Conversion of a Clinical Based Program to Web based Distance Learning

Conversion of a Clinical Based Program to Webbased Distance Learning The Purdue University Veterinary Technology Distance Learning Program Dr. Pete Bill Purdue University School of Veterinary Medicine Veterinary Technician Key member of the veterinary team Nursing care, radiology, laboratory, anesthesiology, ICU, oncology, dermatology The Problem 86 Accredited VT Programs graduate 1300 VTs 27 Accredited DVM Programs graduate 1800 DVMs Why Not Just Expand? VT Programs are expensive Entire population of Veterinary Assistants in veterinary practices nonmobile population of potential students THE SOLUTION? Veterinary Technology Distance Learning Programs! The Challenges for VT-DL High Standards Must be Maintained AVMA Accreditation must be met Documentation / validation motor skills acquisition 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 But HOW do you translate an on-campus vet tech program to distance learning? And maintain….. integrity of program, academic rigor, quality of graduate VT-DLP Development Model CONTENT TEACHING ENGINE TESTING ASSIMILATION OF KNOWLEDGE VALIDATION OF DL PROCESS 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 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 QUESTION #1 How many of you own an Encyclopedia set? How many of you have read it from cover to cover, A through Z? 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? 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 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. Do exercise & submit it  Receive written feedback from the Instructor  Learns from and applies feedback to other exercises and exams 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) VT-DLP Development Model CONTENT TEACHING ENGINE TESTING ASSIMILATION OF KNOWLEDGE Testing Issues How do we know the student taking the test is our student? How do we know they didn’t cheat? How do we keep them from talking about the exam with other students? 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 Increasing Test Security Testing Centers • professional ones - $$$ • won’t schedule appointment for the student until after they receive the exam -- time delay • waiting list for times to take the exam 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 student’s/proctor schedule, mailing problems Okay, The “book learning” part is easy….. What about the hands-on component? On campus students have lectures and labs 1/2 day, clinical rotations for 1/2 day Need to convert Clinical Rotations to DL format 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? 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? Different Mind-set Let go of trying to quantify the physical facility. Let go of trying to make the onsite person an extension of the University faculty QUANTIFY & VALIDATE STUDENT’S SKILL ACQUISITION 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 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 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 we’re here and the student is there? Motor Skill Analysis Model Analysis of Course or Clinical Rotation   Cognitive skills  Web delivery Motor skills  Clinical Mentorship Purdue University Veterinary Technology Distance Learning Program Lynn Hall, Purdue University, West Lafayette, Indiana 47907 Small Animal Nursing Clinical Mentorship I VM 205 Criteria Handbook and Log Book 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 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 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 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 “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.” Clinical Mentorship Tasks                Obtain a history Perform a physical examination Restrain a dog in sternal recumbency Restrain a dog in lateral recumbency Restrain a dog for cephalic venipuncture Restrain a dog for saphenous venipuncture Restrain a dog for jugular venipuncture Restrain a dog for eye/ear medication Restrain a dog for IM injection or nail trim Apply a gauze muzzle to a dog Apply a nylon or leather muzzle to a dog Restrain a cat for cephalic venipuncture Restrain a cat for jugular venipuncture Restrain a cat in sternal recumbency with a “cat press” technique Restrain a cat in lateral recumbency with a “cat stretch” technique                     Restrain a cat using a towel Restrain a cat using a cat bag Apply a muzzle to a cat Administer oral tablet and capsule Administer oral liquid Administer eye drops/ointment with restraining assistance Administer eye drops/ointment without assistance Administer ear medication Administer subcutaneous injection Administer intramuscular injection Intravenous cephalic injection – canine Intravenous cephalic or femoral injection – feline Intravenous saphenous injection – canine Trim toe nails Clean ears Collect and examine samples from the ears Express anal sacs Bathing a patient Collecting urine sample – free catch Recording patient treatments and data in a hospital record 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 Information is available at the VT-DLP Web Site: www.vet.purdue.edu/vtdl