Who can see your viewing activity?
Great to encourage students to be resourceful so they can encourage their clients to be resourceful!
Totally agree with you, Kim! There’s so much we can model for the students beyond what we would “traditionally” teach them.
What does SWOT stand for, again?
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.
Skill, what they did well, opportunity for improvement and take home message.
@michelle green...it really is amazing when students ask for MORE assignments
Sorry if I missed earlier, how many students are in the hybrid cohort?
Craig, 48 per year
But also 96 per year residentially who are all on the hybrid format right now due to COVID.
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?
And the live sessions are in a 1 faculty member:12 student ratio
what tech did you require. did you provide computers and programs? how much did you spend and/or save🧐
Great questions! I think easier to answer these during the panel at the end.
Libby- Does the same instructor teach each group of 12 students? Or do TAs pitch in?
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!
Also, we only have faculty lead live sessions. TAs support but don’t lead them.
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.
Good question. USC does support google suite, but our email is through outlook also.
@Nicole...it may be a little more difficult, but based on the settings you use on Google Docs, it shouldn't be a problem.
How much is the Complete Anatomy App? I am only seeing the free 3 day trial but not actual cost. Thanks!
@Nicole I’m happy to chat with you offline about ideas for how to make this work.
@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. firstname.lastname@example.org
@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.
Thanks, Beth! Good to know another option!
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?
Hi Kim! Yes, we have regularly scheduled ‘faculty chats’, lead by Didi, who will talk next.
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!
Have your hybrid students completed any clinical experiences yet? If so, can you speak about how those went?
Do you have students submit videos that need to have a time limit to them ? If so, what is the time limited to?
@ Ashley, yes, no more than 8 minutes for 2 skills for my course, this includes their discussion of the clinical reasoning for the skills
@Nancy — yes! They have been in the clinic. Julie and Jim will be able to speak to that more during the panel.
@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.
@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?
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?
@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.
*if you do think you want blank documents
@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.
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?
@Mike—thank you so much for clarifying!
@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.
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!”
What is your LMS?
@Ashley, our LMS is powered through our partner, 2U. So it’s different from a more traditional blackboard for example.
Great job, everyone!!!
Thank you so much!
Thank you so much. It was very helpful learning from your experiences.
To my former professors: thanks for continue to teach me your ways! :) Margaret Clotter (Pittman) class of 2010. Fight On :D
What equipment are students required to have at home for completion of the hybrid pathway? They all seem to have tables.
@Margaret..thanks for the kind words and for being here!
For the observe-teach-practice, what accommodation that you provide for students who is isolated in quarantine?
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?
Do you find if there is similar peer to peer interaction in the hybrid model versus traditional F2F?
@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
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.
Great - thanks, Mike. Were the residential students required to have this, too? Or, did you ask them to purchase with the onset of COVID?
Thank you! Well delivered and helpful content.
@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.
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.
Home health PTs have done this for decades—now everyone learns those skills
Would love to have your DIY list, thanks
@Melissa. Thanks for asking that question, our students are sharing about zoom fatigue and how hard it is!
I like the ideas related to chest auscultation, but how do you evaluate their ability to deal with lines & tubes in a new situation?
@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.
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?
@Cindy… they organize regular zoom happy hours, workouts etc…
@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).
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.
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?
This is the Ther Ex equipment list we gave the students: https://drive.google.com/file/d/1i-cY9DVmPROZB7oRLjBg4N5lh8zqIxTx/view?usp=sharing
Thank you, Dr. Gordon. I agree with your response. Getting the students to understand this is another challenge.
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?
@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.
Jim, I agree with you. we are learning a lot today that while carry over post-COVID....
-- more general question and answer!
More general Q & A
We had a great discussion of the use of a telehealth model to consider for course work transitioning to online learning/assessment.
Can you tell us how to access the link for this session?
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?
Thank you - yes Julie - that would be wonderful. And ACAPT thanks you for your time to do this. Absolutely will be posted.
Can you explain the “community Partner” concept?
This has been AWESOME! Bravo to all presenters and discussors!
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.
Thank you all for sharing today. It was a very helpful discussion and much appreciated!
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.
Suggested topic for future discussion: "how to prime students for learning on virtual format" - Teaching students how to study/ learn in this new format.
@Pretti: GREAT idea!
Thanks so much Julie and all!
Thank you so much for an excellent webinar!
Thank you all for doing such a wonderful job and for sharing your wisdom and expertise!
Thank you all for the great insights!
Thank you for a great session and all of the hard work to make it occur!
this was wonderful, thank you all so much!!
Great work everyone!
Thank you! Very interesting and helpful (and just a bit overwhelming!)
I agree! Greawrt Idea @Preeti
Thank you all! This was incredibly helpful.
Thank you - great job all!
anyone who has questions: email@example.com
thank you this was great
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.
I appreciate being able to hear this information - as a clinical educator.
Thanks very much. This was great!