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Following the guidelines of the United States Preventive Service Taskforce (USPSTF), discuss and describe the screening recommendations for the following:
Cervical cancer
Breast cancer
Osteoporosis
Colorectal cancer
Lung cancer
Ovarian cancer
Intimate partner violence (IPV)
Synchronous Sessions for Application: The in-person or live online sessions will be dedicated to hands-on activities, group discussions, and Q&A, rather than just lectures. This allows for active application of the asynchronous material and provides a space for immediate feedback and peer collaboration.
I will collect and review both quantitative and qualitative data to improve future iterations of the course.
Quantitative Data: I will analyze metrics from the learning management system (LMS) such as quiz and assignment scores, module completion rates, and the time students spend on specific content. I'll also use post-course surveys to get numerical ratings on satisfaction and perceived learning.
Qualitative Data: I will review open-ended responses from student surveys and analyze discussion board posts to understand student sentiments, common challenges, and areas of frustration. I will also hold a debrief with any co-instructors to gather their direct feedback on the course's design and delivery.
By reviewing this data, I can make targeted improvements. If I find that a large number of students are struggling with a specific quiz question, I will identify that topic and either revise the content to make it clearer or add a new learning activity to reinforce the concept. If student survey feedback indicates that a particular module feels disconnected from the rest of the course, I will re-evaluate its placement and content. This iterative process, akin to a Plan-Do-Check-Act (PDCA) cycle, allows for continuous refinement, ensuring the course design evolves to be as effective as possible.
To determine learning success, I will use a balanced approach of formative and summative assessments. Formative assessments, like short quizzes, discussion board participation, and peer reviews, will be integrated throughout the course to provide ongoing feedback and check for understanding. These low-stakes activities help students and me identify knowledge gaps early on. Summative assessments, such as a final project or exam, will measure overall mastery of the course objectives.
To ensure a smooth and accurate transfer of knowledge, I will integrate several steps into the design:
Scaffolding: I will break down complex topics into smaller, manageable chunks. Each module will build upon the previous one, so students can apply foundational knowledge to more complex problems.
Real-World Application: The course will heavily feature case studies and problem-based learning exercises. For example, instead of just memorizing concepts, students will be asked to analyze a real-world scenario and propose a solution, using the principles learned in the online modules.