Lecture 4: Optimizing an Assessing Learning

Influences on personal filters of learning

Culture

Personal experiences

Generational perceptions

Gender

Social rules

Level of expertise

Personal perception

Young/old

Active/sedentary

Clinical education present

Communication skills

Culture

a system of shared beliefs, norms, behaviors, and expectations that persist over time and prescribe social behavior and assumptions

Culture determinism

culture determines behavior

Product of how we are based on how we grew up

Cultural relativism

the practice of judging a culture by its own standards

See, act, speek based on culture groups

Culture Ethnocentrism

The belief that one's own culture is superior to others.

Being culturally competent

Being aware of other's perspectives —> valuing their traditions —> providing patient based care

Cultural destructiveness

forced assimilation, subjugation, rights and privileges for dominant groups only

- refusing equal access

Cultural Incapacity

racism, maintain stereotypes, unfair hiring practices

- you know how they are!

Cultural blindness

I don't see color buddy

Cultural pre-competence

explore cultural issues, are committed, assess needs of organization and individuals

Hire diverse staff

Cultural Competency

Recognize differences, seek advice from diverse groups

Keep religion and culture in mind

Cultural proficiency

implement changes to improve services based upon cultural needs, do research and teach

Cultural humility consists of

Desire

Knowledge

Skills

Awareness

Encounters

Purcell Model for cultural competence

1. Metaparadigm

- person, community, family

2. Characteristics of culture

- nationality, race, age, region

3. 12 domains

- spirituality, nutrition, communication, workforce, childbearing practices, etc

4. Cultural competence continuum

unconscious incompetence —> conscious incompetence —> conscious competence —> Unconscious competence

Health Literacy

The degree to which individuals have the information needed to make appropriate health decisions

Below basic literacy

Locates info in a short test

Follows non-complete instructions

Non-complex math

I.e. = date and times

Basic Literacy

reads, understands simple tests, completes simple math

I.e. = understand definition of PT, compare costs of groceries

Intermediate Literacy

Reads and summarizes moderately dense tests

Draws inferences

I.e. read discharge summaries, understands vitamin labels, maps

Proficient literacy

Reads, understands, lengthy texts

Integrate and synthesis info

Multistep math

i.e. = very high level stuff brother

How to provide education to patients with low health literacy

Tech-back method = show me what you got taught to do

Patient-focused communication

Specific and concrete communication

Silent Generation

Strengths = prioritize work, loyal, hardworking

Weakness = prioritize work over fam, change is hard

Preferred learning strategies = hangouts, brochures

Baby Boomers

Strengths: prioritize work, dedicated, enjoy learning, work well under pressure

Weaknesses: competitive, egocentric, sensitive to feedback, judgemental

Preferred Learning Strategies: detailed handouts, written expectations, group discussion

Gen X

Strengths: Pragmatic, independent, leisure > work, value learning

Weaknesses: no tolerance for wasting time, instant feedback

Preferred Learning styles: self-directed activities, practical info application

Millenials

Strengths: tech savvy, assertive but accepts authority, high expectations

Weaknesses: impatient, overthinker, short attention span

Preferred Learning Strategies: team work, e-leanings and in-person, constructive FB

Gen Z

Strengths: Digital natives, independent, honest

Weaknesses: diminished in-person social skills, risk averse, short attention spans

Preferred Learning Strategies: self-paced, engaging tasks, active learning

Goals of learning assessment

Identify if learner met the target LOs

Identify if they mastered the context you wanted them to

Identify gaps in knowledge still

formative assessment

Ongoing processes —> feedback

ID if learner is on target to reach LOs

Id if teaching strategies are effective

LOW-stakes

ie = quizzes!!

Summarize assessment

Data collected identifying if learning has been met by end of course

Indicates mastery

Objective = exam M/C

Subjective = practicals

HIGH-stakes

Classroom Assessment Techniques (CATs)

Can be used before, during, and after learning process

Used to assess, improve student learning

Used to clarify and improve teaching effectiveness

Some of the active learning strategies can be the assessment

Should be easy to complete

Rubrics

Clarify expectations of learning performance

Provide detailed, consistent feedback

Facilitates ease and efficiency of grading

Clear statements relay what you're looking for in terms of content mastery