Online Education

Heta K. Sheth

PGY-1 Pharmacy Resident

MedStar Union Memorial Hospital

“A high quality degree earned in an online format should not fundamentally differ from a campus-based degree ... The only significant difference should be the way that the classes are delivered.”
- Robert Monroe, Director of the Online Hybrid MBA, Tepper School of Business

Online education is the newest and most popular form of distance education today. It is a type of educational instruction that is delivered via the internet to students using their home computers. Within the past decade it has had a major impact on postsecondary education and the trend is only increasing. Online degrees and courses have become popular alternative for a wide range of nontraditional students, including those who want to continue working full-time or raising families. In fact, nearly 5.8 million people are enrolled in online college courses, with 28% of all college students enrolling in at least one online course. It is often referred to as “elearning” among other terms. However, online learning is just one type of “distance learning” - the umbrella term for any learning that takes place across distance and not in a traditional classroom. Online education is catalyzing a pedagogical shift in how we teach and learn. There is a shift away from top-down lecturing and passive students to a more interactive, collaborative approach in which students and instructor co-create the learning process. The Instructor’s role is changing from the “sage on the stage” to “the guide on the side.”

In fact, online and distance learning has steadily grown in popularity among college students, but does that mean it’s a good choice for everyone? In order to answer that question, let’s take some time to compare and contrast traditional versus online education.

Online Education: Pros and Cons

One of the advantages of online education is flexible scheduling. Most online courses provide more flexibility than traditional on-campus classes. This means that a student can complete their coursework, chose when to study and ultimately complete degree while balancing work and family responsibilities, rather than needing to attend a 9:00 am class every week, as long as you submit your work by the deadlines given. Moreover, a large number of colleges and universities now offer shorter semesters. Instead of having to attend classes for 16 weeks, students can enroll in 8-week online courses and spend half the time earning all credits in that subject. Online courses start every month or every other month giving students the opportunity to start classes now instead of waiting until the beginning of the traditional fall or spring semester. Furthermore, with online classes, students have the ability to study on the fly. A learner can fit studying in throughout the day. Students can log on to the message boards while eating breakfast, listen to a lecture on the drive to work, read a few chapters during lunch hour, or take a practice test while preparing dinner. Studies show that learning in shorter bursts is actually better than long study sessions because it promotes retention and genuine understanding. Because online courses allow students to login from anywhere, they can enjoy the convenience of getting to live where they want to or need to, and even travel while studying. Through online learning, a student can have an easy access to courses or programs at a college which is thousands of miles away without the inconvenience of needing to uproot your entire life. In addition to this, another advantage of online schooling is affordability. Not all online degrees are more affordable than traditional or community college rates, but some are. Enrolling in an online degree program ensures students don’t have to spend money on gas, parking or child care. Last but not the least, online learning offers technology benefits. Taking classes online and becoming familiar with modern technology will help students to succeed in their career.

One of the disadvantages of online education is lack of face-to-face interaction. Online learning can’t adequately replicate the relationship and human experience that develops in a face-to-face learning environment. When a professor is physically in front of students, they can read his or her body language, mannerisms, gestures, tone, volume and so on. These things help to interpret and recall the information being presented. Students are also able to engage in natural, spontaneous conversations with classmates that can enrich the learning experience. Moreover, with online education, there is an increased personal responsibility. You’re on your own! No one is going to remind when an assignment is due, which classes one must take next, or when to fill out financial aid application. And it will be up to the student when to log in to class message boards or do the assigned reading. To juggle it all, a learner will need to be organized and manage time efficiently. Smart phone apps can be helpful tools to help keep you on track! Another disadvantage of distant learning is networking challenges. On campus, students are surrounded by professionals, can introduce themselves to and chat with professors (even if they are not in their class), faculty, fellow students, guest lecturers and can get involved in on-campus professional organizations that can connect them with real-life professionals. Those face-to-face meetings, no matter how brief, can leave an impression and may eventually lead to a job offer. Online students don’t have the same opportunities to make connections, but they don’t have to miss out on networking entirely. In addition to this, online education requires self-direction. As an online learner, a student must be able and willing to self-direct his/her own educational journey. This means taking full control. Students must determine their course load and the pace they will work at, what their educational goals are and how to handle setbacks. They will need to take the initiative to connect with advisors, professors and classmates to ensure that expectations are met. As an on-campus student, there are reminders and safeguards to help keep students on track, but as an online learner, a student will need to be in charge of his/her own education. 2

