WEBVTT 1 00:00:00.329 --> 00:00:01.439 success story. 2 00:00:03.540 --> 00:00:05.730 JHSPH CTL Teaching Toolkit: Is we shared a success story with us. 3 00:00:07.680 --> 00:00:09.480 JHSPH CTL Teaching Toolkit: Is an instructor of the course we are. 4 00:00:10.889 --> 00:00:13.679 JHSPH CTL Teaching Toolkit: They have deployed simulations effectively. 5 00:00:14.730 --> 00:00:27.720 JHSPH CTL Teaching Toolkit: Then we'll switch to Brian did who will guide us through and work through setting up a basic Pathfinder in will finally conclude with a session questions. 6 00:00:28.740 --> 00:00:34.200 JHSPH CTL Teaching Toolkit: So, Brian why don't you get started with a quick introduction on Pathfinder okay. 7 00:00:34.380 --> 00:00:42.330 Brian Klaas: i'd be happy to thank you, Boris so I could talk about what Pathfinder is but it's probably much easier to show you what it does. 8 00:00:42.600 --> 00:00:47.550 Brian Klaas: And what it looks like from the student perspective, first because that's ultimately what you're building your building kind of a. 9 00:00:47.970 --> 00:01:02.820 Brian Klaas: experiential learning exercise activity for students and so it's probably a good idea, see what it is so i'm going to go ahead and share my screen here and i'll walk you through a couple of existing exercises from a couple of different classes, one is. 10 00:01:03.060 --> 00:01:06.060 Brian Klaas: Not from a class and that's where it will start but they'll definitely show you. 11 00:01:06.870 --> 00:01:16.230 Brian Klaas: Some from from actual classes that are being used so, hopefully, you can all see my screen here and i'm gonna go ahead and just start with a very simple one. 12 00:01:17.370 --> 00:01:28.260 Brian Klaas: So this is, this is what Pathfinder is Pathfinder is in a very real sense a choice based simulation environment that you create for your students and you can see, it can combine text and. 13 00:01:28.980 --> 00:01:32.460 Brian Klaas: images and video as we'll see some examples of later on. 14 00:01:32.850 --> 00:01:47.460 Brian Klaas: and basically the idea here is you give people a choice you give students, a series of choices and those choices can lead to other choices they can lead to positive outcomes negative outcomes, whatever it is, and you just sort of manage the. 15 00:01:48.960 --> 00:02:00.540 Brian Klaas: You build all these options on your own For those of you who are old enough to remember them I like to sort of use the analogy of the choose your own adventure books from way back in the day right where. 16 00:02:00.660 --> 00:02:01.380 Brian Klaas: You could have like. 17 00:02:01.530 --> 00:02:15.930 Brian Klaas: Hundreds of different stories in a single book and you would get to a page and then it would say, if you choose to go into the cave go to page 73 and if you choose to you know go down the river go to page 12 and so you jump around the book that way that's kind of what this is as well. 18 00:02:17.400 --> 00:02:23.730 Brian Klaas: So here we have a very sort of a example, one where you are a sort of. 19 00:02:25.290 --> 00:02:36.450 Brian Klaas: archaeology archaeological epidemiologist who is sent to buy a friend to you know, make a decision about two there's two sort of outbreaks, you need to investigate one. 20 00:02:37.020 --> 00:02:49.500 Brian Klaas: Is in Hungary and ones in Cairo and then you can pick and decide which way you're going to go, so in this case i'll say i'll head out to Hungary and that's great and then it tells me gives me some more information, and I can visit. 21 00:02:50.070 --> 00:02:58.620 Brian Klaas: You know i'm there, but I stopped off in Italy on the way, first because I can't make a direct flight to Hungary, and then, so I can continue on with my visit. 22 00:02:59.010 --> 00:03:08.250 Brian Klaas: To the crypts beneath this church in there, whether it's these rats and Why are there, these rats and so there's lots of text and story and environment in which. 23 00:03:09.630 --> 00:03:14.070 Brian Klaas: You would operate and here, in this case you're down in the crips they are to get bitten by a rat. 24 00:03:14.970 --> 00:03:19.560 Brian Klaas: And I decided to ban the wound and had to the airport and well that doesn't end well for me. 25 00:03:20.040 --> 00:03:27.780 Brian Klaas: So i've i've ended my story here, but I can also go back and and I have the option to make a lot of people to go back or start over. 26 00:03:27.990 --> 00:03:35.640 Brian Klaas: And I can choose a different option and then continue on with the story on the happy path or different paths that that that goes down there. 27 00:03:36.330 --> 00:03:48.660 Brian Klaas: I could also go all the way back you know if I wanted to to earlier in this particular one, and I could choose to go to Cairo instead of Hungary and i'd have an entirely different story. 28 00:03:49.170 --> 00:03:56.430 Brian Klaas: presented to me and so that's that's what Pathfinder is it allows you to make all sorts of different choices about. 29 00:03:57.240 --> 00:04:08.430 Brian Klaas: and putting people in environments where perhaps they would not safely otherwise be able to put into practice knowledge that you've built for them in your classes, so, for example, here's one. 30 00:04:09.720 --> 00:04:16.020 Brian Klaas: that's used in a international travel and safety class that's required of students in a number of different departments, including international health. 31 00:04:16.350 --> 00:04:23.400 Brian Klaas: And this particular Pathfinder is about sexual harassment and hostile overseas work environments and again you as. 32 00:04:23.670 --> 00:04:38.550 Brian Klaas: A instructor as a faculty Member wouldn't want students to have experienced this firsthand because i've become incredibly dangerous and incredibly unsafe for them to do that, but you could create an environment where such as a scenario simulation of the environment, where students could. 33 00:04:39.930 --> 00:04:54.720 Brian Klaas: You know, see sort of experiences on their own and then make choices based off of the information that you present to them, and there are good have has and bad pass and happy pass and again, these can have real complexity to them. 34 00:04:55.290 --> 00:05:02.940 Brian Klaas: Based off the information that you might provide, and this is one that has a lot of text in it, but again, you can mix text with. 35 00:05:03.360 --> 00:05:12.120 Brian Klaas: Video or audio or just do video or just do audio and mathematics and things like that and i'll show you some examples of that as we go along, so this is a pretty complicated. 36 00:05:13.470 --> 00:05:21.000 Brian Klaas: scenario with lots of different choices that students would be able to walk through and then do so safely right because, again, this is a scenario in which. 37 00:05:21.660 --> 00:05:27.870 Brian Klaas: Students would be potentially sexually harassed by someone working in another country and what do they do about it and how do they respond. 38 00:05:28.110 --> 00:05:36.150 Brian Klaas: And it's much easier for them to practice in an environment like this, where it's safe than to be put in that situation themselves and the last sort of. 39 00:05:37.050 --> 00:05:48.750 Brian Klaas: Pathfinder simulation I want to show you is one that the data science team here at the School of Public Health has built as part of their capstone for the data science. 40 00:05:50.670 --> 00:05:56.100 Brian Klaas: certificate program on coursera so the students who are in coursera so that make it to the end of a large series of courses. 41 00:05:56.370 --> 00:06:01.650 Brian Klaas: And they come back and they actually do this in course plus because coursera doesn't have this kind of a tool in it. 42 00:06:01.950 --> 00:06:11.760 Brian Klaas: And what's interesting and useful about this one is that there's lots of video, and in fact it's mostly delivered through video I don't have the audio on for you, so you don't have to sit through this. 43 00:06:12.060 --> 00:06:20.880 Brian Klaas: But basically, this one is about starting a job, this is what happens when a data scientist has graduated from the course of our program graduated from the School of Public Health, whatever it is. 44 00:06:21.150 --> 00:06:25.290 Brian Klaas: And then decides to move on and go to work for a company like zillow. 45 00:06:25.530 --> 00:06:34.800 Brian Klaas: And they meet a series of people who would be on their team at zillow and again this is all done they took the time to shoot these videos put them all together and then. 46 00:06:35.100 --> 00:06:46.620 Brian Klaas: You would meet a series of people in this business analyst data scientist and then make a series of decisions about where you're going to go next you know what would be the right thing to do, based on your experience and all the things you've learned in the. 47 00:06:47.790 --> 00:06:48.570 Brian Klaas: In the. 48 00:06:50.490 --> 00:06:56.400 Brian Klaas: In the whole sort of certificate program that they do through coursera here so again here we have a mixed text fake emails. 