Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods in PSR Higher Ed David Merlo, MS, CPRP, COTA - SUNY/ECC,
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Strategies for Engaging Students: Comprehending, Applying, & Analyzing Evidence-based Methods
in PSR Higher Ed
David Merlo, MS, CPRP, COTA - SUNY/ECC,Julie Welkowitz, PhD - Southern NH University,Charlie Bernacchio, EdD, CRC - UNC at Chapel
Hill
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EBP Teaching Strategies-
Workshop Objectives1. Describe several theories that guide
effective adult education, applicable to PSR practitioner education.
2. Articulate several advantages of utilizing person-centered experiential learning methods.
3. Apply adult learning theories to create at least one experiential learning activity for classroom instruction, reflective of evidence-based strategies.
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EBP Teaching Strategies-
Overview Share exemplary learning activities used
in PSR education/training (Pre-/In-/Admin) Examine Bloom’s theoretical framework Review evidence-based context and
strategies for teaching/training Develop learning activities congruent
with EBP strategies
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Evidence-based Workforce Development Strategies for Evidence-based Practices in Mental Health (SAMHSA/HSRI) report
(Leff et al. 2007)
College-level educators are- Experts in specific content areas. Non-experts in teaching methodology.
(p.10)
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TraditionalPost-secondary Education
HSRI report (Leff et al, 2007) raises concerns-
Didactic v. dialectic/interactive learning
Passive v. active learners Memorization v. creative & critical
thinking Textbook knowledge v. practical
application5
EB WorkforceDevelopment Report
(Leff et al, 2007)
Need to train learners to be creative and critical thinkers
Prepare for competency with practical application to mental health field
Evidence from research reveals several theoretical frameworks linked to effective teaching/training best practice
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EB Workforce Development Report
Constructivist theory Experiential/Situated Cognition
Learning Adult Learning theories New Economy theories Organizational/Systems theories Social Equity theories Social Marketing/Academic Detailing
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“Training-As Usual” (Leff et al, 2007)”
Ineffective in changing practitioner behavior or consumer outcomes
(Sholomskas et al., 2005)
Effective in knowledge acquisition
(Cook, Horton-O’Connell, Fitzgibbon, & Steigman, 1998; Sholomskas et
al., 2005)
Bloom’s Taxonomy:
•Evaluation
•Synthesis
•Analysis
•Application
•Comprehension
•Knowledge8
Bloom’s TaxonomyEVALUATION (evaluating)
Description: Justifying a decision or course of action.Actions: hypothesizing/critiquing/experimenting/judging efficacy
SYNTHESIS (creating)Description: Generating new ideas/products/ways of viewing things.Actions: designing/constructing/planning/producing/inventing
ANALYSIS (analysing)Description : Breaking information into parts to study relationships.Actions: comparing/organizing/deconstructing/interrogating/finding
APPLICATION (applying)Description : Using information in another familiar situation.Actions : implementing/carrying out/using/executing
COMPREHENSION (understanding)Description : Explaining ideas or concepts.Actions:
interpreting/summarizing/paraphrasing/classifying/explainingKNOWLEDGE (remembering)
Description : Recalling information.Actions: recognizing, listing, describing, retrieving, naming, finding
http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm 9
EBP Training Strategies-1. Train participants with competency-based materials developed by stakeholders
Consumer and provider input/advisory board input re: competencies
Ensuring curriculum/syllabi reflect competency areas
Student portfolios reflecting all competency areas
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EBP Training Strategies- 2. Use of facilitative educational materials for individualizing the training
Self-Assessments Internships based on individual
needs and goals (as derived from self-assessments)
Assignment choices within courses
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EBP Training Strategies- 3. Training is conducted by credible instructors
Instructors who have some applied field experience
Guest speakers with expertise in particular areas
Consumers or family members as instructors/guest speakers/panelists
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EBP Training Strategies- 4. Training curriculum integrates academic concepts and technical competencies
Applied assignments/reflective paper/journals
Papers that ask students to apply real life experiences to theories
Video taping of doing the work in "real settings" and then discuss in class how theory applies
Practicum/internships/job shadowing
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EBP Training Strategies-5. Prepare learners to use active inquiry & to develop/apply knowledge to real life problems
Use of case examples generated by students for in-class activities
Assignments using analysis/problem solving
Practicing the skills in real settings or role plays (eg diagnostic intakes, practicing clinical skills)
Considering how to make systems change in current or previous work settings
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EBP Training Strategies-6. Instructional methods involves training in teams and groups
In-class activities: group problem-solving, group diagnostic decision-making, team debates, group discussions
Use of reflecting team models Group assignments
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EBP Training Strategies-7. Participants are trained in skills for
life-long learning
Learning how to find needed resources (eg developing a handbook or website of community resources; learning how to use databases, the library)
Seeking out mentors/supervision; supervision groups
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EBP Training Strategies-8. Delivery of workforce training through
educational outreach in community and at work
Trainings that involve supervisors Involving work supervisors as
mentors Providing training at the worksite Team projects that involve the
student AND co-workers
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EBP Training Strategies-9. Flexible learning formats and schedules are used to train participants
Distance learning/education platforms Hybrid courses (online venues, video-
conferencing and face-face instruction) Weekend instruction (e.g., PCMH-one
weekend per month) Evening instruction; on-site training Summer/holiday week long institutes
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EBP Training Strategies- 10.Trainers use multifaceted strategies involving two or more individual training strategies
Mix of face to face instruction with distance learning strategies (listserves, Blackboard, email, skype)
Workshop followed by ongoing technical assistance, consultation, or mentoring
Videotaping of applied activities and then use during classroom discussion
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Small Group Activity
Apply checklist to individual learning activity Group into Pre-/In-/Admin small groups Identify which learning activity to examine
in their group; person shares thoughts on checklist criteria and implications for activity
Group provides warm/cold feedback in response to individual’s focus; group brainstorms to enrich the activity respective of the criteria and shares
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References: Cook, Horton-O’Connell, Fitzgibbon, & Steigman, (1998) Leff, H.S. et al. (2007). Evidence-based Workforce Development
Strategies for Evidence-based Practices in Mental Health, Human Services Research Institute:Cambridge, MA, funded by SAMHSA.
Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Bloom’s Multiple Intelligences Themes and Activities.
Sholomskas et al., (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106-115.
Martin, J. (2001). Bloom's learning domains. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved June 11, 2008, from http://coe.sdsu.edu/eet/articles/BloomsLD/start.htm
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