List of Leahy Faculty Award For Learning Innovations Finalists

i
2012

Table of Contents

List of Leahy Faculty Award for Learning Innovations
Finalists

Name Title of Educational Practice Pages

Adejare, Adeboye Principles of Medicinal Chemistry 02
Tarloff, Joan, and Molecular Pharmacology
Harvison, Peter,

Johnston, Therese E. Physical Therapy Examination 25
Simulation as a Diagnostic Tool
to Assess Student Learning
and Teaching Needs

Porter, Jason A., Effect of Learning-Centered 46
Mahalingam, Madhu, Teaching on Student Learning:
Schaefer, Frederick T., Results from Three STEM Courses
Brunner, Bernard J.

Abstracts can accessed at http://www.usciences.edu/teaching/innovations/

ii

List of Abstracts in this Document of Innovations


Adejare, Adeboye, Principles of Medicinal Chemistry 02
Tarloff, Joan and Molecular Pharmacology
Harvison, Peter,

Bruist, Michael Team-Based Recitations 09

Diaz-Gilbert Write a Rhetorical Analysis of Your 17
Miriam Writing Teachers Writing and Earn
Extra Credit Points!

Earl, Grace Promoting Critical Thinking 20
Nguyen, Thao K., through discussion forums in
Jiang, Grace E. pre-professional doctor of
Pharmacy students

Fox, Wendy W. OMG! Im in the Clinic 23
A Laboratory Simulation
Experience Aimed at
Developing Student Skills in Critical
Thinking and Professional
Identification as Precursors to
Clinical Competence

Johnston, Therese E. Physical Therapy Examination 25
Simulation as a Diagnostic Tool
to Assess Student Learning
and Teaching Needs

Maher, Colleen Use of Technology to Enhance 34
Mendonca, Rochelle Teaching and Learning in
Higher Education


iii

List of Abstracts in this Document of Innovations


Miller, Vandana Ahuja Peer Review Process: An 36
Instrument to develop students
Critical thinking

Morel, Diane Professional Attitude Development, 37
Mandos, Laura Without Adding Credits:
e-communities, Professional Rading,
Peer Mentorship, and Pecha Kucha

Otsuka, Shelley Life with Diabetes: A Mile 38
In Their Shoes

Porter, Jason A., Effect of Learning-Centered 46
Mahalingam, Madhu, Teaching on Student Learning:
Schaefer, Frederick T., Results from Three STEM Courses
Brunner, Bernard J.

Radwick, Allison The MeduMaZeGames: Drug 53
Tarloff, Joan Development Simulation Among
Pharmacology and Toxicology
Majors and Pharmaceutical
Sciences Majors

Reinhold, Jennifer A. PCP Top Chef Rubric Development 55

Tietze, Karen J. Multiple Intelligences Theory as 56
A Guide for Increasing the Variety
Of Active Learning Activities in a
Large Required Pharmacy Course


iv

Document of Innovations

At the University of the Sciences

2012

The Teaching and Learning Center of the University of the Sciences is proud to
produce the thirteenth annual Document of Innovations. This document contains
abstracts of the finalists for the Leahy Faculty Award for Learning Innovations
and for the Bright Idea Award. Previous editions of the Document of Innovations
have been recognized as one of the best ways to know how faculty are teaching.
Many of these Leahy submissions reflect true Scholarship of Teaching and
Learning. Some of these faculty are ready to submit or have already submitted
their ideas to peer reviewed professional journals. We give Bright Idea Awards for
creative ways to teach, or assess students, including the use of educational
technology.

The overall goal of this document is to improve teaching and learning. A
compilation of all the teaching practices allows others to learn about these ideas
and adapt them. This document provides faculty ideas that have worked with our
students.

This document is disseminated on the web throughout the campus and to
interested people outside the University to give increased recognition to
individual faculty who strive to improve their teaching as well as others who
enable students to learn more. Hopefully, this document will help faculty to
collaborate on new ideas and will inspire others to try new methods to improve
their teaching and learning.

All of the faculty welcome feedback on their ideas. If you use or adapt an
innovation, please give the author credit and tell the original instructor how it
worked.

To submit a description of an educational innovations for next years edition,
please see http://www.usciences.edu/teaching/innovations/

Phyllis Blumberg, Ph.D.
Director of the Teaching and Learning Center
May 2012

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Leahy Finalist
Title of Innovation: Principles of Medicinal Chemistry and Molecular
Pharmacology
Name of Innovator(s): Adeboye Adejare, Joan Tarloff, Peter Harvison,
Telephone Number(s): 215-596-8983, 215-596-8979, 215-596-8944
Email Address(es): a.adejar@usciences.edu, j.tarlof@usciences.edu,
p.harvis@usciences.edu;
Department(s): Pharmaceutical Sciences Department
Type of Students: Pharm.D. and BS
Type of course or activity where implemented: Required
Course or activity where implemented: Principles of Medicinal Chemistry and
Molecular Pharmacology

Please check one Award only to be considered: Leahy Award
Narrative:

Course: PC411, Principles of Medicinal Chemistry and Molecular Pharmacology
Course instructors: J oan Tarloff (Coordinator), Peter Harvison, and Adeboye Adejare
Demographic information: 4
th
year students in the Pharm.D. (P2) and BS
Pharmacology/Toxicology programs. Student population is about 240 each year.

1. Rationale or goals of the innovative educational activity: The Pharm.D.
curriculum was revised in 2008 and a 12-course package spanning medicinal
chemistry, pharmacology and pharmacotherapeutics was developed. An aim of
the curriculum was for these new courses to be coordinated at a minimum and
arguably integrated where feasible. One of the foundational courses developed
was PC411, Principles of Medicinal Chemistry and Molecular Pharmacology. The
goal of this course was to help students understand how to study drugs and
pharmacology using a life-long learning method, i.e. how the student can learn
current medications and new ones a decade or more from now.

2. The innovation and its implementation: The course material was split into three
parts starting from chemical principles of drug activity (building on material that is
already familiar to the students) to pharmacokinetics (drug absorption, distribution,
metabolism and elimination) and then onto pharmacodynamics (drug-receptor
interactions) and molecular pharmacology. This was a new approach to teaching the
material. Topics were re-organized to make them flow better and new ones, especially
in molecular pharmacology, were introduced. Understanding was stressed over
memorization. Each instructor took one of the three parts.

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3. Learning outcomes: The learning outcomes can basically be divided into two
parts, knowledge and skills.
Knowledge
utilize scientific/medical vocabulary appropriately
describe concepts governing the interaction between a ligand and its target
(receptors, signaling cascades, second messengers, enzymes, transporters, etc.)
describe specific examples of structure-activity relationships with regard to
interactions between drugs and their targets
describe the processes and parameters that determine absorption, distribution,
metabolism, and excretion/elimination (ADME) of chemicals
describe the processes and parameters that determine interactions between
ligands and targets
describe the drug discovery process

Skills (Integration/Critical Thinking/Problem Solving)
describe the mechanism of action of chemicals at the molecular/cellular levels
interpret graphical information
o define axes (independent vs. dependent variables)
o define units, magnitude of change, timing and hierarchy
predict consequences of perturbation of ligand-receptor interactions on
pharmacologic responses
recognize potential for signaling pathway interactions and cross-talk

4. Impact of the innovation: Students performed better in the course than in its
predecessor in the old curriculum. One measure of the performance is student course
grades. Of particular note is that the weaker students performed better, i.e. there were
significantly fewer D and F grades than in equivalent courses in the past. Since video-
capture was also introduced around the same time, improved performance can also be
attributed in part to it. It is impossible to evaluate whether or not the changes affected
student attendance due to the video-capture availability.

5. Reflection on what is working and why it is working: The students had a
worksheet due each week. There was also a quiz every two weeks. Worksheets were
designed to reinforce lectures and help students learn, and quizzes simulated exams.
We believe that this approach is working as reflected in student grades. One of the
reasons why we believe it is successful is that students are forced to review the
materials on at least a weekly basis. So, trying to cram 4 weeks worth of materials into
one night was not an option. Furthermore, exams were deliberately spaced evenly
apart, and uncoupled from instructor, so that the students would focus on the
material instead. One possible improvement includes formal incorporation of the
audience response system (using TurningPoint software) into the course. This was
used on a trial basis in Fall 2011 by one of the instructors. Assessment questions,
designed to test the students knowledge of the material that was just covered, were
incorporated into each class (typically 1-3 questions were used per lecture). Since this
was the first time TurningPoint was used by the instructor, student responses were

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Title of Innovation: Write a Rhetorical Analysis of Your Writing Teacher's Writing
and Earn Extra Credit Points!
Name of Innovator: Miriam Diaz-Gilbert
Telephone Number: 215-596-8769 Email Address: m.gilber@usciences.edu
Department: Writing Program
Type of Students: First-year writing
Course or activity where implemented: WR 101

Please check one Award only to be considered: Bright Idea Award
Narrative:
Research shows students benefit when their writing teachers, who write and publish,
share their work with their students. Students will follow if writing teachers model for
their students their "love and struggles" as readers and writers (Alber, 2012).
Additionally, writing teachers who share their writing with students are positive models
who help demystify the process of writing and show students the value of writing
(Hansen, 1985). Writing teachers who write learn to empathize with their students.
"When teachers write, we learn empathy for our students. Writing can be a struggle, and
this fact is easy to forget if we don't wrestle regularly with it ourselves" (Gillespie, 1985).

To show that I empathize with my students' writing struggles because I too struggle, and
to show that I not only teach writing, but that I also write to be published and so can
they, I had my students respond to an op-ed/letter to the editor I wrote that was
published in my local paper. Additionally, I wanted to share my writing with my students,
and have them write a short rhetorical analysis using pathos, ethos and logos, and
applying PASS (purpose, audience, style and structure).