49 00:06:57.030 --> 00:07:12.780 Brian Klaas: You know, a video, so these can be again really kind of complicated and reinforce skills that a student has learned in your class in a way that's not linear right I think it's the biggest thing about this, these are not necessarily linear a to be. 50 00:07:13.260 --> 00:07:21.120 Brian Klaas: workflows at all as a matter of fact and i'll show i'll get back to this in a minute, but if I were to show you what the workflows actually are like. 51 00:07:21.690 --> 00:07:34.290 Brian Klaas: In the the first one, I showed you the sexual harassment, and this is kind of what it looks like on the back end right making all these for clothes there's a lot of choices, a lot of different paths that students can go down, so this is great for nonlinear learning and for applying. 52 00:07:35.880 --> 00:07:44.850 Brian Klaas: Knowledge that's gained inside of the classes so i'm going to pause there you know if you have questions as we go along, please feel free to type in the text chat or raise your hand. 53 00:07:45.270 --> 00:07:56.910 Brian Klaas: Will happy to answer them but i'm going to turn it back over to Boris now I was going to talk, since you have a better idea of what Pathfinder is and how it was sort of the basics of it, and what students see and experience, Boris is going to take it from here. 54 00:08:00.240 --> 00:08:09.300 Brian Klaas: A real quick sorry Boris you're muted, by the way, but celine want to know where those videos upload upload, of course, plus or embedded on those videos were uploaded to course plus. 55 00:08:09.690 --> 00:08:19.620 Brian Klaas: They weren't directly embedded, but you can, as you saw in like the first example I showed embed YouTube videos or videos from other services, as well as long as they have like an embed code or embed plugin. 56 00:08:19.920 --> 00:08:27.420 Brian Klaas: You can do that inside of your your Pathfinder steps the steps in the content there alright Boris I think you're unmuted now so i'll be quiet. 57 00:08:28.980 --> 00:08:29.700 JHSPH CTL Teaching Toolkit: Thank you, Brian. 58 00:08:30.360 --> 00:08:37.140 JHSPH CTL Teaching Toolkit: So the first question, we might ask why do we need simulations don't we have real life cases in don't we have plenty of those. 59 00:08:37.290 --> 00:08:53.670 JHSPH CTL Teaching Toolkit: Can we point student to real life cases well let's compare it pros and cons of dealing with real life cases and simulations in a course real life cases can be few and far between while simulations can be as many in as frequent, as you can think of. 60 00:08:54.900 --> 00:09:01.500 JHSPH CTL Teaching Toolkit: Why your Elf cases can be too complex and overtaxing at times even for very seasoned practitioners. 61 00:09:02.640 --> 00:09:09.780 JHSPH CTL Teaching Toolkit: simulations can be as complex as focus as needed by your course in the level of knowledge and expertise of your students. 62 00:09:10.980 --> 00:09:20.850 JHSPH CTL Teaching Toolkit: While you're here life cases can take too long to analyze in accord settings and times for real life cases to fully let's say maturity may take weeks, months or years. 63 00:09:21.180 --> 00:09:34.440 JHSPH CTL Teaching Toolkit: simulation skiing covert time as fast as the course learning objectives required in Lastly, a real life cases came with risks, whether they are ethical, legal or financial. 64 00:09:35.250 --> 00:09:43.170 JHSPH CTL Teaching Toolkit: Why simulations I reached free practically for students, it should be just a matter of clicking learning and try again as needed. 65 00:09:45.030 --> 00:09:47.220 JHSPH CTL Teaching Toolkit: So how we define a simulation. 66 00:09:49.020 --> 00:10:05.670 JHSPH CTL Teaching Toolkit: It well designed simulation can be a versatile form of experiential learning and the key words here are versatile and experiential because it is experiential it affords the opportunity for students to practice complex skills in realistic situations. 67 00:10:06.750 --> 00:10:14.190 JHSPH CTL Teaching Toolkit: In by complex skills, the focus, we want to focus on encouraging critical thinking and self directed learning. 68 00:10:15.870 --> 00:10:16.770 JHSPH CTL Teaching Toolkit: When students. 69 00:10:17.880 --> 00:10:32.310 JHSPH CTL Teaching Toolkit: are for sale and cordish to use the skills they transition from passive learners to active practitioners, so they might start taking the course as students, but they gradually becoming called legs. 70 00:10:33.810 --> 00:10:45.660 JHSPH CTL Teaching Toolkit: Now that we have a better sense of what the simulation is you want to focus on what it was designed simulation is what are some of the principles that we want to consider is we design a simulation. 71 00:10:46.770 --> 00:10:50.610 JHSPH CTL Teaching Toolkit: First, we want to map the simulation to the course learning objectives. 72 00:10:52.590 --> 00:11:05.490 JHSPH CTL Teaching Toolkit: In Israel drafting the simulation guidelines, we want to specify what are the pedagogical objectives of the simulation and we want to stay, what are the expectations that we have in relation to the students. 73 00:11:06.660 --> 00:11:17.970 JHSPH CTL Teaching Toolkit: Also, the guidance at a good place to add a word of caution in case the topic is sensitive, so let students, know that the topic, maybe sensitive and you may. 74 00:11:18.570 --> 00:11:24.420 JHSPH CTL Teaching Toolkit: We willing to offer an alternative option in case this topic proves to be too sensitive for students. 75 00:11:25.380 --> 00:11:32.880 JHSPH CTL Teaching Toolkit: When the last bit to consider as you're designing your simulation is that you want to develop the simulation considering the level of knowledge. 76 00:11:33.720 --> 00:11:38.670 JHSPH CTL Teaching Toolkit: expertise and experience of the students in the student group. 77 00:11:39.390 --> 00:11:49.710 JHSPH CTL Teaching Toolkit: is not known because your courses new artists do it every genius because, for instance, you have students that may be enrolled in a master program on a Dr pH program on a PhD Program. 78 00:11:50.400 --> 00:11:59.370 JHSPH CTL Teaching Toolkit: You want to make sure to provide students with relevant supporting material to make sure that all the students have access to a common set of knowledge and tools to succeed. 79 00:12:00.090 --> 00:12:10.590 JHSPH CTL Teaching Toolkit: A by common set of knowledge and tools mainly we may reference to consider it a conceptual framework that you're using in the simulation but all the relevant variables. 80 00:12:11.970 --> 00:12:15.510 JHSPH CTL Teaching Toolkit: That will be used in the simulation and what are the key interactions. 81 00:12:16.680 --> 00:12:30.750 JHSPH CTL Teaching Toolkit: Lastly, but equally as important is terminology as it is not uncommon for students thinner joining the course with different backgrounds to define terms in slightly different ways and you want to remove this ambiguity. 82 00:12:32.130 --> 00:12:35.850 JHSPH CTL Teaching Toolkit: Other aspects to consider in Europe, you are designing the simulation. 83 00:12:37.050 --> 00:12:46.530 JHSPH CTL Teaching Toolkit: You want to plan dissipate questions that students may ask if they go through the simulation anyone to provide students with meaningful pounds to stimulate the critical thinking. 84 00:12:47.820 --> 00:12:55.800 JHSPH CTL Teaching Toolkit: before opening the simulation to your students, you want to ask your co instructors in our days to test the simulation. 85 00:12:56.310 --> 00:13:01.500 JHSPH CTL Teaching Toolkit: After all, the case and our students will maybe have taken this very course just. 86 00:13:02.100 --> 00:13:12.210 JHSPH CTL Teaching Toolkit: A few months earlier, and they are probably in the best position to share with you, what is the background or the students are taking this course, and what are the expectations of the students are taking this course. 87 00:13:13.410 --> 00:13:27.780 JHSPH CTL Teaching Toolkit: Lastly, you want to design the simulation well in advance, or when you will use it, so that you have time for adjustments that may be part of the course the first time you're adopting a simulation and you're implementing in your course. 88 00:13:31.350 --> 00:13:40.800 JHSPH CTL Teaching Toolkit: Is you are thinking about delivering the simulation you want to focus on whether the simulation will be self contained or will be part of a larger assignment. 