Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs)
Abstract
:1. Introduction
2. A Way Forward
3. What is Dialogic Learning?
- (1)
- Egalitarian Dialogue: Everyone is part of the learning community and can make a useful contribution (e.g., the “emerging field” of social media Professionalism is still very fluid and likely to continue to be so as new technologies become readily available).
- (2)
- Cultural intelligence: The community has respect for each person’s experience in the dialogue (e.g., the “cultural intelligence” of pharmacists as they move from novice to practitioner, and understanding of the changing realities as one moves from the classroom to the commercial or hospital dispensary needs to be part of the professional standards of the field).
- (3)
- Transformation: True learning is respectful of “other” and is transformational in nature (e.g., as the UK becomes increasingly diverse in ethnicity and acknowledged sexual orientations, professionals such as pharmacists need to learn new elements of Professionalism in practice, not least in customer relations).
- (4)
- Instrumental: Knowledge is negotiated and collaborative and questions established structures (e.g., the emerging Professionalism of social media use, but also in identifying areas of poor compliance and/or congruence in areas where for instance complacency can lead to poor Professionalism, such as hand hygiene).
- (5)
- Meaning creation: Learning is a part of building personal and social identity. It gives people the possibility to decide, create and transform their lives (We analyse the data to detect if there is a learning curve in a particular community of practice such as pharmacy Professionalism and how it should be benchmarked if it exists).
- (6)
- Solidarity: All opinions are considered and are valid in knowledge-building (This is not the same thing as considering all opinions to be equally reliable and/or valid or authoritative but we take information from all parts of the profession from novice to expert to identify appropriate norms and standards for Professionalism in real-time practice).
- (7)
- Equality of differences: Differences in point of view are a source of richness (We examine these closely to generate the consensus view of pharmacy Professionalism and identify areas, which might be viewed as poor Professionalism).
4. What is Formative Calibrated Feedback for Learning?
- (1)
- Assessment of performance;
- (2)
- Provision of assessment feedback;
- (3)
- Reflection and decision making;
- (4)
- Use of feedback for learning and change.
5. Elements of Dialogic Learning
Perspective on Learning | Assumption | Assessment | Feedback |
---|---|---|---|
Associative | Learning as acquiring competence Learners acquire knowledge by building associations between different concepts. Learners gain skills by building progressively complex actions from component skills. e.g., learning the extent of their responsibilities to maintain confidentiality from obvious scenarios relating to “loose talk” to more complex questions of how much information can be released to insurance companies without explicit consent of the patient. | Concepts and competencies frequently assessed at micro level and in combination through macro level tasks. | Expert feedback focusing on weaknesses in skills and conceptual understanding. Interactive environments for knowledge and skills acquisition. |
Constructivist | Learning as achieving understanding Learners actively construct ideas by building and testing hypotheses. | Assessment by means of experimentation, discovery and inquiry-based tasks. | Self-generated feedback arising from reflection and self-assessment. Interactive discovery environments with opportunities for self-testing. e.g., Software such as Articulate and Bristol Online Surveys can quickly “locate” learner responses within cohort profiles, allowing the “calibration” step for feedback acceptance. |
Social constructivist | Learning as achieving understanding Learners actively construct new ideas through collaborative activities and dialogue. | Collaborative and cooperative tasks involving shared expression of ideas. Participation by learners in the design of assessment tasks. | Peer feedback arising from collaborative activities and dialogue. Interactive environments that support sharing and peer feedback. |
Social constructivist | The software facilitates the quick and efficient creation of a “learning community” of peers and role models in which to develop personal learning and development of professional persona through dialogue. | ||
Situative | Learning as social practice. Learners develop their identities through participation in specific communities of practice. | Holistic assessment in authentic or simulated professional contexts. Participation in social practices of inquiry and assessment. | Socially produced feedback from multiple sources. Feedback derived from authentic, real-life tasks. Interactive environments that simulate professional practice. Professionalism is profoundly “situative” and the software permits the delineation of acceptable standards and areas of fluidity for both respondents and regulators to reflect and act on. |
6. Using Survey Tools to Generate Calibrated Feedback Loops (CFLs) for E-Learning
7. Using Situational Judgement Scenarios (SJSs) to Generate Calibrated Feedback Loops (CFLs) for E-Learning
8. Designing Dialogic E-Elearning Using Calibrated Feedback Loops for UK Pharmacy Professionalism
- (1)
- Make patients your first concern;
- (2)
- Use your professional judgement in the interests of patients and the public;
- (3)
- Show respect for others;
- (4)
- Encourage patients and the public to participate in decisions about their care;
- (5)
- Develop your professional knowledge and competence;
- (6)
- Be honest and trustworthy;
- (7)
- Take responsibility for your working practices.
- Safety;
- Professional characteristics;
- Relationships with patients;
- Confidentiality and privacy;
- Accessibility;
- Training;
- Professional pressures;
- Services;
- Environment;
- Changing professional roles;
- Patient characteristics.
Conclusions
Conflicts of Interest
References
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Roff, S. Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs). Pharmacy 2013, 1, 53-64. https://doi.org/10.3390/pharmacy1010053
Roff S. Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs). Pharmacy. 2013; 1(1):53-64. https://doi.org/10.3390/pharmacy1010053
Chicago/Turabian StyleRoff, Sue. 2013. "Designing Dialogic E-Learning in Pharmacy Professionalism Using Calibrated Feedback Loops (CFLs)" Pharmacy 1, no. 1: 53-64. https://doi.org/10.3390/pharmacy1010053