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An Innovative Use of ApprenNet to Facilitate
Meaningful Intra-professional Critique in
Expanded Class Sizes in Allied Health
Rondalyn Varney Whitney, PhD, OT/L
Department of Occupational Therapy, University of the Sciences, Philadelphia PA
Rodney B. Murray, PhD
Office of Academic Technology, University of the Sciences, Philadelphia PA
Introduction
Key factors in developing curricula for allied health programs are a) to foster
strong reasoning skills, b) provide practices that create a reflective student, and c)
offer innovative approaches for the treatment of chronic health concerns. Barriers
include expanding class sizes, lack of in-class time available to model and
stimulate meaningful peer-to-peer critique and limited instructor skills in the use of
technology in the classroom. The ShowMe ApprenNet project evolved out of the
intention to harness the promise of the iPad for synchronous and asynchronous
learning and to address the barriers to optimal learning.
The objectives of the assignment were:
 Identify performance skills or patterns in multiple patient populations that could be
addressed via a short, asynchronous learning modules, as delivered via the iPad app
ShowMe
 Synthesize theoretical concepts that guide intervention and provide rationale for the
intervention
 Demonstrate clinical reasoning skills by providing meaningful feedback on peer
designed interventions via ApprenNet.
Method
ApprenNet is a learner-centered platforms that allows experts and learners to
interact in a reciprocal teaching and learning experience and through this
interaction, create a robust learning community
The opportunity for feedback provides in an innovative, interactive exchange
without consuming valuable course time. Each student can participate, further
enticing and making way for both enthusiastic and reticent peers to develop skills
of critique and analysis. Students can spend individual and group time reflecting
on this experience through written reflection and class discussion and an
aggregate report is given by the instructor to the larger class. Discussion follows
to highlight the effectiveness of method, outcomes, and the opportunity for this
mode of Telerehabilitation within the scope of occupational therapy practice.
An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Critique in Expanded Class Sizes in Allied Health
Results
Using the app, ShowMe, provided students with an opportunity to apply
their understanding of occupational therapy intervention to the virtual
context, a novel but promising environment with which to achieve client-
centered goals.
Each student creates their own unique ShowMe, building and expanding
upon their original idea. They then upload their intervention and through
ApprenNet, receive multiple rounds of peer-review. Students compare and
contrast each student-paired ShowMe intervention, following prompts
provided. These prompts were generated in consultation with the
Instructional Designers at USciences. A leader board of 5 lessons
eventually emerges, and I comment on the salient features of the
interventions that percolate to the head of the class.
Conclusion
Combining the iPad with ApprenNet increases the power of each tool and allows
students to conceptualize the exponential power of technology for meeting
tomorrow’s health care concerns. Further, this technology facilitates greater peer-
to-peer critic, essential to student-centered learning.
Future Directions
• Telemedicine has been identified as one of the top 10 emerging practice areas for
Occupational Therapy yet the opportunity for creative student centered learning is a
challenge within larger class sizes.
• Looking ahead, I plan to pilot an expanded lesson in the Research 2 course in the
current spring semester (2013) and the leadership courses, Fall 2013.
• eLearning tools can promote continued peer-to-peer and expert clinical oversight of
students dispersed in experiential learning beyond brick and mortar learning
environments of University of the Sciences.
• ApprenNet provides a platform for eLearning that can be leveraged for multiple
asynchronous learning opportunities and this years’ experience, as described above,
provides both encouragement and instructional design for integration into future
experiential learning content.
• This innovative program has been selected by Rodney B. Murray, Ph.D., Executive
Director of the Office of Academic Technology to be the exemplary project he will
highlight in at the International Association of Medical Science Educators (IAMSE).
Questions?
