An Educational Service Organization (ESO) should be established by the Academic Health Center to facilitate development, implementation, and oversight of new and innovative educatonal processes in the health professions curriculum. The proposed ESO will reaffirm the AHC's commitment to education as a real and valued commodity and establish the AHC as a nationally recognized test site for determining the effectiveness of newly developed instructional materials and methods.
The enormous changes in educational delivery systems and explosion of educational technology gives the AHC the opportunity to be a leader in the use of educational methods such as small group learning, self-instruction, dialogue, debate, problem-based learning, and team approaches, and in the use of electronic media such as computer-based instruction (CAI), teleconferencing, and the Web as a teaching tool. The proposed ESO will be designed to enhance and integrate these methods and media.
Key goals and objectives are to:
The proposed ESO will be an umbrella organization whose services will be available free of charge to all faculty in the AHC. Its director will be responsible for four proposed ESO subdivisions:
The ESO administrative structure and operations will be designed to encourage faculty throughout the AHC to participate and interact with professionals, technicians, programmers, and graphic artists within and among the four ESO subdivisions. Guidance will be provided by an ESO advisory committee consisting of two faculty representing each of the seven academic units. The committee will assist the ESO Director in carrying out his/her responsibilties and assist in establishing performance benchmarks.
The ESO will require both one-time start-up money and additional continuing monies. The ESO may elect to market its capabilities to schools, colleges, and departments outside the AHC but within the University of Minnesota system. In addition, external funding opportunities will be pursued by the ESO, with guidance from its advisory board, to supplement ESO special project monies to be awarded on a competitive basis.
In response to changing educational delivery systems and a need to be more efficient in educational processes, it is proposed that the Academic Health Center establish an Educational Service Organization (ESO). With the establishment of an ESO, the development and implementation of new and innovative educational processes into the health professions curricula will be facilitated. Equally important, the effectiveness of these innovative educational processes will be tested through careful evaluation. Specifically, establishment of the ESO will (1) affirm the Academic Health Center's commitment to education as a real and valued commodity, (2) establish the Academic Health Center as a nationally recognized test site for determining the effectiveness of newly developed instructional materials and methods, and (3) meet the following educational functions and goals/objectives:
Facilitate the evaluation of the effectiveness of new educational methodologies as they are introduced into the curriculum
Background
The Academic Health Center (AHC) is comprised of 7 Academic Divisions: College of Pharmacy; College of Veterinary Medicine; School of Dentistry; School of Medicine (Duluth); Medical School (Minneapolis); School of Nursing; and the School of Public Health. These seven divisions, representing a variety of disciplines, are responsible for the educational processes whereby health care students become competent health care practitioners. The AHC is obligated to conduct those educational processes in an effective, efficient manner.
The recent explosion of educational technology, matched only by enormous changes in educational delivery systems, has not gone unnoticed by the AHC. Anyone associated with educational processes in recent years is cognizant of the fact that both technological and experiential learning processes are changing, and changing rapidly. Part of this change is due to technological advances that permit different delivery systems of information. Clearly, the use of electronic media, computer-based instruction (CAI), teleconferencing, etc. has occurred as a result of these technological advances. Other changes in learning processes are perhaps more subtle and experiential and relate to a variety of environmental arrangements that can enhance the educational process. In recent years, for example, there has been an emergence of new or previously seldom-used methodologies in the educational arena involving such things as small group learning, self-instruction, dialogue, debate, problem-based learning, team approaches to solving specific issues or problems, distance education, and the use of the Web as a teaching tool. While in many situations the traditional lecture format is still appropriate for large and small groups, more and more frequently alternative approaches are being recognized as equally (perhaps, in many cases, more) effective than the traditional lecture approach. These and other novel approaches to teaching and learning have proven to be very effective in appropriate situations and as a result are beginning to permeate curricula as viable, indeed, preferable approaches, to more traditional educational processes.
The AHC of the University of Minnesota has been in the forefront of efforts to be one of the nation's premier training institutions in the Health Sciences. There are numerous examples across the schools of the AHC that demonstrate a variety of new and innovative educational approaches which use both new technological opportunities and alternative experiential processes. These methods, separately or in combination, have been recognized for their effectiveness. A partial list of innovative educational approaches that have emerged from the AHC includes:
These creative eductional endeavors have been instrumental in establishing the AHC as a leader in innovative learning technologies. However, as a means of ensuring that the AHC remains a player at the forefront of health professions education, several issues need to be addressed:
2. Staff support for faculty initiatives in the development and implementation of new and innovative educational methods.
3. Evaluation of new educational processes as they are implemented.
4. Rewards for faculty who contribute to the development of cutting edge educational processes.
The establishment of an Educational Service Organization will address the issues listed above, as well as the educational functions and goals/objectives of the AHC listed on the first page of this proposal.
It is proposed that the AHC establish an Educational Service Organization to meet the goals and objectives identified on the first page of this proposal.