To encourage students to respond to my op-ed/letter to the editor, I offered them up to 5
extra credit points to be added to their lowest grade. For example, an 80 could
potentially be raised to an 85.

The students were provided the PDF link to my piece:
http://sj.sunne.ws/files/2011/11/VS1123.pdf. The PDF along with the following 5
questions were uploaded on ANGEL.

1) The purpose of each paragraph; what does the author want to achieve with each
paragraph? Discuss each paragraph.

2) The writing style of the author; how would you describe the kind of language the
author uses? Does the language and style grab the reader's attention? Provide an
example.

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3) What are examples of pathos, ethos and logos the writer uses; for example, how
does the writer appeal to the audience; what in her writing makes her credible and
logical?

4) Describe the organization of the letter. Is the organization effective? Why?

5) Now that you have read the letter, what new insights have you gained?

The students' responses and writing demonstrated they had a very good understanding
of the writer's PASS, purpose of paragraph, style, appeal to pathos, and ethos and
logos, organization and provided their own insights about the topic addressed in the op-
ed/letter to the editor.
Below is a sampling of the responses:

1) The purpose of each paragraph; what does the author want to achieve with each
paragraph? Discuss each paragraph.

The purpose of paragraph #1 is to grab the reader's attention and introduce about what
the letter is going to be. The purpose of paragraph #2 is to discuss the current issue by
providing the reader with background knowledge through the author's personal
experiences. The purpose of paragraph #3 is to refute the common argument that deer
are destroying our environment by reminding the reader that we, as people, have
destroyed the deer's' habitat. The purpose of paragraph #4 is to further support the
previous claims made by the author by providing examples of why deer have nowhere
to go other than our man-made environments. The purpose of paragraph #5 is to
discuss the negative consequences of the destruction of deer's habitats. The purpose of
paragraph #6 is to refute another argument that deer are responsible for carrying
diseases. The purpose of paragraph #7 is to discuss that there may not be an easy
solution to keeping away deer, however more natural solutions, such as plants or
fences, should be pursued. The purpose of paragraph #8 is to encourage the audience
to make a difference and to become more aware of the presence of deer in the
community. The purpose of paragraph #9 is to conclude by asking the audience to
question their morals, and apply those morals to the protection of deer.

2) The writing style of the author; how would you describe the kind of language the
author uses? Does the language and style grab the reader's attention? Provide an
example.

The author's writing is persuasive and appeals to the reader's emotions. The author
illustrates the dead deer as having its "eyes wide open," and that the decomposing
"carcass" is "feasted on by other animals and insects." She then describes how she and
her husband came to a "screeching halt" witnessing the sight of deer running across the
road with vehicles coming at them. The author's language enhances the message of the
need to co-exist with the deer.

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3) What are examples of pathos, ethos and logos the writer uses; for example, how
does the writer appeal to the audience; what in her writing makes her credible and
logical?

The writer appeals to the audience by using descriptive language to draw out the
reader's emotions. The author opens by describing the dead body of a deer; however,
her language could be used to describe a person as well. This grabs the reader's
attention and draws emotions one might feel when hearing of the death of a young girl.
In addition, the author uses personal experiences of finding and witnessing the death
and endangerment of deer. The fact that the author has witnessed these events gives
her credibility. The author also appeals to the reader's logic by discussing how she is
not quite sure of a solution to the problem, however there are still things that can be
done and efforts that need to be made in search of a solution.

4) Describe the organization of the letter. Is the organization effective? Why?

The organization of the letter is very effective. Right away the letter is able to grab the
reader's attention and draw them in emotionally. The letter opens by discussing the
many deaths of deer the author has witnessed, which gives urgency to the matter being
discussed. The author then begins to talk about how people are responsible for the
influx of deer in suburban environments and the consequences of this behavior. The
author provides reasons and examples why deer are not as harmful as one may think
and discusses the beauty of these creatures. Once the author has the audience
concerned with the safety of these deer, she provides ways that people can prevent
such incidences from occurring again and encourages people to get involved. The
organization makes this letter very convincing and makes the reader more concerned
with the welfare of deer.

5) Now that you have read the letter, what new insights have you gained?

After reading the letter, the topic that is addressed in the letter has taught me that deer
are an endangered species and will continue to be endangered until the community
stands up to protect them. The community-at-large has built over their natural habitats
forcing them to roam the dangerous roads and highways. The community should be
more aware of the deer and take more precaution as to driving and braking for deer.

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Title of Innovation: Promoting critical thinking through discussion forums in pre-
professional doctor of pharmacy students
Name of Innovator(s): Grace Earl, Thao K. Nguyen, PharmD candidate, Grace E.
Jiang, PharmD candidate
Telephone Number: 215-596-8940 Email Address: g.earl@usciences.edu
Department: Pharmacy Practice/Pharmacy Administration
Type of Students: undergraduate
Course or activity where implemented: PA244 Introduction to Pharmacy &
Healthcare

Narrative:
To encourage lifelong learning, changes were implemented to a required 1-credit pre-
pharmacy course, Introduction to Pharmacy and Healthcare, to promote critical thinking
using discussion forums. A conceptual framework mapped the role of the teacher and
student in delivering and applying the course content. The objective of this study was to
evaluate student performance in the discussion forum posts using a new critical-thinking
rubric, and compare results to student performance in past semesters. Web-based
resource tools included videos and a practice forum; a presentation during class using
PowerPoint slides was used to model critical-thinking.
Learning Objectives

1. The audience will generate a list of critical-thinking skills and use a rubric to assess
discussion forum posts to assess critical-thinking abilities
2. The audience will view a PowerPointslideshow tutorial then use a concept map to
draw the interconnections between concepts taught within the course paradigm.
3. The audience will view a PREZIslide show and discuss the importance of
integrating opinions and positions statements from consumer and professional
groups to illustrate how they support or oppose healthcare programs.

Session description

The session will emphasize how technology-driven assignments and resources
can be aligned with delivery of content, skill-development, and formative & summative
assessment. A number of active teaching methods will be used during the session
including participating in discussions, pair-and-share activities, and grading an
assignment,

The audience will be asked to perform a pair-and-share and asked to develop a
list of critical thinking skills that are necessary in students.

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A PowerPoint presentation will be used to show the changes in the course that
were influenced by educational standards designed to emphasize professional
development. A necessary component of professionalism includes critical thinking skills
which are defined by the American Philosophical Association (APA): as interpretation,
analysis, evaluation, inference, explanation, and self-regulation.

The course design will be reviewed using PowerPoint slides. The session will
review the course paradigm which introduces students to professional pharmacy
practice models and orients them to the philosophy of pharmaceutical care which
emphasizes quality of care, helping patients gain access to care, and addresses safety.
The students are also instructed on the influence of other healthcare areas on
pharmacy practice such as government-sponsored health programs, Medicare and
commercial insurance, and managed care. The audience will learn about additional
technology tools and resources that were available to students such as use of audience
response system, PowerPoint slideshow tutorials, and PREZIslide show tutorials.

The audience will view the PowerPoint presentation on modeling the
interconnection between various healthcare components. They will be given a handout
with the healthcare wheel and asked to draw their own connections, or map out, how
the role of the pharmacist and affects or is influenced by other areas such as
government-sponsored healthcare programs (Medicare, Medicaid).

The audience will be asked to pair-and-share and develop a list of consumer-
focused or independent groups that hold various positions on healthcare programs and
healthcare reform. They will then view a PREZIshow which illustrates examples of
consumer or independent opinions that support or oppose healthcare reform. They will
also be asked to consider how integrating this information into the discussion forum post
is important to understand the role of various groups in shaping healthcare programs.

The delivery methods and course assessment methods will be reviewed using
PowerPoint slides. A conceptual framework was developed to map the role of the
teacher and student in critically thinking about the role of pharmacists in healthcare.
The course was designed to modeling thinking during class and offer repetition of
assignments to practice skill development. The audience will learn how a new rubric
was developed to evaluate the students understanding of the role of pharmacists in
healthcare, ability to identify the interconnection between healthcare areas, and ability
to support their opinions with facts or key opinion leader comments.

The audience members will participate in an activity to use the new rubric to
grade sample discussion forum posts and then they will participate in a discussion on
the strengths and weaknesses of the rubric for assessing college-level writing and
critical-thinking.

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Reference:

Harris MF, Harrold MW, Giudici RA, Boni RL, Wu W, Bricker J D, Avila J R. Development
and implementation of critical thinking assignments throughout a pharmacy curriculum.
Am J Pharm Educ 1995; 61(1):1-11.

