Jones & Bartlett Learning Health Blog

    4 Scenarios and Tips for Managing Conflict in Online Learning

    Posted by Sophie Teague on Oct 10, 2017 10:41:00 AM

    By Sharon Buchbinder, RN, PhD
    Author of Introduction to Health Care Management, 3rd Edition

    Teaching online is convenient and access is fast. However, that same convenience and speed of access can also create unwanted conflicts that might not occur in a face to face classroom. This month, I am going to follow up on my November post about Diversity and Online Learning with some conflict scenarios that revolve around diversity. These are not for students, however, they are for faculty who teach online. I have categorized the conflicts by Student/Student, Student/Faculty, and the dreaded Group Project. Sample solutions are at the end.


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    Topics: Health Administration, Sharon Buchbinder Blog

    Discussion Boards: How Can We Improve Them?

    Posted by sharonb on Apr 1, 2013 3:00:05 AM

    If you teach in a fully online or a hybrid class, you know the Discussion Board, Forum, or Threads, whatever name they go by, are considered the "heart" of the online classroom. At least that's what these vehicles for asynchronous discussions are supposed to be. When used properly, online discussions can be the epicenter of intellectual challenges and interactions between the students and the instructor. Participants can used their higher order thinking skills (HOTS), actively engage in the material, and be pushed to the next level of their career development. Or, in less exhilarating instances, students parrot back material from the text (sometimes not bothering to put in quotes), respond to the minimal number of other students, per the syllabus, and check off another item on their to do list to get through the course.

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    Topics: administration, Author, author, health administration, Health Administration, health care management, Sharon B. Buchbinder, Sharon Buchbinder Blog, Case studies

    Rehearsing for the Real World: Case Studies and Role Play

    Posted by sharonb on Oct 1, 2012 3:00:15 AM

    Last month I wrote about the importance of good case studies to engage readers’ higher order thinking skills (HOTS) and that the case study method is an example, par excellence, of problem-based learning (PBL), an educational approach that engages the student and provides opportunities for deeper learning. The purpose of this blog post is to provide an overview of the role play as a useful teaching method to further engage students’ HOTs, the pros and cons of using role play, and to offer some tips on how set the stage for and evaluate role play in your courses.

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    Topics: administration, Author, health administration, Health Administration, health care management, Role play, Sharon B. Buchbinder, Sharon Buchbinder Blog

    This is Your Brain on Fiction: Why Teaching with Case Studies Works

    Posted by sharonb on Sep 4, 2012 3:00:52 AM

    A health care management case study is a short story depicting an organizational scenario which can be non-fiction or fiction. As in all short stories, it should have a beginning, middle, and an end. And it should also engage readers’ higher order thinking skills (HOTS). The case study method is an example, par excellence, of problem-based learning (PBL), an educational approach that engages the student and provides opportunities for deeper learning. The purpose of this blog post is to provide an overview of the HOTs, the attributes of a good case study, the neuroscience of why case studies are effective, and to offer some tips on selecting and writing good case studies.

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    Topics: administration, Author, author, health administration, Health Administration, health care management, Sharon B. Buchbinder, Problem Based Learning, Sharon Buchbinder Blog, Case studies, Higher Order Thinking Skills

    A Plague of Plagiarism

    Posted by sharonb on Jun 4, 2012 3:00:29 AM

    Technology has brought us many wonders, among which are iPhones, iPads, and online education. Born into an era of these constantly evolving gadgets, is it any surprise that Generation Y has a culture of sharing everything? They share music, videos, jokes, and status updates, including check-ins and bad break-ups. Texting has given rise to a new language, so much so that a glossary of abbreviations is required for parents to understand what their kids are saying to each other. Gross (2011) sees plagiarism as a cultural issue of this generation that loves to share.

    As educators, it has become more challenging for us to teach students proper business language and appropriate boundaries. Perhaps the most challenging of these boundaries for us to teach is not to fabricate materials or appropriate other people's work and present it as their own. Is it really their fault that they have difficulty with this concept? What are they seeing in the news? Here are but a few examples.