89 00:13:42.150 --> 00:13:49.710 JHSPH CTL Teaching Toolkit: If part of a larger assignment, you want to think about what are the follow ups that may be more palatable chicken relevant for your course. 90 00:13:50.160 --> 00:14:00.690 JHSPH CTL Teaching Toolkit: Examples over follow ups, maybe assessment, you may assess students by asking them to write, for instance, a short paper as a self reflection. 91 00:14:01.200 --> 00:14:13.650 JHSPH CTL Teaching Toolkit: or you may ask students actually to write a paper is their response to a different case in I did may be just badly, similar to the case in out of the students have been exposed to in this simulation. 92 00:14:14.670 --> 00:14:27.930 JHSPH CTL Teaching Toolkit: I don't example so for labs can be post to a dedicated discussion forum category or actually a synchronous live sessions, where you can talk with students and ask students to share their experience. 93 00:14:29.640 --> 00:14:37.830 JHSPH CTL Teaching Toolkit: The simulation can be graded or angry, if it is graded we recommend to give full credit for completed the simulation at least once. 94 00:14:38.190 --> 00:14:47.520 JHSPH CTL Teaching Toolkit: So the students don't go through the simulation thinking about the grading just focusing on getting the right answer, but they are open to is. 95 00:14:48.510 --> 00:15:02.400 JHSPH CTL Teaching Toolkit: trying in are not concerned with failing after all it is valuable learning experience to click the wrong option and receiving meaningful prompted will explain to them why that option was wrong. 96 00:15:04.410 --> 00:15:13.560 JHSPH CTL Teaching Toolkit: After the simulation you want to focus on the briefing you want, perhaps to a great either an activity or a space for students. 97 00:15:14.070 --> 00:15:33.930 JHSPH CTL Teaching Toolkit: to share their learning experience with other students and to self reflect on what they have learned why they went to the simulation by self reflecting a shared with other students, you will enhance their perception is active practitioner it made the learning experience more memorable. 98 00:15:35.820 --> 00:15:52.650 JHSPH CTL Teaching Toolkit: You also want to prepare questions to ask during the debriefing to ensure the students are aware about you have align the simulation with your course learning objectives, so the students at a sensor out all the parts come together in your course. 99 00:15:57.180 --> 00:16:07.830 JHSPH CTL Teaching Toolkit: So far in course Plus we have a few courses that have deployed simulation but hundreds of students have taken the simulations any know the courses that. 100 00:16:08.310 --> 00:16:21.990 JHSPH CTL Teaching Toolkit: students have taken the simulation we have students expressing positive evaluations, they are consistently positive and they make a point of speaking of the evaluation is a positive experience. 101 00:16:23.280 --> 00:16:42.930 JHSPH CTL Teaching Toolkit: It most simulations that we have in coast Plaza bias in terms of topics and Brian as mentioned earlier one caveat if your topic is sensitive, as we mentioned earlier, please say so in the guidance that we use to introduce the simulation and perhaps consider also. 102 00:16:44.100 --> 00:16:51.180 JHSPH CTL Teaching Toolkit: specifying this in an introductory email that you may send a few days prior to the opening of the simile of the simulation. 103 00:16:52.350 --> 00:16:55.140 JHSPH CTL Teaching Toolkit: One other thing to consider is the rate of completion. 104 00:16:56.610 --> 00:17:05.070 JHSPH CTL Teaching Toolkit: The radio condition is pretty I as a back of the envelope math we have almost an 89% completion rate of all the simulations data. 105 00:17:05.520 --> 00:17:12.780 JHSPH CTL Teaching Toolkit: I analyze it will see perhaps later our English class did our reports that are generated in relation to each simulation. 106 00:17:13.320 --> 00:17:22.200 JHSPH CTL Teaching Toolkit: And this rate of completion is pretty high and it is consistently I the weather there simulations are graded or not graded. 107 00:17:22.800 --> 00:17:33.960 JHSPH CTL Teaching Toolkit: And he's actually very common for students to take a simulation two or three times the highest number of is eight I saw a few students took a stimulation eight times. 108 00:17:35.130 --> 00:17:49.410 JHSPH CTL Teaching Toolkit: When other than the doctor can piece of evidence is is that students are more likely to complete an optional simulation in the course then an optional lecture, this is an adult we need more data to come to a definitive conclusion. 109 00:17:50.580 --> 00:18:04.170 JHSPH CTL Teaching Toolkit: And now, they like to ask Britney to share that experience as an instructor of the course where we actually for some time, if deployed successfully single agent. 110 00:18:04.890 --> 00:18:13.260 Mia Lamm: orange we do have one question in the chat i'm not sure if you want to hold it or take a look does there seem to be a right answer to a simulation. 111 00:18:16.410 --> 00:18:28.590 JHSPH CTL Teaching Toolkit: depends on the course I will say in water, the learning objective or designation is so you can have just one right answer and all the other answers may be wrong. 112 00:18:29.070 --> 00:18:46.590 JHSPH CTL Teaching Toolkit: A, B would encourage you to explain why the other answer options are wrong, but you may Dave a degree to which different answers may be right, so I would say depends on the contest any depends on what are the learning objectives of the simulation. 113 00:18:48.060 --> 00:19:01.680 Brian Klaas: I would also like to jump in and just say the tool itself lets you have as many ending points are starting points as you want as well, so it doesn't have to be like a single linear, as I said earlier, happy path right now off with everything else is sort of bad. 114 00:19:02.190 --> 00:19:07.050 Brian Klaas: When I briefly showed you the back end of the the the simulation for. 115 00:19:07.560 --> 00:19:12.090 Brian Klaas: Sexual harassment hostile work environments overseas there's actually sort of looping back around. 116 00:19:12.360 --> 00:19:20.580 Brian Klaas: In there, so you could make a choice that may not be the most necessarily positive one, or the one the ideal one less than the most positive ideal one. 117 00:19:20.880 --> 00:19:26.670 Brian Klaas: And then you can make another choice that sort of brings you back on to a different you know the sort of a different path that you could have chosen earlier. 118 00:19:26.880 --> 00:19:29.220 Brian Klaas: it's really up to you, there doesn't have to be a right or wrong answer. 119 00:19:29.520 --> 00:19:37.680 Brian Klaas: Sometimes for demonstration purposes, and then, when I show you how to build one i'll be doing a very simple one with right answers and i'll just because it's so it's simple to visualize and understand. 120 00:19:37.980 --> 00:19:46.110 Brian Klaas: But you don't have to have right or wrong answers, there can be multiple ending points to say okay we've gotten to this point cool great you're done with the simulation. 121 00:19:46.950 --> 00:19:55.020 Brian Klaas: Now, go to the discussion forum and talk about the experience or what you, you know, like you'd like unique questions posed at each of those ending pass there. 122 00:19:55.380 --> 00:19:58.080 Brian Klaas: yeah so cure exactly there can be also different starting points and. 123 00:19:58.410 --> 00:20:07.560 Brian Klaas: If you have more than and i'll sort of show you what these mean a little bit later if you have multiple starting objects, in the same the students are just randomly assigned to one they don't necessarily. 124 00:20:07.890 --> 00:20:19.710 Brian Klaas: pick one of their own, but they would just be randomly assigned, and what that does it increases the value of repeating the simulation because you may have a different experience based on sort of where you start and where you end up with, as a result of that. 125 00:20:27.000 --> 00:20:27.810 JHSPH CTL Teaching Toolkit: Thank you, Brian. 126 00:20:37.920 --> 00:20:39.600 JHSPH CTL Teaching Toolkit: asked me to join us in. 127 00:20:42.270 --> 00:20:43.440 Brittany Feijoo: sharing my screen. 128 00:20:43.800 --> 00:20:44.250 JHSPH CTL Teaching Toolkit: Thank you. 129 00:20:52.590 --> 00:20:55.920 Brittany Feijoo: Okay, can everyone see the screen okay great. 130 00:20:59.100 --> 00:21:05.820 Brittany Feijoo: So i'm Brittany, thank you i'm a research associate and I work as directly with the Center for immunization research and. 131 00:21:06.120 --> 00:21:22.080 Brittany Feijoo: I am one of the instructors on the good clinical practice of vaccine trial perspective course and that we've been teaching on course plus now for many years, and I want to talk about the Pathfinder tool that we use in the course called adverse events simulation. 