The 2011 ADEA · The 2011 ADEA Scholarship of Teaching and Learning (SoTL) Fest Be recognized for participation and professional development To be eligible for the Certificate of

The 2011 ADEA

Scholarship of Teaching and Learning (SoTL) Fest Be recognized for participation and professional development

To be eligible for the Certificate of Recognition:

•Attend a designated Symposium • Interprofessional Teaching and Learning: Scholarship for Better Health

or

• Introducing Interprofessional Education to Dentistry and Dentistry to Interprofessional Education

•Attend 3 designated events

•Complete the electronic program reviews

The Certificate will be mailed after the Annual session

ADEA Council of Faculties’

Commitment to SoTL • 2001 ADEA/Colgate-Palmolive Excellence in Teaching Award

• 2002 CASTL Grant; Killip, Overman, Haden

• 2003 ADEA Poster; Mahaffey, Killip, Overman, Haden

• Promotion and Tenure Documents to Identify Content of Expanded Scholarship

• 2003 COF Interim Meeting

• 2004 ADEA Poster: Rockwood, Killip, Overman, Haden

• Review of Promotion and Tenure Documents to Identify Content of Expanded Scholarship

• 2006 SoTL Community of Interest

• 2008 SoTLfest; Symposium: Pate, Chronwall, Lantz, Keselyak, Roger

Elevating Excellent Teaching to the Scholarship of Teaching and Learning: Dental Faculty Who Actualize Change

• 2009 SoTLfest Symposium: O‘Neill, Hafler, Lanning, Schuler, Killip

Imagine: Elevating Teaching to Recognized Scholarship

• 2010 SoTLfest Symposium: Amyot, O‘Neill, Woldt, Karimbux, Killip, Nadersahi.

Using Faculty Assessment to Foster the Scholarship of Teaching and Learning

• 2010

• 2011 SoTLfest Symposium: Lanning, Peltz, McAndrew, O‘Neill, Killip

Inter-professional Teaching and Learning; Scholarship for Better Health

• 2011 Members Forum

Members Forum

Tuesday March 15, 2011, 3:00-4:00 First meeting of the SoTL Special

Interest Group An ADEA Council of Faculties initiative!

HY Molly AB

Inter-professional Teaching and Learning:

Scholarship for Better Health

Sharon K. Lanning, DDS

Ivy D. Peltz, DDS, MSEd

Maureen McAndrew, DDS, MSEd

Paula O‘Neill, MEd, EdD

John W. Killip, DDS

ADEA Council of Faculties

ADEA Section on Dental Hygiene Education

ADEA Scholarship of Teaching and Learning Special Interest Group


Virginia Commonwealth University

Associate Professor of Periodontics

Ivy D. Peltz, DDS, MSEd

New York University College of Dentistry

Clinical Associate Professor, Cariology and Comprehensive Care

Group Practice Director




Director of Clinical Faculty Education

Paula O’Neill, MEd, EdD

The University of Texas Dental Branch at Houston

Associate Dean for Education Research and Professional Development

Professor, Diagnostic Sciences

John W. Killip, DDS

UMKC School of Dentistry

Associate Dean for Student Programs

Clinical Professor, Restorative Dentistry

Learning objectives:

• Participants will be able to:

– Realize the value and benefits of pursuing scholarly initiatives that utilize inter-professional education and collaborative practice.

– Recognize opportunities for scholarship of teaching and learning through inter-professional education and collaborative practice.



– Develop inter-professional scholarship of teaching and learning collaborations in new and existing programs.

– Design experiences that incorporate appropriate methodologies to capture program/curricular outcomes leading to scholarly peer-reviewed advances in education and health care.



– Champion the benefits of incorporating SoTL into inter-professional collaboration with local partners, educators, and health care providers.

To meet the needs of 21st century health care:

• ―All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics.‖

Greiner, A.C. and Knebel, E., ed. 2003. Health Professions Education: A-Bridge

to Quality. Washington, D.C.: The National Academies Press.

Provide patient-centered care

• Identify, respect and care about patient differences. values, and expressed needs; relieve pain and suffering; coordinate continuous care.