Traditional Education: Pros and Cons

One of the advantages of traditional education is networking opportunities. Students meet more people face-to-face while attending a traditional university. As a result, their contacts grow and networking opportunities increase. Moreover, traditional schooling gives students opportunities to experience new places. This holds greater significance for out-of-state students who are not familiar with their university’s town. For some students, experiencing a different part of the country (or the world) is a valuable part of going to school that assists in areas of maturity, diversity and social opportunity. Furthermore, students who enroll in a traditional university have the opportunity to take advantage of the institution’s many facilities, including the student union, gym, and athletic stadium.

One of the disadvantages of traditional schooling is students have to follow strict scheduling. Sometimes enrolling in a specific course at a traditional university can present scheduling challenges, particularly for non-traditional students. If a desired course is only offered during the day, it’s difficult for working adults to set aside their full-time job just to sign up. Another disadvantage of traditional university is affordability. Cost will vary, but admission into a traditional university, especially if it’s out of state, won’t come cheap. Moreover, students sometimes get limited personal attention in traditional schooling. This is particularly true in bigger state universities, where lecture halls packed to the brim with 400-500 students is commonplace. One-on-one instruction doesn’t exist as much in these types of settings.3

Overall Results and Preferences

While some studies show online students slightly outperforming their traditional classroom counterparts, most indicate that there is little difference in overall performance between the two formats, according to the American Sociology Association. However, one major difference is that student-learning style plays a role in each format's success. Students who are highly self-directed, organized and autonomous will likely thrive in an online environment, while those who tend to rely on instructors for direction may struggle. Similarly, extroverted students who enjoy face-to-face classroom interactions may do best in a traditional environment, while introverted students may welcome the solitary qualities of online classes.


Ultimately, the decision is yours!!!

Both online education and its traditional counterpart have pros and cons. There is no right or wrong answer. So it’s important for students to understand what to expect before they step foot or log into the classroom. Much of it comes down to personal preference and knowing how a student learns best. It’s important to do some self-evaluation before diving into a full college course load.1 As technology progresses substantially, it has bearings on every area of our life, even on the way of learning. At present, we could either attend traditional classes in brick-and-mortar learning institutions, or virtual classes in online universities and colleges. Despite sharing some superficial similarities, the differences between a traditional class and an online class are remarkable. Both types of learning require instruction from teachers, and have comparable method of assessments. Though, they differ from one another in terms of scheduling, learning process, and communication.4 In my personal opinion, I would choose to take hybrid or blended classes, which will provide both online and in-personal learning opportunities.

References:

1. Rasmussen.edu. (2018). Online vs. Traditional Education: What You Need to Know. [online] Available at: https://www.rasmussen.edu/student-life/blogs/college-life/online-vs-traditional-education-answer-never-expected/ [Accessed 20 Oct. 2018].
2. My College Guide. (2018). Online Classes vs. Traditional Classes: Pros and Cons. [online] Available at: https://mycollegeguide.org/blog/2017/05/online-classes-vs-traditional-classes/ [Accessed 20 Oct. 2018].
3. Grantham University. (2018). Traditional University vs. Online For A Degree: Pros and Cons. [online] Available at: https://www.grantham.edu/blog/traditional-university-vs-online-for-a-degree-pros-and-cons/ [Accessed 21 Oct. 2018].
4. Scribd. (2018). Compare and Contrast Essay: A Traditional Class vs An Online Class | Educational Technology | Distance Education. [online] Available at: https://www.scribd.com/doc/171387903/Compare-and-Contrast-Essay-A-Traditional-Class-vs-An-Online-Class [Accessed 21 Oct. 2018].
5. Stern, J. (2018). [online] Wlac.edu. Available at: http://www.wlac.edu/online/documents/otl.pdf [Accessed 21 Oct. 2018].

