staff of the faculty. To state out needs will be planned meetings with the focus groups. needs will be planned meetings with the focus groups. Discussions about issues of strategic planning will be held.Discussions about issues of strategic planning will be held.

Study design - Short, middle and long term Study design - Short, middle and long term goalsgoals

Focus group methodFocus group method. . This study might use statements originally This study might use statements originally developed in developed in focus groupfocus group to measure general to measure general values and beliefs about influences of nanoscience values and beliefs about influences of nanoscience learning in medicine. The principle mediator for learning in medicine. The principle mediator for the design of this part of research is the the design of this part of research is the focus focus groupgroup, to study reactions to NT education in , to study reactions to NT education in general. general.

Methods - focus groupMethods - focus group

Survey research - Survey research - questionnairequestionnaireThe research is in part designed in order to The research is in part designed in order to investigate and perform investigate and perform the needs assessmentthe needs assessment of of NT education in medicine. The NT education in medicine. The surveysurvey will be will be designed to investigate attitudes to NT education designed to investigate attitudes to NT education needs. For this purposes open-ended questions are needs. For this purposes open-ended questions are offered, along with close ended questions. The offered, along with close ended questions. The questionnairequestionnaire will include items, which follows will include items, which follows other existing surveys. Of note, the measurement other existing surveys. Of note, the measurement of general values has been recommended in of general values has been recommended in studies of reactions to nanotechnology in the US studies of reactions to nanotechnology in the US (Bainbridge, 2002; Cobb & Macoubrie, 2004). (Bainbridge, 2002; Cobb & Macoubrie, 2004).

Method - questionnaireMethod - questionnaire

Case study Case study The method of choice is ‘The method of choice is ‘case studycase study’ which is ’ which is to be performed in certain university to to be performed in certain university to anticipated a rich set of information gathered anticipated a rich set of information gathered about possibility of NT education diffusion in about possibility of NT education diffusion in several units of university.several units of university.Open-ended interviews supplemented by focus Open-ended interviews supplemented by focus groups to talk directly to and listen to top groups to talk directly to and listen to top representatives of discipline, NT researchers representatives of discipline, NT researchers and educators, students in medical institutes, and educators, students in medical institutes, direct observations and content analysis may direct observations and content analysis may be performed.be performed.

Method - case studyMethod - case study

Inquiry portfolio provides with opportunities to document Inquiry portfolio provides with opportunities to document improvement in teaching over time and to assess the long-improvement in teaching over time and to assess the long-term impact of teaching changes, the success of teaching term impact of teaching changes, the success of teaching approaches, and the accomplishment of student learning. approaches, and the accomplishment of student learning. In inquiry portfolio should be stating a research question by In inquiry portfolio should be stating a research question by identifying issues to investigate, especially discussing why identifying issues to investigate, especially discussing why this issue is significant for students’ learning. this issue is significant for students’ learning. Next is the developing a methodology for investigation the Next is the developing a methodology for investigation the problem or issue planning to change or study in the teaching problem or issue planning to change or study in the teaching of the course (specific methods, course materials or of the course (specific methods, course materials or assignments, assessment of student work, etc.). Includes assignments, assessment of student work, etc.). Includes definition of the problem, identifying types of classroom definition of the problem, identifying types of classroom evidence (data) needed to study the issue more fully, and evidence (data) needed to study the issue more fully, and reflecting on the underlying assumptions of the methods that reflecting on the underlying assumptions of the methods that they have selected.they have selected.

Course Portfolio developmentCourse Portfolio development

Evaluation is to be performed to fulfill both Evaluation is to be performed to fulfill both continuouscontinuous assessment (feedback-oriented e.g. projects, academic assessment (feedback-oriented e.g. projects, academic exercises, term tests, essays, tutorial participation) and the exercises, term tests, essays, tutorial participation) and the summative/final assessmentsummative/final assessment. . ‘Open Book & Take Home Examination’ is the method of ‘Open Book & Take Home Examination’ is the method of choice for assessment of results of teaching and learning. choice for assessment of results of teaching and learning. For evaluation of student learning in my research I decided to For evaluation of student learning in my research I decided to use this assessment method. This is innovative assessment use this assessment method. This is innovative assessment task to encourage students to adopt deep approaches to task to encourage students to adopt deep approaches to learning. The reason of choice is to find assessment methods learning. The reason of choice is to find assessment methods that best encourage and support deep, holistic learning. that best encourage and support deep, holistic learning. Two different types of Open-book exams: Two different types of Open-book exams: 1) Students write a test in the exam room with a specified 1) Students write a test in the exam room with a specified limited time period, and "varying degrees of access to limited time period, and "varying degrees of access to resource materials and references" resource materials and references" 2) Take home exam-students receive examination questions, 2) Take home exam-students receive examination questions, to complete and return them with a specified period of time to complete and return them with a specified period of time (often the next day), without getting help from other people.(often the next day), without getting help from other people.

To evaluate implemented results of training To evaluate implemented results of training programprogram

Georgian National NanoInnovation Initiative

is the Alliance Union inclusive of   Initiative Group &

NanoInnovation Center

http://gnni.com.gehttp://gnni.com.ge

Tamar Chachibaia, PhD candidate Georgian National NanoInnovation Initiative

Head of the Responsible Nanotechnology Center

 E-mail: nanogeorgia@gmail.com

Thank you