Work in interdisciplinary teams

• Cooperate, collaborate, communicate and integrate care in teams to ensure that care is continuous and reliable.

Employ evidence-practice • Integrate best research with clinical

expertise and patient values for optimum care. Participate in learning and research activities.

Apply quality improvement • Continually understand and measure

quality in care in terms of structure process and outcomes in relation to patient and community needs; design and test interventions to change processes and systems of care.

Utilize informatics • Communicate, manage knowledge,

mitigate error, and support decision making.

Greiner, A.C. and Knebel, E., ed. 2003. Health Professions Education: A-Bridge

to Quality. Washington, D.C.: The National Academies Press.

― Interprofessional Education (IPE). . .

• occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care."

Centre For The Advancement Of Interprofessional Education (CAIPE). 2002.

Available at http://www.caipe.org.uk/aboutus/defining-ipe/.

Interprofessional education (IPE)

• Includes all such learning in academic and work based settings which adopt an inclusive view of the "professional."

Centre For The Advancement Of Interprofessional Education (CAIPE). 2002.

Available at http://www.caipe.org.uk/aboutus/defining-ipe/.

Interprofessional education

• Holds the key to the future of health care by developing teams of collaborating educators who create learning opportunities which can be enhanced through faculty application of the scholarship of teaching and learning (SoTL).

Interprofessional Education

• Literature and evidence based

• Underpinned by common values

• Important to all care professionals

• Commitment to equal opportunities

• Positive regard for difference, diversity and individuality

Principles of Interprofessional Education • Works to improve the quality of care

• Encourages professions to learn with, from and about each other

• Respects the integrity and contribution of each profession

• Increases professional satisfaction

IPE works to improve the quality of care • No one profession, teaching, working

and/or learning in isolation, has the expertise to respond adequately and effectively to the complexity of many service users' needs and to ensure that care is safe, seamless and holistic to the highest possible standard.

IPE encourages professions to learn with, from and about each other

• Common learning to introduce shared concepts, skills, language and perspectives that establish common ground for interprofessional practice.


• Comparative, collaborative and interactive, a test-bed for interprofessional practice, taking into account respective roles and responsibilities, skills and knowledge, powers and duties, value systems and codes of conduct, opportunities and constraints.


• Cultivates mutual trust and respect, acknowledging differences, dispelling prejudice and rivalry and confronting misconceptions and stereotypes.

IPE respects the integrity and contribution of each profession • Each profession gains a deeper

understanding of its own practice and how it can complement and reinforce that of others.

• This is ensures that IPE carries credit towards professional awards and counts towards career progression.

IPE Increases professional satisfaction • Cultivates collaborative practice where

mutual support eases occupational stress

• Sets limits on the demands made on any one profession

• Ensures that cross-professional support and guidance are provided if and when added responsibilities are shouldered

Interprofessional Peer Teaching Collaborations


Virginia Commonwealth University Collaborative Activities of the School of Dentistry

& School of Medicine

Outline

• Virginia Commonwealth University (VCU) – Highlights

• Interprofessional peer teaching collaborations

• Moving from scholarly teaching to Scholarship of Teaching and Learning (SoTL)

Virginia Commonwealth University

• Programs

• Health sciences campus

– Medical center

– Schools of

• Allied health

• Dentistry

• Medicine

• Nursing

• Pharmacy

VCU, SOD Curricular Need Identified….Now What?

• Witnessed students‘ lack of preparation for effective clinical communication

• Identified curricular time but lacked expertise and ―worker bees‖

• Identified VCU, SOM collaborators

VCU,SOM Curricular Need Identified….Now What?