Teachers need real feedback

Heather Cook

PGY1 Pharmacy Resident

Medstar Union Memorial Hospital

Constructive feedback is the foundation for improvement. In this TED talk, “Teachers need real feedback”, Bill Gates explains how teachers often meet their “satisfactory” baseline requirements during annual reviews, however they do not actually receive worthwhile feedback in order to improve their practice. He notes that he compared the countries where students perform the best academically and found that in 11 out of these 14 countries, there is a formal system for helping teachers improve. This occurs through different methods such as: younger teachers observing experienced teachers, weekly study groups to discuss methods for improvement, colleague observations and evaluations.  Gates implemented a pilot system called Measures of Effective Teaching, where teachers video recorded themselves teaching students in the classroom and are ranked on a range of practices (for example, did the teacher present multiple ways to explain an idea). The videos and surveys were used as diagnostic tools for which the teachers could use to improve their abilities. The results found that using this system resulted in better student outcomes.¹

This video perfectly aligns with the objectives in our Education Theory and Practice course, as it allows us, as future preceptors, to reflect on our own teaching abilities. Throughout our residency training, we are consistently evaluated through PharmAcademic in terms of meeting certain clinical goals and standards. Similarly, through the teaching certificate program, we are evaluated and given feedback when precepting at least 5 pharmacy students. Different pharmacists watch our interactions with the students and provide suggestions for improvement.

While Bill Gates suggests a technique that may be a novel idea to many teachers across the nation, I’d like to believe that University of Maryland School of Pharmacy is already one step ahead. Through the use of Mediasite, students are able to watch recorded lectures throughout the didactic curriculum. Faculty members also have access to these videos. Therefore, Mediasite can be used as a tool to be further utilized as a means of reflection by professors. They are able to watch their presentations, evaluate their performance, identify areas for improvement and use resources to improve on their baseline skills.

Tools for Teaching outlines other methods of obtaining feedback on performance. The most widely used method for evaluating teaching is the end-of-course survey completed by students. This may sometimes be useful, however it doesn’t necessarily benefit the students completing the evaluation.² Many education organizations use a multiple choice survey which categorizes multiple behaviors and asks students to rate them. This tool is diagnostic and provides numerical scores to allow the teacher to assess their performance:³

Quantified Evaluation Form³:

1 Poor	2 Below Average	3 Average	4 Above Average	5 Excellent
The quality of the lectures _____________________________________________________________
The extent to which you found discussion useful ____________________________________________
Overall rating of the instructor’s teaching skill ______________________________________________

In comparison to end of semester evaluations, early feedback methods are more effective because they allow the instructor to strengthen student learning, enhance student motivation, and positively influence student attitudes towards the presenter and material. Students’ responses may be elicited in many ways:²

Students’ Written Opinions²

·         Index card survey

·         Written questionnaire during class

·         Online questionnaire

·         Ask students to send you a short message

·         Suggestion box

Student’s Opinions through Discussion and Interviews²

·         Small groups for stop/start/continue

·         Student interviews

·         Focus groups

·         Select “spotters” for each class session

·         Student class liaisons

·         Student management teams

·         Encourage students to form study groups

When feedback is given by students, it is important to respond quickly to show that you appreciate their concerns and suggestions. Look for patterns in terms of common issues brought up by students. Identify the changes you are able to make within the semester, those that must wait until the class is taught next, and things that cannot or will not be changed. Finally, thank the students for their suggestions and inform them of the changes you will make in response to their feedback. This can help clarify expectations and hold both the students and teacher accountable for future actions.²

References:

1.    Gates B. Teachers need real feedback [Internet]. [cited 2018 Oct 20]. Available from: https://www.ted.com/talks/bill_gates_teachers_need_real_feedback?language=en&referrer=playlist-tv_special_ted_talks_educatio&utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare

2.    Davis BG. Tools for teaching. 2nd ed. San Francisco, CA: Jossey-Bass; 2009. 592 p. (The Jossey-Bass higher and adult education series).

3. Filene PG. The joy of teaching: a practical guide for new college instructors. Chapel Hill: University of North Carolina Press; 2005. 159 p. (H. Eugene and Lillian Youngs Lehman series).

“Student-Centered Graduate Teaching” The Chronicle of Higher Education

Alyssa Henshaw

PGY1 Pharmacy Resident

Sinai Hospital of Baltimore

In this advice article, Leonard Cassuto divulges the fact that, although many “professional intellectuals” strive to teach graduate courses as a professor, there is little information or research available focusing specifically on the graduate classroom. Most educational information applies to high school and undergraduate students, but when these students choose to continue their journey into learning, they are faced with traditional lecture-style delivery of information and seminar discussions that can quickly lose focus. Cassuto describes much of graduate education as utilizing the “beach ball method”, where the professor depends on students to keep discussion going by bouncing ideas off each other and moving through different topics without direction. He makes the argument for “student centered learning” to continue into the graduate classrooms to encourage more effective learners1.

