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Queen's University
 

Centre for Teaching and Learning

2008 Teaching and Learning Enhancement Grants

Knowledge Translation Course

Margaret B. Harrison, Christina Godfrey, Marianne Lamb, School of Nursing

This project developed and evaluated a unique course to be offered by Queen’s within the Council of Ontario Universities Programs in Nursing. The intent of NURS-898 is to build on Nurse Practioners’ (NP) experiential knowledge. In addition to the core competencies required by primary health care nurse practitioners, students had opportunities to develop broader based skills in critical appraisal and research inquiry. They engaged in a major project to develop an evidence synopsis in a substantive practice field using established methodologies within the science of synthesis. Our plan is to fully utilize the resources we have developed over the past few years at the School of Nursing with this new educational opportunity through our work with the Queen’s Joanna Briggs Collaboration and the international Cochrane Library.

E-Learning Modules for Resident Physicians relating to the CanMEDS Physician Competency Framework

Mala Joneja, Rupa Patel, Shayna Watson, School of Medicine

The funds provided by the grant assisted with the creating of video clips for on-line teaching modules. The grant provided funding to hire a professional videographer. Video clips were taken of local Queen’s University educators who are seen as ‘champions’ or role models for particular roles. It was hoped that including local educators would have a greater impact on resident learners here at Queen’s University. Learners would have the opportunity to engage in further conversation with these teachers. To date two modules have been completed: “CanMEDS Introduction” and “CanMEDS Collaborator”.

Exploiting the Potential for Complex Learning in an Adult Neurorehabilitation Course for MScOT Students

Michelle Villeneuve, School of Rehabilitation Therapy

The overall purpose was to re-design teaching and assessment strategies in order to enhance opportunities for complex learning in OT844 (Cognitive-Neurological Determinants of Occupation). This instructional design project integrated face-to-face and multimedia learning activities to support complex learning for two units of study. The goals of this project included:

To develop video-based case studies of actual clients with cognitive-neurological conditions along with face-to-face learning activities that would scaffold whole-task learning for case analysis.

To develop multimedia learning modules as worked-out examples to support and scaffold student learning for: selecting, administering, scoring, and interpreting the results of standardized cognitive evaluation tools.

To support these goals the available funds were used to re-structure the content to provide opportunity for case-based learning using authentic problems from clinical practice around available video-based case studies and to complete each of the modules as a finished product for 4 of the 11 standardized cognitive-perceptual evaluation tools currently available at Bracken Library.

The Perk Station – Hands-on Surgery Experience for Students

Gabor Fichtinger, Computer Science

The grant helped build a novel teaching tool called Perk Station surgical navigation system and introduce it to undergraduate courses at Queen’s University.

The purpose of this tool was to:
Introduce students to practical biomedical engineering applications. In particular, provide experience in computer-assisted surgery in affordable and reproducible lab environments.

Enhance understanding of concepts learned in class through hands-on practical experience.

Entice students to advanced studies in biomedical technology.

The Perk Station has been presented in various demonstrations and outreach events. Experimenting with the Perk Station appeared to be a profoundly novel and exciting experience for students who had an opportunity to use it. Many of them seemed to have been energized to learn more about the potentials of computing and engineering in medicine. The Perk Station has been integrated into laboratory modules of the CISC-330 and COMP-230 courses. With the Perk Station, students perform needle based surgery with virtual reality navigation. They plan surgeries through a computer interface by calculating target locations, tool trajectories and other critical parameters. They perform the surgical intervention on anatomically realistic test objects (called phantoms) and evaluate accuracy relative to the surgical plan. The apparent simplicity of the Perk Station should not belie the depth and breadth of engineering research leading to the system. Since receiving the grant, our research team has produced six publications and has secured significant external research funding.

The Efficacy of a Video-Based E-Teaching Tool in Medical Student Education

Vladimir Kratky, Department of Ophthalmology

One of the most common stresses that medical students face is the vast amount of information that they have to absorb in a relatively short time. We have undertaken to run a project formally comparing the learning retention of key points in an educational video on the ‘Triage Competency of Eyelid Lesions in Ophthalmic Plastic Surgery. The initial results of a small pilot project are very promising, showing a significant improvement in test performance after watching a short video. We plan to expand this prospective trial to include a full class of medical students (about 100 subjects) and to evaluate their learning retention on ‘difficult-to-teach’ topics in clinical practice. Furthermore, these video clips will be posted on-line to allow students ready access at any time.

The Assessment of Engineering Student Engagement and Development through Community Service Learning

Brian Frank, Department of Electrical and Computer Engineering

Skills like creativity, communication, and information literacy are critical in most programs in higher education. These skills can be developed well through student-directed experiential learning strategies, like service learning projects, which motivate inquiry, develop management skills, and provide a connection to the community.

Every year first-year engineering students tackle problems in a design project course, APSC-100: Practical Engineering Modules. Community service projects were introduced into this course in the 2005-2006 academic year, and greatly expanded in successive academic years. Currently the majority of the 650 first-year students are involved in some sort of community service project. Anecdotally students indicate that the projects encourage creativity and develop the ability to communicate with clients. This study was undertaken to examine more rigorously the impact of service learning projects and provide data for further improvement.

This study is using student self-reports about engagement and skill development, and an instrument developed to assess design cognition, to compare the outcome of client-based projects, particularly service learning projects, with non-client based projects. This will then be used to assess the contribution of community service learning projects to professional skill development.

This research is related to a broader initiative to investigate development of design skill cognition from first year to graduating year that was reported in presentations at the national engineering education conference in 2008 and 2009. The data from that study are being applied to assess the impact of service learning projects in first year.

Kingston, Ontario, Canada. K7L 3N6. 613.533.2000