A Reflection

“The intelligent use of science and technology are the tools with which to achieve a new direction.”
~ Jacque Fresco

Looking back over the last eight weeks, I can defiantly say that they have been highly beneficial. This course has allowed me to create a digital resource that will assist in closing a pedagogical gap within the clinical component of our program. At the same time, looking at ways to approach the pedological gap and increase student success. I recalled a chapter in Tony Bates Book Teaching in a digital age where he stated: “The key shift is towards greater emphasis on skills, particularly knowledge management, and less on memorizing content.” He discusses the need to design models for teaching and learning that lead to developing the skills required in a digital age. With that in mind, I focused on using the Technological pedagogical content knowledge (TPACK) instructional design model as it has been proven to be a positive adjunct to health care education. It combines critical reflection, technology learning theories, and collaborative problem-solving methodologies. The TPACK framework was introduced in 2006 by Punya Mishra and Matthew J. Koehler of Michigan State University.

I used the TPACK model to design a digital resource that will benefit learners and bridge the pedological gap. Ideally, having a resource with a video of an oral cavity and clear pictures will allow the learners to engage in an interactive activity that will enable them to meet clinical expectations in their clinical semester. It would give them have a clear vision to identify what is normal vs abnormal. The digital resources will be a supplement to the clinical component that was removed. It will encourage a reflective practice that allows the learners to self-assess and identify their own individual learning needs. It will also increase self-directed learning, thus increasing critical thinking.
I have personally seen a difference in clinical competence over the last year compared to previous years. Taking away a vital component and not replacing it has been detrimental to the learners. The learner’s current feedback was also that they did not feel prepared for the clinical components of hands-on clinical classes. Removing the piece has had a detrimental impact on the learner’s success.

I have shared my digital resource ideas with the current faculty for their input. The feedback received was positive. There have been a few suggestions on adding more pictures and having a more in-depth explanation of instructions. This is something that I will include as I finalize my digital resource.

This assignment has allowed me to use my knowledge in my field and bridge a pedological gap within my program. It has also allowed me to create an evidence-based resource that can easily be integrated into my current courses. I am interested to see the results of integration with my upcoming semester.

A.W. (Tony) Bates. (2015). Teaching in a Digital Age. In Quarterly Review of Distance Education (Vol. 16, Issue 4).

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.


Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.