Aligning Outcomes, Assessments and Activities

I will use the "backward design" process (Fink 2003) to develop my course outcomes, assessments and activities for OPTS 2441 ( basic ophthalmic technique) course. Although OPTS 2441 is not the capstone course for the program, it is a prerequisite to the capstone course. The learner must successful complete the course to enter their first clinical practicum rotation. In designing course outcomes, assessments and activities a number of elements are taken into consideration. The 3 column design goes beyond the material content and expands to student learning perspective in application, integration, human caring dimension, and learning how to learn (Fink 2003).The backward approach is to keep the main goal in the forefront while building and planning the student learning outcomes.

A year (or more) after this course is over, I want and hope that students will apply, understand and demonstrate the process of performing a full medical history exam.

My BHAG for this course is for the student to develop an efficient and accurate electronic medical history and exam to enable the ophthalmology team in the diagnosing and treating of eye diseases.

1. Specific Context for the Teaching / Learning Situation

How many students are in the class? Is it the course lower division, upper division or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, or in a classroom or lab? What physical elements of the learning environment will affect the class?

• Students: 16 in 2 blocked cohorts (total of 32).
• First semester required course in AAS (Associate Applied Science degree).  A prerequisite to attend first clinical practicum.
• Delivery:  Face / face classroom and Lab with on-line Blackboard support of materials, videos, discussion board and blogs.  Lecture / Lab ratio is 2:6 hours per week in a sixteen week term. One lecture pre-three hour of lab twice a week.
• Time limited in practice of skills.

2. General Context of Learning Situation

What learning expectations are placed on this course or curriculum by: the university, college and /or department? the profession? society?

• The learner must be able to perform a basic eye exam with accuracy and efficiently.
• The learner must complete the course with a C or higher to move to clinical practicum.
• The learner must maintain a 2.0 GPA.
• The learner must pass a drug screening, background check, hold a current Healthcare professional CPR card, and pass a basic health & physical exam including immunizations.

3. Nature of the Subject

Is this subject primarily theoretical, practical, or a combination? Is the subject convergent or divergent? Are there important changes or controversies occurring within the field?

• Subject of ophthalmic techniques is a combination of theory and practical.
• The course is convergent with applying theory of the subject but can be divergent with the applying of the skills practical.
• The field is constantly changing with new technologies of equipment, medications and with adding or subtracting diagnostic testing due to new theories or regulations.

4. Characteristics of the Learners

What is the life situation of the learners, (e.g. working, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about the subject? What are their learning goals, expectations, and preferred learning styles?

• Our community college is diverse with three campuses. The majored are young Hispanics students, who are working and have a family. They are wanting to make a better life for themselves by having a career in the medical field.
• Prior knowledge of the subject is half / half. Experience comes from having family member or themselves having an eye exam. A few students work in the field and want a faster tracker to certification. A small percentage have no experience or knowledge.
• The learner is taking an ocular anatomy and physiology, ocular pharmacology and medical terminology course concurrently with this course.
• Learning goals and expectations is to understand and complete a complete medical history electronically, as well as complete all vision testing required by CMS (Centers for Medicare and Medicaid) for a complete eye exam. To develop a high skill level to pass program requirements for an AAS (Associate of Applied Science) degree; which is need for application of international certification as an ophthalmic technician (COT). The second level of certification in the allied ophthalmic personnel field.

5. Characteristics of the Teacher

What beliefs and values does the teacher have about the teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching?

• Basic ophthalmic techniques are the fundamentals of being an ophthalmic technician.
• It requires a high technical skill level with critical thinking, multi-tasking and problem solving skills.
• Requires students to be engaging, eager to learn, follow instructions and willingness to participate in classroom and labs.
• I have over 36 years of experience in the ophthalmology field, certified as a COT for 31 years and OSC (ophthalmic scribe certified) for 2 years. Of the 31 years as a COT, I have trained ophthalmology residents, new hire allied ophthalmic personnel and the accreditation agency continuing education workshops at annual conferences.

References

Fink, L.D., (2003). A self-directed guide to designing courses for significant learning. Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-2564134-dt-content-rid-19470404_1/courses/21607.201710/Self-Directed%20Guide%20to%20Course%20Design%20-%20Fink%20Summary.pdf.

Harapnuik, D., (2016). Mapping Your Learners Journey. Retrieved by http://www.harapnuik.org/?p=6420.