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The Wild Frontier of Distance Learning in Health and Biological Sciences

The Wild Frontier of Distance Learning in Health and Biological Sciences. Janell Lang, EdS, Owens Community College, Toledo, Ohio President, National Network of Health Career Programs in Two-Year Colleges Anne Loochtan, PhD, Cincinnati State Technical and Community College, Cincinnati, Ohio

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The Wild Frontier of Distance Learning in Health and Biological Sciences

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  1. The Wild Frontier of Distance Learning in Health and Biological Sciences Janell Lang, EdS, Owens Community College, Toledo, Ohio President, National Network of Health Career Programs in Two-Year Colleges Anne Loochtan, PhD, Cincinnati State Technical and Community College, Cincinnati, Ohio President-Elect, National Network of Health Career Programs in Two-Year Colleges AACC Annual Meeting, April, 2008

  2. How long has distance learning (DL) been around?

  3. At least since the early 1800s, with the advent of the Penny Post...DL was also known as “correspondence courses” Daily Alta California of July 14, 1855, shown below, from Google Images

  4. For many years, correspondence schools were not well-respected in the US, but were the only available form of education for people in geographically isolated areas, especially in the late 19th and early 20th centuries. Distance Learning Faculty

  5. In the early to middle of the 20th century, Canadian and Alaskan outback residents used either correspondence and/or radio or sent their children out to boarding schools.

  6. We will not be suggesting that all instruction should be delivered in a DL format. However in order to increase access (especially for rural populations), to meet the needs of over-committed students, employers and consumers of health care, this issue cannot be ignored.

  7. Definition 1: “After the birth of the USDLA in 1989, the Los Alamos National Laboratory organized and sponsored the First Annual conference on Distance Learning…[where they defined distance learning as] structured learning that takes place without the physical presence of the instructor.” Geographical separation

  8. Definition 2: “As defined by The Quarterly Review of Distance Education journal, distance education is institutionally-based formal education where the learning group is separated and where interactive communications systems are used to connect instructors, learners, and resources. Geographical separation

  9. Definition 3: “What is distance education? Distance education comes in many different shapes and sizes. Distance education uses a variety of technologies to connect teachers and students outside of traditional settings. Students "attend" courses while at home, at work, a nearby campus, or even the library, while the instructor is located elsewhere in regards to space and time. Credit and non-credit courses, workshops, seminars, and continuing education are all offered at a distance. Sometimes distance learning courses are referred to as E-learning courses. This definition includes courses offered 100% at a distance as well as courses that might require some campus attendance. Another definition used is Web based course. This refers to courses delivered over the Internet. Usually, these courses do not require campus attendance.” Geographical separation

  10. Courses vs. programs • A word about support courses

  11. DL Models

  12. Types of Distance Learning in Health Care and Science Programs • single courses in support disciplines (i.e. core courses, biology, chemistry, general education courses, etc.) • courses in disciplines • hybrid courses (partial distance learning, partial on-campus) • certificate programs with 50% or more courses as DL • associate degree programs with 50% or more courses as DL • bachelor's completion programs (the most common form of DL for health care programs)

  13. Health career programs specifically require the development of physical skills. Most of these skills must be performed and evaluated in order to determine competency. • However this can still be considered distance learning if the program/course is physically separated from the student. • Ex. A student is enrolled in a DL program in Veterinary Technology. The theory-based courses occur via web, and the physical skills are learned at a local veterinary clinic or office, with specific competencies that must be completed and documented by trained preceptors.

  14. Model 1: College Distance Students Lec Lab Clin • Entire program offered at a distance-separated from the college by geographical distance. • All lectures, labs and clinicals offered close to the student. • May still be hands-on labs, but separated by geographical distance

  15. Examples Sinclair Community College Radiology program delivered at Hocking Technical College Columbus State Community College-Nursing Program Owens Community College-CIM Program

  16. Model 2 College Distance Students Lab Clin Lec • Part of the program offered at a distance-generally lecture portion offered online or combination of media, separated from the college by geographical distance. • Labs and clinics offered on the college campus or within the college’s geographical service area

  17. Example Columbus State Community College-Nursing Program (local students) Owens Community College-Nursing Program (local students)

  18. Model 3 College Distance Students Lab Lec Lab Clin • All lecture offered at a distance, separated from the college by geographical distance • Some labs offered on the college campus, some prepped at a distance • Clinicals (for health programs) offered where the student lives

  19. Example Biological science courses at CSTCC HIM CSTCC Computed Tomography CT) Certificate at OCC

  20. Yes….

  21. …and no

  22. Lab Resources • Prep via books, texts, articles • Lab on campus • Home-labs for lower-level science courses

  23. http://www.athomescience.com But there are great resources available

  24. http://www.esciencelabs.com/

  25. Examples of ID Technology: Ipods Video Streaming Podcasts Social Networking Lab Packs

  26. Accreditation Issues The Myths and the Realities of Accreditation of DL Courses and Programs

  27. National League for Nursing Accreditation Committee (NLNAC) • Standard I: Mission and Administrative Capacity. • For nursing education units engaged in distance education, the additional criterion is applicable: • Distance education, as defined by the nursing education unit, is congruent with the mission of the governing organization and the mission/philosophy of the nursing education unit.

  28. Commission on Dental Accreditation (CODA) • Accreditation Standards for Dental Hygiene Education Programs • There are no DH standards that specifically address distance learning since it is a delivery method for the curriculum. Programs have the freedom to select how best to deliver the curriculum as long as it does not adversely impact meeting those standards.