132 00:21:24.600 --> 00:21:31.140 Brittany Feijoo: So, first, I thought it'd be good Just to give you a little bit of background on the course itself and why we have this particular Pathfinder tool. 133 00:21:31.680 --> 00:21:38.790 Brittany Feijoo: So the gc P course as we call it for short was developed by Karen Sharon back in the 2000s. 134 00:21:39.210 --> 00:21:46.260 Brittany Feijoo: And it was really to provide some guidance on the FDA code of federal regulations and good come up cool practice guidelines. 135 00:21:46.620 --> 00:21:57.900 Brittany Feijoo: Currently, the course instructors are Dr New York barzee myself and Dr JESSICA at well and the component of this course has been used in trainings around the world. 136 00:21:58.440 --> 00:22:10.710 Brittany Feijoo: Africa and Asia, especially in training, research, research coordinators, the course and even its name has evolved quite a bit and over the past 20 years. 137 00:22:11.520 --> 00:22:17.280 Brittany Feijoo: But it has been updated to to stay current with any new guidelines and regulations and the coven. 138 00:22:17.790 --> 00:22:32.820 Brittany Feijoo: pandemic has definitely led to kind of these accelerated pathways and vaccine development which has directly impact and, of course, clinical vaccine trials and that has impacted our course as well, so our courses also been putting updates. 139 00:22:36.000 --> 00:22:48.060 Brittany Feijoo: So the Pathfinder tool that we use is this adverse events simulation and for this particular simulation students kind of enter three separate text based case study simulations. 140 00:22:48.450 --> 00:23:01.380 Brittany Feijoo: and students are provided information on a volunteer in the trial and possible adverse events they're also given kind of like an abbreviated protocol to help assist and kind of navigating the case study. 141 00:23:01.980 --> 00:23:08.550 Brittany Feijoo: The tool allows them to kind of simulate this encounter by answering a series of branching type questions. 142 00:23:09.150 --> 00:23:17.700 Brittany Feijoo: As Brian had mentioned earlier it's almost like they get different choices to make for our particular simulation there is only one correct answer that we. 143 00:23:18.150 --> 00:23:29.940 Brittany Feijoo: kind of lead students down this pathway, and the overall goal is for goals is for two different differentiate again between adverse events and serious adverse events. 144 00:23:30.300 --> 00:23:41.340 Brittany Feijoo: And we also want students to understand the importance of reporting requirements surrounding serious adverse events and describe the components of safety assessments and clinical vaccine trials. 145 00:23:41.790 --> 00:23:55.560 Brittany Feijoo: Another important thing that we do is we have students watch a lecture on all of this material prior to doing the simulation to give them background exactly on on all the key points that they're going to be seeing within the simulation. 146 00:23:59.430 --> 00:24:05.460 Brittany Feijoo: So I thought it'd be good, just to show you a few kind of screenshots of what a case study looks like. 147 00:24:05.880 --> 00:24:18.840 Brittany Feijoo: In our course, and this is a starts off with a malaria vaccine study and it starts off by giving you just kind of a brief overview that you know you're working with the NIH develop a vaccine. 148 00:24:19.170 --> 00:24:27.510 Brittany Feijoo: against malaria and it just gives you this kind of brief overview and then it has a file attached and that file contains additional information. 149 00:24:28.230 --> 00:24:32.670 Brittany Feijoo: be kind of considered an abbreviated protocol to help you go along with the case study. 150 00:24:33.630 --> 00:24:47.730 Brittany Feijoo: Students would then click continue on that stream and it would lead them into the first kind of question for the case study and for this one, we were looking at someone who was a volunteer. 151 00:24:48.690 --> 00:24:55.200 Brittany Feijoo: Who was getting vaccinations and according to their vaccination schedule they're coming in, for their day 16 visits. 152 00:24:55.590 --> 00:25:03.750 Brittany Feijoo: And for this particular individual it was a 25 year old female and she was placed in a certain vaccination cohort or group. 153 00:25:04.140 --> 00:25:12.780 Brittany Feijoo: she's already received two vaccines, but she didn't show up for her day 16th is it and so it's asking the students to think about well as an investigator, what would you do. 154 00:25:13.260 --> 00:25:18.720 Brittany Feijoo: And again for ours, we only have you know one correct answer, so the student would then. 155 00:25:19.440 --> 00:25:29.640 Brittany Feijoo: check the correct answer in this case, which would be the first one, they would attempt to follow up with a volunteer notifying any kind of contacts provided by the volunteer sending and a certified letter. 156 00:25:30.840 --> 00:25:34.890 Brittany Feijoo: If the student answers that correctly, it leads them down the next path. 157 00:25:35.580 --> 00:25:47.190 Brittany Feijoo: If they answer one of the other two choices, then it'll say nope that's not the correct answer you need to start over and they'll say you know something that would have happened to the volunteer but you're not following up in time. 158 00:25:51.870 --> 00:26:00.930 Brittany Feijoo: That particular case continues and then you get to another section and this particular simulation where it's looking at reporting for. 159 00:26:01.650 --> 00:26:10.680 Brittany Feijoo: A serious adverse event to the sponsor for this one it's having students, think about how you would report things to the IRB and the FDA. 160 00:26:11.130 --> 00:26:21.990 Brittany Feijoo: And this case they found out that another site that was conducting the same study had someone who suffered an Sae dealing with intussusception after getting their second dose. 161 00:26:22.320 --> 00:26:26.580 Brittany Feijoo: So it's asking students to think about what is the responsibility of the sponsor. 162 00:26:27.000 --> 00:26:35.460 Brittany Feijoo: And for this, it would be the the middle answer here to notify all the participating investigator so students would select that answer. 163 00:26:35.850 --> 00:26:44.760 Brittany Feijoo: And if they selected that correct answer, they would be led to this final page of the simulation, and this is pretty much notification to the FDA and. 164 00:26:45.330 --> 00:26:55.530 Brittany Feijoo: This ends the simulation for this one in it let's see the student know that they're Harold as prime examples of following good clinical practice and it kind of gives that them that. 165 00:26:56.820 --> 00:27:00.660 Brittany Feijoo: Evaluation that they did a great job and performing their clinical trial. 166 00:27:03.960 --> 00:27:18.030 Brittany Feijoo: So overall students have given the simulation wonderful feedback, I can say it's The one thing that we have not changed at all in the course because students really appreciate kind of that active role and and seeing what happens in a trial. 167 00:27:19.140 --> 00:27:28.470 Brittany Feijoo: If you can see here from the evaluation sheet out of five you know students rate 4.7 out of five for all of our questions that we asked about the learning experience about. 168 00:27:29.250 --> 00:27:45.450 Brittany Feijoo: If it's clear and easy to understand, so this was a report from last year when we had roughly I think about 20 students and out of 20 or 25 students actually and out of those 2520 actually responded to the evaluation and gave a great remarks. 169 00:27:47.730 --> 00:27:53.670 Brittany Feijoo: So some of the lessons learned the tool, as I said, has definitely has favorable evaluations. 170 00:27:54.270 --> 00:28:04.920 Brittany Feijoo: We also include it just as a part of their participation grade, and this really takes away some of that you know anxiety of students feeling like they have to get the right answer, and they have to do really well. 171 00:28:05.190 --> 00:28:10.170 Brittany Feijoo: and allows them to play around and do multiple attempts and just really enjoy the experience. 172 00:28:11.340 --> 00:28:17.070 Brittany Feijoo: Overall, it allows them to you know simulate that kind of vaccine trials scenario in the learning environments. 173 00:28:17.490 --> 00:28:27.000 Brittany Feijoo: And we recommend it as instructors, because it really engages the students in the course material and it allows them to apply that information that they've seen in the lectures. 