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Title of Innovation: " OMG! I'm in the clinic" - A Laboratory Simulation Experience
Aimed at Developing Student Skills in Critical Thinking and Professional
Identification as Precursors to Clinical Competence.
Name of Innovator: Wendy W. Fox
Telephone Number: 215-596-7343 Email Address: w.fox@usciences.edu
Department: Occupational Therapy
Type of Students: First year professional
Course or activity where implemented: OT 381/581 - OT Fieldwork 1a
Please check one Award only to be considered: Winner of the Bright Idea Award
Narrative:
A historical search of relevant literature indicates that presentation of "simulation" style
teaching techniques has been written up and used since the early 1980's (3). Standing
(1) discusses clinical reasoning skill emergence in professional nursing students and
how these skills are directly related to clinical decision making. It was thought that
through activities that involve observation/interview, hands-on assessments,
engagement activities, and health literacy education, students can come up against
problems in a controlled scenario. This push to move students out of their comfort zone
forces more global and skill based thinking. Multiple attempts at planning for future
client interactions allow students to reflect back and build on developing skills. Evidence
based literature supports the ideology that future performance is enhanced through
recall of similar past experiences (4) and is the basis for the presented pedagogical
methodology.
Two years ago in collaboration with colleagues here at USciences, I helped develop a
unique, multiple simulation classroom experience that closely represents today's
healthcare workplace environment. This simulation takes place in the first professional
year for OT students when they begin their first "fieldwork" experience in OT 381/581.
They are placed into real-time situations (during class time) where they need to interact,
think "on their feet", and maintain a professional demeanor in the presence of "client
educators" - community dwelling adults (ages 50-89 years) who may, or may not, have
some medical/cognitive ailment in their personal history.
This simulation was developed to force students out of their comfort zone, much like the
reality of clinic settings. Over the course of 13 weeks, specific skill building areas were
introduced, practiced, then and then demonstrated in the controlled environment of the
classroom with the client-educators. Taking place in the classroom (controlled
environment) allows students to trial the group format, generate novel ideas, experiment
with various presentation modes, and reflect on the success or failures of skills
components. Three cycles of rapport building with client-educators take place in weeks
3, 5, and 8. In week 11, students are required to teach the client-educators a skill. They
develop an activity and education materials to implement the teaching. In a three cycle
scenario, the second and third cycles course instructors construct increasing levels of
"organized change" and evoke student discomfort, and responses to discomfort. This
last simulated scenario is much like the reality of daily clinic workings. Performance

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feedback allowed the discussion of errors and situations where outcomes could be
varied. Students spent individual and group time reflecting on this experience through
journaling and class discussion; reporting back that the changes in learning context
were valuable and skill generating.
Simulations like these can be used in all health professions, as well as in the social
sciences. They help students to develop students' clinical practice and or critical
reasoning skills. Aspects of this simulation that foster these skills include peer/instructor
feedback, applied learning, self-assessments, environmental context change,
processing time, opportunities for multiple simulations, practice effect, and the group
process.
A further important function of this simulation is that it helps student become socialized
into their profession and either reaffirms that their career choice to is appropriate for
them or helps students to rethink their career directions. This approach is effective for
health professions, and can be highly effective in the social sciences as well.
The student simulation experience has a two-pronged effect: clinical practice/reasoning
skill development and beginning to develop a professional identity as key indicators of
future professional competence.

.

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Leahy Finalist

Title of Innovation: Physical Therapy Examination Simulation as a Diagnostic
Tool to Assess Student Learning and Teaching Needs
Name of Innovator: Therese E. Johnston
Telephone Number: 215-596-8682: Email Address: t.johnston@usciences.edu
Department: Physical Therapy
Type of Students: P2 Physical Therapy Students
Type of course or activity where implemented: Required, Professional or
Advanced
Course or activity where implemented: PT 529
Please check one Award only to be considered: Winner of the 2012 Leahy Award
Narrative:
This teaching innovation focuses on a method to evaluate student weaknesses in
examination skills at the start of the semester in a course that is part 2 in a 3 part series
of Physical Therapy courses focused on Examination and intervention for Patients with
Neuromuscular Disorders. This innovative evaluation is then used to modify teaching
techniques and content within the course as well as within the series of courses. To my
knowledge, this is the first time that this innovation has been used in the Physical
Therapy program. This teaching innovation has been conducted for three years.
The neuromuscular curriculum in the Physical Therapy program consists of 5 courses.
In the P1 year, students learn Neuroscience and Pathology of Neuromuscular
Conditions. In the P2 year, they begin the 3 part series focused on Examination and
intervention. In PT 527, the first course in the sequence in the Fall, they learn how to
perform a thorough neuromuscular examination. This examination contains some items
that are more concrete and other items that are more challenging concepts for the
students to grasp. Following PT 527, the students participate in their first full-time
clinical experience that lasts 8 weeks. During this time, some students are exposed to
patients with neuromuscular conditions while other students are not. Therefore not all
students have the opportunity to practice a neuromuscular examination in the clinic at
this point in their education.
I begin teaching the students in the second semester of the P2 year in PT 529 after they
return from their first clinical experience. While this is my first course with them as the
primary instructor, I assist in PT 527 with certain lab sessions and with the final practical
examination. These experiences in PT 527 provide me with preliminary information
about how well the students are grasping the components of the neuromuscular
examination process.

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Description of New Teaching Diagnostic Test and Assessment Process:

Upon reflecting on student performance during practical examinations from PT 529 in
Spring 2009 and PT 527 in Fall 2010, I came to the realization that there were common
mistakes being made, especially with the more difficult aspects of examination. I wanted
to address these issues early on in PT 529 for the Spring of 2010 and after much
thought, came up with the plan to simulate an examination for the students. In this
simulation, the instructors would serve as the patient /physical therapist team and
simulate an examination in which some items would be performed correctly and other
items would be performed incorrectly. The students would observe and be asked to
identify which items were performed correctly and which ones were performed
incorrectly. Areas of confusion would then be discussed in more detail as each mistake
was identified. This simulation would serve several purposes. The first purpose would
be to act as a diagnostic test for me to better understand the areas in which the
students were struggling. The second purpose would be to clarify points of confusion for
the students so that all would start the semester with a similar level of knowledge about
examination. The third purpose would be for me to reflect on the areas of weakness and
use these reflections to alter my teaching of examination in relation to the new patient
diagnoses to be covered for the rest of the semester in PT 529. A later goal that
developed was to collaborate with the course instructor of PT 527 to use my reflections
to alter teaching approaches to address common areas of confusion earlier in the
neuromuscular course sequence.

Feedback Loop (Figure 1): A feedback loop is the best way to describe and illustrate the
process as it is a continual process year to year. Reflecting back on this process allows
me to continue to advance in my teaching by "listening" to my students' needs.

1) Identify Problem Areas: To identify problem areas, I first reflected on and identified
weaknesses from the first year that I taught PT 529 (2009). I also reflected on areas of
weakness from PT 527 (2010) and spoke with the PT 527 course instructor and lab
instructors from both courses to obtain their thoughts on areas of weakness. I came up
with several areas for that first year (Table 1) and continued this process for 2011 and
2012.

2) Diagnostic Test: The diagnostic test (the simulation examination lab) is conducted
within the first two weeks of the semester as described above. The test is conducted
before students are expected to perform examinations in lab sessions. The lab
instructors are given clear descriptions of the identified areas of weakness for that year
so that they can simulate the exam in a manner that will facilitate discussion of these
areas as well as maintain consistency across the simulated patient /physical therapist
teams.

3) Assessment: Student feedback was formally collected in 2010 and 2012 (Table 2)
and informally in 2011. The student feedback is a critical piece as it provides information
as to the students' perceptions of the simulation examination and how it impacted their

- 27 -

learning and knowledge. In addition to student feedback, my reflections were written
annually following the simulation (Table 2).

4) Alter Teaching: The students' feedback and my reflections provided me with the
ability to use data-based decision making to changes to how I approach teaching this
material. Table 2 identifies the subsequent changes that I implemented in both PT 527
and PT 529 based on these data.

5) Reflect on Student Outcomes: This critical self-reflection includes my reflections on
how students perform in the practical examinations and how well they grasp the
examination concepts (Table 3). I document my reflections annually in PT 529 to allow
me to examine changes over time in student performance and how changes in my
teaching techniques or focus areas may impact performance. In addition to my
reflections, I ask each student to reflect on his/her performance during practical
examinations immediately after completing the examination and interventions. This
informal feedback is verbally communicated directly to the examiner and allows
assessment of the students' confidence, strengths and weaknesses in their
performance. At the end of PT 529, I also reflect on any areas that I may need to
reinforce in PT 601, the 3rd course of the Neuromuscular Examination and Intervention
series.

6) Return to Identify Problem Areas: Returning to the problem area completes the loop.
Each year, I reflect on what issues continue and reflect on how my revised teaching
techniques impact the students' learning of the neuromuscular examination process.
Supplemental Information
Figure 1, Feedback Loop
Figure 2 Physical Therapy Examination Simulation as a Diagnostic Tool to Assess
Student Learning
and Teaching Needs

- 28 -

Figure 1: Feedback Loop

Table 1: Sample areas addressed across the 3 years of the exam simulation lab in PT 529.
Unless otherwise noted, all instructor reflections and changes made refer to PT 529.
Year Weakness Instructor
Reflections after
Simulation
Changes Made
2010 Choosing proper
tests to perform
Students were still
somewhat confused.
More case studies were added to lab for
the rest of the semester to address decision
making about exam items.
Interview skills to
identify patient
strength/weaknesses
Students were
scattered in their
interview skills and
needed direction.
Cases were added to lab in which students
practiced interview skills. This
information was also communicated with
the course instructor for PT 527.
Proper technique to
test strength when
spasticity is present
and when it is
absent.
Students were still
somewhat confused
after the simulation.
Concepts were stressed and tested during
the semester, and changes were made to
PT 527 to better prepare students for PT
529.
How and when to
choose standardized
measures.
Students felt weak in
this area.
More emphasis was placed on including
this concept in lecture material throughout
the semester. Common outcome measures
were posted on Angel for students to view
and download. Test questions and
1.Identifyproblem
areas
2.Diagnostictest
(simulation)
3.Assessment(Student
feedback/Instructor
Reflections)
4.Alterteaching
methods
5.Reflectonstudent
oucomes