• Students‘ lack of preparation for oral health screening

• Identified curricular time but lacked expertise and ―worker bees‖

• Identified VCU, SOD collaborators

Interprofessional Peer Teaching

• VCU, Schools of Medicine and Dentistry

• Enhance students‘ knowledge of common

oral findings and comfort with oral screening

• D4s pairs instruct small groups of M1s on screening technique and common findings

Moving Scholarly Teaching to

Scholarship of Teaching and Learning

Knowledge

Principles of effective clinician-patient communication presented to D1s & DH3s

Observation

D1s & DH3s observed effective clinician-patient communication as modeled by faculty D1s & DH3s introduced to role-playing

Simulation

D1s & DH3s practiced effective clinician-patient communication by role-playing with M4s Feedback offered by peer M4 & D4 instructors

Experience

Matriculated D1s and DH3s (D2s & DH4s) apply learned communication skills as they manage

authentic patients in dental school and community clinics

KOSE Model

Knowledge


Observation


Simulation

D1s & DH3s practice effective clinician-patient communication by role-playing with M4s Feedback facilitated by peer M4 & D4 instructors

Experience



KOSE Model

Student Researcher

Evaluated students’ knowledge of

communication protocol

Knowledge


Observation


Simulation

D1s & DH3s practice effective clinician-patient communication by role-playing with M4s Feedback facilitated by peer M4 & D4 instructors

Experience



KOSE Model

Student Researcher

Students’ perceptions of observation exercise and

comfort with identifying more and less effective

clinician-patient communication

Knowledge


Observation


Simulation


Experience



KOSE Model Student Researcher

Students’ perspectives of simulated clinician-

patient communication exercise

Knowledge


Observation


Simulation


Experience



KOSE Model

Student Researcher

Retrospective student assessment of the

effectiveness of communication skills exercises

Grant Support

• 2 student researchers earned internal VCU, SOD grants

• 1 student researcher earned ADEA, Academic Dental Careers Fellowship Program

• VCU, Center for Teaching Excellence Grant

• ADA, Program to Stimulate Innovation in Dental Education

Scholarly Products

• 4 student poster presentations, ADEA annual session

• 2 full-length manuscripts

– Communication skills instruction

•Lanning et al. J Dent Educ, 2008

•Lanning et al. Patient Educ Couns, 2010

Interprofessional Peer Teaching

• Creating teaching modules

• Building collaborative relationships

• Moving scholarly teaching to SoTL

Interprofessional Collaborators

VCU, SOD student collaborators

• Dr. Arric Allred

• Dr. Benjamin Crawley

• Dr. Ryan Edmonds

• Dr. Jonathan Gorman

VCU faculty collaborators

• Dr. Tegwyn Brickhouse, SOD

• Dr. John Gunsolley, SOD

• Dr. Sonya Ranson, SOM

• Dr. Rita Willett, SOM

Collaboration of Nursing and Dentistry at New York University

College of Dentistry

Ivy D. Peltz, DDS, MSEd New York University College of Dentistry

Clinical Associate Professor, Cariology and Comprehensive Care Group Practice Director

Evidence-Based Steering Committee

• Chairs:

– Judith Haber, PhD, APRN, BC, FAAN

• The Ursula Springer Leadership Professor in Nursing

• Associate Dean for Graduate Programs, NYU College of Nursing

– Joan A. Phelan, DDS

• Professor and Chair, DDS Department of Oral & Maxillofacial Pathology, Radiology and Medicine

EBP Steering Committee Aims

• Develop NYUCD/NYUCN collaboration

• Create sophisticated research consumers

• Increase faculty and student productivity

in practice scholarship

• Facilitate curriculum revision using an

evidence-based, interactive, teaching-

learning approach in undergraduate &

graduate programs

EBP Steering Committee Outcomes

47 50

91

0

25

50

75

100

125

150

175

200

06-07 07-08 08-09

EBP Beginner & Intermediate Intensives

NYUCD & NYUCN Lunch & Learns

94

37

26

16 1511

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 >5

2008-2009n=200

2009 EBP Steering Committee Scholarship Outcomes

• 12 national and international EBP presentations at professional meetings

• 10 NYUCN/NYUCD faculty: McMaster EBP Intensive

• 7 NYUCD faculty: ADA EBP champions

2009 EBP Steering Committee Scholarship Outcomes

• 6 NYUCN faculty: EBP critical appraisal Commentary authors for Evidence-based Nursing

