Technology Use Planning Overview

“Technology Use Planning Overview”

1. The “Guidebook for Developing an Effective Instructional Technology Plan” defines technology planning as “an activity that provides direction and helps users understand clearly where they are now and imagine where they want to be.”  I would absolutely agree with this definition and have had the opportunity to play an active role in technology planning.

At Wake Forest School of Medicine (WFSM), we have been highly engaged in technology planning over the past year, as we plan to move to a new campus and prepare for a LCME (Liaison Committee on Medical Education) accreditation visit in 2016.  I have seen firsthand the importance of:

• Having all stakeholders at the table.
• Knowing the current needs and future direction of the curriculum.
• Understanding the LCME standards and how they apply to a learning management system (LMS) or use of technology embedded within the curriculum.  

2. The National Educational Technology Plan 2010 provides a blueprint for developing a technology plan.  It also provides guidelines to educators about how to effectively and comprehensively cover all bases when developing a plan.  
3. While I do agree with See that technology use plans need to be short term (not long term plans) and like his idea of phases, I’m not sure that is practical in most work environments.  Most technology is expensive to purchase and is most often a major line item in the budget.  Just developing the plan costs schools staff and faculty effort, not to mention the time and cost incurred to implement.  Therefore, while I agree that technology is a fast moving target and changes constantly, I cannot see it being practical to do major technology use planning annually.
4. See comments that “effective technology plans focus on applications, not technology”, meaning that plans need to be output, rather than input based.  
5. I do agree with See that technology plans should focus on the output.  It is important to know the goals of your curriculum or the logistics that support your curriculum before making decisions on technology.  
6. As I mentioned earlier, I have been involved with technology planning for about a year now.  At WFSM, we were using a homegrown LMS system for all four years that worked for basic functions but it did not have the capability to map our curriculum (an LCME requirement).  We have had to purchase two other systems to correct this issue (LCMS+ for preclinical education and Canvas for clinical education).  While it could seem excessive, it was critical in order to meet the demands of LCME and the logistic and delivery needs of our curriculum.  While some outcomes are good (being LCME compliant for example), we are currently in the painful period of implementation.  It has difficult been to operate three different systems (we are still using our homegrown system for patient tracking (a different LCME standard)) and train staff and faculty on what the purpose of each system and how to use it effectively.  

I have used RSS Feeds personally but do not utilize them professionally.  In WFSM Medical Education, we rely more on list serves than RSS Feeds.

Instead of focusing on Medical Education specifically, I chose to look for RSS Feeds on Higher Education for my RSS Feed Assignment.

This week's assignment...tackle Zotero!  I was unaware of this resource and didn't realize how helpful it could be (for FREE)!  I chose to research patient simulation.  Click here to see my assignment.

Horizon Report Follow up...

Over the past 100 years or so, the MD curriculum format has remained the same-2 years of pre-clinical (basic science) curriculum, followed by 2 years of strictly clinical curriculum.  Think of it this way 2 years in the classroom, 2 years in the field.  There is currently momentum moving throughout medical schools nationwide to revamp and rethink the way we educate future doctors.

The Horizon Report is a resource that the most experienced educators monitor each year to keep up with the trends and technology in higher education.  We are no different at Wake Forest School of Medicine.

As we build a new MD campus (opening in 2016) in the Innovation Quarter of Downtown Winston Salem, we are looking for ways to update how we deliver our curriculum.  We have purposefully designed our new space to accommodate some of the trends and technologies mentioned in the Horizon report.

Some examples include:

1. All spaces will be built to accommodate the flipped classroom model.  Even the furniture in our largest lecture hall will be adaptable to group learning.  
2. Currently our students often BYOD (Bring Your Own Device), but our new space will include the infrastructure needed to facilitate technology in a better way than in our current space.
3. A Clinical Skills Center will be built (most exciting to me!) and there is potential to utilize adaptive learning technologies.

Very exciting times here at Wake Forest School of Medicine for all students, faculty and staff!

New home as of July 2016

Go Deacs!

Tech Trends Lesson Plan
Meredith Phillips

Physical Exam Maneuvers & Student Assessment

Summary:  

It is often difficult to recruit MD faculty away from their busy schedules to have them serve as evaluators of physical exam maneuvers during medical student Standardized Patient Assessments. With adequate and proper training, standardized patients could play an invaluable role and serve as the evaluators of these skills. 

Using a flipped classroom model, I have created a lesson plan where SPs will complete a series of online modules and quizzes before participating in a series of corresponding classroom/hands on training sessions with a qualified MD.  Classroom/hands on sessions will include demonstration, role play and evaluative exercises.

Click here to access full lesson plan.   

Horizon Report Summary

Hi all!

Click link below to view my assignment this week:
Summary of the Horizon Report's Technology Trends

I hope you all have a fun and safe 4th of July!

Carthage, NC Parade 2014

This week's assignment is a narrated presentation on one aspect of the Digital Divide, along with creating and assessment tool.  Since I work in higher education and the conversation about the use of technology in Medical School comes up frequently, I chose to study the Digital Divide from the perspective of higher education.  Below is my narrated video, along with my assessment tool:

Create your own user feedback survey