- 29 -

practical exam items were added.
tests to perform.
Students were still a
little confused after
the simulation as this
is a difficult concept.
Students need more on the why so more
emphasis was placed on how to choose
proper tests throughout the semester in
lecture and lab.
Interview skills to
identify patient
strength/weaknesses
Students seemed a
little better with
interview skills but
still had difficulty
focusing their
questions based on
the patient diagnosis.
Cases were added to lab in which students
had to practice interview skills. Interview
questions were discussed in more detail in
lab.
Proper technique to
test strength when
and when it is
absent.
Students were still a
little confused after
the simulation.
Concepts were stressed during semester,
and further changes were made to PT 527
to better prepare the students.
How and when to
choose standardized
measures.
Students felt weak in
this area.
Outcome measures were added to the
lecture for each diagnosis and discussed in
more detail. I still felt at the end of the
course that the students werent strong in
this area. For 2012, additional clinical
decision making for these measures was
added for each diagnosis.
tests to perform
Students appeared to
have a better
understanding of this
concept.
Based on difficulty with this topic the past
2 years, more formal lecture material was
added before the exam simulation this
year in regard to clinical decision making
for choosing priority exam items to test. In
class activities were added to enhance
learning.
Interview skills to
identify patient
strength/weaknesses.
Students overall
were good with their
interview skills and
choosing proper
questions.
Based on difficulty with this topic the past
2 years, a clinical decision making lecture
was added before the exam simulation this
year to address appropriate interview
questions based on patient cases. In class
activities were used to enhance learning,
and students were able to apply the
information in the simulation lab.
Proper technique to
test strength when
and when it is
absent.
Students did better
with the concepts
this year and less
time was spent on
this area during the
simulation. Changes
made in PT 527 in
Reevaluate in Spring 2013 to make sure
this improvement continues.

- 30 -

Fall 2011 likely were
effective.
How and when to
choose standardized
measures.
Not emphasized in the simulation this year
as more formal lecture material/activities
were added in regard to clinical decision
making in choosing measures.
Table 2: Student Comments on Exam Simulation Lab (data collected in 2010 and 2012). The
comments are in response to the questions What did you think about the simulated case with the
two instructors acting as PT and patient? Did it help to clarify the examination process and
techniques?
Year Sample Comments
2010 It was good to review this process after weve all come back from our different clinical
sites.
Very helpful in understanding proper technique and how to do it correctly.
I thought it was a very good idea to run the first lab this way because it allowed us to
critique the exam and to learn it in a different way.
I liked seeing another way to approach different exam techniques. Certain points were
brought up to clarify areas of continued confusion.
It allowed me to observe mistakes that I may make and increases my awareness.
Hopefully I will be able to minimize these mistakes in practicals and in the clinic.
Helped clarify so many areas and really appreciate learning the correct way to perform
techniques and the professors way of thinking.
I like this new style of teaching.
2012 It helped to answer questions I was unsure about. I am a visual learner.
It cleared up a few things that werent so clear from last semester so everyone is on the
same page.
This helped in enabling students to recognize what should and shouldnt be done.
Clarifications of confusing topics in the past were talked about throughout.
I felt that this touched more in detail on what is expected in the clinic as well as for
practicals.
It helped see common mistakes and clarify the right way to handle certain testing. It was
also a good review after coming from clinicals.
I really liked that Dr. J ohnston did things incorrectly and asked us what was wrong. This
demonstration really helped show exactly what to do and what she wants and expects
from us.

Table3:InstructorReflectionsonStudentPerformanceduringtheMidtermPracticalExamination.
Myreflectionsalsoillustratemydevelopmentasateacherastheyaremorecomprehensiveovertime,
reflectinganevolutionininstructionaswellasthecoursesandtheneuromuscularcurriculum.
Year Reflections on Midterm Practical Examination
2010 Overall the class did well. I think that in practical situations that students forget that they
cant test some items if someone cant follow directions well. I will need to stress with
them that if they feel an item is untestable, dont test it.

- 31 -

2011 Overall the practical went well. One change this year was that I decreased how much the
midterm practical counts. I want to use this practical as a way to determine their strengths
and weaknesses following the exam simulation lab. I can then continue to focus on the
weaker areas for the remainder of the semester.
2012 Overall I think this class did better with problem solving and clinical decision making
during the practical examination which was good to see. So hopefully the changes that I
made are paying off.

- 32 -

Physical Therapy Examination Simulation as a Diagnostic Tool to Assess Student Learning and
Teaching Needs

Therese E. J ohnston, PT, PhD, MBA

This teaching innovation focuses on a method to evaluate student weaknesses in
examination skills at the start of the semester in a course that is part 2 in a 3 part series of
Physical Therapy courses focused on Examination and intervention for Patients with
Neuromuscular Disorders. This innovative evaluation is then used to modify teaching techniques
and content within the course as well as within the series of courses. To my knowledge, this is
the first time that this innovation has been used in the Physical Therapy program. This teaching
innovation has been conducted for three years.
The neuromuscular curriculum in the Physical Therapy program consists of 5 courses. In
the P1 year, students learn Neuroscience and Pathology of Neuromuscular Conditions. In the P2
year, they begin the 3 part series focused on Examination and intervention. In PT 527, the first
course in the sequence in the Fall, they learn how to perform a thorough neuromuscular
examination. This examination contains some items that are more concrete and other items that
are more challenging concepts for the students to grasp. Following PT 527, the students
participate in their first full-time clinical experience that lasts 8 weeks. During this time, some
students are exposed to patients with neuromuscular conditions while other students are not.
Therefore not all students have the opportunity to practice a neuromuscular examination in the
clinic at this point in their education.
I begin teaching the students in the second semester of the P2 year in PT 529 after they
return from their first clinical experience. While this is my first course with them as the primary
instructor, I assist in PT 527 with certain lab sessions and with the final practical examination.
These experiences in PT 527 provide me with preliminary information about how well the
students are grasping the components of the neuromuscular examination process.

Description of New Teaching Diagnostic Test and Assessment Process
Upon reflecting on student performance during practical examinations from PT 529 in
Spring 2009 and PT 527 in Fall 2010, I came to the realization that there were common mistakes
being made, especially with the more difficult aspects of examination. I wanted to address these
issues early on in PT 529 for the Spring of 2010 and after much thought, came up with the plan
to simulate an examination for the students. In this simulation, the instructors would serve as the
patient /physical therapist team and simulate an examination in which some items would be
performed correctly and other items would be performed incorrectly. The students would
observe and be asked to identify which items were performed correctly and which ones were
performed incorrectly. Areas of confusion would then be discussed in more detail as each
mistake was identified. This simulation would serve several purposes. The first purpose would
be to act as a diagnostic test for me to better understand the areas in which the students were
struggling. The second purpose would be to clarify points of confusion for the students so that all
would start the semester with a similar level of knowledge about examination. The third purpose
would be for me to reflect on the areas of weakness and use these reflections to alter my teaching
of examination in relation to the new patient diagnoses to be covered for the rest of the semester
in PT 529. A later goal that developed was to collaborate with the course instructor of PT 527 to

- 33 -

use my reflections to alter teaching approaches to address common areas of confusion earlier in
the neuromuscular course sequence.

Feedback Loop (Figure 1): A feedback loop is the best way to describe and illustrate the process
as it is a continual process year to year. Reflecting back on this process allows me to continue to
advance in my teaching by listening to my students needs.
1) Identify Problem Areas: To identify problem areas, I first reflected on and identified
weaknesses from the first year that I taught PT 529 (2009). I also reflected on areas of
weakness from PT 527 (2010) and spoke with the PT 527 course instructor and lab
instructors from both courses to obtain their thoughts on areas of weakness. I came up with
several areas for that first year (Table 1) and continued this process for 2011 and 2012.
2) Diagnostic Test: The diagnostic test (the simulation examination lab) is conducted within the
first two weeks of the semester as described above. The test is conducted before students are
expected to perform examinations in lab sessions. The lab instructors are given clear
descriptions of the identified areas of weakness for that year so that they can simulate the
exam in a manner that will facilitate discussion of these areas as well as maintain consistency
across the simulated patient /physical therapist teams.
3) Assessment: Student feedback was formally collected in 2010 and 2012 (Table 2) and
informally in 2011. The student feedback is a critical piece as it provides information as to
the students perceptions of the simulation examination and how it impacted their learning
and knowledge. In addition to student feedback, my reflections were written annually
following the simulation (Table 2).
4) Alter Teaching: The students feedback and my reflections provided me with the ability to
use data-based decision making to changes to how I approach teaching this material. Table 2
identifies the subsequent changes that I implemented in both PT 527 and PT 529 based on
these data.
5) Reflect on Student Outcomes: This critical self-reflection includes my reflections on how
students perform in the practical examinations and how well they grasp the examination
concepts (Table 3). I document my reflections annually in PT 529 to allow me to examine
changes over time in student performance and how changes in my teaching techniques or
focus areas may impact performance. In addition to my reflections, I ask each student to
reflect on his/her performance during practical examinations immediately after completing
the examination and interventions. This informal feedback is verbally communicated directly
to the examiner and allows assessment of the students confidence, strengths and weaknesses
in their performance. At the end of PT 529, I also reflect on any areas that I may need to
reinforce in PT 601, the 3
rd
course of the Neuromuscular Examination and Intervention
series.
6) Return to Identify Problem Areas: Returning to the problem area completes the loop. Each
year, I reflect on what issues continue and reflect on how my revised teaching techniques
impact the students learning of the neuromuscular examination process.

