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ACAPT Meeting - Shared screen with speaker view
Kim Drndarski
56:23
Great to encourage students to be resourceful so they can encourage their clients to be resourceful!
Libby Krause
58:18
Totally agree with you, Kim! There’s so much we can model for the students beyond what we would “traditionally” teach them.
Jacki Kopack
01:01:23
What does SWOT stand for, again?
michelle green
01:01:54
My students also have asked for more skills videos for their courses and have attributed them to enhanced intentional/focused learning of the skills through the online summer course.
Lora Packel
01:02:00
Skill, what they did well, opportunity for improvement and take home message.
Mike Andersen
01:06:35
@michelle green...it really is amazing when students ask for MORE assignments
Craig Wassinger
01:16:11
Sorry if I missed earlier, how many students are in the hybrid cohort?
Libby Krause
01:16:34
Craig, 48 per year
Libby Krause
01:17:04
But also 96 per year residentially who are all on the hybrid format right now due to COVID.
Nancy Mingelgreen
01:17:21
Can you address some of the logistics of the live sessions? How many students are in each live session, and how do you watch all of them at once (for instance, during their anatomy palpation activities.). Or are the students always broken into smaller live session groups?
Libby Krause
01:17:27
And the live sessions are in a 1 faculty member:12 student ratio
David Lehman
01:17:35
what tech did you require. did you provide computers and programs? how much did you spend and/or save🧐
Libby Krause
01:18:04
Great questions! I think easier to answer these during the panel at the end.
Nancy Mingelgreen
01:18:19
Libby- Does the same instructor teach each group of 12 students? Or do TAs pitch in?
Libby Krause
01:19:13
Some faculty members have more than one group. The specifics of who teaches is different per course I believe. Another good question for the panel!
Kate Havens
01:19:50
Also, we only have faculty lead live sessions. TAs support but don’t lead them.
Nicole Schiffmacher
01:20:16
is your email system based on gmail? I love google docs and used it in a faculty development seminar I took this summer. I’d love to use it this semester but our school email is based on Microsoft outlook so I’m not sure how well google docs will work if some students do not have a gmail account.
Kate Havens
01:21:00
Good question. USC does support google suite, but our email is through outlook also.
Mike Andersen
01:21:03
@Nicole...it may be a little more difficult, but based on the settings you use on Google Docs, it shouldn't be a problem.
Nicole Schiffmacher
01:21:35
thanks!
Laurie Neely
01:22:07
How much is the Complete Anatomy App? I am only seeing the free 3 day trial but not actual cost. Thanks!
Kate Havens
01:22:20
@Nicole I’m happy to chat with you offline about ideas for how to make this work.
Kate Havens
01:23:32
@Laurie I’m sure that you could get a trial educators license to try it out. But I believe it’s somewhere around $50. Also happy to chat with you offline about this. khavens@usc.edu
Beth Cloud-Biebl
01:24:29
@Nicole - The web based version of Word in Office 365 works similar to Google docs. I tried it once with breakout groups this spring and it went relatively smoothly.
Kate Havens
01:25:10
Thanks, Beth! Good to know another option!
Mike Andersen
01:25:20
@Beth...thanks!
Kimberly Topp
01:26:00
Thank you for sharing what seems to work and what didn’t work. Do you have a formal and regularly scheduled mechanism for you faculty members to share your challenges, brainstorm solutions and share best practices?
Kate Havens
01:26:48
Hi Kim! Yes, we have regularly scheduled ‘faculty chats’, lead by Didi, who will talk next.
Kate Havens
01:28:42
She has themes to each faculty chat, to help focus the conversation on: teaching and engaging students, implementing live session feedback, technology challenges, for a few examples. They’re really helpful!
Nancy Mingelgreen
01:29:59
Have your hybrid students completed any clinical experiences yet? If so, can you speak about how those went?
Ashley Reedy
01:30:18
Do you have students submit videos that need to have a time limit to them ? If so, what is the time limited to?
Mike Andersen
01:31:04
@ Ashley, yes, no more than 8 minutes for 2 skills for my course, this includes their discussion of the clinical reasoning for the skills
Libby Krause
01:31:17
@Nancy — yes! They have been in the clinic. Julie and Jim will be able to speak to that more during the panel.
Mike Andersen
01:34:26
@Ashley...as a follow up, be certain to give a time limit! This is another reason I have a "Peer Feedback" assignment to remove some faculty time with review of videos.
Ashley Reedy
01:35:47
@Mike—okay, great! Thank you. Do have the peer feedback due before you formally assess the skills? Also, do you give each student a different skill for their final skills check?
Megan Moran
01:35:50
Dr. Havens, when you utilize google docs, do you set this up for each zoom room, or do the students start the google doc and share it with you?