174 00:28:27.750 --> 00:28:35.940 Brittany Feijoo: So, as far as like updates We definitely want to incorporate additional Pathfinder tools for other lecture materials. 175 00:28:36.510 --> 00:28:48.060 Brittany Feijoo: Specifically now with coven 19 and the emergency us authorization we're thinking about maybe developing one in regards to that, and you know even after listening to. 176 00:28:48.780 --> 00:29:05.370 Brittany Feijoo: or some Brian earlier today, including visuals and also even video would be a great kind of addition to our already text based Pathfinder tool, and that is all I have, and thank you and I will take any questions. 177 00:29:17.130 --> 00:29:18.420 JHSPH CTL Teaching Toolkit: Yes, so the next question. 178 00:29:18.720 --> 00:29:25.980 Celine Greene: yeah I was wondering, can you give us an idea of how much time it took you to plan out this amazing activity. 179 00:29:26.250 --> 00:29:27.510 Celine Greene: Because I it's. 180 00:29:27.570 --> 00:29:44.370 Celine Greene: It is very good in some process and the response is impressive and i'm sure it seems like you met the goals in your in your incorporation of it, but again how much time logistics wise What would it have you know. 181 00:29:44.520 --> 00:29:45.420 Brittany Feijoo: yeah. 182 00:29:45.570 --> 00:29:48.510 Celine Greene: Did you get your return on investment is basically my question. 183 00:29:48.510 --> 00:29:48.780 Celine Greene: and 184 00:29:48.900 --> 00:29:50.940 Celine Greene: Again again give us an idea of how much time that was. 185 00:29:51.510 --> 00:30:00.150 Brittany Feijoo: So, honestly, I can tell you that it's definitely a great return on an investment, the actual time frame of of developing it, I can say I was not involved in it. 186 00:30:00.990 --> 00:30:15.630 Brittany Feijoo: I adopted the course from Karen Sharon I think Cathy is on the call I don't know if she had any kind of a hand and developing it as well, but I can say it's it's definitely been worth it. 187 00:30:16.740 --> 00:30:18.180 Celine Greene: Are to ask the wrong question. 188 00:30:20.010 --> 00:30:20.250 Celine Greene: hi. 189 00:30:21.270 --> 00:30:22.110 Kathy Gresh: This is Kathy. 190 00:30:23.070 --> 00:30:31.740 Kathy Gresh: yeah I was there when it was originally created and it was one of the teaching assistants who worked really hard with Karen one summer. 191 00:30:32.370 --> 00:30:43.290 Kathy Gresh: To develop the course I don't think she worked on it all summer, but she did it take quite a bit of time going back and forth, because you have to think of all the ramifications and. 192 00:30:44.280 --> 00:30:52.950 Kathy Gresh: Testing it out, make sure that it would it was solid, but it did take quite a bit of time coming up with the decision tree I think so. 193 00:30:55.770 --> 00:30:56.550 Thanks, thank you. 194 00:31:02.430 --> 00:31:03.720 JHSPH CTL Teaching Toolkit: Questions for Brittany. 195 00:31:10.590 --> 00:31:14.010 JHSPH CTL Teaching Toolkit: we're going to have a session for questions also at the end of the presentation. 196 00:31:15.270 --> 00:31:19.140 JHSPH CTL Teaching Toolkit: Brian do you want to walk us through out to sit up and Pathfinder. 197 00:31:19.860 --> 00:31:20.400 Brian Klaas: i'd be happy to. 198 00:31:20.430 --> 00:31:23.220 Brian Klaas: Thank you so i'm just to follow up on Salinas question. 199 00:31:23.310 --> 00:31:24.600 JHSPH CTL Teaching Toolkit: i'll say this right up front. 200 00:31:24.810 --> 00:31:27.270 Brian Klaas: You know this is not a tool, where you could just be like. 201 00:31:27.330 --> 00:31:36.900 Brian Klaas: Bam Bam Bam knock it out and like two minutes right, you know it's not a quiz or exam tool where things are relatively discreet, you have to think and plan ahead. 202 00:31:37.380 --> 00:31:44.340 Brian Klaas: And I think that's one of the biggest challenges of Pathfinder have any simulation whether using Pathfinder or different tool that's outside, of course, plus. 203 00:31:44.700 --> 00:31:50.850 Brian Klaas: You got to think about the objectives you got to think about the individual tasks people would need to be asked about or complete and. 204 00:31:51.030 --> 00:31:57.420 Brian Klaas: Think about the way all these things linked together right that's a really big challenge, especially if you want to have complex branching. 205 00:31:57.720 --> 00:32:02.550 Brian Klaas: and multiple paths that people go on, if you map, you have to map it out ahead of time you kind of have to. 206 00:32:02.850 --> 00:32:11.760 Brian Klaas: there's a you can kind of think it through and Pathfinder tool helps you do that and i'll show you that in just a second but it's really about mapping things out and thinking thing of things ahead of time. 207 00:32:12.000 --> 00:32:20.700 Brian Klaas: And then sort of sort of putting it into practice and figuring out all right, so I need an extract that over here or I need to make sure that this loops back around this way. 208 00:32:20.940 --> 00:32:32.040 Brian Klaas: And iterate and test it and have no your teachers or colleagues test it with you, so that everything sort of makes sense and it's logical the flow is logical, from one thing to another but. 209 00:32:33.240 --> 00:32:46.710 Brian Klaas: What I will say yeah and just just put in the text chat that ash Davis, and who unfortunately just left the university for the greener shores of Amazon build a bunch of different Pathfinder activities and her classes. 210 00:32:47.760 --> 00:32:53.130 Brian Klaas: are great that we're sort of you know, healthcare situations healthcare settings right she's still teaching the storm sorry that's right she hasn't left in. 211 00:32:53.850 --> 00:33:00.330 Brian Klaas: she's still teaching, which is good but iteration is a really important part of this process it's a very important part of the process. 212 00:33:00.630 --> 00:33:07.170 Brian Klaas: Alright, so what i'd like to show you very briefly and probably about 10 minutes, maybe less is actually how you would build a Pathfinder simulation. 213 00:33:07.590 --> 00:33:20.970 Brian Klaas: So i'm gonna go ahead and share my screen again and i'm going to walk through this hopefully not too quickly, and if you do have questions just ask raise your hand interrupt me put them in the text chat as we go along so i'm gonna go ahead and create a new simulation here and. 214 00:33:22.050 --> 00:33:28.860 Brian Klaas: This is just a live DEMO is called a live DEMO i'm not going to include any an introductory text, well, I could, this is a. 215 00:33:30.450 --> 00:33:41.370 Brian Klaas: Exercise right there are some way, to put it here you notice the rich text editor you can put whatever kind of content, you want in there you have a few options. 216 00:33:41.940 --> 00:33:49.680 Brian Klaas: You can allow people to start over at any point in time or not, the default is yes, this is just really basic stuff what's more interesting is this screen. 217 00:33:50.520 --> 00:34:01.110 Brian Klaas: So in Pathfinder There are essentially three kinds of objects starting point a decision point and an ending point. 218 00:34:01.680 --> 00:34:08.430 Brian Klaas: And so you started a starting point and, as I mentioned earlier, there can be multiples of the starting points, if you want there to be. 219 00:34:09.090 --> 00:34:11.010 Brian Klaas: You are taken through a series of decisions. 220 00:34:11.220 --> 00:34:20.340 Brian Klaas: And then you end up at an ending point and ending point doesn't necessarily have to be a positive or negative outcome it's just the end of the simulation you've reached the end of the road that's all that it is there. 221 00:34:20.610 --> 00:34:23.790 Brian Klaas: And so it Pathfinder does is it gives you. 222 00:34:24.420 --> 00:34:30.990 Brian Klaas: This basic framework to start with right start make a decision and and decision points, by the way, can just be continue on to the next step. 223 00:34:31.260 --> 00:34:37.050 Brian Klaas: continue on to the next step, it can be very, very simple like that, or they can branch off into multiple paths here. 224 00:34:37.680 --> 00:34:39.540 Brian Klaas: So you can think about I mean there's there's well. 225 00:34:39.870 --> 00:34:48.090 Brian Klaas: i'll just get started with this so i'm going to start with the starting object and i'll be perfectly honest with you, I have text written on the side i'm not going to make you sit there and watch me type in lots of text here. 226 00:34:48.660 --> 00:34:55.680 Brian Klaas: Because i'd be super super boring, so what i'm gonna do is i'm going to be doing lots of copying and pasting from my. 227 00:34:56.700 --> 00:35:01.470 Brian Klaas: From a just little text file that I have over on the side to do this work a little bit faster for you so i'm going to. 228 00:35:01.920 --> 00:35:16.500 Brian Klaas: start at a starting object and I Double Click on it and there's a bunch of options that I have here right so it's called starting object now but that's not what I want to call it i'm going to call this one, a mathematical journey into the past and i'll talk about exits in a minute. 