- 34 -

Title of Innovation: Use of Technology to Enhance Teaching and Learning in
Higher Education
Name of Innovator(s): Colleen Maher, Rochelle Mendonca
Telephone Number(s): 215-596-7342, 215-895-1170
Email Address(es): c.maher@usciences.edu, r.mendoca@usciences.edu
Department: Occupational Therapy
Type of Students: Masters of OT Program and the Entry Level Doctorate Program
Type of course or activity where implemented: Movement Analysis, OT
Interventions: Rehab, Research, and Assistive Technology
Course or activity where implemented: Movement Analysis, OT Interventions:
Rehab, Research, and Assistive Technology
Narrative:
Technology today has become the cornerstone of the average university student's
learning tools. Students crave technology. Faculty need to embrace and stay current
with academic technologies that can be used in and out of the classroom. An issue that
is currently affecting higher education institutions across the country is the increase in
drop out rates for students. Dropping out in higher education has tremendous personal
and financial consequences and is very often highly correlated with poor test scores.
Technology can be used both to enhance pedagogical delivery and to address content
and test taking strategies to allow students to have a successful college education.
Additionally technology helps improve the gap between teaching and learning styles.

This bright idea presentation describes innovations that engage Uscience's tech savvy
students and enriches traditional classroom teaching. The following are examples of
how technology is used in the occupational therapy program

1. Use of online quizzes in blackboard that are reflective of standardized and
professional exams. Provide students with opportunities to practice questions that are
reflective of both the primary testing modality for the course and standardized
examinations. Most professional and standardized exams are online and therefore
using the blackboard test structure mock exams and quizzes can be developed to
prepare students better.
2. The use of blackboard collaborate to help students prepare for lecture and laboratory
exams. Live Q & A sessions allow the students to interact with their instructors in a
nonthreatening learning environment.
3. The use of blackboard collaborate for office hours to meet with students concerning
course progress.
4. The use of discussions and blogs to encourage students to communicate and
problem-solve through peer interaction. Discussion boards allow students to pose
questions in groups and try and problem solve before approaching the course instructor
that allows the development of practical problem solving skills.
5. The use of group skype accounts to allow video conversations between instructors

- 35 -

across courses as well as clinicians in the field to develop case scenarios and problem
based learning opportunities.
6. Taking pictures of handheld paper documents or drawings using the inbuilt camera in
computers and screenshots of material on the computer to easily share documents
between students or students and instructors.
7. Private accounts with Youtube to post videos to demonstrate hands on activities
(allows up to 50 participants)
8. Apps: that enhance course content (e.g. anatomy, breathing techniques and vital
signs). Also apps that can be used to prepare for test taking (e.g. timer)
9. Digital story telling: the use of a computer based tool to tell stories/case studies
10. Concept maps: free web based programs: bubbl.us
11. Google Docx-provides students an avenue to collaborate in real time with other
students or instructors on documents or presentations. This is useful in the editing
process and to provide students with real time feedback about the content of the course
submissions or presentation materials. Google docs technology sometimes can be used
in place of having students submit multiple drafts of a document, thus saving grading
hours for the instructor and allowing students to clarify their queries as they write their
papers.
12. Clickers-allows students to take in class quizzes and exams and provides them with
concurrent feedback about their responses. This immediate feedback helps students
problem solve and understand the course material and retain the information for a
longer period of time.

- 36 -

Title of Innovation: Peer Review Process: An instrument to develop students'
critical thinking
Name of Innovator: Vandana Ahuja Miller
Telephone Number: 215-596-7591 Email Address: v.miller@usciences.edu
Department: Biological Sciences
Type of Students: Junior/Senior
Type of course or activity where implemented: Elective
Course or activity where implemented: Infection and Immunity
Narrative:
In 2006 Bok reported that students are underperforming in essential intellectual skills
such as critical thinking, writing and quantitative reasoning. The AACU identifies these
as essential learning outcomes for our college graduates. In the era of the World Wide
Web, our students need to learn to make informed choices and make judgments about
what is real. They need to make observations, develop arguments and draw
conclusions. While our college curricula prepare our students with fundamental
disciplinary knowledge, the students lack the intellectual, social and emotional
confidence to integrate these facts.
Publication is the most common way that researchers share their findings with their
peers. I have found that the peer review process used in the publication procedure is a
great tool to teach students some of these essential skills. If students work in pre-
assigned groups of researcher, reviewer and editor as they examine a research paper
from a journal, their role-play responsibilities help them look at the same content from
different angles. Classroom discussions are then less stilted, more focused and very
informative. I have found that students have less performance anxiety and by the end of
the semester most of them show an improvement in their critical thinking skills.

- 37 -

Title of Innovation: Professional Attitude Development, Without Adding Credits:
e-communities, Professional Reading, Peer Mentorship, and Pecha Kucha
Name of Innovator(s): Diane Morel, Laura Mandos
Telephone number(s): (Morel) 215-895-1123, (Mandos) 215-596-8585
Email address(es) d.morel@usciences.eud; l.mandos@usciences.edu
Department: Pharmaceutical Sciences and Pharmacy Practice/Pharmacy
Administration
Type of Students: first professional year pharmacy students
Course or activity where implemented: pp317 add on to existing course


Narrative:

How do professional attitudes and behaviors develop? One response might be through
mentorship and experience in the "real world". For educators of healthcare
professionals, the challenge is how best to inculcate students with professional attitudes
and behaviors prior to entering the "real world". We developed an orientation for the first
professional year student pharmacists that capitalized upon the students' avidity for
electronic socialization, plus peer mentoring, to drive reflection and discussion on
healthcare, as related to a professional reading experience. Students were randomized
to learning communities by the instructors. Students then developed a community
name, a desired learning experience, and learning outcome for their communities. All
students read the book The Immortal Life of Henrietta Lacks by Rebecca Skloot as the
professional reading experience (PRE). This book was selected because it raised many
bioethical questions and allowed the students to bridge from the pre-pharmacy science
background to a professional curriculum. The learning communities then chose a
discussion question to reflect upon and answer. Their respective electronic communities
shared their reflections using Pecha Kucha presentations. "Pecha Kucha" ( J apanese
for "chit-chat") is a presentation style wherein 20 slides, each timed to be shown for only
20 seconds, is used to present ideas, showcase experiences, present a point of view,
and display talents. This allowed students to think outside the box instead of giving
traditional power point presentations. All faculty members responsible for teaching first
professional year students, Misher and PCP faculty, were invited to the inaugural "PCP
Pecha Kucha Night". Students were surveyed before and afterwards to assess any
shifts in attitudes or beliefs. This innovation was accepted as a peer reviewed invited
presentation at the annual Teaching Professor Conference in J une, 2012.

- 38 -

Title of Innovation: Life with diabetes: A Mile In Their Shoes
Name of Innovator: Shelley Otsuka
Telephone Number: 314-602-3900 Email Address: s.otsuka@usciences.edu
Type of Students: Doctor of Pharmacy students
Type of course or activity where implemented: Elective
Course or activity where implemented: PP540: Care for the Patient with Diabetes
Narrative:
Life with diabetes: A Mile InTheir Shoes

Overview

As a pharmacist now, I can remember exactly what it was like being in pharmacy
school. Classes throughout the day, while studying, projects, assignments, and
readings consume the evenings. Emphasis is put on the knowledge that a pharmacist
needs to know to provide quality care. However, even the most knowledgeable
pharmacist cannot provide quality care without proper communication, an area that is
difficult to teach and which many curricula lack. Part of communicating with patients
takes a considerable amount of patience, encouragement, and most of all, empathy.

I am grateful to have had the opportunity to participate in one of the most eye-opening
experiences during pharmacy school. It was an activity called "Living the life of a patient
with diabetes" where students were given a case containing all pertinent information
regarding current disease states, medications and other factors. The students had to
put themselves in that "patient's" situation. As the "patient's" disease progressed, the
students were instructed to follow the new treatment directions, as real patients are
instructed to follow directions by their health care provider. To this day, I can still recall
this activity, because it made a significant, life-long impact in the way I practice
pharmacy and communicate with my patients.

Because this activity had a profound influence on me, I wanted to use a similar activity
in the pharmacy elective course, PP540: Care for the Patient with Diabetes, offered to
third year doctor of pharmacy students at Philadelphia College of Pharmacy. The
premise of the activity was the same, but the patient scenarios were different and more
complex, by adding medical nutrition therapy to the activity. There were 13 students in
this elective course, and 10 different patient scenarios were created.

- 39 -

Goals
The goals and objectives for this activity were to (1) demonstrate specific diabetes self-
management competencies (i.e., blood glucose tests, insulin injection, carbohydrate
counting); (2) acknowledge the significant amount of time and effort that a patient needs
to give to self-manage their diabetes (3) appreciate the emotional impact of diabetes;
(3) recognize how health care professionals can play a role in diabetes self-
management education

Implementation:
Each student spent 4 days simulating the life of a patient with type 2 diabetes. Various
patient cases were created, which covered a broad range of patient scenarios from
uncontrolled/complicated diabetes to controlled/uncomplicated diabetes.

Each student received a case overview, which gave a brief synopsis of the patient and
included current medications, recent lab values, and the current diabetes self-
management plan. Four sealed envelopes, where each envelope represented day 1 - 4,
were also given to each student. Each day, the student was to open the corresponding
envelope that gave the daily patient scenario and new medication and/or blood glucose
testing instructions. (Example patient scenario at end of document)

Items contained in the patient bags given to the students:
Glucometer
Test strips
Lancet device
Lancets
Alcohol swabs
Insulin syringes*
Normal saline vial* ("insulin")
Sharps container
Glucose tablets
Bag of glucose values
Daily log
Glasses*
Bag of petroleum J elly*
Lotion*
(*may or may not have)

Below were the diabetes simulated activities that the students could have received in
their daily scenario (patient envelopes):

Oral medications
On day 1, students were given between 4-8 medications (vials filled with candy) they
needed to take at least once a day up to three times daily. Medications were added to
the regimen throughout the 4 days.

