Pharmacy and Pharmaceutical Sciences
Pharmacy Education Symposium
Active Learning Masterclass
8-10 July 2013 Prato, Italy
Active Learning means you do some
thinking for yourselves.
The order we are standing, your left to your right, is
62%
A. Paul, Ian and Chari
B. Ian, Paul and Chari
C. Paul, Chari and Ian
20%
15%
3%
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Active Learning Masterclass
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D. Who, who and
who?
2
Common theories of teaching1
1. Learning is primarily a direct result of individual differences between
students.
It's up to the student to attend lectures; to listen carefully; to take notes; to read the recommended
readings; and to make sure it's taken on board and unloaded on cue. The purpose of teaching is
to transmit information, usually by lecturing.
1. Learning is primarily the result of appropriate teaching.
Still a transmission process, but of concepts and understandings, not just of information. Getting
complex understandings across requires much more than chalk-and-talk, so the responsibility now
rests to a significant extent on what the teacher does.
2. Learning is the result of students' learning-focused activities which are
engaged by students as a result both of their own perceptions and
inputs and of the total teaching context.
1. BIGGS, J.B. (1999). Teaching for quality learning at university. Buckingham: Open University Press
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Two-pronged Approach
Education Metrics
Active Learning Approach
Robust data from students & expert
assessors
Identify strategies to more effectively
engage students in their own learning
Quality Policy and Procedure
Cutting edge, efficient, evidence-based
Units
Individual academic staff
Active Lectures
Offline re-usable content
Explicitly recognise high quality
teaching in academic promotion
Sustained Excellence in Teaching and Learning
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Not only thinking in class
Preclass
In
class
Postclass
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Faculty Step Change 2 timeline
2012
– Commit to active learning approach, run and evaluate pilot
– Establish unit/course/subject quality assurance process, run pilot
2013
– Establish individual staff QA process (to fit with new University
process)
– Unit QA operational
– Active Learning transition period (first year, both courses)
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??
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Pre-class – attempting mcqs
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To encourage student learning, marks for
clicker questions should be used:
1. Only for correct
answers
46%
33%
2. For participation only
3. Only as a bonus
12%
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4. Never, it only
encourages cheating
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To encourage student learning, marks for
clicker questions should be used:
1. Only for correct
answers
46%
2. For participation only
30%
3. Retrospectively when
questions are
answered well by the
class
e.
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4. Never, it only
encourages cheating
18%
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Marks as motivation – what about in class?
To encourage student learning, marks for clicker questions should be
used:
1. Only for correct answers
2. For participation only
3. Retrospectively when questions are answered well by the class
4. Never, it only encourages cheating
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Pharmacy and Pharmaceutical Sciences
Concept mapping with peer
refinement to explain drug
action
Aims of using concept mapping in large class (200)
Pre class – gather information, create concept map
During class
– Articulation of causal relationships
– Integration of discrete ideas/processes
– Identification and clarification of misconceptions – compare,
refine maps via peer discussion and discussion with me
– Use concept map to explain / interpret drug action
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Concept map on concept mapping
Novak JD, Canas AJ . The Theory Underlying Concept Maps and
How to Construct and Use Them.
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Pharmacy and Pharmaceutical Sciences
Skin pathophysiology
Pharmacology of dermatology drugs
Dr Paul White
(11b)-11,17,21-Trihydroxypregn- 4-ene-3,20-dione
Learning Outcomes
At the end of this series of lectures, you should be able to;
LO1. Describe, compare and contrast the pathophysiology underlying:
 Autoimmune-based skin inflammation (e.g psoriasis)
 Allergic skin inflammation (e.g atopic dermatitis)
 Pathogen-based skin inflammation (e.g. acne)
LO2. Explain the mechanism of action of the following classes / drugs used
to treat skin conditions:
 Glucocorticosteroids (psoriasis, eczema), retinoids (psoriasis, acne),
vitamin D analogues (psoriasis), methotrexate (psoriasis), antihistamines
(eczema), etanercept, adalimumab (psoriasis), antibiotics (acne),
cyproterone and oestradiol (acne)
Refs: Goodman and Gilman – Pharmacological Basis of Therapeutics Chapter 65