229 00:35:16.530 --> 00:35:23.880 Brian Klaas: Here and and how they sort of work because that's one of the things about Pathfinder you have to think about the exits from one object to another. 230 00:35:24.510 --> 00:35:25.530 Brian Klaas: There and. 231 00:35:26.880 --> 00:35:33.300 Brian Klaas: I can randomize the display order of exits we call it that's linkages from one object to another, I can provide a hint. 232 00:35:33.540 --> 00:35:38.790 Brian Klaas: If I want to do that in case you know you want us to encourage people down a specific path you can do a hint saying. 233 00:35:39.060 --> 00:35:47.790 Brian Klaas: This exits better than that exit or you know don't forget X, Y or Z or whatever it might be you could attach additional files like if you have PDF reference documents, what have you. 234 00:35:48.270 --> 00:36:05.010 Brian Klaas: But i'm going to just very quickly just add some text down here to this object and i'm going to add an image, using the insert image tool here in Pathfinder and I are sorry in the rich text editor and hopefully this won't take too long to do. 235 00:36:06.570 --> 00:36:13.980 Brian Klaas: If my insert image tool will load, why is it all loading and try this one more time pray. 236 00:36:18.270 --> 00:36:22.170 Brian Klaas: Okay Well, this is the fun of a live DEMO right, the images don't go in. 237 00:36:22.740 --> 00:36:28.530 Brian Klaas: But that's Okay, because I could do other things I could go in the source and I could put a link to an image on a website, or something like that. 238 00:36:29.070 --> 00:36:37.020 Brian Klaas: But again, you can insert images, you can insert movies, you know I had like an example of a YouTube video earlier yeah I saw there's some folks from. 239 00:36:37.440 --> 00:36:44.100 Brian Klaas: The from b&b and on here today, so you can imagine the Pathfinder Sim where students walk into a lab and they're shown. 240 00:36:44.490 --> 00:36:51.390 Brian Klaas: 360 video the lab right, and so, because Center for teaching and learning has 360 video cameras and you can embed that 360 video and a year and. 241 00:36:51.630 --> 00:36:58.320 Brian Klaas: Students can literally look around the lab and then they can make a series of choices based on whatever sort of scenario you set up for them there. 242 00:36:58.590 --> 00:37:07.590 Brian Klaas: And i'm really annoyed that my PICs aren't going to show this insert image is not working right here i'm not sure it was last night but it's not working for me right now, of course. 243 00:37:08.250 --> 00:37:18.480 Brian Klaas: So, in any case, because I had lovely pictures that I could insert here, so I put some content in there right, this is the stuff students are supposed to decide on and follow, and you can see here that I have. 244 00:37:19.830 --> 00:37:25.290 Brian Klaas: The title is changed, and then I need to think about my exits where I want people to go, so let me go back in here, one more time. 245 00:37:25.860 --> 00:37:30.600 Brian Klaas: So here, I say you know here says, you find yourself awaken and natalie and someone yells I need your help and then. 246 00:37:30.810 --> 00:37:38.250 Brian Klaas: started up by the figure running to you, and then I can create my exits here, and these are the choices that students would have so i'm going to say I can hold my ground. 247 00:37:38.550 --> 00:37:45.300 Brian Klaas: Or, I can turn and run in the other direction, so those are my two exits and I can make that change here, and you notice that. 248 00:37:46.020 --> 00:38:01.440 Brian Klaas: Pathfinder has these sort of it on the screen, it says Oh, there are my exit hold my ground turn around in the other direction, so I can actually create another object here on the screen and i'll make this an end one will make this a very fast fast end of this same here. 249 00:38:02.760 --> 00:38:05.730 Brian Klaas: Because this is a, this is a bad choice right, this is a bad choice. 250 00:38:06.390 --> 00:38:15.840 Brian Klaas: And let me go down here i'll just quickly copy and paste all my text in here and basically what it is, is that you've you run away you go down this alley and there's a door and. 251 00:38:16.200 --> 00:38:25.230 Brian Klaas: dark and you run through and you come out the other side and you're literally you're in a Coliseum and there's lions and that's the end of you and I had a really great picture of Patrick from sponge Bob. 252 00:38:25.530 --> 00:38:33.840 Brian Klaas: Being almost eaten by a lion and, of course, my insert image is not working right now so anyways um, as this is an endpoint here. 253 00:38:34.260 --> 00:38:40.110 Brian Klaas: This could be a success, like make it meaning like a success you've successfully completed the Sim if that's important. 254 00:38:40.380 --> 00:38:48.030 Brian Klaas: To you, you can have students start over you can have them returned to the last decision point and we provide a built in evaluation that Brittany had showed earlier. 255 00:38:48.600 --> 00:38:50.880 Brian Klaas: which I can put on there as well, so. 256 00:38:51.510 --> 00:39:01.170 Brian Klaas: This is this is this sort of ending point right, so if if people hold their ground I want them to continue on in the presentation if they turn it around the other direction, I want them to sort of end right here that's. 257 00:39:01.770 --> 00:39:04.140 Brian Klaas: gone into the Colosseum and they got eaten by the lion. 258 00:39:04.950 --> 00:39:16.560 Brian Klaas: So, to make linkages between objects and Pathfinder it's pretty easy actually I click on this little handlebar next to the exit that I want to use and I drag align from that one. 259 00:39:16.920 --> 00:39:24.330 Brian Klaas: From the object, I want to start out to the object, I want to end that so over here into the lions den and it looks it up and so that's how easy it is to create linkages. 260 00:39:24.810 --> 00:39:44.700 Brian Klaas: Between objects in Pathfinder somebody continue on here i'm going to continue on with this my text here, so this person that i'm that needs help from me says help I need your help i'm I just come with me, so I can continue on so i'm going to create another object right. 261 00:39:46.170 --> 00:39:59.310 Brian Klaas: And here I was quickly copy and paste into here and he's telling me the person that I need to he's he's he's planted decorate for a party and he needs to run some rope across the square. 262 00:40:00.810 --> 00:40:16.800 Brian Klaas: peg square area square a little area outdoors there, but he doesn't know how much rope to put up there right, so he needs he knows that each the walls is 19 feet in length, but he doesn't really know like how much rope do I make to go across diagonally in this particular. 263 00:40:17.880 --> 00:40:23.040 Brian Klaas: Environment he wants to hang candles off the road, now that that safe or anything but you know you go ahead and do it so. 264 00:40:23.460 --> 00:40:37.530 Brian Klaas: Then I create my exits here, and again I can create more than one exit for this because there could be more than one right answer or wrong answer a different path that I want people to go down so i'm going to go ahead and quickly create some exits from this particular. 265 00:40:38.790 --> 00:40:48.810 Brian Klaas: object so and the eggs in this case are different equations or theorems that you would apply to help solve this problem, this is now a math simulation. 266 00:40:49.740 --> 00:41:09.750 Brian Klaas: So what I can do is again i'm going to drag my little arrow from the one object to the next, I need to create a up That was a mistake, ending point right, I need to do that as well, so i'm going to go ahead and say just do this real quick cuz i'm going to reuse this ending point a lot. 267 00:41:10.890 --> 00:41:12.090 Brian Klaas: In this little simulation. 268 00:41:13.620 --> 00:41:24.810 Brian Klaas: Just to make it simple and easy for me to get this work done and I can move these around on the screen so it's less work, so I can see sort of like a nice linear flow, where there is a linear flow here so. 269 00:41:25.290 --> 00:41:28.920 Brian Klaas: In this case, these equations and quadratic equation is not the right answer. 270 00:41:29.400 --> 00:41:39.660 Brian Klaas: The triangle and the quality theorem is not the right answer so i'm just going to put them both as the end point, but what is the right answer is the pythagorean theorem so i'm going to go ahead and i'm going to create another. 