- 40 -

Blood glucose testing
Students were asked to test their blood glucose between 1-8 times a day depending on
how uncontrolled their diabetes was and which insulin (and how much) they were
taking. Times of blood glucose testing varied from before and after meals, at bedtime, or
even between 2-3am (determine somogyi effect). Some students were asked to
research alternate testing sites and use alternate blood glucose testing sites for a day.
Blood glucose readings were to be recorded in the log.

Insulin dose-adjustment
Assuming none of the pharmacy students actually had diabetes, the blood glucose
reading would be normal after each blood glucose test. Therefore, to simulate a need
for insulin dosing adjustments, the students were asked to randomly draw a piece of
paper from a sealed envelope of pre-determined glucose values after each glucose
check. They were asked to record their 'actual' blood glucose reading, the 'drawn' blood
glucose reading, and the amount of insulin injected once they determined to dose based
on the 'drawn' blood glucose. Once a glucose value was drawn, students were
instructed to not put it back into the mix since the pre-determined glucose levels ranged
from very low to very high blood glucose readings.

Diabetes induced cataracts
Students were instructed to put petroleum jelly on the outside of eyeglass lenses and to
watch 1 hour of TV at night.
Diabetes induced neuropathy
Patients were instructed to wear gloves and socks for 3 hours of the day/evening while
performing daily activities.

Diabetes foot exams
Students were instructed to check their feet and apply lotion to feet, but not in between
the toes, every day.

Diabetes onset/diagnosis
Students were instructed to set their alarm to wake up three times during the night for a
night to simulate polyuria, a classic sign of diabetes. They were also instructed to
research the closest primary care physician, ophthalmologist, podiatrist, and dietician
around the area and find 3 to 4 one-hour appointments that would fit in their schedule
M-F between 8 - 5pm.

Hypoglycemia
Patients were either told that they were having a hypoglycemia episode or drew a low
blood glucose reading from the envelope. Either they were instructed to eat a
snack/take a glucose tablet, then wait 15 minutes and check it again. Or they were
asked to determine what convenient food in their kitchen contained 15 grams of carbs
and eat it, waste 15 min doing nothing, and then recheck their blood glucose.

- 41 -

Carb-counting
Students were given a carb-insulin ration along with an insulin sliding scale and then
were asked to carb-count based for the 3 daily meals. Students were instructed to
calculate the carbs in the actual meal, take their blood glucose before every meal, then
draw a glucose value out of the bag. The sliding scale insulin dose was based on the
'drawn' blood sugar value plus the amount of insulin needed to cover the carb-insulin
ratio. All values and amount of insulin given were to be recorded.

Medical nutrition therapy
Students were asked to plan a menu for 1 day that fits the carb rules (12 (female) - 15
(male) carb portions per a day). The next envelope/day, the directions were to eat the
meals/snacks the student had planned out to fit the carb requirements.

Reflection on why it is working
As a student who did this activity in school and knowing how this sole activity changed
my perception on diabetes and how I encounter patients who have this disease state. I
became more aware to what my patients have to endure on a daily basis to prevent
serious complications. As a clinical professor, I feel that this activity will have the same
impact on my students as it did on me. Not only can this activity help the students
realize that diabetes is a challenging disease state to manage from a patient's
perspective, but it can also help them practice and become competent with specific
diabetes self-management components (i.e., blood glucose tests, insulin injection,
carbohydrate counting).

To assess this activity, I had the students answer reflection questions to reflect on their
feelings as a patient with diabetes. I also had the students reflect on how this activity
may influence them when counseling a patient with diabetes in the future (See end of
document for the set of reflection questions). I was able to see first-hand if this activity
was meeting the goals and objectives I had set forth to accomplish. Here are a few
responses directly from the students:

What are your overall feelings and reflections towards living with diabetes?

"In one word, overwhelming. I think handling one thing at a time instead of starting
medications and checking sugars and starting insulin at the same time would be an
easier adjustment. I think it would allow for better understanding."

"I thought that living with diabetes was a total life-altering event. I really had to be
conscious of the times I was supposed to check my blood sugar and when to take my
medications. The first day was really easy but by the fourth day I had already missed
doses of medications and one time I forgot to keep my glucometer on me so I wasn't
able to check at the desired time."

"Living with diabetes was very difficult! Even, after this class and other diabetes lectures
I still did not really grasp how much living with diabetes would interrupt my life. I found
that it was very hard keeping track of what I needed to bring with me for how long I

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would be gone. I also realized that I have no idea how many carbohydrates are in each
of my meals. I had to carb-count on day four and it was rough- I had to look at the
ingredients, check my BG, calculate the dose, administer the dose, eat, then test again.
Overall, it was a great learning experience."

In what way(s), if any, will this change how you will counsel a patient with diabetes?

"I think this will definitely help me understand and be patient with slow progress and be
able to encourage the patients when they achieve one thing as opposed to the negative
aspect of the five other things not being done. I also think I will better be able to help
patients overcome the fear of the insulin injections."

"I will definitely be more empathetic of patients. I think I will be able to relate to them a
little more and if they know that I lived a mile in their shoes, to some extent, I think this
will build a stronger rapport between us. Hopefully this would mean they are more
willing to ask advice of me and take guidance from my counseling because they know I
am aware of what I am asking them to do and the toll it takes on the mind and body. I
will be more likely to offer suggestions to make the whole process easier based on what
worked better for me and what situations I was presented. I think this activity will help
me approach patients with a more understanding and appreciative outlook, too. I will be
able to congratulate them for accomplishing what they have so far, even when it's not
perfect, because I personally know how hard it is to be 100% compliant in all aspects
when it involves so much time and effort and is often inconvenient to deal with."

"This will really make me think about what the patient is going through, and help me to
be empathetic towards them. Also, it made me realize how confusing everything can be.
This will help me explain everything more clearly. Luckily, my roommate is also in the
class, and it was so great being able to talk to her about it and ask her questions. We
both reminded each other several times to take medications or give insulin. This
showed me that I will really try to be supportive of the patient and also encourage them
to find a friend or relative that they can be open with that will support and encourage
them in their daily life."

"This experiment will help me to counsel patients because now I actually have some
experience on what it is like to have diabetes. If I were to counsel a patient before this
activity I would have been advising patients to do certain things without actually thinking
about how these activities impact a person in their everyday life. J ust by pretending to
have diabetes for 4 days, I have a better understanding of the amount of time and the
inconveniences that diabetes places on patients each and every day."

- 43 -

Student reaction

The student reaction to this activity was very rewarding. I am very pleased that the
students took this activity seriously and were honest in their reflections. The last
reflection question the students answered was "Did you like this activity? Why or why
not." Here are some of the responses below:

"I loved this activity. I feel that even though it was only four days, I will be able to relate
to the patients better. This is ultimately the best part and gets them to listen to you and
in turn keep themselves healthier. On a personal note, I am so glad we had to do this. "

"I did like this activity. I believe it is important for future pharmacists to understand what
they are asking of their patients so that they can better understand the patient's
concerns and pitfalls and then would be able to better assist patients in succeeding. I
very much enjoyed this activity - if enjoyed is the right word."

"I loved this assignment! It made me really appreciate what a diabetes patient goes
through- it taught me how challenging compliance is, how to be empathetic of the
patient, how necessary it is to really talk to and make sure the patient understands
everything so that it is not confusing. I know that this assignment must have taken a lot
of your own time but it is something I will never forget doing. I really appreciate your
effort".

Analysis of how the innovation will continue
I believe this changed the perception of the students view towards diabetes and felt this
activity impacted the way students will practice pharmacy in the future. Through the
answers to reflection questions, I feel that the goals and objectives of this activity were
met, and perhaps exceeded. Therefore, I am excited for this activity to continue and will
be giving this activity again to the students who take the diabetes elective next year!

In addition, I also think that this activity could be applied to other disease states such as
heart failure (extreme diet and fluid restrictions, along with numerous medications and
management to prevent exacerbations or disease progressions), non-
pharmacologic/behavioral changes (nutrition, exercise, sleep habits), etc.

Example Case Overview:
You are a 43 year old patient that has had type 2 diabetes x 4 years.
Current medications: metformin 1000 mg BID and Lantus 10 units QHS
Last A1c: 9.3%.
Currently checks only FBG everyday

Day 1:
1.You notice your vision is getting blurry. Put the petroleum jelly on the outside of
eyeglass lenses. Watch 1 hour of TV at night to simulate diabetes-induced cataracts.
2.You realize that you haven't seen the doctor for your diabetes since you moved to
Philadelphia over a year ago. You are out of refills on your insulin and need to find a

- 44 -

local PCP and eye doctor. Spend 10 min. looking for a new primary care physician and
optometrist.
3.Take medications as directed
4.Check FBG

Day 2
1.The pharmacist calls you today get your blood glucose readings. She spoke with your
physician and they agree that you should start novolog 5 units with every meal
2.She also wants you to also start checking your blood sugar before breakfast, before
lunch, and before dinner.
4.Check BG as directed

Day 3
1.You see the dietician today at 10 am. Summary of the visit is outlined below:
-She taught you how to carb-count based on your 3 daily meals. After she confirms with
your physician, it has been decided that your carb-insulin ratio is 20:1. Your new
Novolog dose is 1 unit per 20 carbohydrates +1 unit for every 50 mg/dl over 150 mg/dl
(blood sugar)
-Calculate the carbs in your actual meal
-Take your blood sugar before every meal.
-Draw a glucose value out of the bag.
-The insulin dose will be based on the 'drawn' blood sugar value +carbs-insulin ratio
from your actual meal

Day 4
1.You see your physician and pharmacist today at 9am. Summary of the visit is outlined
below:
-You are now directed to check your blood sugar before AND 2 hours after breakfast,
before AND 2 hours after lunch, and before AND 2 hours after dinner and at bedtime.
-New medications were added to your regimen: lisinopril 20 mg QDay, Aspirin 81 mg
Qday, and simvastatin 10 mg QHS, was added even though your cholesterol is fine.
You are not happy about that and do not understand why you need to take all of these
medications.
-Lantus was increased to 15 units QHS.