    • A college dean discovered his work plagiarized by academics (Fish, 2010)

    • Mitch Albon, author of Tuesdays with Morrie, fabricated material for a sports column (Mediamythbusters, n.d.)

    • Doris Kearns Goodwin, historian, paid an author for using large portions of his book without attribution (Kearns, 2009).

    What were the consequences for these people? In some instances, they were terminated from their jobs. In others, the consequences were a little public humiliation, and they continued about their lives.

    My work was plagiarized by two college professors who submitted a paper to a prestigious journal. Unfortunately for them, I was one of the reviewers. They used a five-hundred word published abstract of mine verbatim, in its entirety, without any attribution. When I discovered the theft, I had to document and prove it was my work. What were their consequences? I have no idea. The authors were blinded to me and the journal editor never told me. If journalists, authors and academics struggle with the notion of not stealing someone else's intellectual property, why are we so shocked and angry when it occurs in our classrooms, be they face to face or online?

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    Topics: administration, Author, author, health administration, Health Administration, health care management, Sharon B. Buchbinder, plagiarism, Sharon Buchbinder Blog

    Teamwork in Online Courses: How Can We Encourage Effective Participation?

    Posted by sharonb on May 7, 2012 3:00:50 AM

    Why does the thought of teamwork assignments make entire classes of students and professors cringe? Despite years of research and numerous articles emphasizing the need for teamwork experiences in higher education, few instructors have been formally educated in methods to teach teamwork. There are even fewer courses devoted exclusively to teamwork, despite some excellent texts (Freshman, Rubino, & Chassiakos, 2009). Many of us stumble along, and, if we are lucky, find mentors who have years of experience in classroom teamwork assignments. I was fortunate to have colleagues who believed in the need for teamwork for our discipline, even when many other faculty members found it too frustrating to deal with.

    We shouldn't wait until people are in post-graduate programs to introduce them to applied teamwork (Nash, 2008; Newell, 1990). That road leads to disappointment. Habits of doing everything alone have been instilled and teaching teamwork must undo many of these "I can do it all" or "I should do it all" attitudes. Teamwork education must begin at the undergraduate level and continue through graduate school and beyond (Drake, Goldsmith, & Strachan, 2006; Lerner, Magrane, & Friedman, 2009). Once employed, our graduates will be judged by their supervisors and colleagues on their ability to be team players. In healthcare, lives literally depend on good teamwork (Sehgal, Fox, Vidyarthi, Sharpe, Gearhart, Bookwalter, Baker, Aldredge, Blegen, & Wachter, 2008).

    So, how can instructors encourage effective teamwork participation in the online environment? Here are some tried and true methods I have used you can apply to your courses.

    • Post a syllabus that explicitly addresses the value of teamwork and the rubrics by which students will be judged. Students want and deserve to know what they need to do to achieve their educational goals in a course. The proportion of their grade for the course related to teamwork should be meaningful. One to five percent of a course grade is not adequate to motivate students to actively engage in teamwork. A bare minimum of ten percent of the course grade should be assigned to the team projects. In addition, for teamwork, they should be judged by their peers, not only by the instructor. There are a number of teamwork rubrics; I happen to like the one I created with my colleagues (Buchbinder, Cox & Casciani, 2012, p. 374). The tool addresses key criteria for successful team players, including: attendance, preparation, collaboration and goal identification, active participation, open-mindedness and willingness to modify opinions, concise presentation of ideas, timely submission of assignments, respectful and considerate interactions with teammates, fulfillment of responsibilities and active work on achievement of group consensus. Used as an Excel file, students can easily total up the scores. Students are required to explain why they gave a teammate a score of under 3 or over 8 on a scale of 1 to 10.  They must also indicate whether they would work with this person again (Yes/No) (Buchbinder, Cox & Casciani, 2012, p. 374).
    • Establish ground rules for netiquette. Most universities have guidelines for student civility and for respectful online interaction with instructors and peers. Place these guidelines in your syllabus and separately in your online course, and make a point of referring students to these documents. If a student behaves inappropriately later on, he or she cannot claim ignorance.
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    Topics: administration, author, health administration, Health Administration, health care management, health professionals, Online Learning, Sharon B. Buchbinder, teamwork, Health care, Sharon Buchbinder Blog

    Are Health Care Professionals Prepared For Disasters?