Herfindal – Textbook of Therapeutics
Section
11
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R a ti
4
2
0
Confidence in using content, clarification of ideas
T y p ic a l L e c tu r e s
C o n te n t M a p p in g
C o n fid e n c e in u s in g c o n t e n t to p r o b le m s o lv e
10
C la r i f ic a t io n o f id e a s a n d m i s c o n c e p t io n s
10
P < 0 .0 1
M e a n d iffe re n c e = 1 .6 + 0 .2 , P < 0 .0 1
M e a n d iffe r e n c e = 1 .2 5 + 0 .2 2
8
R a t in g /1 0
R a t in g /1 0
8
6
4
4
2
2
0
0
T y p ic a l L e c tu r e s
C o n te n t M a p p in g
Q u a lity o f n o t e s / s tu d y a id s
8
6
T r a d it io n a l L e c t u r e s
C o n c e p t M a p p in g
Observation: class 1
3 false ideas corrected by myself
6 peer corrections heard
P > 0 .0 5
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Aim of next 10 minutes
 NOT to create a great concept map on the relationship between
teaching styles and learning outcomes
 Is to
• Articulate some causal relationships
• Peer evaluate other groups’ work
• Think about outcomes from variety of student and teacher
approaches to learning
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A task for your row
 As a group, come up with two distinct teaching styles
– think of two individuals
 For each person,
– Write down one typical approach they use to help students learn
– Now write down the types of things students can do after being
taught by this person (that they couldn’t do before)
 Bill’s approach:
Didactic, engaging
teaching with
repetition
• Bill is careful to
explain concepts
multiple times using
engaging, funny
examples
Students can recall
lots of information
• repetition and
engagement helps
students remember and
understand – they do well
in exams by recalling Bill’s
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A task for your group – student learning styles
 As a group, come up with three distinct learning styles (think of three
individual students that you know)
 For each person,
– Write down one typical approach they use to learn
– Now write down the types of things students can do well using this
style

May learns what she
wants to learn
Focuses on what takes
her interest, often
comparing many sources
in great detail. Often
ignores stated learning
outcomes
May develops deep
understanding of
some topics,
• can use that
understanding to analyse
• Misses other concepts
completely
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For more information on concept mapping…
 Novak JD, Canas AJ . The Theory Underlying Concept Maps and How
to Construct and Use Them. Technical Report IHMC Cmap Tools 200601, Rev. 01-2008. Pensacola, FL: Florida Institute for Human and
Machine Cognition, 2008.
– http://www.ihmc.us/users/acanas/Publications/ConceptMapLitRevi
ew/IHMC%20Literature%20Review%20on%20Concept%20Mappi
ng.pdf
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Workload for students
W o r k l o a d p r io r t o c la s s
10
A n t ic ip a t e d w o r k lo a d a f t e r c l a s s
10
M e a n d iffe re n c e = 4 .8 + 0 .2 , P < 0 .0 1
8
R a t in g /1 0
R a t in g /1 0
8
M e a n d iffe re n c e = -1 .9 6 + 0 .2 , P < 0 .0 1
6
4
6
4
2
2
0
0
T r a d it io n a l L e c t u r e s
C o n c e p t M a p p in g
T r a d it io n a l L e c t u r e s
Active Learning Masterclass
C o n c e p t M a p p in g
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R a ti
4
2
0
Confidence in using content, clarification of ideas
T y p ic a l L e c tu r e s
C o n te n t M a p p in g
C o n fid e n c e in u s in g c o n t e n t to p r o b le m s o lv e
10
C la r i f ic a t io n o f id e a s a n d m i s c o n c e p t io n s
10
P < 0 .0 1
M e a n d iffe re n c e = 1 .6 + 0 .2 , P < 0 .0 1
M e a n d iffe r e n c e = 1 .2 5 + 0 .2 2
8
R a t in g /1 0
R a t in g /1 0
8
6
4
4
2
2
0
0
T y p ic a l L e c tu r e s
C o n te n t M a p p in g
Q u a lity o f n o t e s / s tu d y a id s
8
6
T r a d it io n a l L e c t u r e s
C o n c e p t M a p p in g
Observation: class 1
3 false ideas corrected by myself
6 peer corrections heard
P > 0 .0 5
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Rough Hypothesis
– Effective discussion involving (almost) ALL students ✓
• Hard to know for sure what proportion of students were on
task but clear change in behaviour when students had had
enough
– Effective discussions between students and myself ✓
– Identification and clarification of misconceptions ✓
(content specific)
– Integration of drug action within the pathophysiology big picture ✓
• not quite enough drug action detail within the diagrams
FUTURE: TIME on TASK needs to be adjusted
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 You have been recently hired to teach a course in the history of Italian
art. There are 100 students in the class. You have introduced a variety
of active learning strategies. Your challenge is to come up with an
appropriate summative exercise for the class.
 Work in groups of 3 to 4
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Remember to join SABER
Saber.monash.edu/register
Chocolates for mcq questions at reception tomorrow morning!!!!
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