Reflective TechniqueIntegrated Essential Competencies
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| Core Competencies What have I done? Think, Value, Act, Communicate are essential to dosage calculation and medication administration. Students must achieve proficiency at all of the competencies to safely administer medications. Over the past four terms that I have taught pharmacology, I have noted that students have not always valued dosage as much as they should. Using student input, the data from previous courses and available faculty resources, I have put in place several strategies for student success. Last semester we mandated that students pass a "mini" dosage calculation test before they could pass medications. This term math questions were placed on every exam (including the final), added math quizzes for credit online, and tutoring sessions available 2 times per week. Initially, I was quite disappointed with the progress of the students but after this term I feel that they have learned to think, value, act, communicate and calculate dosage. We had no math failures for Summer 2004 and by placing the tutoring sessions and math on all tests (instead of two), there was no "last minute rush" to learn the math. This took stress off of both student and teacher. What will I do to improve? As I have learned, some students if given the opportunity will take short cuts. This term the seminar portion of the class was entirely online. The math quizzes and the dosage calculation test were also online. The best thing that I did was to place dosage questions on all in-house tests. This encourages students to value dosage. Many were available for tutoring and can now think through dosage questions. One other modification that I started and would do more of next time is to bring in IV tubing, and IV bags so that students can work through the problems using the equipment that is in the hospital. I tried this once this semester and I think it was helpful. This would help the student act and communicate through a dosage calculation. Assessment What have I done? I developed a tool to evaluate the students impression of how dosage is being taught. I found that many students have no math problems Those students with math problems need support and always feel that they need more support than is offered. On almost every Flashlight survey that I sent out, several students invariably asked for math during class time. This was not possible in the summer semester, but as I said before I scheduled tutoring at times when the students could easily attend at regularly scheduled intervals. In addition, if a student missed more than 3 questions on any in-house test, we required them to come to a tutoring session prior to the next test. What will I do to improve? I think that listening to student input and paying close attention to how they are progressing with in-house assessment is critical to improving assessment of dosage. I ask that they fill out the Flashlight survey at the mid-term so that I have some idea of things that need to change prior to the end of the term. I will continue to listen to their input and try in incorporate at least one dosage lecture into the regular lecture. Diversity and Inclusion What have I done? Students are coming into this program with varying levels of skill. They are truly diverse in their ability or lack thereof. Again, I relied heavily on student input to develop a plan for the students of such diverse backgrounds. I did not wish to bore those who have no math deficit, but also needed to include those who come to the program without the necessary basic math skills. Initially, the math assessment was in-house, then it went to an at-home assessment. Neither of which worked terribly well. This term we placed the math online and being available online to answer math questions, students who may not ordinarily ask questions or identify themselves as being weak can readily see their own problems. Since the online environment is relatively anonymous students can be assessed without fear of being "found out". The instructors are aware of who is having difficulty and can address those problems more readily. I think it worked very well. What can I do to improve? Here again, listening to the students is crucial to improvement. I do not want to put in place measures that bore some and frustrate others. I have found that more often then not, when asked, students will say what they believe will help. I would continue to offer the math online and tutoring sessions and for those who require (or prefer) one-to-one tutoring, I will offer it. One development that makes me very happy is that the math department will be offering a preparatory class based on our needs and offer more support to our students. Life Map What have I done? The students that I have met while teaching the course have been in various stages of life changes. The stress of school brings these problems forward and highlights them. I have found that by providing a safe environment for students to share their problems and fears, that I have been able to help in many cases. One of the more poignant memories that I have is of one student who was crying after an exam because the math paralyzed her. After we talked for a long while, she shared that a parent had been very critical of her abilities as a child. Now as a woman in a stressful situation, all she could hear was the criticisms and feel the hurt. We talked more, I tutored her and now she can get through the dosage without too much difficulty. She was successful in her Pediatric Dosage and I think she has conquered that fear. Sometimes it only takes a listening ear to help and sometimes referral to counseling is necessary. What can I do to improve? Never forget that I am here for them. Were there not students interested in learning my profession, I would not have this job that I enjoy so much. Their success is my success. Scholarship of teaching and learning I have learned many techniques for teaching dosage calculation. I have taught several instructors the technique of dimensional analysis. Actually, I had to teach myself first. I had very little knowledge of the technique because I had all but forgotten how to do many dosage calculations myself. I relearned the techniques and availed myself of all the resources available to me. In addition, Pat Woodbery and I saw inconsistencies with the dosage calculation in Pediatrics. We worked with the Pediatric faculty to evaluate the exam and the preparatory work in the syllabus. What can I do to improve? I will not be leading the course in the Winter of 2006 because I have been reassigned to work on the AVS Grant. I will pass the course leadership on to another instructor. I would like to see all faculty using dimensional analysis and will work to see that this method is supported throughout the program. The grant will allow me an opportunity to develop pharmacology online further and I am eager to see it in an improved format.
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