    Posted by admin on May 1, 2010 12:57:06 PM

    On September 11, 2001, my husband was attending a week-long course in New York City. As I stood in my kitchen in Baltimore, Maryland, drinking a cup of coffee and watching Good Morning America, I heard Diane Sawyer say, “We have breaking news.” Horrified, I watched the scenes of the Twin Towers under attack—and suddenly realized I had no idea where my husband was. After four frantic hours of trying to reach him, he finally returned my call. His hotel was next to the Empire State Building, in walking distance of the attacks. Almost all the surgeons at the meeting climbed onto a bus to go to a treatment center to help the victims. My husband, sensing the futility of this volunteerism, did not go. His instincts were correct. When the busload of physicians returned, they reported they stood around for twelve hours without access to news and did nothing.

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    Topics: public health education, Author, health administration, Health Administration, Public Health, Sharon B. Buchbinder, disaster preparedness, Public health management, Sharon Buchbinder Blog, American College of Health Care, Citizen Corps, Community Emergency Response Team, Dr. Wayne Nelson

    Infectious Leadership

    Posted by admin on Nov 23, 2009 10:13:17 AM

    Not too long ago I visited a local community hospital. The hallways were lined with photographs of award-winning employees. Beneath each photo was the story of why he or she received the award.  One was a nurse who stopped by a patient’s home after work just to see how the patient was doing. Another was an aide who detoured many miles out of his way home to drop off medications for another patient.  Yet another was an LPN who helped to comfort a terminally ill patient as she lay dying. It is well known that one of the best ways to motivate employees is to catch them doing the right thing--and recognizing and rewarding them. But this example is the only one that has ever moved me to tears. The CEO of this hospital is relentlessly optimistic and enthusiastic.  Employees have high satisfaction scores--and the patient satisfaction scores are correspondingly high.  Is there a relationship between the CEO’s mood and the employees’ satisfaction levels? You bet there is.

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    Topics: allied health, public health education, Sharon B. Buchbinder, Leadership, Laird and Bresler, mirror neuron system (MNS), Public health management, Sharon Buchbinder Blog, caregiver, Emotion Contagion (EC), emotions, hospital

    Sense, Sensibility And Civility

    Posted by admin on Oct 13, 2009 11:19:34 AM

    Many years ago when I worked as an IV therapist, I was frequently assigned to draw blood or restart IVs on patients in the ICU, CCU, Burn Unit, Pediatric ICU, or the Neonatal Unit. Patients in these areas were often unable to speak, unconscious, or comatose.  Despite their inability to respond verbally to my presence and my invasion of their body with needles, I was trained to treat every person as if they were alert and able to understand what I was saying. It was the courteous thing to do.

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    Topics: allied health, public health education, health professionals, Sharon B. Buchbinder, Essentials of Baccalaureate Education for Professi, Liaison Committee on Medical Education, medical students, Public health management, residents, Sharon Buchbinder Blog, Accreditation Council on Graduate Medical Educatio, civility, communication skills, courtesy

    Can We Tame Wicked Problems In Health Care?

    Posted by admin on Sep 9, 2009 11:30:34 AM

    One of the things that the maelstrom of controversy over healthcare reform has underscored, yet again, is that there are no easy buttons in health care. Many scholars and pundits have weighed in on this issue with the pros and cons of why we should or should not change how we finance and deliver health care in this country. I won’t be adding to that discussion. I will, however, pose a different question:  Can we tame wicked problems in health care?

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    Topics: public health education, health administration, Public Health, Sharon B. Buchbinder, transdisciplinary, Health care, Public health management, Sharon Buchbinder Blog, preventive medicine, wicked problems

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