271 00:41:41.250 --> 00:41:46.170 Brian Klaas: there's another decision point here right where i'm going to use a little bit of algebra. 272 00:41:46.680 --> 00:41:57.630 Brian Klaas: To solve this problem so again we're applying skills that students have learned and I just want to quickly show you that again, in addition to audio and video which I don't know why that's not working right now, I can also do. 273 00:41:58.320 --> 00:42:06.360 Brian Klaas: A la tech is supported so if you have equations of any kind, that you can write out in the late tech, you can do that, and you can insert them directly into. 274 00:42:07.080 --> 00:42:15.780 Brian Klaas: Your your your choice here now to the to the object and so here i'm doing some calculations and i'm going to ask the student based off the information that they have. 275 00:42:15.990 --> 00:42:24.150 Brian Klaas: And the fact that they're going to be using the pythagorean theorem to solve this problem, I can then give that a series of answers that are here. 276 00:42:24.720 --> 00:42:31.260 Brian Klaas: and make all of those individual groups individual assets right choices that they could choose. 277 00:42:31.560 --> 00:42:38.580 Brian Klaas: Again, that you know, this is a little bit very linear there's a right or wrong answer for each but that's in the service of showing you how quickly you can do these things. 278 00:42:39.360 --> 00:42:52.740 Brian Klaas: So I need to go back and make sure i'm linking the correct choice pythagorean theorem to the next step in my simulation and I know that, which is the right or wrong answer here so i'm going to say that 8.7 is not right 19.1 is not right, but. 279 00:42:53.760 --> 00:43:03.720 Brian Klaas: The next one, is the right one and that's this one, so I 26.8 is the right answer, and so this is the end of the simulation but i'm going to sort of. 280 00:43:04.380 --> 00:43:08.880 Brian Klaas: create something a little more comprehensive than just saying you've reached the end right. 281 00:43:09.300 --> 00:43:18.780 Brian Klaas: So it's an ending point Yes, this is successful right because in this case, there is a right answer so this gets marked as a success, I can do the same evaluation at this point. 282 00:43:19.290 --> 00:43:31.590 Brian Klaas: If I want, and I can put in a lot more text in here right, I can put in a lot more text i'm going to explain how you actually derive this answer and i'm going to quickly switch over to some html because it's faster for me. 283 00:43:33.240 --> 00:43:41.760 Brian Klaas: In this part right here, but in this deriving of the answer i'm actually using a bunch of equations and step by step, I walk them through what was correct and what was incorrect about. 284 00:43:42.180 --> 00:43:44.130 Brian Klaas: Their decision making, making process. 285 00:43:44.700 --> 00:43:52.260 Brian Klaas: So, in the end day you wake up from your dream and you've actually learned something in the dream there so i've created you know, a. 286 00:43:52.470 --> 00:43:58.920 Brian Klaas: sort of four step simulation relatively straightforward with multiple right and wrong answers in a pretty short amount of time. 287 00:43:59.520 --> 00:44:04.860 Brian Klaas: Again, this is just one example of how you can do Pathfinder simulations. 288 00:44:05.370 --> 00:44:13.020 Brian Klaas: It does require again thinking about what the objectives are and then mapping out that content, at a time, you can kind of do it on the fly and here. 289 00:44:13.200 --> 00:44:20.790 Brian Klaas: You just have to sort of keep track of all the little boxes on the screen, the same way that you'd need to keep track of the basic flow of events in the simulation from. 290 00:44:21.210 --> 00:44:27.540 Brian Klaas: One point to another either you know with a bunch of sticky notes with my mapping tool something like that. 291 00:44:27.930 --> 00:44:34.260 Brian Klaas: To make it come alive inside of Pathfinder but, once you get to that point of mapping out your content it's relatively straightforward. 292 00:44:34.500 --> 00:44:40.680 Brian Klaas: Because you have either beginning objects decision objects or end objects and it's pretty easy to drag them around. 293 00:44:40.890 --> 00:44:47.040 Brian Klaas: And and and and make connections and if you were to say come back with this and you're like oh next year, you know what I think it'd be great to have. 294 00:44:47.370 --> 00:44:57.180 Brian Klaas: A different path that took you sort of over here it'd be easy enough to do that, because just add more objects and different exits that go to those objects, and you can have multiple branching paths in there as well. 295 00:44:57.510 --> 00:45:13.170 Brian Klaas: So that's the tool that's how it works, hopefully not too confusing in terms of using it if there's any questions about how to use it, have you happy to answer them or I can turn it back over to Boris and we'll open it for questions in general about Pathfinder. 296 00:45:23.460 --> 00:45:23.850 Brian Klaas: alright. 297 00:45:27.390 --> 00:45:28.170 JHSPH CTL Teaching Toolkit: Thank you, Brian. 298 00:45:29.790 --> 00:45:31.140 JHSPH CTL Teaching Toolkit: so long for being safe. 299 00:45:34.620 --> 00:45:36.690 JHSPH CTL Teaching Toolkit: lions mad very safe. 300 00:45:38.070 --> 00:45:40.140 Brian Klaas: yeah I don't know why all my examples have like you know. 301 00:45:40.200 --> 00:45:45.720 Brian Klaas: death of the person who's doing this simulation involved, but they all seem to I don't know why that is. 302 00:45:46.230 --> 00:45:47.880 Celine Greene: Because you have teenage boys. 303 00:45:47.910 --> 00:45:54.420 Brian Klaas: Brian yes that's exactly right, I have three teenage boys and you know that's where the mind is when you're thinking about this stuff. 304 00:45:55.290 --> 00:45:57.450 JHSPH CTL Teaching Toolkit: remind everybody that this is recorded so. 305 00:45:59.430 --> 00:46:02.880 JHSPH CTL Teaching Toolkit: Do we have questions for Brittany for Brian. 306 00:46:05.040 --> 00:46:09.210 JHSPH CTL Teaching Toolkit: If you plan on using are deploying this tool, and this is the first time. 307 00:46:10.230 --> 00:46:23.100 JHSPH CTL Teaching Toolkit: Please consider reaching a CT ll and we will be reaching out to you with our instructional designers and board with you to make sure that the tool is perfectly aligned with your course. 308 00:46:25.170 --> 00:46:28.170 Bruce Lippy: I do question is Bruce Lee and. 309 00:46:29.190 --> 00:46:39.120 Bruce Lippy: Once you get into that as a student, you have to follow along can't jump ahead right and you need to take so you know for me we've been do. 310 00:46:39.480 --> 00:46:52.680 Bruce Lippy: actual case studies of occupational fatalities and there are great studies done on and why each of those occurred by niosh and I would make that at the very end, as a document, they could access after they work through. 311 00:46:53.040 --> 00:47:00.600 Bruce Lippy: Thinking about how they could have prevented it but but that you know so that would be at the end and easy to structures that right. 312 00:47:04.710 --> 00:47:12.990 Brian Klaas: Sorry dad me myself yeah so students cannot skip ahead, they can go back and you can you can even turn that ability off, they can start over from the very beginning. 313 00:47:13.320 --> 00:47:17.700 Brian Klaas: and not be able to sort of walk themselves back to a decision that they made it they made that wasn't great. 314 00:47:18.360 --> 00:47:25.020 Brian Klaas: You can turn that feature off, but they can never jump ahead, I mean unless, of course, other students share with them, you know the answers in the same way that you know. 315 00:47:25.260 --> 00:47:35.730 Brian Klaas: The answers to a quiz or exam or something like that, but yeah you could do exactly that and have them walk through the case and then at the end have the document for them to download and and utilize for further reference. 316 00:47:36.540 --> 00:47:37.110 Bruce Lippy: Great Thank you. 317 00:47:40.500 --> 00:47:44.400 Brian Klaas: selina asked me briefly talk about the reporting features of Pathfinder. 318 00:47:45.390 --> 00:47:55.680 Brian Klaas: Sure, I don't know that I have any good reports to show you let me see if anything comes up on this one I don't even think there's going to be yeah. 319 00:47:56.010 --> 00:48:00.660 Brian Klaas: Well i'll just briefly oh wait you're not seeing my screen usually helpful when you want to show your screen. 320 00:48:01.200 --> 00:48:08.730 Brian Klaas: That you actually share your screen alright so um, let me just walk you through the different kinds of reports reporting that's available and and maybe. 