• Rondalyn Varney Whitney, PhD, OT/L
Department of Occupational Therapy
r.whitney@usciences.edu
• Rodney B. Murray, PhD
Office of Academic Technology
r.murray@usciences.edu
• University of the Sciences in Philadelphia
www.usciences.edu
Links
• ApprenNet – www.apprennet.com
• ShowMe – www.showme.com
Links
• ApprenNet – www.apprennet.com
• ShowMe – www.showme.com

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An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Critique in Expanded Class Sizes in Allied Health

  • 1. An Innovative Use of ApprenNet to Facilitate Meaningful Intra-professional Critique in Expanded Class Sizes in Allied Health Rondalyn Varney Whitney, PhD, OT/L Department of Occupational Therapy, University of the Sciences, Philadelphia PA Rodney B. Murray, PhD Office of Academic Technology, University of the Sciences, Philadelphia PA
  • 2. Introduction Key factors in developing curricula for allied health programs are a) to foster strong reasoning skills, b) provide practices that create a reflective student, and c) offer innovative approaches for the treatment of chronic health concerns. Barriers include expanding class sizes, lack of in-class time available to model and stimulate meaningful peer-to-peer critique and limited instructor skills in the use of technology in the classroom. The ShowMe ApprenNet project evolved out of the intention to harness the promise of the iPad for synchronous and asynchronous learning and to address the barriers to optimal learning. The objectives of the assignment were:  Identify performance skills or patterns in multiple patient populations that could be addressed via a short, asynchronous learning modules, as delivered via the iPad app ShowMe  Synthesize theoretical concepts that guide intervention and provide rationale for the intervention  Demonstrate clinical reasoning skills by providing meaningful feedback on peer designed interventions via ApprenNet.
  • 3. Method ApprenNet is a learner-centered platforms that allows experts and learners to interact in a reciprocal teaching and learning experience and through this interaction, create a robust learning community The opportunity for feedback provides in an innovative, interactive exchange without consuming valuable course time. Each student can participate, further enticing and making way for both enthusiastic and reticent peers to develop skills of critique and analysis. Students can spend individual and group time reflecting on this experience through written reflection and class discussion and an aggregate report is given by the instructor to the larger class. Discussion follows to highlight the effectiveness of method, outcomes, and the opportunity for this mode of Telerehabilitation within the scope of occupational therapy practice.
  • 5. Results Using the app, ShowMe, provided students with an opportunity to apply their understanding of occupational therapy intervention to the virtual context, a novel but promising environment with which to achieve client- centered goals. Each student creates their own unique ShowMe, building and expanding upon their original idea. They then upload their intervention and through ApprenNet, receive multiple rounds of peer-review. Students compare and contrast each student-paired ShowMe intervention, following prompts provided. These prompts were generated in consultation with the Instructional Designers at USciences. A leader board of 5 lessons eventually emerges, and I comment on the salient features of the interventions that percolate to the head of the class.
  • 6. Conclusion Combining the iPad with ApprenNet increases the power of each tool and allows students to conceptualize the exponential power of technology for meeting tomorrow’s health care concerns. Further, this technology facilitates greater peer- to-peer critic, essential to student-centered learning.
  • 7. Future Directions • Telemedicine has been identified as one of the top 10 emerging practice areas for Occupational Therapy yet the opportunity for creative student centered learning is a challenge within larger class sizes. • Looking ahead, I plan to pilot an expanded lesson in the Research 2 course in the current spring semester (2013) and the leadership courses, Fall 2013. • eLearning tools can promote continued peer-to-peer and expert clinical oversight of students dispersed in experiential learning beyond brick and mortar learning environments of University of the Sciences. • ApprenNet provides a platform for eLearning that can be leveraged for multiple asynchronous learning opportunities and this years’ experience, as described above, provides both encouragement and instructional design for integration into future experiential learning content. • This innovative program has been selected by Rodney B. Murray, Ph.D., Executive Director of the Office of Academic Technology to be the exemplary project he will highlight in at the International Association of Medical Science Educators (IAMSE).
  • 8. Questions? • Rondalyn Varney Whitney, PhD, OT/L Department of Occupational Therapy r.whitney@usciences.edu • Rodney B. Murray, PhD Office of Academic Technology r.murray@usciences.edu • University of the Sciences in Philadelphia www.usciences.edu
  • 9. Links • ApprenNet – www.apprennet.com • ShowMe – www.showme.com
  • 10. Links • ApprenNet – www.apprennet.com • ShowMe – www.showme.com