Structural Organization
The following document outlines a viable organizational structure that would encourage, facilitate, and enhance the development and delivery of new and sophisticated educational methods by faculty in the Academic Health Center and lead to more efficient learning by students within the various schools associated with the Academic Health Center.
The umbrella organizational unit would be the Educational Service Organization (ESO). As indicated in Figure 1, the ESO would have a Director who would oversee and be responsible for the functioning of four ESO subdivisions (units). The anticipated duties of the Director are listed further on in the proposal. Each subdivision of the ESO would have a primary area of responsibility to the overall function of the ESO, but each subdivision would also have interactive relationships with each of the other subdivisions. The ESO and its subdivisions would, collectively, be considered a service organization and its services, as such, would be available to faculty in all schools of the AHC. These subdivisions would provide the necessary support to accomplish the goals and objectives outlined on the first page of this proposal.
The supporting subdivisions of the ESO are the:
An advisory committee consisting of 2 faculty chosen from each of the 7 academic units (14 total members total) would be advisory to the director and assist the director in carrying out his/her responsibilities.
As indicated in Figure 1 the Educational Evaluation Unit is a key component within the entire structure of the ESO. Evaluation will be a critical component of everything that is done to improve the educational thrust of the AHC. Likewise, the endeavors being supported by any one unit can and must be supported where necessary by the other units.
Functional Organization
Critical to the success of the ESO is (1) the staffing of the various subdivisions with skilled technicians and professionals appropriate to proper subdivision functioning, and (2) removing impediments that would discourage faculty from seeking help from those technicians and professional staff members. Thus, faculty should be able to talk with evaluation specialists within the Education Evaluation Unit without worrying about what their time is going to cost them. Similarly, faculty should be able to consult specialists with expertise in alternative teaching methods in the Learning Domains Unit without wondering how they are going to pay for their time or advice. Staff within the Interdisciplinary Education Unit should be experienced in getting faculty in diverse disciplines to communicate with one another and encourage faculty to develop educational products or modules that cross departmental (interdisciplinary) and school (intercollegiate) lines to deliver comprehensive educational products efficiently and effectively. The Electronic Education and Development Support Unit should provide and maintain for the faculty a sophisticated computer workstation facility with state-of-the-art hardware and software for the development of multimedia and other computer-assisted instructional (CAI) projects. Educational computer programmers and media resources producers (graphic design artists, etc.) are essential to the efficient functioning of this subdivision, and again, availability of technical expertise and access to the computer workstations should be independent of the financial resources of any individual faculty member.
The number of individuals necessary to effectively staff each of the subdivisions is uncertain and will require some monitoring of demand/need to see what is most efficient. Where the various subdivisions will be based is unclear, although it is anticipated that one of the four subdivisions, i.e., the Electronic Education and Development Support Unit would be based at the University of Minnesota, Duluth, School of Medicine. Aimed at serving the needs of the AHC, this subdivision of the ESO will be ideally positioned to build upon the pioneering and nationally and internationally recognized multimedia courseware authored by faculty of the University of Minnesota, Duluth, School of Medicine, and integrate their expertise with similar efforts from faculty throughout the rest of the AHC. Other subdivisions could be located in any of the schools of the Academic Health Center.
Summary of the Essential Features of an Educational Service Organization
To be fully functional, and to greatly speed the development of new and innovative instructional materials and courseware, the features of the Educational Service Organization should ideally include, at a minimum:
2. Unrestricted access by faculty and staff to state-of-the-art computer
hardware and software and computer programming expertise. 3. Unrestricted access to technical staff to assist in the design, construction, and implementation of innovative courseware and instructional methods.
Unrestricted access means, among other things, that the equipment and/or professional and technical support will be available free of charge to faculty of the Academic Health Center. Clearly one of the largest impediments to developing highly creative and innovative instructional materials and methods is the lack of money available to purchase hardware, software, and expertise (i.e., programmers, graphic artists, instructional design professionals, and evaluation/validation professionals).
It is conceivable that the ESO could market its capabilities to schools, colleges, and departments outside of the AHC but within the University of Minnesota system. Similarly, possible sources of revenue might be through the marketing of the services of the ESO outside the University. These possibilities need to be explored. It is also anticipated that the Director and Associate Director will have, as part of their functions, significant fund raising duties to help support the ESO.
Financial Considerations and Ramifications
A detailed budget is difficult to develop without a clear understanding of the minimum number of individuals necessary to staff the four subdivisions. The establishment of the Educational Service Organization will require both one-time start-up money and additional continuing monies. The recurring monies will support the acquisition and maintenance of hardware, software, and procurement and retention of the staff personnel necessary to establish, maintain, and sustain the Educational Service Organization. The establishment of Educational Service Organization will add sophistication and expertise to the educational armamentarium of the faculty of the AHC by enabling and supporting the development of technologically advanced courseware and educational methodologies in both the clinical and basic sciences across the entire AHC and keep the AHC at the forefront of innovative health professions education in the nation.