• 2 NYUCD faculty: Oxford EBP training

• 2 EBP articles published

• 1 NYUCD faculty: ADA evidence reviewer for systematic reviews

Curriculum Outcomes 2008-9

• PG Orthodontia EBP initiative

• Revision of D4 Senior Comprehensive Care and Board Certification course

• Revision of all courses in NYUCN BS and MS programs


• D3-D4 Capstone

• Integrated Case Presentation Seminars

– PICO

– Collaborative

• D4 Advanced Orthodontia

– Case study/EBP/PICO approach with presentations


• PG Orthodontia certificate in education

– Evidence-based approach

• NYUCN Doctor of Nursing Practice (DNP) program

– Designed to prepare clinical experts in EBP

– EBP courses included in curriculum

– Year long capstone project and internship includes design, implementation, and evaluation of a systems level EBP project

EBP Steering Committee Plans 09-10

• Journal club

• EBP Academy

– Beginner sessions - McMaster

– Intermediate groups - NYUCN/NYUCD faculty

• Lunch and Learns

– EBP search competencies

– Critical appraisal

– Teaching/learning tool kits

EBP Steering Committee Plans 09-10

• EBP on-line beginner tutorial

– Collaboration with health science librarians

• Clinical Practice Guideline Training

– Advanced EBP training

– Development, validating, adapting CPGs

• Grand Rounds: systematic review

Evidence-based portfolio project

Interprofessional Collaborations: NYUCD & NYU SOM & AMSNY




Director, Clinical Faculty Education

NYUCD and NYU SOM

• PrMEIR grant program

– Medical education research and innovation

– Faculty development theme in ‗09-‘10

• ―Class ACTS Evaluation using Objective Structured Teaching Exams (OSTEs)‖

• First ever non-medical school project

What is an OSTE?

• Similar to an OSCE, but . . .

•OSTEs • Assess teaching skills

• Utilize station exam

• Actors or observers grade faculty

NYUCD‘s OSTE

• Assessed effectiveness of Class ACTS (Advanced Clinical Teaching Scholars)

• Small group interactive program

• Conflict Resolution

• Easing Transition to Clinic

• Small Group Facilitation

• Peer Teaching

Kirkpatrick‘s Hierarchy

Results

Application

Learning

Reaction Kirkpatrick, D.L. (1994) Evaluating Training Programs: The Four Levels (San Francisco, CA, Berrett-Koehler Publishers).

The Plan

• Station scenarios

– Teaching a skill

– Iatrogenic complication

– Small group facilitation

• Scripts: standardized students and patients

• Rating criteria

• Hire/train SSs and SPs

The Enactment

1. Conduct pre-program OSTE (baseline)

2 Give 4 session Class ACTS program (intervention)

3. Conduct post program OSTE

4. Analyze pre and post OSTE data

Results

• 12 faculty finished entire program

• Summary scores showed improvement in all 15 teaching domains

• Statistically significant in 12 domains

• Faculty enjoyed the OSTE

• Possible self selection bias

OSTE Scholarship

• NYU SOM ―Medical Education Day‖ presentation June 2010

• ADEE meeting oral presentation in Amsterdam August 2010

• NYUCD Academy Showcase presentation

• Two submitted articles to JDE

• ADEA 2011 Symposium

Next Steps

• Make OSTE an integral part of faculty development programming

• Assess our basic ―Excellence in Clinical Teaching‖ program with OSTEs

• Collaborate on NYU SOM video OSTEs

• Collaborative MSEd program?

• NYU3T – NYUCN and NYUSOM?

AMSNY/NYADC

• Institute for Professional Development

―Teaching Commons‖

• 16 NYS medical and 5 dental schools

• 65 planners

• 2 tracks

– Leadership

– Education and Scholarship

Institute Curriculum

• Basic Principles of Learning

• Teaching Methods

• Performance Evaluations and Assessments

• Mentoring and Career Development

• Educational Leadership

• Educational Scholarship

Collaborations and Academies

Paula O’Neill, MEd, EdD

Associate Dean for Educational Research

and Professional Development

Professor, Department of Diagnostic Sciences

The University of Texas Dental Branch at Houston

• All members of the Harvard Faculty of Medicine are eligible

– includes medicine and dentistry

• Ten-member executive committee meets monthly to provide oversight

– academic plans and initiatives

• Steering committee advises the director quarterly on strategic issues and overall direction

About the Academy

• Creates and supports a community of leaders in education

• Culture of excellence in teaching and learning.