Some individuals may interpret “student centered learning” as hand-holding, or spoon-feeding information in a pedagogical sense2. They may say that there is no place for this type of teaching in graduate programs, where students are expected to be nearly professionals in their field and be self-motivated to learn everything they can. While these qualities of students may not differ, using student centered learning can make the graduate experience more effective. Instead of “spoon-feeding” information, student centered learning is rather a philosophy making the student central to their own learning2. That is to say, students have responsibility for their learning, and we can foster that responsibility by giving students a voice in the classroom and creating activities that foster more engagement. On the contrary to many beliefs, student-centered learning incorporates many aspects of andragogical methods, including students’ responsibility for learning, self-evaluating their own work, and creating relevance to real-life scenarios. 

One story cited by Cassuto describes a research seminar course in which students were required to write original research. The problem that developed in this course was that students took so long to choose a topic, that they often did not have time remaining to adequately complete the writing. The result was that students were not getting the benefit that the course intended- to gain experience in research skills and writing. The professor changed the course so that instead of a paper, there were “research reports” based on sources that he had gathered, which created a research-training exercise and allowed students to get hands-on experience and learn the basic skills they had been lacking. By actively observing the results of his planned course, the professor saw that the true goal was not being accomplished and by changing the course to fit the needs of his students, there was an observable change in outcomes1. This story paints the example about how we do not need to cater directly to students to be successful in the student-centered learning model, but by taking their skills and motivations into account, we can create a much more effective learning environment to accomplish the goals of our courses. 

Other methods that can help develop a student-centered classroom include hands-on activities that promote student engagement3. This may include cooperative learning, in which students work together in pairs or a small group to complete a task. Cooperative learning not only gives students examples of how their knowledge can be applied to problem solving, but encourages discussion and participation because other group members are relying on the student. Case studies are another great way to introduce real-life scenarios into the classroom, where students can develop critical thinking skills and learn how to approach situations they are likely to see in practice. Class-wide discussions will also foster engagement and may help to answer questions that multiple students have, giving us as instructors a chance to clarify our teaching points. In each of these examples, the teacher is not “hand-holding” the students or otherwise coddling them, but rather shifting from a structure of solely lecturing or non-guided discussions, to more focused activities that not only provide information to students, but give them the chance to apply that information in the same sitting. 

Finally, one of the most important aspects of student centered learning is reflection and feedback. This includes student reflection, which may take place after the conclusion of an assignment or case study, in which students may discuss which areas of the task were more difficult or required more effort and why that was the case3. These types of reflective activities give students the chance to clarify any remaining unclear information, and learn how to evaluate themselves and determine their own areas of weakness that need improvement. Instructor feedback is also critically important to student centered learning. Students providing feedback to instructors after activity completion tell the instructor if the goals of that lesson were realized. Did students feel more engaged, did they report a benefit from the activity versus a standard lecture, or do they have any suggestions for future activities? Feedback can also occur on a larger scale at the midway point in the course and/or at the end of the course, where students are given the opportunity to reflect on a longer period of learning and report if they strategies employed cohesively contributed to their learning. They can determine if there were areas in the course content that they did not feel they received adequate instruction on, or areas where perhaps there was more focus than required, so that the course can be tweaked in the future and provide the most meaningful content for the students. Previous studies have shown that, overall, students enjoy student-centered learning or problem-based learning, and felt that the discussions in class helped to further their understanding of the topics, in addition to increasing communication and cognitive skills4.

Creating a student-centered approach can be difficult at first, and as Cassuto reports, many graduate-professors do not want to take the time and effort required to implement this method of teaching. However, we can pull meaningful pieces from student-centered learning and incorporate it into our own teaching so that we are providing the best teaching for our students, while maintaining them at the higher standards of graduate education. 

