Distance Education in Medical Dosimetry

Transcription

1 Distance Education in Medical Dosimetry Nishele Lenards, MS, CMD, R.T. (R)(T) University of Wisconsin La Crosse College of Science & Health Department of Health Professions

2 Objectives Explain clinical and didactic curriculum in an online medical dosimetry program Describe the web based clinical management system (CMS) and online course delivery dli format Discuss advantages and disadvantages of online programs Explain aspects of clinicalsite selection process Discuss program progress and statistics Present various web based CE activity methods Discuss the benefits of degree completion

3 Introduction In the 21 st century, 50% of all learning and education will be conducted on the Internet. Biggest market => Adult learners

4 History Historical Perspective: 90 % of our profession was OJT formal student graduates annually MDCB Exam Applicants Out of 350, less than 10% were formal students

5 History Historical MDCB Exam statistics: OJT exam takers: ~ 40 50% pass rate Formal graduate exam takers: ~ 80 90% pass rate

6 History 2005: JRCERT Accreditation of Medical Dosimetry Programs Formal Educational Programs Today, ~ 16 programs

7 UW La Crosse Program Program development: Survey responses for need Desire to dli deliver an online program Goals: High quality program Sites in different locations

8 UW La Crosse Program Financial concerns: Accreditation costs University i funding Subscription costs

9 Admissions: UW La Crosse Program Applicant must have an earned baccalaureate degree: A degree in radiation therapy, physics, radiologic sciences, math, computers, or other areas approved by the program Cumulative GPA of 3.0 Minimum of 40 hours of documented medical dosimetry observation Prior documented experience working with patients in a healthcare environment

10 UW La Crosse Program Prerequisite Courses: (6 8 cr) Human Anatomy & Physiology with labs; or equivalent (6 8 cr) Physics 2 course sequence; or equivalent (3 4 cr) Pre Calculus; or College Algebra + Trigonometry; or equivalent (3 4 cr) Biology;orequivalent or (1 3 cr) Medical Terminology; or equivalent (2 3 cr) ComputerScience; orequivalent

11 Medical Dosimetry Education A. Clinical Education defined: student involvement in direct observation and treatment of patients in a clinical setting B. Didactic i Education defined: medical teaching by lectures or textbooks

12 Medical Dosimetry Education A. Clinical Education 1. Required hours 2. Formal evaluations a. of students b. of staff tff 3. Rotation tracking (daily activities) 4. Clinical i l competencies 5. Observations 6. Clinical case studies

13 Medical Dosimetry Education B. Didactic Education 1. Scheduled Coursework 2. Lectures 3. Readings 4. Discussionsi 5. Projects 6. Assessment (practice problems, papers, tests) 7. Self reflections 8. Evaluations (course, instructor)

14 Clinical Management System How do we manage the students in the clinical setting? A. Clinical Preceptor (program assigned) B. Paper or Electronic record keeping Access by students and staff Auto evaluation system Daily activity tracking Observation and competency tracking Daily hour tracking

15 Clinical Management System

16 Online Courses There are 3 majorcomponents to an online course: 1.Content 2.Interaction 3.Assessment

17 D2L Online Course Format Desire2Learn (D2L): A. Format/Delivery Layout B. Assessment Methods C. Forms of Feedback D. Validity

18 D2L Online Course Format

19 Advantages of Online Learning A. Flexibility B. Various sites & techniques C. 24/7 access D. Participation from all E. Shy students shine F. collaborative learning G. writing skills

20 Online Learning Interactive, online learning not only affects where we learn, but also influencing how we learn and what we learn.