• Fosters careers of educators in medicine and science.

• Provides programming to improve the skills of teachers.

• Stimulates and supports the creation and implementation of innovative approaches to learning and assessment.

• Supports educational research and scholarship in medical and graduate education.

Membership

• Strict criteria

• Must be active teachers and mentors

• Excellence recognized by:

– teaching awards, student evaluations

– recommendations by colleagues

• significant contributors in one or more of the following areas:

– curriculum development,

– educational leadership/administration,

– faculty development and mentorship,

– and educational scholarship

Membership Levels

• Scholar Faculty – noted for excellence as teachers, educators, and mentors actively involved in teaching and Academy activities. Responsible for the work of the Academy. (5 yr term.)

• Fellow Individuals – faculty appointments >five years and whose early achievements and excellence as teachers and educators signal great promise for ongoing excellence. (3 Yr term.)

• Distinguished Scholar Senior faculty – longstanding commitment to excellence in teaching and who have distinguished themselves as role models . (3 Yr term.)

• Associate Postdoctoral trainees and students – active in pursuing careers as teachers. (1 Yr term.)

University of Texas Dental Branch at Houston

• Dean‘s Academy of Distinguished Teaching Scholars

– Formed in 2008

– Founding members – recipients of the Dean‘s Teaching Excellence Awards

• The Scholarship of Innovation in Teaching

• The Scholarship of Teaching

• The Scholarship of Engagement and Collaboration

• The Dean‘s Excellence Award for Volunteer Faculty

– Membership include –

• HSC President‘s Award for Teaching Excellence

• Election to The U of TX Academy of HS Educators

UTDB Academy

• Membership Term = 5 years

– Per award category

• Formal Bylaws

• 21 members inducted

• Activities

– Small Grants Program

– Scholarship of Teaching and Learning Lectureship

– Developing the Faculty

• Presentations, Workshops & Seminars

Three Schools – An IPE Collaboration

• Educator Initiatives Collaboration

– Baylor College of Medicine

– University of Texas School of Medicine

– University of Texas Dental Branch at Houston • Initiative guided by Directors from three schools

• Monthly programs for recognition as an educator

• Faculty development workshops and mini-fellowship sessions

• Collaborative opportunities in teaching and evaluation

• Monthly journal club led by participants

• National model for faculty development

Three School Collaboration (ESFP)

• Educational Scholars Fellowship Program – Two-year fellowship

– Knowledge of key educational principles and theories.

– Skills in lecturing, facilitating, designing, and evaluating.

– Interest in/ability to serve as an educational leader.

– Self-reflection and readiness to benefit from constructive feedback from learners and peers.

– Career advancement

– 8 Dental Fellows

• 8 Presentations local/national

• 8 Posters—regional conferences

• 4 Posters at ADEA

• Papers in preparation

M Ed in Health Science Education • University of Houston

– 36 Hr curriculum

– 9 Hrs earned through Educator Initiative Program (Free to enrollees)

– Taught on Texas Medical Center campus

– or online

• 2 DDS faculty graduates

• 2 DDS faculty currently enrolled

UT Health Science Center at San Antonio Academy of Master Teachers

• Established in 2008

• Recognizes/rewards faculty who exhibit teaching excellence, scholarly teaching practices

– and/or extraordinary scholarship in teaching and education.

• UTHSC-SA Academy Membership – 14 DDS

– 35 MS

– 16 School of Health Professions

– 11 SON

UTHSC-SA Academy Goals

• 1. Facilitate professional development and practice in the scholarship of teaching;

• 2. Encourage career interest, excellence, commitment, and scholarship in teaching through professional development activities for students, residents, and fellows;

• 3. Contribute to SoTL by conducting research in health professions education.