Kate Havens
01:37:49
@Megan- great question. I set them up ahead of time so I have all the right settings for sharing in google, and also because I usually have some prompts or even drawings for them to interact with. But you could certainly have students set them up and share the link with you if you don’t think you want to start with blank documents.
Kate Havens
01:38:15
*if you do think you want blank documents
Mike Andersen
01:38:25
@Ashley. Yes to peer feedback due before any assessment via a practical exam. For final skill check, since the assignments are student driven, it is possible they could randomly have the same skill on their practical exam. I do have them perform 2 skills of different types (ie. STM, Jt mobilization, ther ex) and different joint region.
MONICA KROGMANN
01:40:03
When the student answers the questions in the LMS following the video segment, they get immediate feedback with examples of "exemplary responses". Do faculty actually read these and give individual feedback as well, or just the preset LMS written feedback?
Ashley Reedy
01:41:17
@Mike—thank you so much for clarifying!
Mike Andersen
01:41:17
@monica...faculty in my course select specific questions throughout the content to provide written feedback on the LMS and select certain questions to review during live sessions.
Libby Krause
01:41:24
We also read them and either provide individual feedback or — if we see a theme across multiple students — add an activity to the live session to address anything we see in the answers or even just to say “we saw a lot of you mentioning____. Good work!”
Ashley Reedy
01:41:54
What is your LMS?
MONICA KROGMANN
01:42:31
thank you
Kate Havens
01:43:57
@Ashley, our LMS is powered through our partner, 2U. So it’s different from a more traditional blackboard for example.
Ashley Reedy
01:44:40
thanks!
Michael Rowley
01:45:52
Great job, everyone!!!
Patti Matsuda
01:46:14
Thank you so much!
Melissa Hake
01:46:30
Thank you so much. It was very helpful learning from your experiences.
Margaret Pittman
01:48:00
To my former professors: thanks for continue to teach me your ways! :) Margaret Clotter (Pittman) class of 2010. Fight On :D
Karen Stevens
01:48:33
What equipment are students required to have at home for completion of the hybrid pathway? They all seem to have tables.
Mike Andersen
01:48:56
@Margaret..thanks for the kind words and for being here!
Woei-Nan Bair
01:51:15
For the observe-teach-practice, what accommodation that you provide for students who is isolated in quarantine?
Nancy Mingelgreen
01:52:09
Didi mentioned that some of these activities were onerous from the standpoint of faculty time. Are your (pre0COVID) hybrid faculty separate from your residential faculty? How many hours per week are your hybrid faculty involved in live sessions with the students? And, how many hours per week are your students involved in live sessions?
Cindy Bouillon
01:52:10
Do you find if there is similar peer to peer interaction in the hybrid model versus traditional F2F?
Mike Andersen
01:52:35
@Karen...students are required to have plinths, since we order them on a relatively large scale we have a deal with a vendor for these
Lois Stickley
01:53:35
With so many videos, how do you handle ADA accommodations, for example for students who are hearing impaired? Each video would need to be closed-captioned which can be very time intensive and burdensome for faculty.
Karen Stevens
01:53:46
Great - thanks, Mike. Were the residential students required to have this, too? Or, did you ask them to purchase with the onset of COVID?
Elke Schaumberg
01:54:57
Thank you! Well delivered and helpful content.
Libby Krause
01:55:47
@Lois. All of our videos that we filmed in studio have closed captioning that was done by our partner 2U. This would be a consideration if you were creating your own videos.
Melissa Hake
01:55:55
Similar to Nancy's question above: how many hours/week are the hybrid students online for synchronous sessions? We have concerns about students staying engaged with long days of online learning.
Anne Swisher
01:57:08
Home health PTs have done this for decades—now everyone learns those skills
Woei-Nan Bair
01:57:12
Would love to have your DIY list, thanks
Patti Matsuda
01:57:23
@Melissa. Thanks for asking that question, our students are sharing about zoom fatigue and how hard it is!
Bradley Stockert
01:57:31
I like the ideas related to chest auscultation, but how do you evaluate their ability to deal with lines & tubes in a new situation?
Mike Andersen
01:57:32
@Cindy...there is great peer to peer interaction with hybrid students. They seek out ways to have personal interactions even though separated from class time.
Nancy Mingelgreen
01:58:05
Dr. Gordon- Our students are starting to ask about whether they are going to have reduced tuition due to their being taught in a hybrid format rather than in-person this fall. Can you talk about the tuition considerations you have encountered in the 2 types of programs?
Libby Krause
01:58:20
@Cindy… they organize regular zoom happy hours, workouts etc…
Mike Andersen
01:59:12
@Brad...that is a great question. That is something we have not problem solved for hybrid learning. There are some things that do need to be saved for immersion (on-campus) instruction. We do have them view videos of PTs interacting in an acute care setting and perform an assignment reflecting on the environment (monitors, lines, etc).
