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Education Model: Levels, Modalities, and Objectives Education Model: Levels, Modalities, and Objectives

Education Model: Levels, Modalities, and Objectives - PowerPoint Presentation

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Education Model: Levels, Modalities, and Objectives - PPT Presentation

Education Model Levels Modalities and Objectives Goal ZI becomes the recognized industry leader in effectively meeting the orthopaedic learning needs of HCPs by 2018 Starting with ZIs Why SS Maximize Confidence to Optimize Performance ID: 768664

learning objectives experience amp objectives learning amp experience fracture levels level time consultant confidence case options product learner classification

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Education Model: Levels, Modalities, and Objectives

Goal ZI becomes the recognized industry leader in effectively meeting the orthopaedic learning needs of HCPs by 2018.

Starting with ZI’s Why SS Maximize Confidence to Optimize Performance (Personalization & Life-long Learning Pathways) (Education) WHY

Strategy: 5 Key Elements

The Model - Educational Levels 1 4 3 2

Level of Experience 1 4 3 2 Resident (PGY 1-2)/Junior Medical Trainee Resident (PGY 3-5)/Graduate Medical Trainee Fellow Practicing surgeon/Consultant (low experience; not familiar with product/procedure) Practicing surgeon/Consultant (moderate experience; somewhat familiar with product/procedure) Practicing surgeon/Consultant (high experience; familiar with product/procedure) No to very low experience Very low to l ow experience Low to moderate experience Low to moderate experience Moderate to high experience High to very high experience

Experience vs. Bloom’s vs. ZI Continuum

Personalized Education Pathways to Learning & Skill Development Knowledge Acquisition (Instructional) Skill Enhancement (Expert Interactions) Skill M astery Skill Development (MasterClass) Options: BioSkills Inst. Course Local Mtgs E-learning Pre/post Course - Surgical Tech - Inst. Review - Video Review Options: BioSkills MasterClass Course ZCPW (Proctored/Non-Proctored) First Case Selection Webcast Options: Expert Interactions Course ZCPW (Proctored/Non-Proctored) First Case Selection Webcast Options: S2S Visit Difficult Case Consultation “Vinnie:” (knee courses) Learning Levels Modality Formats

The Zimmer Institute Confidence Pathway Collaborative Case Site ZIO Expert Interactions Course or S2S ZI Cadaveric MasterClass ZI Intermediate E-Learning ZIO In-service Local Instructional Course ZI ZIO Basic E-learning Early Career Late Career Marketing Campaign Clinical Research Accelero

Course Objectives: Critical to Quality Content Development Unlike other organizations who simply list teaching/agenda items... ZI utilizes critical learning objectives that specifically identify what attendees need to know and be able to do when they leave the course to achieve clinical success?The learning objectives drive course & content design

SMART ? SMART Work Common Mistake (Adjust) Needs revised (Rewrite) Missed the Point(Start over) Objectives should be specific and measurable Objectives include specific information about what the attendee will know and be able to do, and are measurable. (e.g . how well, how many, to what degree) Objectives are too general and will result in mixed outcomes. They lack specific information on what the attendee will know and be able to do. (e.g.. how well, how many, to what degree)  Objectives are vague in their description of what the attendee will be able to do. Objective are not measurable . Objectives are not constructed as actionable items to reach the goal. They do not have specific or measureable components. Objectives require high levels of thinking (cognition)Objectives reflect higher levels of thinking (cognition), based on Bloom's Taxonomy. Most objectives require low levels of cognition such as: "understanding “ or "identifies." Objectives only use low cognition or no verbs from Bloom’s Taxono my.Objectives don't use verbs to describe what the attendee will be able to do. Objectives should be time sensitive and achievable The objectives listed are realistic given the time and level of the target audience. There are too many objectives and/or too little time to achieve the objectives. Objectives are too difficult for the audience and/or the time is not well defined . Objectives use no verbs and contain no time frames t o determine if they are achievable . Objectives should be relevant to the learner /audience The learning objectives are directly connected to the topic and the level and needs of the learner. The learning objectives are loosely connected to the topics and won’t make good connections for the learner . The learning objectives are vague. The l earner will have difficulty connecting the relevancy of the learning objectives. The objectives are not connected to the topic and will result in the learner not seeing relevant connections to the topic. Rubric: Guidelines for Evaluating Behavioral Objectives This is an example of how to create clear guidelines for evaluation and grading of behavioral objectives.

Range of Verbs Used in Objectives The arrow shows the direction of verb/outcome complexity Knowledge Count Define Describe Draw Enumerate Identify LabelList Match Name Quote Read Recite Reproduce Select Sequence State Tell Write Comprehension Classify Conclude Convert Describe Discuss Estimate Explain Generalize Give examples Illustrate InterpretLocate Make sense of ParaphrasePredict ReportRestateReview Summarize Application Administer ArticulateAssess Change ChooseConstructDemonstrate DetermineDevelop Establish ImplementPredictPrepare ProduceRelate Select Solve Transfer Utilize Analysis Break down Characterize Classify Compare Contrast Correlate Debate Deduce Diagram Differentiate Distinguish Examine Illustrate Infer Outline Prioritize Recognize Relate Separate Synthesis Anticipate Categorize Combine Create Design Facilitate Formulate Incorporate Integrate Make up Model Modify Organize Perform Plan Rearrange Reconstruct Structure Substitute Evaluation Appraise Argue Assess Conclude Critique Decide Defend Valuate Interpret Judge Justify Predict Prioritize Prove Rank Rate Select Support

Example: Learning Objectives List the characteristics of the OTA hip fracture classification system Identify the pattern of a fracture on a radiographClassify the fracture in a given radiograph according to the OTA fracture classification system Infer or predict the level of stability of the fracture based on its pattern and classification Assess treatment options for a given fracture and choose and implant best suited to achieve reduction and stability Appropriately position the patient and apply the (device) to achieve reduction and stability

Infer or predict the level of stability of the fracture based on its pattern and classification Higher Thinking Lower Thinking List the characteristics of the OTA hip fracture classification system Example: Range of Learning Objectives

Course Changes? Deep Learning… More Than a Single Event

It’s a……

Learning Journey: Connected & Blended Pre – Course… At- Course… and Post -Course Pre Electronic At F2F PostElec. & F2F Discovery: What & Who Solutions: 1st Why What & How Support: How & When

Pre-Course: Preparation & Personalization Preparing for Consultant Interaction Course Objectives Historical perspective Anatomical refresher materials Clinical features of product(s) & Data Anticipated Instrumentation Background Video / Animation Related reference literature Gather Learner Needs… level of existing expertise

At-Course: Developing Skills & Confidence Developing Confidence through the Faculty Offer Solutions Current Science Demonstrate Skills Show Techniques Discuss Procedures Offer Technologies Address Questions &/or Clarifications Solicit Case Reviews Consultant Interaction & Support

Post- Course: Supporting Clinical Success Strengthening Confidence Additional Video-Learning Product/Procedural Resources Surgical Techniques Reference Materials Additional & Supporting ArticlesFollow up AppsNext Steps: Pathways Reimbursement Zimmer Contacts