• Bylaws

• Members ―responsibilities‖ outlined

Two levels of membership

• Master Teacher

– Employee for 4 yrs+

– 20+ time dedicated to teaching

– Outstanding teaching in two settings

• Clinical; laboratory; didactic

– Evidence of excellence in 1 area:

• teaching, discovery, application or integration

• Master Teacher Scholar – Employee for 4 + yrs

– Evidence of excellence in 3+ areas:

• Teaching, discovery, application or integration

– Participation—regional—national—international

University of Texas Academy of Health Science Education

• Founded in 2005

• Academy Mission

– fostering excellence in education in the health sciences

– recognizing outstanding educators

– advancing knowledge & innovation in the field of education.

http://www.utmb.edu/

http://www.uthct.edu/

http://www.mdanderson.org/

http://www.utsouthwestern.edu/

http://www.uthscsa.edu/

http://www.uthouston.edu/

Texas Academy Goals

• Recognize and reward outstanding educators for their exceptional contributions;

• Support faculty development for education;

• Promote the academic advancement of teachers in the health sciences;

• Encourage development and implementation of innovative educational projects, including collaboration between disciplines and institutions;

• Promote curriculum design and reform;

• Foster educational scholarship and research of teaching faculty and provide financial assistance for new and innovative educational projects.

Academy Membership

• Members come from 6 TX HSC campuses

• Election through nomination process

• Interprofessional

– Medicine, Dentistry, Nursing, Cancer Center, Schools of Health Professions, Graduate Schools of Biomedical Sciences

• 12 members inducted each year

• Membership lifelong

– Unless inactive

Virginia Commonwealth University Center

of Teaching Excellence

• Initiated in 2001

• Promote a community of teacher-scholars where the theory and practice of teaching and learning

– are valued and, shared and sustained

• Promote collegiality through mentoring and sharing expertise among the faculty

– that spans all of the University’s Schools and Colleges

• Support a university climate conducive to open, regular, and collegial discussion

– about teaching and learning

VCU CTE

• Faculty Advisory Board comprised of faculty from across the University‘s schools and departments

• Dr. Lanning represents dentistry

– Provide feedback on existing CTE programs, goals and strategic initiatives.

– Suggest new initiatives to help meet the teaching and learning needs and interests of schools, departments and the University.

– Play a key role as liaisons between the CTE and the rest of the University community

VCU CTE Activities

• New Faculty Orientation

• Junior Faculty Mentoring Program

• Faculty Learning Communities

• Small Grants Program

• Instructional Technology Programs

Other IPE and SoTL Collaboratives

• ADEA/Institute for Teaching and Learning

– DDS and Hygiene

• Academy for Academic Leadership

Web-IPE Resources

• http://www.hms.harvard.edu/academy/

• http://www.utsystem.edu/academy/hse/

• http://www.uthscsa.edu/acet/academy08.asp

• http://www.vcu.edu/cte/

• https://db.uth.tmc.edu/administration/educational-research-professional-development/deans-academy-distinguished-teaching-scholars

http://www.hms.harvard.edu/academy/

http://www.vcu.edu/cte/






https://db.uth.tmc.edu/administration/educational-research-professional-development/deans-academy-distinguished-teaching-scholars
















REFERENCES: •ADEA Commission on Change and Innovation; Beyond the Crossroads; Change and Innovation in Dental Education. American Dental Education Association 2009

•Boyer, E. L. Scholarship Reconsidered: Priorities of the Professoriate. 1990. Princeton, NJ: The Carnegie Foundation.

•Danefour E. et al. The Portfolio Approach to Competency Based Assessment at the Cleveland Clinic, Lerner College of Medicine. Academic Medicine 2007.

•Diamond, RM., Adams BE, eds. 2000. The Disciplines Speak II: More Statements on Rewarding the Scholarly, Professional, and Creative Work of Faculty. Washington, DC: American Association for Higher Education

•Epstein, R. , Dannefour, E., Nofziger, A., Hansen, J., Comprehensive Assessment of Professional Competence; the Rochester Experiment. Teach Learn Med. 2004

•Epstein, R; Franks, P; Cleveland G; Shields, C; Sean C; Meldrum, S; Katherine N; Miller, K; Campbell, T; Fiscella, K; Patient-Centered Communication and Diagnostic Testing

•Field, M.: Institute of Medicine Report; Dental Education at the Crossroads: Challenges and Change. National Academy Press, 1995:14, 130-1

References Continued:

•Glassick, Charles E. Boyer‘s Expanded Definitions of Scholarship, the Standards for Assessing Scholarship, and the Elusiveness of the Scholarship of Teaching. Academic Medicine, 2000: 25, 877-880.