References: 

1. Cassuto L. Student-centered graduate teaching. The chronicles of higher education [Internet]. 2013 Nov 4 [cited 2018 Oct 21]. Available from: https://www.chronicle.com/article/Student-Centered-Graduate/142791/ 

2. Warner H. One perspective on student-centered learning [Internet]. Washington DC. Inside Higher Ed; 2015 Oct 13 [cited 2018 Oct 21]. Available from: https://www.insidehighered.com/blogs/just-visiting/one-perspective-student-centered-learning 

3. Gorzycki M. Student-Centered Teaching [Internet]. San Francisco (CA). San Francisco State University: The Center for Teaching and Faculty Development. [cited 2018 Oct 21]. Available from: https://ctfd.sfsu.edu/content/student-centered-teaching#Student-Centered%20Activity%20Outside%20Classroom 

4. Kandi V, Basireddy PR. Creating a student-centered learning environment: implementing problem-based learning to teach microbiology to undergraduate medical students. Cureus [Internet]. 2018 Jan 5 [cited 2018 Oct 21]; 10(1):e2029. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5837329/ 

The Benefits of Incorporating Social and Emotional Learning in Higher Education

Katie Brunk, Pharm.D.
PGY-1 Pharmacy Practice Resident
Carroll Hospital

Social and emotional learning (SEL) refers to a process by which students develop “soft” skills and competencies that have been shown to enhance learning in academia as well as enhancing certain life skills1. The concept promotes the theory that learners should not only be taught to have academic success but also success in real life outside of the academic setting. Skills that SEL promotes include “teamwork and collaboration, problem-solving and conflict resolution, self-regulation and emotion-control, empathy and compassion, creative and global thinking, and goal-setting and perseverance”1. SEL is by no means a new concept. “Emotional intelligence” was first recognized as early as the 1940s, and “social intelligence” has roots as far back as the 1920s2. It has been incorporated into primary and secondary education for decades, and these educators have become the biggest leaders in SEL.

I was casually searching for a “hot topic” in teaching for the blog essay and encountered the movement to integrate social and emotional learning not only in primary and secondary education but also in higher education. I came across an article written about an international conference held this past July in New Jersey. The conference was a gathering of educators, researchers, and scholars from about a dozen countries including the United States, Canada, and Mexico. The focus of the conference was “How Social and Emotional Learning Helps Students in Getting to, Through and Beyond College.”2

However, what data do we have to support incorporating SEL into higher education?

A 2012 study completed at Widener University in Chester, Pennsylvania examined the effect of incorporating SEL into the first semester of the freshmen curriculum. Freshmen could opt into a SEL seminar that met twice weekly for 15 weeks, a total of 30 credit hours. Results from the study indicated that students who participated in the SEL seminars had significantly higher GPAs than the comparison group (after stratifying results for different SAT scores and high school GPAs). Seminar students also self reported a growth in social and emotional competence.2 Perhaps students who are exposed to SEL are more prepared the rigorous curriculum and are able to achieve higher academic performance.

When compared to the many educational theories, SEL seems to stems from humanism. Promoters of humanistic education recognize that knowledge and feelings are both part of the process of learning. Humanists believe that true goal of learning is self-actualization of the learner, not earning a “good grade.” And if SEL was incorporated into higher education, the humanistic approach I think would be the best way to “teach” it. There is no need to test students on these concepts. 

College and graduate students are faced with more pressure than ever before. Having the skills to overcome this pressure while also doing well in school I think would be extremely beneficial. I think incorporating SEL in higher education would be an excellent way to help these adult learners not only adjust to the challenges they face on their campuses but also eventually in their careers and workplaces. Especially in the United States, our culture as a whole is evolving due to the growing diversity of our population. We should all take the opportunity to learn from each other and with each other. If SEL can be incorporated into college and beyond, I see no reason why pharmacy schools should be left out. I think the addition of SEL would foster in our pharmacy students crucial skills that can be utilized for patient care; the ability to empathize, collaborate, and problem-solve are just a handful of the skills that SEL can promote in pharmacy education.

References

1) Jones L. International collaborative explores social and emotional learning in higher education. Diverse: Issues in Higher Education. 2018. Available from: https://diverseeducation.com/article/119920/

2) Wang N, Wilhite SC, Wyatt J, Young T, Bloemker G, and Wilhite E. Impact of a college freshman social and emotional learning curriculum on student learning outcomes: An exploratory study. Journal of University Teaching & Learning Practice. 2012;9(2). Available from: http://ro.uow.edu.au/jutlp/vol9/iss2/8

Gamification

Amy Kruger Howard

Pediatric Pharmacy Fellow

University of Maryland School of Pharmacy

Our goal as educators is to impart knowledge in a manner that leads to long-term retention, understanding and application. 