Funds for special projects should be available on a recurring basis. It is anticipated that these monies would be awarded on a competitive basis through a grant proposal mechanism. The ESO advisory committee would play a major role in soliciting, reviewing, and awarding these monies to particularly meritorious projects. The monies would be used to hire additional personnel beyond what the ESO can provide, outsource projects or project components to third parties as appropriate, or fund other special needs that may arise as a project develops. It is hoped that approximately $ 200,000 could be made available annually for special projects.
Personnel
The Director for the Educational Service Organization will be recruited nationally. This individual should be either experienced in the development of multimedia health professions educational materials or in the development/evaluation of large-scale or small group professional education, to have a terminal degree in a relevant discipline (perhaps an Ed.D. in Instructional Design/Development) and to exhibit the characteristics of a leader for the University of Minnesota Academic Health Center. It is possible, but not necessary, that this individual be formally trained in one of the basic or clinical sciences; it is more likely that their content expertise will be in higher education.
The specific duties of the Director should include, but not be limited to, the following:
2. Work with a staff advisory committee comprised of members from all Schools of the AHC. Efforts to establish such a committee were in process at the time David Garloff announced he was leaving.
3. Be based at least 50-75% time in Duluth.
4. Provide a leadership role in developing a larger funding base than is currently available to support individual and/or group educational projects. This obviously would include significant grant writing efforts.
5. Develop a sequence/priority list of faculty projects over an initial 3-year period of time.
6. Work with staff of the Health Sciences Learning Resources Center and Biomedical Graphic Communications Department to provide the necessary support for the functions of the ESO.
7. Oversee the evaluation of educational initiatives. While the Director would not be expected to be an evaluation expert, the Director should be responsible for seeing that new educational initiatives are evaluated for their effectiveness.
9. Attempt to coordinate and create an atmosphere of cooperation between and among the various schools of the AHC in developing new educational tools.
Other personnel deemed necessary for the ESO can be broken down into those necessary for the proper functioning of the various subdivisions, and may well be drawn in large part from faculty, P & A, and staff from within the AHC:
Staff affiliated with this unit would be responsible for measuring the effectiveness/validity of instructional endeavors, both present and future. This subdivision would be responsible, for example, for helping faculty determine whether a new approach to teaching is as effective, more effective, or less effective than the previous approach utilized. Staff support for this subdivision could include:
1. Evaluation Specialist(s) (2-3) will be needed to work with the ESO Director and staff to evaluate, on both episodic and continuous bases, each major educational component as it develops. They will also evaluate what is in place to some extent as they help determine whether a new approach might be valid. These individuals will have a dual role with both faculty and AHC students. With faculty, they would ideally be involved from the beginning of each major educational project proposed by faculty of the Academic Health Center in order to insure that appropriate evaluation and outcome measurements are implemented to assess the educational validity, utility and high quality of teaching materials developed. They will work with students in evaluating developed materials. Their role will be substantial in the development and implementation of evaluation strategies that are specifically tied to problems that may arise when all program elements are in place.
This unit would be responsible for encouraging faculty to use the most appropriate learning domains for their educational efforts. This includes the adoption and implementation of alternative learning techniques (small group learning; PBL; computer-aided instruction; self-instruction; etc.). Staff support for this subdivision would include:
1. Two or three individuals trained in these alternative learning styles and techniques. These individuals would be available to faculty as consultants and be able to assist faculty in adopting new and innovative teaching methods into their educational offerings.
This unit would be responsible for encouraging and overseeing the development and utilization of electronic media for educational purposes. Staff support for this subdivision would include:
1. An Educational Computer Programmer who would work with faculty and other ESO personnel to develop multimedia educational projects.
2. A Graphic Artist (Media Resources Producer) who will specialize in the development of effective human interfaces and designs for the educational products developed by the faculty.
The Interdisciplinary Education Unit would be responsible for encouraging interdisciplinary approaches to education within single schools of the AHC as well as across multiple schools of the AHC. An example of where the latter is occurring is the recently established Rural Health School. Staff support for this subdivision would include:
1. Two or three individuals trained in facilitating the interaction of faculty with diverse areas of expertise, attitudes, and opinions into a functioning educational unit. This will be no simple task (as those who have been involved with the development of the Rural Health School can attest).
An Electronics Technician will be necessary to set up, develop and maintain equipment and software used in the ESO. The efforts of this individual will not be restricted to working on-site; rather, the Technician will work with Academic Health Center and community faculty in remote communities to ensure that each project is "transportable" to remote sites via telecommunications for electronic instruction . He/she will assist in the development of documentation and instructional programs for students, be available to remote users for telephone support (for both hardware and software problems) and assist in the provision of training to students and faculty.
It is expected that the ESO staff will forge excellent working relationships with personnel in all Academic Health Center schools at the University of Minnesota.
In addition to the technical and professional staff, the ESO will require secretarial support and a budget for recurring S E & E items.