  29. Joint Review Committee on Education in Radiologic Technology (JRC/ERT)Radiography, Radiation or MRI • Identifies the following as substantive change(s): • Addition of an alternative learning option(s) that includes: • Weekend, evening or part-time tracks • Distance delivery of four (4) or more radiological science didactic courses (excludes the general education component of the curriculum)

  30. JRC/ERT Cont. • A currently accredited program that is adding another “track” would be required to: • Submit a “Substantive Change” and include with it an explanation of the change, how the curriculum will be modified due to the change, and how the program will continue to meet the Standards. • Explain how the clinical component would be arranged and supervised for a student in the distance location.

  31. American Health Information Management Association (AHIMA) • There are no additional standards for HIM Programs or Courses offered in a distance learning format.

  32. The Council on Accreditation for the Cancer Registrars Association (NCRA) • There are no additional standards to be met for Cancer Information Associate Degree or Certificate Programs which are delivered via distance learning. • NCRA has mandated, effective 2010, a minimum of an associate degree to be eligible to take the certified tumor registrar exam.

  33. Commission on Accreditation in Dietetics Education (CADE) • Distance Education Didactic Instruction: • Instruction provided when a teacher and student are separated by physical distance and when technology (such as voice, video, data and print) is used to bridge the instructional gap. • When more than 30% of the professional level didactic courses are offered via distance education, it must be recognized by CADE within the program’s scope of accreditation.

  34. CADE Cont. • Distance Education Supervised Practice: • Planned learning experiences in which knowledge, understanding and theory are applied to real-life situations with preceptors in settings geographically distant from the sponsoring institution. • When 90 or more of the 450 supervised practice hours are provided to at least one student within his/her geographic area distanced from the program’s base, it must be recognized by CADE within the program’s scope of accreditation.

  35. Commission on Accreditation of Physical Therapy Education (CAPTE) • CAPTE does not accredit any programs that are offered exclusively in a distance learning format. • According to CAPTE rules programs must seek approval from CAPTE in the delivery of courses to online or videoconferencing methods for 25% or more of the professional curriculum. • Further changes in delivery format of each 10% or more of the professional curriculum must also be submitted for approval. • Programs must submit an Application for Approval of Substantive Change (AASE) prior to implementation of these changes.

  36. Respiratory Care (CoARC)Commission on Accreditation of Allied Health Education Programs (CAAHEP) • Multiple Program or Curriculum Designs • When more than one design is used to develop the same practitioner competencies, the program must use program resource and outcome assessment to demonstrate that all such program variations result in equivalent graduate outcomes. • The program should demonstrate that the teaching methods are valid for all students, that the evaluation systems are equivalent, and that the graduates of all program designs are equally competent. An example of multiple program design is the addition of distance learning to traditional instructional methods.

  37. Winter 2007-Stats

  38. BIO-4009-40 GENERAL MICROBIOLOGY OC OC BIO-4015-40 ANATOMY AND PHYSIOLOGY 2 OC OC BIO-4016-40 ANATOMY AND PHYSIOLOGY 3 BIO-4018-40 PHARMACOLOGY OC OC BIO-4020-40 FUND OF PATHOPHYSIOLOGY OC OC BIO-4071-40 CONCEPTS OF BIOLOGY 1 HPB 112 BIO-4073-40 CONCEPTS OF BIOLOGY 3 HPB 110 BIO-4074-40 HUMAN DISEASE OC OC FST-4747-40 FIRE BEHAVIOR & COMBUSTION OC OC FST-4748-40 PRINCIPLES OF EMERGENCY SVC OC OC HFT-4161-40 Health and Fitness Practicu OC OC HFT-4163-01 Found of Health and Fitness HPB 208 HFT-4183-40 Health and Fitness Internsh OC OC HFT-4818-40 SURVEY ALTERNATIVE MEDICINE OC OC HIM-4411-40 Clinical Abstracting OC OC HIM-4411-41 Clinical Abstracting OC OC HIM-4420-40 Basic Icd-9-Cm Coding OC OC HIM-4420-41 Basic Icd-9-Cm Coding OC OC HIM-4431-40 HEALTH INFO DEPT MGT OC OC HIM-4432-40 ALT HEALTH RECORD SYSTEMS OC OC HIM-4453-40 Quality Assessment in Him OC OC MCH-4001-42 INTRO TO HEALTH CARE SYSTEM OC OC MCH-4002-40 Informatics in Health Care OC OC MCH-4806-43 Medical Terminology 1 OC OC MCH-4807-01 Medical Terminology 2 ATLC 320 MCH-4807-41 Medical Terminology 2 OC OC MCH-4816-40 Health and Wellness Promoti OC OC MCH-4840-40 ORIENT TO THE HEALTH RECORD OC OC MCH-4841-40 UNIT COORDINATOR PROCEDURES OC OC MCH-4882-40 LAW AND ETHICS FOR HEALTH C OC OC MCH-4886-40 QUALITY ISSUES IN HEALTHCAR OC OC SSM-1000-40 DISASTER PREPAREDNESS FOR H OC OC Cincinnati State WI08 Course Offerings (duplicates removed)

  39. Advantages • Greater numbers of students served • Expansion of locus of service • Reduction of duplication of efforts • Provision of educational opportunities to underserved areas which cannot afford cutting-edge laboratories and faculty • Retention of graduates in underserved areas • Avoidance of small local market saturation, e.g., CIM Program can reach several Midwestern states, not just Ohio

  40. Challenges • Faculty • Patience • Costs • Time = Money • Labs • Equivalent Perception/Supervision for Clinical Education Experiences • Unions

  41. Challenges Cont. • Gen Eds, Sciences and Dev Ed • Student Readiness • Student Support • Student Services • High Stakes Testing

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