![]() The second reason was that it was uncomfortable for the students. It was new to us, so we were uncomfortable with that style of teaching. The main reason people hated this new approach was that we didn’t have much experience with it. ![]() And we hated it! And the students hated it! And that’s really typical of starting something new.įirst change that, in the short-term, turns out a disaster may actually yield long-term positive change. It leads to higher levels of interactivity with the information. It gets them to play with the information before they start hearing it. It helps focus the students on what’s important. We started doing team-based learning in technical skills. You do a test with the students using a multiple choice test before the class starts, then you do a test as a group during class, then you teach the class after you’ve done these testing exams. So we decided we were going to start experimenting with different pieces of interactive teaching at all four sites. Problem-based learning and team-based learning were really popular as methods of active teaching. We looked at some of the literature on interactive teaching. ![]() We had some upper campus professors come in and talk to us about how people learn. We wanted to get more interactive teaching-that was the bottom line. So the first bits of transformation concerned what actually happens when you try something new. We’ve done a lot of experimenting over the last several years, and now we’re narrowing in on things that seem to be most effective for our students and our program. ![]() And the great thing about this transformation was that the whole didactic team across all of our sites was on board with transformation. Linda: Transforming the classroom meant changing both the physical space and the approach to teaching. Can you give us a progress report at the time of your departure from MEDEX? MEDEX: When we first met, you told us about your multi-year approach to transforming the classroom at MEDEX. Now moving on to another full-time job for the University of Washington, Linda reflects back on her 12 years with MEDEX and her accomplishments collaborating with a team of faculty and staff. Linda Vorvick has worked for MEDEX Northwest, largely under the title of Director of Academic Affairs. Remediate meaning take it again? Or take more classes? It makes more sense to move remediation to 1 or 1.5 std dev below the mean.Since 2004 Dr. That's specifically against how PAEA says to use this test. Our school makes us remediate if you get below national average Previous versions of the FAQ specifically stated that the PACKRAT is not to be used to determine readiness for the PANCE and disavowed any score conversion formula. It's a tool that allows your administrators to tweak the curriculum using a national (and not faculty-written) test. I didn't find the test to be like the PANCE.įrom the PAEA- it is recommended that the PACKRAT be used as a self-assessment tool PAEA does not recommend or intend to recommend a passing grade or interpretation method for the PACKRAT. 1- You get an opportunity practice taking a multi-hour long testĢ- Your packrat score breakdown tells you the body systems and conditions you missed, which lets you know what you need to study.
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