Evaluating Evidence:
Linking Evidence-Based Practice
to Evidence-Based Teaching
Evidence-Based Teaching, ED 880.629.9B
February 21, 2012
Dr. Anne Belcher, Dr. Linda Adamson,
Instructors
Session Objectives: In order to…
 Situate current learning in the sequence of class
sessions, learners will reflect collectively on
learning experiences to date and relate them to
upcoming task.
 Compare approaches to evidence-based
teaching in the different health professions,
learners will relate EBP to EBT.
 Understand how to evaluate evidence in a
literature review, learners will apply a rubric to
professional articles on EBP.
 Identify ways to collect evidence of the
effectiveness of teaching, learners will contribute
to peer feedback conversations.
AGENDA
 Review feedback from 2/7 & 2/14 classes and reflect
collectively on first on-line class session
 VARK-based discussion follow-up
 Teaching Project Plan: formative feedback
 Understand the Learner Needs Assessment
Gap between current state of affairs & desire state of affairs
Learners’ need for resilience!
 Compare approaches to EBT, relate them to EBP
 Peer feedback conversations
 Reflection on learning
Reflect on learning to date
Feedback from Session 3, 2/7/12
New learning, recommendations to improve the
learning experience
Feedback from Session 4, 2/14/12
Experiences with the on-line learning session
Quality of the on-line discussions
Session 3: sharing professionally useful
websites
Session 4: thoughts re VARK
Reviewing upcoming tasks
Implementing formative feedback on EBT
plan
Preparing Learner Needs Assessment:
Relating learning OBJECTIVES to appropriate
EVIDENCE OF UNDERSTANDING/ MASTERY
to identify instructional strategies based on
learners’ needs
Consider learners’ levels of resilience…
Why Zebras Don’t Get Ulcers
Robert Sapolsky, Ph.D. http://www.youtube.com/watch?v=5ePYet3Fbts
Zebras have the same fight, flight
or freeze response as humans
but respond only to immediate
threats and then relax once the
threat is over
Humans, however, respond to
immediate threats and worry
about future threats
The inability of humans to return to
a relaxed state following a
stressor has many health
consequences
Relevance of EBP close to home…
 Columbia: Teacher preparation: Actions Over
Credentials: Moving from Highly Qualified to
Measurably Effective (Barnett & Amrein-Beardsley
 JHU: Provost's Lecture Series: Peter J. Pronovost,
M.D., Ph.D.: Johns Hopkins patient safety champion
Peter Pronovost discussed the importance of healthdelivery research
 Washington Post: Listing of top hospitals included
only one in the Washington area, Holy Cross
Unpacking the Pedagogy
Importance of identifying similarities &
differences (high impact on learner
mastery)
Comparisons
Categorizations
Metaphors
Analogies
How used in your own teaching/
practice?
PREPARATION for Literature Review
Evidence Rating Scale (JHU SON)
What to seek
Why it matters
Next Assignments
 Needs Assessment: February 28
Literature Review: March 13
Cooperative Learning/
Peer Conversations
 What are your over-arching GOALS?
 What are the characteristics of SUCCESSFUL
LEARNING in your project?
 What constitutes EVIDENCE OF THAT SUCCESS?
 How will you identify the CURRENT STATE OF
MASTERY of your specific learners?
 How will you make use of what you LEARN
ABOUT YOUR LEARNERS?
 How will you capture/document the EVIDENCE OF
SUCCESS?
Peer Feedback & Support
Count off by 6
In Peer Feedback groups:
Use the discussion protocol
Monitor time for equity in the conversation
Reflect on your learning in this class
THANK YOU!!