21 Online Learning Distance Learning changes 3 important dynamics of instruction: 1.Modalities of communication 2.Management of time 3.Formats of assessment

22 Online Learning U.S. Department of Education study: Students who took all or part of their instruction online performed better, on average, than those taking the same course through face to face (F2F) instruction. Further, those who took blended courses (a combination of online and F2F) appeared to do best of all. Inside Higher Ed, June 09 The Evidence on Online Learning

23 Online versus F2F Learning TheTop Top 10 reasons why cognitive learning on Internet is better than traditional in person [Teaching Online, Draves] 10. You can learn at your own peak learning times of the day 9. You can learn at your own pace 8. You can learn faster 7. You can interact more with the teacher 6. There is more discussion online 5. Participants come from around the world 4. You can learn fromthe foremost authorities andexperts 3. Online learning is less expensive and thus more accessible 2. Internet links provide more resources 1. You can form a virtual community

24 Online versus F2F Learning Instructor Activity F2F Class Online Class Preparation 2 hours per week to: Review assigned reading Review lecture materials Review and prepare p in class activities 2 hours per week to: Review assigned reading Prepare discussion questions and lecture material in the form of a paragraph or two Class time Follow up 2.5 hours per week of assigned class time 2 3 hours per week for: Individual contact with students Reading student assignments 2 hours daily to: Read student posts Respond to student posts 2 3 hours per week for: Individual contact with students via and phone Reading student assignments Totals for the week hours per week hours per week

25 Framework for Distance Learning Framework for Distance Learning FFrameworkk for Distance Learning [ ll ff [Palloff & Pratt] ]

26 Disadvantages of Online Learning A. Feeling of isolation B. Communication C. Structured, self discipline, i li self motivated D. Technology Most online learners are adult learners

27 Characteristics of Online Learner A. Typically older, employed, with families B. Initiate learning and actively go get it C. Learn via dialogue D. Expect to work E. Outcome and results oriented F. Time management skills

28 Clinical Sites Clinical Sites Concerns: A. Lack of clinical sites B. Qualifications of site Q lifi i f i C. # of students

29 Student Applicants RTT versus non RTT: 1. Applicants 2. Background How do we fill the workforce demand in the future?

30 Statistics 1. MDCB Exam National UW L Program OJT ~ 59% OJT ~ 94% Formal ~ 85 90% Formal 100% 2. Performance a. RTT with experience b. RTT new grad c. Non RTT 3. Online learners 4. Thesis (n=40)

31 Minimum Education Standards What should the minimum education standards be for medical dosimetrists? Medical Dosimetry curriculum is graduate level coursework Educational Degree for Radiation Oncology Professionals Radiation Therapists Medical Dosimetrists Medical Physicists Radiation Oncologists BA/BS MA/MS MS/ PhD MD (Some with PhD)

32 International Applicants Those who want to stay in their country but take classes here. Those who want to become certified by the MDCB while working in their country. Those who want to come here to go to school and take the exam and move back to their hicountry. Those who are getting trained to become outsourced CMD s

33 Distance Ed for Professionals How does distance education affect CMD s?

34 Distance Ed for Professionals Online learning has made tremendous structural changes in our traditional organizations by assisting with: Training Conferences Professional Continuing Education Higher Education

35 Distance Ed for CMD s Opportunities: Training sessions Continuing i education Degrees or coursework

36 Distance Ed for CMD s Degree Seeking CMDs: CMD s: Associate Baccalaureate Masters Degree completion programs Changing careers entirely Special linterest courses

37 Distance Ed for CMD s Why a degree? Self improvement or satisfaction Advancement Promotion Career change Jr. Physicist or Sr. Dosimetrist positions

38 Distance Ed for CMD s Lack of Medical Dosimetry Degree Completion programs What does that sort of program look like? Core professional curriculum Advanced professional courses Professional development courses

39 In Closing No matter whether it s F2F or online: Learning involves 2 types of interaction: i 1.Interaction with content 2.Interaction with people

40 In Closing Online learning has no geographic boundaries It reduces preconceived notions based on students age, gender, race, or background It promotes contemplative and reflective learning while providing individualized id d attention with depth of interaction by instructors and students

41 In Closing If you need help with: Starting a program or being a clinical site Online education Degree completion program Contact me: Nishele Lenards lenards.nish@uwlax.edu Program: d