•Glassick , C., Huber, M., Maeroff, G., Scholarship Assessed: Evaluation of the Professoriate. The Carnegie Foundation ft the Advancement of Teaching. Jossey-Bass 1997.

•Haden ,K; Andrieu ,S; Chadwick ,D; Chmar, J; Cole ,J; George, M; Glickman, G; Glover, J; Goldberg, J; Hendricson ,W; Meyerowitz, C; Neumann, L; Pyle, M; Tedesco, L; Valachovic, R; Weaver, R; Winder, R; Young, S; Kalkwarf, K; The Dental Education Environment. ADEA Commission on Change and Innovation in Dental Education.

•Haden, K; Hendricson, W; Killip, J; Oneill, P; Reed, M; Weinstein, G; Williams, J; Valachovic, R; Developing Dental Faculty for the Future: ADEA/AAL Institute for Teaching and Learning, 2006–09 Journal of Dental Education.

•Hatch T. Into the Classroom: Developing the Scholarship of Teaching and Learning. San Francisco: Jossey-Bass. 2005.

Health Professions Education: A Bridge to Quality 2003. The National Academy of Sciences.

References continued:

•Kilpatrick, D.L. Evaluating Training Programs: The Four Levels. San Francisco, CA, Berrett-Koehler Publishers. 1994

•Lam TCM, Bengo P. A comparison of three retrospective self-reporting methods of measuring change in instructional practice. Am J of Evaluation 24(1):65-80, 2003.

•Lanning S, Brickhouse T, Gunsolley J, Ranson S, Willett R. Communication Skills Instruction: An Analysis of Self, Peer-group, Student Instructors and Faculty Assessment. Patient Educ Couns, 2010 Jul 16. [Epub ahead of print]

•Lanning S, Ranson S, Willett R. Communication Skills Instruction Utilizing Interdisciplinary Peer Teachers: Program Development and Student Perceptions Journal of Dent Educ. 72(2):172-182, 2008.

•McKinney, K. 2006. Attitudinal and Structural Factors Contributing to Challenges in the Work of the Scholarship of Teaching and Learning. Pp.37-50 in Analyzing Faculty Work and Rewards: Using Boyer‘s Four Domains of Scholarship- New Directions in Institutional Research, #129, spring. J.M. Braxton (ed.). San Francisco: Jossey Bass.

References continued:

•Norcini JJ. Work Based Assessment. BMJ 2003:326(5):753-755.

Schon, D.A. Educating the Reflective Practitioner. San Francisco Jossey-Bass 1987.

•Norcini JJ. Work Based Assessment. BMJ 2003:326(5):753-755.

Schon, D.A. Educating the Reflective Practitioner. San Francisco Jossey-Bass 1987.

•U.S. Department of Health and Human Services. Oral Health in America: a report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, National Institute of Dental and Carniofacial Research, National Institutes of Health, 2000.

Web-IPE Resources


http://www.utsystem.edu/academy/hse/

http://www.uthscsa.edu/acet/academy08.asp


https://db.uth.tmc.edu/administration/educational-research-professional-development/deans-academy-distinguished-teaching-

scholars






















Members Forum

Tuesday March 15, 2011. 3:00-4:00 First meeting of the SoTL Special

Interest Group. HY Molly AB

The 2011 ADEA

Scholarship of Teaching and Learning (SoTL) Fest Be recognized for participation and professional development

To be eligible for the Certificate of Recognition:

•Attend a designated Symposium • Interprofessional Teaching and Learning: Scholarship for Better Health

or

• Introducing Interprofessional Education to Dentistry and Dentistry to Interprofessional Education

•Attend 3 designated events

•Complete the electronic program reviews

The Certificate will be mailed after the Annual session