Transforming an excellent face-to-face program into an exemplary hybrid course
How do I change a highly interactive classroom into an engaging online presence? Well, that is my challenge. I am venturing out of the classroom into the virtual world to transform an excellent face-to-face program into an exemplary hybrid course for simulation educators.
The aim is for participants to focus on the course itself, where the online portion will be so engaging that the hybrid elements become transparent in the process. The hybrid simulation education program is designed with two criteria: 1) two thirds of the program is online, and 2) the face-to-face session will take place over a single day.
The first order of business is to define the term hybrid, or blended course. A hybrid course substitutes a percentage of face-to-face content with online learning. There is still a face-to-face component, and the course is not fully online. Neither does hybrid refer to materials posted to supplement a full face-to-face course.
In our program, the face-to-face simulation education program focuses on three key areas: curriculum integration, advanced debriefing, and evaluation in simulation. My charge is to transform a portion of the content from classroom-centric to web-centric. Converting to a hybrid format is a process much like translating English to a foreign language. Some materials easily translate, while others require meticulous planning. Here are the steps involved in the process:
First, decide on the types of meaningful online interaction that will best meet course objectives: narrative PowerPoint presentations, videos, discussion boards, or perhaps reflective blogs or Wikis for group work.
Second, understand that online coursework needs planning for engagement, unlike the classroom, where activities can be altered on the fly. Try to create an electronic personality to enhance the way you want to sound in print, a riveting online presence. All details must be meticulous for course readiness.
Begin by thinking with the end in mind using the backward pyramid. Define the outcome, in this case, to develop competent simulation educators. Then, review the degree of alignment between the curriculum, course outcomes (goals), and objectives. When aligned, each course component is linked to and supports the learning objectives. Identify which of the objectives are best met through an online lesson, and which are best met face-to-face.
The table below describes how the hybrid simulation education program objectives are aligned with each of the three content areas and the format to best fulfill each objective. Enjoy the transition!
|Curriculum Integration||Discuss the importance of strategically embedding simulation into a curriculum to meet program/learner/patient outcomes. Develop a curriculum map for integration of simulation into college/university or practice institution.||Online: Content review and video instruction on curriculum mapping. Completion of a curriculum map. Face to Face: Share curriculum map with participants for discussion.|
|Advanced Debriefing||Compare and contrast the different debriefing methodologies post simulation experience. Review debriefing skill using the Debriefing Assessment for Simulation in Healthcare tool (DASH).||Online: Review articles, narrated PowerPoint and discussion board for debriefing methodologies. Online electronic resources for DASH tool. Face to Face: Simulation experience to include debriefing competence.|
|Evaluation in Simulation||
Discuss the importance of validity and reliability when selecting an evaluation tool. Examine the various tools for use in evaluating student performance during simulation.
Apply the Creighton Competency Evaluation Instrument (CCEI) to a simulation experience.
|Online: Review simulation evaluation tool content and complete a crossword puzzle. Online electronic resources for CCEI. Face to Face: Simulation experience with students.|