Over the last 30 plus years we have experience the emergence of video games and gaming culture.  In the last decade, games have taken on an increasing level of interactivity and hyperrealism, including the use of virtual reality and even incorporating players into physical spaces.  A 2005 National Summit on Educational Games found that attributes of gaming such as “contextual bridging (closing the gap between what is learned in theory and its use)” and ”personalization of learning” were key areas for application to educational resources.  In a participant consensus statement, the group encouraged partnership between the U.S. Departments of Education and Labor and the National Science Foundation, as well as private industry, to support further research and development of learning tools aimed at all levels of education, including adult learners.¹  The 2013-2014 American Association of Colleges of Pharmacy Academic Affairs Committee report also specifically endorsed the use of “serious games to enhance pharmacy and interprofessional education.”²

In the last two years, the American Journal of Pharmaceutical Education has published two educational briefs that address the use of gamification in pharmacy education.  In the 2017 article, Educational Gaming for Pharmacy Students - Design and Evaluation of a Diabetes-themes Escape Room, authors describe how they created an escape room simulation.  In order to unlock the room, student teams were required to complete a series of multi-step puzzles focused on diabetes management, including patient counseling and medication administration.  The competition incorporated use of an electronic tablet which allowed remote interaction with faculty members who provided hints, acted as simulated patients during medication counseling, and observed demonstrations of glucagon administration.  The activity was built to “complement and reinforce nine hours of prior didactic learning.”³

In Teaching About the Healthcare Industry Through Gamification, a student-lead competition was designed to improve knowledge about the healthcare industry utilizing a simulated stock market.  Both students and faculty were invited to take part in an investment fantasy league.  Each competitor was given $50,000 to virtually invest in healthcare companies defined as “the majority income… generated through healthcare-oriented products or services.”  On a weekly basis the competition was supplemented with student-led discussion topics which covered various aspects of investing and the healthcare market.  As an additional participation incentive, actually cash prizes were awarded to the top three competitors.⁴ 

Both studies used pre- and post-activity surveys to assess improvement in students’ knowledge (and self-perception of knowledge) as well as satisfaction/perceived value of the overall activity.  Eukel et al reported a statistically significant increase in knowledge test scores from pre- to post-test and students reported a positive perceived overall value for the exercise.  However, the study did not assess the ability of this interactive competition to lead to greater long-term knowledge retention.  One could reasonably hypothesize that after a 2-hour all-encompassing hands-on learning session about diabetes, students should be able to demonstrate increased understanding about disease management.  

Similarly, Wolf et al reported statistically significant increases in knowledge.  These finding may support the argument that gamification can increase long-term retention since the league took place over several months rather than as a single event.  Also notable was the observation that students applied clinical knowledge to critically evaluate drug trial outcomes as part of their investment strategy.  This integration of cross-over knowledge may support the summit consensus of game-based applications providing contextual bridging.

 

Within University of Maryland School of Pharmacy we have seen increasing use of gaming and competition to drive increased student engagement.  Certainly both studies and anecdotal evidence from classroom activities here, suggest that students find these activities highly engaging and more relatable to their preferred style of knowledge acquisition.  As the cohort of learners matriculating through the PharmD curriculum becomes more and more familiar with and raised in the gaming culture, use of technology and gamification may demonstrate increasing yield.  Knowing that adult learners are more amenable to familiar learning styles, incorporation of gaming is likely to be warmly received.  However, it still remains to be seen whether increased game use and student engagement can be translated into greater understanding and long-term retention.

1. Summit on Educational Games. Harnessing the Power of Video Games for Learning. 2006; Available from: http://www.fas.org/gamesummit/

2. Cain J, Conway JM, Divall M V., Erstad BL, Lockman PR, Ressler JC, et al. Report of the 2013-2014 academic affairs committee. Am J Pharm Educ. 2014;78(10):1–8. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4315223/

3. Eukel HN, Frenzel JE, Cernusca D. Educational gaming for pharmacy students - Design and evaluation of a diabetes-themed escape room. Am J Pharm Educ. 2017;81(7). Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5663657/

4. Wolf C, Bott S, Hernandez I, Grieve L. Teaching about the health care industry through gamification. Am J Pharm Educ. 2018;82(4):305–7. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5972850/

