Conversion of a Clinical Based Program to Webbased Distance Learning

1
Conversion of a Clinical Based Program to
Web-based Distance Learning
The Purdue University Veterinary Technology
Distance Learning Program

• Dr. Pete Bill
• Purdue University
• School of Veterinary Medicine

2
Veterinary Technician
Key member of the veterinary team Nursing care,
radiology, laboratory, anesthesiology, ICU,
oncology, dermatology
3
The Problem
86 Accredited VT Programs graduate 1300 VTs 27
Accredited DVM Programs graduate 1800 DVMs
4
Why Not Just Expand?
VT Programs are expensive Entire population of
Veterinary Assistants in veterinary practices
nonmobile population of potential students
5
THE SOLUTION?
Veterinary Technology Distance Learning Programs!
6
The Challenges for VT-DL
High Standards Must be Maintained AVMA
Accreditation must be met Documentation /
validation motor skills acquisition
7
Why Purdue?
1 of 2 VT Programs in Vet Schools Discipline
experts in each content area Students receive
intensive clinical training in the referral
center of VTH Educational resources available
8
But HOW do you translate an on-campus vet tech
program to distance learning?
And maintain.. integrity of program, academic
rigor, quality of graduate
9
VT-DLP Development Model
CONTENT
ASSIMILATIONOF KNOWLEDGE
TEACHING ENGINE
TESTING
VALIDATION OF DL PROCESS
10
Content

• Any body of knowledge in any media format
• textbooks
• CDs for visuals
• download on line notes

Web site is not used for content if at all
possible
11
Content

• Advantages of having flexible content media
• no need to reinvent class notes
• faculty comfort
• dot.com bookstores

We could select the media based upon
educationally sound principles
12
QUESTION 1
How many of you own an Encyclopedia set? How
many of you have read it from cover to cover, A
through Z?
13
QUESTION 2
You all receive your Federal Income Tax Forms
(1040) January 1st. How many of you read the
instructions on how to complete it in
January? How many read it April 14th? WHY?
14
Teaching Engine

• Provides student with the reason for going to the
  content
• poses a question
• requires an analysis
• clinical scenarios

Provides structure, extrinsic motivation,
self-assessment
15
Veterinary Technology Distance Learning Program
Module 5 - Exercise 3 - Question 2
The veterinarian has placed Spike on Pepcid AC.
The owner, a nurse, knows that both of these
drugs decrease gastric acid, so she wants to know
how they are different in the way they affect
Spike. Explain this to her.
16
Do exercise submit it
?Receive written feedback from the Instructor
?Learns from and applies feedback to other
exercises and exams
17
Technical Aspects of Teaching Engine
HTML coding for exercises requiring instructor
feedback (Dreamweaver and Fireworks) WebCT for
those components that lend themselves to yes/no,
simple feedback (math, terminology definitions)
18
VT-DLP Development Model
CONTENT
ASSIMILATIONOF KNOWLEDGE
TEACHING ENGINE
TESTING
19
Testing Issues
How do we know the student taking the test is our
student? How do we know they didnt cheat? How do
we keep them from talking about the exam with
other students?
20
Testing Procedure
Paper pencil Sent in double sealed
envelope Proctor - veterinarian, credentialed VT,
licensed educator Proctor opens and administers
test Student gives completed test to proctor who
signs and mails
21
Increasing Test Security

• Testing Centers
• professional ones -
• wont schedule appointment for the student until
  after they receive the exam -- time delay
• waiting list for times to take the exam

22
Increasing Test Security

• Using Timed Examinations
• using Web CT - for math problems and dosage
  calculations
• Requiring all examinations to be completed on the
  same day
• exams sent to proctors who administer it same
  day
• problems with students/proctor schedule,
  mailing problems

23
Okay,The book learning part is easy..What
about the hands-on component?
24
On campus students have lectures and labs 1/2
day, clinical rotations for 1/2 day Need to
convert Clinical Rotations to DL format
25
Challenges for motor skill acquisition at a
Distance
Done at different sites Done with different
supervisors Done with different techniques How
can you insure quality?
26
QUESTION
How many of you know from which medical school
your physician graduated? How many of you have
visited and inspected the school and
program? Then how do you know your physician is
competent to treat you?
27
Different Mind-set
Let go of trying to quantify the physical
facility. Let go of trying to make the on-site
person an extension of the University
faculty QUANTIFY VALIDATE STUDENTS SKILL
ACQUISITION
28
Key to Assessment and Validation of Skills
Purdue Staff/Faculty specifically identify the
objective, observable behavior that determines
what constitutes successful completion of the
task to the level required by Purdue University
29
Key to Assessment and Validation of Skills
The role of the Clinical Mentorship site
supervisor is simply to identify if these
specific, observable, objective behaviors have
been demonstrated. Facility and supervisor must
meet minimum standards necessary for training to
take place
30
Key to Assessment and Validation of Skills
Final validation of acquisition of each skill
must be approved by the Purdue instructor for the
Clinical Mentorship How do we do this when were
here and the student is there?
31
Motor Skill Analysis Model
Analysis of Course or Clinical Rotation ? ?
Cognitive skills ? Web delivery
Motor skills ? Clinical Mentorship
32
Purdue University
Veterinary Technology Distance Learning
Program
Lynn Hall, Purdue University, West Lafayette,
Indiana 47907
Criteria Handbook and Log Book
33
Working with an small animal veterinary care
facility, the student will practice several tasks
under the supervision of a clinical mentor
(Veterinarian or Veterinary Technician) In order
to achieve the goals of this Clinical Mentorship,
the tasks must be performed to the level of
competency as outlined by the Criteria for each
task. The student is responsible for providing
documentation for each task as defined by the
Materials Submitted for Evaluation and
Verification section on each task
34
Intravenous Cephalic Injection - Feline
Goal Successfully administer medication by IV
cephalic injection such that the medication is
correctly administered without injury to either
the patient or the veterinary personnel
35
Intravenous Cephalic Injection
Criteria Student properly selected site Student
properly introduced the needle into the
site Student aspirated the syringe to check for
blood prior to injection Student injected without
extravasation Student applied pressure afterwards
36
Intravenous Cephalic Injection
Materials Submitted for Validation 1. Evaluation
form from Supervisor 2. Video tape
showing introduction of the needle pulling back
on syringe administration of drug area around
administration
37
The Purdue University instructor in charge has
the option to require additional documentation
if, in their judgement, the student has not
performed the task to the level set by the
Criteria, or if the documentation does not
clearly demonstrate this.
38
(No Transcript)
39
(No Transcript)
40
Total of 17 Clinical Mentorships
SA Nursing I and II SA Anesthesia I and II LA
Nursing and Management LA/Equine
Anesthesia Oncology, Dentistry, Ophthalmology OR
Procedures, Sterilization SA Diagnostic Imaging I
and II LA/Equine Diagnostic Imaging Laboratory
Animal Clinical Pathology Parasitology,
Microbiology Pharmacy
41
Information is available at the VT-DLP Web Site
www.vet.purdue.edu/vtdl
Thank You!