Cindy Bouillon
01:59:30
Thank you, I know that our 2nd and 3rd year students are doing better with interactions, the 1st year cohort has been difficult since they have not met F2F yet.
Lora Packel
01:59:30
How did you estimate the time to complete asynchronous work? Secondly, you mentioned a 1:12 ratio for zoom rooms and class size of 48+. How is faculty workload managed?
Noriko Yamaguchi
01:59:31
This is the Ther Ex equipment list we gave the students: https://drive.google.com/file/d/1i-cY9DVmPROZB7oRLjBg4N5lh8zqIxTx/view?usp=sharing
Nancy Mingelgreen
02:02:42
Thank you, Dr. Gordon. I agree with your response. Getting the students to understand this is another challenge.
Renee Ivens
02:04:40
How do you handle assessment/practicals for a quarantine student? Is it the same as your description of practice (charades, etc) or do you defer assessment until after quarantine?
Mike Andersen
02:06:12
@Renee...same experience for the practical exam via charades or with a skeleton. Definitely included more questions related to clinical reasoning, force, direction, hand placement, adjustment for different body types, etc.
BARBARA SANDERS
02:07:30
Jim, I agree with you. we are learning a lot today that while carry over post-COVID....
Renee Ivens
02:07:37
thanks Mike
Lynn Foord
02:08:07
-- more general question and answer!
Nancy Mingelgreen
02:08:17
More general Q & A
Mike Andersen
02:22:29
We had a great discussion of the use of a telehealth model to consider for course work transitioning to online learning/assessment.
Nancy Mingelgreen
02:22:38
Can you tell us how to access the link for this session?
Susan Jeno
02:22:58
From a risk management perspective, how can you mandate that students practice skills on individuals in the community when they are not licensed to perform those skills?
BARBARA SANDERS
02:23:05
Thank you - yes Julie - that would be wonderful. And ACAPT thanks you for your time to do this. Absolutely will be posted.
Nancy Mingelgreen
02:23:44
Can you explain the “community Partner” concept?
Lynn Foord
02:23:45
This has been AWESOME! Bravo to all presenters and discussors!
Julie Keysor
02:24:00
Just wanted to sincerely thank all of you for sharing your work, learning and experiences. It was incredibly helpful to the field and it is always great to see what other programs are doing in such depth.
Karen Stevens
02:25:06
Thank you all for sharing today. It was a very helpful discussion and much appreciated!
Anne Swisher
02:25:11
I’d like ACAPT to work with CAPTE to give us some leaway for site visits in the pandemic. Curricula have been completely up-ended and student outcomes are going to be dramatically affected.
Preeti Oza
02:25:40
Suggested topic for future discussion: "how to prime students for learning on virtual format" - Teaching students how to study/ learn in this new format.
Mike Andersen
02:25:59
@Pretti: GREAT idea!
Kathleen Rockefeller
02:26:05
Thanks so much Julie and all!
Patti Matsuda
02:26:07
Thank you so much for an excellent webinar!
Lisa Haubert
02:26:08
Thank you all for doing such a wonderful job and for sharing your wisdom and expertise!
Kristin DeMars
02:26:10
Thank you all for the great insights!
Karen Burgbacher
02:26:13
Thank you for a great session and all of the hard work to make it occur!
Renee Hamel
02:26:18
this was wonderful, thank you all so much!!
Michael Wong
02:26:18
Great work everyone!
Nancy Mingelgreen
02:26:20
Thank you! Very interesting and helpful (and just a bit overwhelming!)
Didi Matthews
02:26:20
I agree! Greawrt Idea @Preeti
Jennifer Bagwell
02:26:21
Thank you all! This was incredibly helpful.
Laura Schmitt
02:26:22
Thank you - great job all!
Brent Harper
02:26:24
Thank you.
Melissa Hake
02:26:25
^^@Pretti suggestion
Margie Roos
02:26:27
Thank you!
Mike Andersen
02:26:27
anyone who has questions: manderse@pt.usc.edu
Julie Tilson
02:26:29
tilson@Usc.edu
Heather Kohout
02:26:32
Thank you!
Didi Matthews
02:26:37
dillibe@pt.usc.edu
Nicole Fuller
02:26:40
thank you this was great
BARBARA SANDERS
02:26:41
We continue to try to get CAPTE on board with the challenges - keep sending us info and tune into the CAPTE Town Halls in the next two weeks - someone from each program should have opportunity to participate.
Kim Drndarski
02:26:42
I appreciate being able to hear this information - as a clinical educator.
Libby Krause
02:26:43
lkrause@pt.usc.edu
PATRICE AYALA
02:26:43
Thank yoU!
Melissa Hake
02:26:46
Thanks very much. This was great!
Victoria Cong
02:26:46
Thank you!