TEDx Talks: Learning Styles and the Importance of Critical Self-Reflection

Sara Munie

PGY-1 Pharmacy Resident

Holy Cross Health

The idea of the VARK modalities was first formulated by Fleming and Mills and describers Visual (V), Auditory (A), Read/Write (R) and the Kinaesthetic (K) style of learning. This idea came out because of the literature from both psychology and education indicating that learners have different ways of learning.¹ For instance, the Visual (V) learners prefer information in diagrams, charts, or different patterns to convey the information or describe the relationship of different concepts.¹ Auditory (A) learners, on the other hand, prefer methods such as group discussions and talking things through.¹ The Read/Write (R) prefer information in words such as in manuals and textbooks.¹ The Kinesthetic (K) learners are different in that they may combine other modalities because of their use of experience or practice to learn.² They learn by utilizing methods such as demonstrations or simulations in order to understand concepts. ^1,2

Dr. Marshik, associate professor of psychology at the University of Wisconsin-La Crosse, gave an insightful TEDx Talks titled “Learning Styles and the Importance of Critical Self-Reflection”. She aimed to dismantle this idea of the VARK learning styles. I agree with her statement that this idea is more of a myth that students and teachers have accepted as true because it sounds logical.³ She mentions that studies have actually showed no difference in how learners recalled information based on the method or learning style used.² A study published in the journal of clinical and diagnostic research, aimed to determine the learning styles of medical students and the correlation with the preferred instructional methods.³ This study was a cross-sectional study that included 100 first year medical students enrolled at Sharda University in Inida.³ 

The  students were asked to rank their preferences of learning styles (VARK) on one questionnaire and their preferences for the instructional methods on another questionnaire.³ However, this simply asking students their preference can be confounded by a number of factors including familiarity with a particular instructional method.³ The results showed that majority of the students had multimodal VARK preferences while only 39% had a unimodal learning preference.³ This study showed that there was no one single learning style that can work for every student and that a blend of activities is necessary. ³ Among the minority of students with a unimodal learning preference, kinesthetic was the most preferred learning style.³ 

Another important idea Dr. Marshik mentioned that I strongly agree with, is the ineffectiveness of rehearsing, such as re-reading or re-writing, in helping students retain information.³ This is especially ineffective if conceptual understanding is lacking or if students are not able to make connections with the information given to them.³ This was definitely true during my pharmacy education. For instance, as a student I needed to understand instead of memorize the mechanism of action of a drug in order to relate it to the side effects. Moreover, visualizing the chemical structure of a drug, also helped me understand the ADME (absorption, distribution, metabolism and elimination) property of that drug. All of these connections that I made throughout my pharmacology and pharmaceutics courses were essential in order for me to apply it to therapeutics and ultimately patient care. While I did utilize the rehearsal method, I avoided memorizing as much as possible and relied heavily on making connections and understand concepts behind each subject matter.   

Dr. Marshik also explained the idea of “ experience recognition” using the findings of the 1973 experiment by Chase & Simon involving chess players.³ During this experiment, expert and novice chess players were quickly shown a game of chess in progress and asked to recall the position of the pieces.³ Unsurprisingly, expert plays were able to correctly identify the pieces more than the novice players.³ However, when the experts were asked to replicate a random chest board, one with no meaning to them, they were not able to do better than the novice players.³ This study further supported the idea that the success of these players was dependent on their understanding of chess and ability to make meaningful connections.³ It did not depend on their dominant VARK learning style.³ I also strongly agree with the assessment that the type or content of the material being taught can also dictate which learning style works best for students.³ Thus, it is unreasonable to assume that a student learns best using a particular sensory mode when it can depend on the content or the situation at hand.³ 

I thought Dr. Marshik did a great job creatively explaining this simple myth and giving examples of studies that disprove this myth. Personally, I used to think this myth was correct simply because I was told it was true. Now that I have done my own initial research, I understand that this is a complex and controversial topic. As a new teacher, I need not to assume the best method of teaching. I need to continue to get to know my students and be open to changing my methods based on constructive feedback in order to develop an effective instructional method.

References

1.   Fleming ND, Mills C. Not Another Inventory, Rather a Catalyst for reflection. To Improve the Academy. 1992;11:137–55

2.   TEDxUWLaCrosse (2015). Learning styles & the importance of critical self-reflection. [video] Available at: https://www.youtube.com/watch?v=855Now8h5Rs [Accessed 23 Sep. 2018]

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