Living with Diabetes Reflection Questions

1.What are your overall feelings and reflections towards living with diabetes?

2.After 4 days of checking your blood sugar, how do your fingers feel?

- 45 -

3.Were you compliant with all of your oral medications? If applicable, were you
compliant with all of your insulin injections? (How did you remember to take them all?
Did you miss any doses?)

4.What was the hardest part about having diabetes?

5.If you had any diabetes related complications (cataracts/neuropathy), please reflect
on the specific activity to simulate the complication and how you felt.

6.Reflect on what it was like to carb-count/keep a food diary.

7.Reflect on the amount of time you spent on managing your diabetes.

8.In what way(s), if any, will this change how you will counsel a patient with diabetes?

9.Did you like this diabetes activity? Why or why not?

- 46 -

Leahy Finalist

Title of Innovation: Effect of Learning-Centered Teaching on Student Learning:
Results from Three STEM Courses
Name of Innovator(s): Jason A. Porter, Madhu Mahalingam, Frederick T. Schaefer,
Bernard J. Brunner
Telephone Number(s): 215-267-3157(JP), 215-596-7549,(MM) 215-896-8842,(FS)
215-596-8898 (BB)
Email Address(es): ja.porter@usciences.edu; m.mahali@usciences.edu;
f.schaef@usciences.edu; b.brunne@usciences.edu
Department(s): Biological Sciences, Chemistry and Biochemistry,
Mathematics/Physics/Computer Science
Type of Students: First & Second year, mostly pre-professional
Type of course or activity where implemented: Required, Core
Curriculum/General Education
Course or activity where implemented: General Biology, General Chemistry,
Introductory Physics
Please check one Award only to be considered: Leahy Award
Narrative:

Learning-centered teaching (LCT) changes the focus of teaching from what the faculty
member does to what the students learn. This approach to teaching includes active
learning instructional techniques designed to foster student engagement, creating a
supporting environment for learning, providing students opportunities to master the
content in low risk situations and giving students formative feedback so they can
improve (Weimer 2002, Blumberg 2009).
This submission exemplifies collaboration across disciplines to disseminate
results of the effectiveness of LCT approaches, introduced separately in the three
different introductory STEM courses (BS103, CH101/102, and PY201/202). Although
the individual teaching methods used in each course were different (Table 1), student
learning outcomes and attitudinal changes achieved were similar. This is likely due to
the adherence to the common LCT philosophy.
To determine how learning-centered the courses became, each course was rated for
the pre and post implementation using rubrics that measure a LCT index (Blumberg
and Pontiggia 2011; Table 2). These rubrics were used to analyze the extent of
learning-centeredness on five dimensions; Function of Content, Role of Instructor,
Responsibility for Learning, Purposes and Processes of Assessment and Balance of
Power. The average rubric score increased from pre to post for each dimension (except
Physics, Balance of Power) suggesting all three courses are indeed more learning-
centered (Table 2).

- 47 -

LCT approaches were introduced in all three courses to achieve the following
outcomes:
1. Develop critical thinking and problem solving skills in students
2. Improve students ability to communicate their understanding of a topic
3. Improve student engagement in the classroom by providing inclusive activities
4. Increase student responsibility for learning by engaging students out of the
classroom with tasks that reinforce the in-class learning activities

The specific implementation of LCT methods in the three courses is described below.
Biology (BS103): This course was taught using a more traditional, instructor centered
approach in 2008. Students were assigned a textbook and material was presented as
lectures. In 2009, a similar approach was used as 2008 with the addition of in-class
critical thinking questions pertaining to lecture. The course was completely redesigned
for fall 2010 with a focus on students discovering principles on their own before they
were discussed in a lecture setting. Formative assessments, using Turning Point
Response systems (clickers), were introduced to promote class discussion and help
students determine the information they did not understand. Students were also
assigned homework through MasteringBiology (Pearson). Students had the opportunity
to complete MasteringBiology homework in 2009, but the difference in 2010 was that
students were given one point for completing each homework assignment (despite their
performance on the homework) that counted toward their final grade. Students also
received one point for answering clicker questions in class; these small incentives for
attempting homework assignments and attending class did increase participation, both
in and outside of class.
Chemistry (CH101/102): Since Fall 2002, the course was restructured to include
mandatory recitations with the goal of problem solving in small groups assigned by
instructors. Problems that require both critical thinking and collaboration are used in
recitations to help the students further develop both domain and structural knowledge
necessary to solve problems. The recitation sessions require students to be fully
engaged with the material and are an important component of the shift to LCT. In order
to successfully solve the more challenging problems in recitation it is essential for
students to have built some basic problem solving skills. Therefore, mandatory
homework and quizzes were assigned to ensure students prepared for lecture through
reading the assigned text. In-class participation was increased through use of color
coded cards to answer multiple choice questions prior to the introduction of
clickers.
Physics (PY201/202): In fall 2000 the class was taught mostly in a lecture format but
used some LCT methods

such as group quizzes (Heller et al. 1992, Heller and
Hollabaugh 1992

, Heller and Heller 1997) and concept questions from Peer-Instruction
(Mazur 1997) for group discussions. A technique called J ust-in-Time-Teaching (J iTT)
(Novak et al. 1999) was introduced in 2002 to facilitate students thinking about material
that would be covered in class the next day. In fall 2004 clickers were introduced to
increase participation in classroom discussions and were based on the J iTT
assignments as well as Peer-Instruction questions.
In all three courses, the distribution of grades shifted towards higher grades
when comparing pre-LCT to post-LCT, especially in Biology and Chemistry where there

- 48 -

are statistically significant increases (Figure 1). These results beg the question Are
these increases in grades reflective of increased learning outcomes by students? A
different approach was used to elucidate this question in each course and is described
below.
In the Biology course, the student cohorts in 2008, 2009 and 2010 took final
exams that had 23 questions in common. These final exams were written to determine
if students understood the fundamentals of biology and could make connections
between the concepts covered. Comparison of scores on this common final exam from
2008 to 2010 did confirm an increase in student learning outcomes (Figure 2). Student
scores increased with 40% of students scoring an 80% or above in 2008 compared to
nearly 80% in 2010. Exam questions were categorized as either Remember or
Understand according to the cognitive domain levels of Anderson et al. (2001). In
2010, nearly 65% and 70% of students scored an 80% or above on Remember and
Understand questions, respectively. These data, taken together, suggest increased
learning outcomes did accompany increased exam scores and gains on the more
challenging Understand questions suggest students were able to make connections
between concepts.
In chemistry, a similar approach was used to establish that the improved
performance on lecture exams resulted from improved problem solving skills and
knowledge level. The revised taxonomy of Anderson et al. (2001) was used to classify
examination problems according to its level of difficulty. Problems that require just
Remembering are classified as level 1, single concept problems are classified as level
1.5 and multiple-concept problems as level 2. In order to problem solve effectively,
students must be able to relate several concepts or be proficient at level 2. Even as the
average level of questions on exams increased slightly from 1.23 to 1.31, mean percent
scores on exams increased from 69.54% to 79.11%, indicating increased learning
outcomes without a decrease in rigor of the course.
Students in the Physics course took the Force Concept Inventory (FCI), a
calibrated conceptual diagnostic test designed to assess student understanding of basic
Newtonian Physics (Hestenes et al. 1992) as pre- and post-tests. Normalized gains in
the class average were 0.33 in 2000 and increased to 0.43 in 2006 with a slight shift
toward higher normalized gains. (Figure 4). This increase in normalized gains was
nearly significant (p=0.082). This increase may be attributed to the fact that LCT
methods had been implemented in this Physics course starting in 2000 and continue to
the present. The year 2000 may not actually reflect the pre-LCT year, but instead an
early year of LCT implementation. Grades from previous years are not available and
use of the FCI only began in 2000.
Introduction of the LCT philosophy has transformed each of these courses (Table
2, Figures 1-4)). The success of the initial implementation has led to ongoing
improvement in the learning-centered character of the courses. Biology has widely
adopted clickers in a variety of classes and the instructor of the test course in Biology
has adopted similar approaches in upper level microbiology courses such as Clinical
Microbiology (BS348) and Microbial Physiology (BS453). In Chemistry, the success of
the group work model in the General Chemistry course led other faculty to implement
similar LCT activities. Group work has been implemented in higher level chemistry
courses: General Organic Chemistry (CH201/202), Biochemistry (CH346 and CH356),

- 49 -

and Physical Chemistry I (CH423). Other courses in Physics have adopted the use of
clickers.
In all three courses, student buy-in to LCT methods occurred with relatively little
resistance. Feedback was overall very positive.
Student Comments - Biology
Students appreciated the innovations in the course; the innovations were often
mentioned as something the student liked best about the course. Comments such as
facilitated work such as the Mastering Biology ..helped a lot in studying and
understanding the material and The clicker quizzes. They were very helpful. indicate
the effectiveness of the innovations.
Student comments- Chemistry
Student comments were solicited through surveys at about mid-semester and near the
end of the semester. Most students quickly realized the benefits of the recitation format
but a few preferred the traditional format. Comments such as I learned how to do it
from my group or it is also good to work with others were common. The organization
of the section was appreciated by the students: I think it was a good idea to pick the
groups at random so that friends do not gather. A small number of comments
indicated a preference for problems more similar to exam questions: we should do
problems for recitations from the textbook, because those probs are similar to the test.
Student comments- Physics
In physics, with J ust-In-Time-Teaching (J iTT), students gave mostly favorable
comments after the initial implementation challenges were overcome. Comments
ranged from keeps us on top of things and helps me better learn the material and
made us read chapters and understand basic concepts (Very effective.) to the most
common complaint on material not yet covered. Comments about clickers were
overwhelmingly favorable (after implementation challenges were solved) and ranged
from Keypads were a good way to show participation b/c otherwise I know I wouldnt
participate. Kept me active in class and I appreciate it to Expensive attendance
policy.
All three courses in this study had two major similarities: increasing student
responsibility for learning by requiring out of class preparation for in-class work and
group discussions or problem solving reinforced by formative assessments (typically
using clickers) . Students were more involved in the learning process through active
class activities and student learning outcomes improved as a result. From this study we
conclude that student learning outcomes improve when a LCT philosophy is
implemented effectively, with emphasis on increased student engagement.