321 00:48:09.330 --> 00:48:14.640 Brian Klaas: While someone else's talking I can go find a class maybe a brittany's class where we could actually see the actual data in there. 322 00:48:15.240 --> 00:48:22.710 Brian Klaas: So there are a limited number of reports a series of reports that are available to you for each Pathfinder Sam here there's four of them. 323 00:48:23.310 --> 00:48:33.450 Brian Klaas: there's a built in evaluation which Brittany showed you earlier, which asks a series of standardized questions about the sin was it cleared it a logical, was it a valuable learning experience like scale kind of questions. 324 00:48:34.170 --> 00:48:39.960 Brian Klaas: You can then see so this would be in this case, the evaluation results, even though there's no one who's who's done anything here. 325 00:48:40.620 --> 00:48:43.680 Brian Klaas: You could see the number of responses to each option. 326 00:48:44.250 --> 00:48:50.400 Brian Klaas: In this m so you'd be able to see you know at this decision point how many students total out of all the students who took it. 327 00:48:50.580 --> 00:48:58.560 Brian Klaas: chose this exit or this exit you know these options, they are so that you could maybe see these are points at which students would be having problems right, this is a common. 328 00:48:58.980 --> 00:49:07.980 Brian Klaas: If there is a right and wrong path failure point or you know students chose this option more overall maybe that's an area of interest for students, more broadly, within the class if you have. 329 00:49:08.490 --> 00:49:18.810 Brian Klaas: sims that are less sort of correct incorrect answer oriented ones there, but you can see that data, you can see each student who has or has not completed the simulation. 330 00:49:19.560 --> 00:49:21.450 Brian Klaas: There, and of course in this one there isn't any. 331 00:49:22.290 --> 00:49:31.890 Brian Klaas: Our how far how progress, how far along they are, how many times they've gone through it there, and on an individual student basis you could look down at an individual student had a these. 332 00:49:32.220 --> 00:49:37.080 Brian Klaas: i'm actually taking it and then you would see the exact order of steps that that student took. 333 00:49:37.680 --> 00:49:47.160 Brian Klaas: In in taking the simulation as well, which might be useful for sort of talking to students, through it, if they had questions that a future point like well I don't really understand why this was. 334 00:49:47.340 --> 00:49:55.800 Brian Klaas: A problem, or what should I have done differently, you can look and see Oh well, at this point, you chose X and that was a problem because why sleep, you have a question. 335 00:49:56.670 --> 00:50:02.640 Celine Greene: yeah I just oh it's not a question so much as a comment, I just wanted to point out that the reporting features are definitely. 336 00:50:03.390 --> 00:50:13.320 Celine Greene: One of the things again with ash because I worked with her, one of the things that were used in the refinement of her Pathfinder activities but. 337 00:50:14.160 --> 00:50:24.840 Celine Greene: I also wanted to just add in something that I don't know that was mentioned, but the Pathfinder activity, I think we can link to it as an individual. 338 00:50:25.620 --> 00:50:37.290 Celine Greene: Page like so in an activity page or from a class sessions, you can link to the Pathfinder, but you can also have it as an actual schedule builder item to link to it, so it can be part of. 339 00:50:38.130 --> 00:50:45.840 Celine Greene: The structured activity in the course and as the universal design for learning ambassador for the school, I just want to point out how. 340 00:50:46.680 --> 00:50:57.690 Celine Greene: This whole thing of engaging the students own their own pacing their own, this is a tool for them to pivot right to pivot and relearn so. 341 00:50:58.050 --> 00:51:03.900 Celine Greene: When Bruce was talking about when we're talking about whether or not students can redo or retake or anything like that. 342 00:51:04.230 --> 00:51:11.640 Celine Greene: This is so such a good tool for somebody to reassess themselves and, in addition to if anybody didn't catch wind of it. 343 00:51:12.120 --> 00:51:22.620 Celine Greene: The new in lecture quizzes these opportunities that we built in to our courses for students to direct their own learning to find out where the gaps are and so that feedback part of it. 344 00:51:23.100 --> 00:51:35.760 Celine Greene: We showed really fast how easy it can be to build a Pathfinder but the feedback that we built into it is really, really valuable So yes, the reporting features give you a lot of. 345 00:51:36.840 --> 00:51:54.240 Celine Greene: stuff but again just in the design and again Brittany or anybody else who may have worked with it, that feedback to help students to understand better where their gaps and learning are and things like that it's just very important to universal design as well. 346 00:51:55.290 --> 00:52:06.540 Brian Klaas: Absolutely absolutely you know self direction choice, these are important principles so Brittany, I just i'm pulling up the evaluation results from last year's class here really quickly, so you can see, this is what Britney had sort of shown before. 347 00:52:06.780 --> 00:52:12.120 Brian Klaas: And then, if I click on an individual student i'm just going to pick someone having no idea what any of these students actually did. 348 00:52:12.480 --> 00:52:16.740 Brian Klaas: You can actually see the steps of that student took and when they did this work. 349 00:52:17.280 --> 00:52:26.010 Brian Klaas: As well inside of the of the simulation you can see, the number of times that students did it a good number of students wow one student it six times that's great. 350 00:52:26.280 --> 00:52:41.670 Brian Klaas: Right so but, again, this is the kind of stuff you want to practice, you want to try and get this stuff right, and I think that's really interesting and valuable information so here also is that report by object by Decision point and what students chose. 351 00:52:42.060 --> 00:52:43.830 Brian Klaas: by each of the decision points as well in. 352 00:52:43.830 --> 00:52:49.650 Brian Klaas: Case that's interesting to you, such as some of the populated data so Brittany, thank you for letting me show that really quickly everybody. 353 00:52:55.710 --> 00:52:57.210 JHSPH CTL Teaching Toolkit: Do we have other questions. 354 00:53:03.690 --> 00:53:15.150 JHSPH CTL Teaching Toolkit: doesn't seem like we do so, it probably could be a good point to close it by reminding everybody if you have any further questions, please reach out to see dll. 355 00:53:16.050 --> 00:53:28.860 JHSPH CTL Teaching Toolkit: A couple of reminders in terms of future events that we have upcoming on April 29th at 3pm we're going to have a toolkit on creating universally accessible materials. 356 00:53:30.000 --> 00:53:35.760 JHSPH CTL Teaching Toolkit: And mater Tina 10am we are going to have a toolkit on steps to prepare for the next academic year. 357 00:53:36.690 --> 00:53:44.010 JHSPH CTL Teaching Toolkit: A quick reminder, we will share with you a link to the recording and a link to the PDF of this presentation in the next few days. 358 00:53:44.520 --> 00:54:00.270 JHSPH CTL Teaching Toolkit: In a please join me in thanking me again Britney and Brian for their wonderful presentation on this tool and we're looking forward to new ways to implement this tool in your courses, we would like you to embrace this tool. 359 00:54:00.960 --> 00:54:06.060 JHSPH CTL Teaching Toolkit: is powerful and evaluations of the students are consistently positive. 360 00:54:07.410 --> 00:54:08.310 Brian Klaas: Thank you Leon. 361 00:54:09.120 --> 00:54:14.910 Brian Klaas: And we're happy myself, I know, Boris saline and MIA and Kathy and everyone else. 362 00:54:15.090 --> 00:54:16.260 Brian Klaas: Center for teaching learning is here. 363 00:54:16.800 --> 00:54:24.270 Brian Klaas: If you just want to brainstorm ideas, because a lot of times the hardest part of Pathfinder is brainstorming ideas like what could I use this for how might I use this. 364 00:54:24.630 --> 00:54:35.340 Brian Klaas: we're here we're here to help and be happy to help provide some of those ideas for you come up with them, or if you already have a basic idea help you sort of map that out and figure out what might work best in this environment for you. 365 00:54:38.310 --> 00:54:38.580 Brian Klaas: Thank you. 366 00:54:40.920 --> 00:54:41.520 JHSPH CTL Teaching Toolkit: Thank you. 367 00:54:43.260 --> 00:54:46.290 JHSPH CTL Teaching Toolkit: Sir, if further questions. 368 00:54:47.730 --> 00:54:49.530 JHSPH CTL Teaching Toolkit: Thank you have a good weekend. 369 00:54:50.400 --> 00:54:51.630 JHSPH CTL Teaching Toolkit: bye bye bye.