Supplemental Information:

Appendi

ix 1, Appen ndix 2, Appe

endix 3
- 50 -

- 51 -

- 52 -

- 53 -

Title of Innovation: The MeduMaZe Games: Drug Development Simulation
Among Pharmacology and Toxicology Majors and Pharmaceutical Sciences
Majors
Name of Innovator(s): Allison Radwick, Joan Tarloff
Telephone Number(s): 610-888-2114, 215-596-8983
Email Address(es): a.radwick@usciences.edu, j.tarloff@usciences.edu
Department(s): Pharmaceutical Sciences Department
Type of Students: BS
Type of course or activity where implemented: Required, Core
Curriculum/General Education
Course or activity where implemented: Pharm Sci-Tox Orientation-12SP-PH203-
PC282
Narrative:
For the first time in the spring semester of 2012, Pharmacology and Toxicology (PC)
Majors and Pharmaceutical Sciences (PH) Majors were merged into an Orientation to
Drug Development class. Students were divided into mixed groups of PC and PH
Majors and assigned various topics of the Drug Development Process for approximately
20 minute presentations. Topics were divided into Early Discovery and Development
[Good Laboratory Practices; Synthesis/Purification/In vitro Drug Targeting Screens;
Physicochemical Characterization for Drug Formulation, Druggability; Pharmacokinetics
and Pharmacodynamics; Animal Testing]; Full Development and Clinical Studies [Phase
I Clinical Studies; Phase II Clinical Studies; Phase III Clinical Studies] and Regulatory
Review and Approval [Investigational New Drug and New Drug Applications and Post-
Marketing Surveillance]. Students were provided "intended key points" for each topic
and discussed Event Cards from the MeduMaZegame related to their topic during
class. Each topic is difficult in itself to understand in its entirety; furthermore to
conceptualize the drug development process as a whole is even more complex. To
integrate the individual topics discussed in class with the 'Big Picture" view of Drug
Development, a global virtual simulation game called MeduMaZewas introduced to
the class. Students were divided again into mixed groups by their major (PC and PH)
and from the beginning, middle and end of the presentation schedule to add expertise to
their MeduMaZeteam. A total of nine MeduMaZeteams were created and each
team was in charge of creating their own MeduMaZeadventure. Each team member
was now an employee of their pharmaceutical company and was required to choose a
team name, a drug compound including NCE company identifier or chemical/generic
and brand name, a dosage form and a therapeutic area as their goal was to
commercially market their NCE or drug. This type of learning allowed reinforcement,
integration and expansion of learned course material and development of a professional
skill set including resourcefulness, logic, decision making, ability to adapt to different
situations, and team-building. Students were exposed to realistic scientific events that
may slow down or speed up development, which encouraged dialogue, learning and
enthusiasm. The game incorporated an appreciation for good science and project

- 54 -

planning as well as an understanding of where different scientific and commercial
disciplines contribute to the drug development process so students can interact
appropriately. The aspects explored during the game were the aptitude and techniques
required to be successful in the game, the personal versus group identity, and the
science/values that the game teaches the players.

- 55 -

Title of Innovation: PCP Top Chef Rubric Development
Name of Innovator: Jennifer A. Reinhold
Telephone Number: 215.596.8743 Email Address: j.reinhold@usciences.edu
Type of Students: P4 Experiential Students
Course or activity where implemented: PP668
Narrative:
Students who elect to take a teaching rotation on campus during their experiential year
(clinical rotations) are exposed to a wealth of educational, philosophical, and didactic
experiences. Most students have the opportunity to deliver a lecture, assist in course
coordination and assessment, and also are exposed to numerous educational concepts
and practices. One of the lectures I delivered to the teaching students dealt with the
concepts behind and the development of assessment rubrics. As part of the experience,
I asked them to develop a rubric as a group. They needed to determine "what" was
being assessed and I encouraged them to select a non-academic subject such that they
could be creative during the process. They also were responsible for determining the
assessment criteria, the value assigned to each category, and the description of each
level of competency. The students selected "cooking" as their topic and those of us
(faculty) who had teaching students agreed to "compete" against one another using the
rubric the students had developed. We did this on the last day of their rotation and it
was very successful. It gave the students an opportunity to develop and apply an
assessment tool as well as then evaluate the effectiveness of that tool. Aside from the
academic value, the students expressed great appreciation that the faculty took the time
to cook for them as part of a greater effort of educating them on the utility of rubric-
based assessment. Based on the success of this experiment, I have decided to make
this a component of my teaching rotation each time I have a student on this type of
rotation.

- 56 -

Title of Innovation: Multiple Intelligences Theory as a Guide for Increasing the
Variety of Active Learning Activities in a Large Required Pharmacy Course
Name of Innovator: Karen J. Tietze
Telephone Number: 215-596-8854 Email Address: k.tietze@usciences.edu
Type of Students: Doctor of Pharmacy
Type of course or activity where implemented: Required, Professional or
Advanced Course or activity where implemented: PP306 Introduction to Clinical
Pharmacy Skills

Narrative:
Background and Methods. Standard 11 Guideline 11.2 Teaching and Learning Methods
of the current Accreditation Council for Pharmacy Education standards states "The
development of critical thinking and problem-solving skills through active learning
strategies and other high level pedagogical strategies should be supported throughout
the curriculum." But many faculty find it challenging to identify, create and implement
active learning activities for large required pharmacy courses taught in traditional lecture
halls. Students get bored when a single activity is used too frequently (e.g., clickers)
and some active learning strategies are complex to design, administer and perform in
large classes (e.g., jigsaws). Physical constraints such as fixed auditorium seating also
limit the types of active learning activities.
Dr. Howard Gardner developed the multiple intelligences theory in the 1980's. He
described seven distinct intelligences (linguistic, logical-mathematical, musical, bodily-
kinesthetic, spatial, interpersonal and intrapersonal) and suggested that students learn
through all seven intelligences. Proponents of the theory recommend that teachers
provide learning opportunities for all seven intelligences. Though criticized by academic
psychologists for the lack of scientific rigor, the multiple intelligences theory makes
sense to many educators who observe students learn in different ways.
In-class active learning has been an important component of the PP306 Introduction to
Clinical Pharmacy Skills course for several years. PP306 is a 3-credit first professional
year required course consisting of two fifty-minute class periods per week
(approximately 120 students each semester) plus one 50-minute recitation per week
(approximately 16 students per section each semester). The course focuses on the
development of communication, physical assessment, clinical laboratory data
assessment, and pharmaceutical care skills. In the 2011/2012 academic year, the
classes were held in PTC140. A goal for the 2011/2012 academic year was to develop
and incorporate a broader diversity of active learning activities into the large class
component of the course. Active learning activities suitable for the course content were
developed using the seven multiple intelligences as a guide.

- 57 -

Results The percent of classes with active learning activities for seven, six, five, and
four of the intelligences was 7.1%, 10.7%, 21.4% and 60.7%, respectively. Active
learning activities for four of the multiple intelligences (linguistic, logical, interpersonal,
and intrapersonal) were incorporated into all the classes. It was much more difficult to
develop active learning activities for the kinesthetic, visual and musical intelligences;
active learning activities for these intelligences were incorporated into 32.1%, 17.9%
and 14.3% of classes, respectively.
Student response to the active learning activities has been very positive. Students in the
spring 2012 class were surveyed for their opinion about active learning (n =126; 49.2%
response rate). In the survey, 95.2% of the respondents agreed with the statement "I
prefer active learning to lectures" and 81.2% agreed with the statement "There should
be more active learning exercises in each class period". The top three most beneficial
active learning activities identified by the students were the cardiac auscultation
positions activity, the respiratory auscultation positions activity, and the "drumming"
heart sounds activity. All three of these activities involved a kinesthetic component.
Conclusions. Using the seven multiple intelligences as a guide when developing active
learning activities for a large required class was very helpful and stimulated
incorporation of a many different types of active learning activities into the course. It was
easy to incorporate active learning activities for the linguistic, logical, interpersonal, and
intrapersonal intelligences but more challenging to incorporate active learning activities
for the kinesthetic, visual, and musical intelligences. Active learning activities for PP306
will continue to be developed using the multiple intelligences theory as a guide but
greater attention will be given to developing activities for the kinesthetic, visual and
musical intelligences. This approach to developing a diverse range of active learning
activities could be used by any faculty in any course or classroom environment.

List of Leahy Faculty Award For Learning Innovations Finalists

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