Tips and recommendations for integrating DID-ACT courses
On this page we have compiled some tips and tricks for challenges we encountered during piloting the DID-ACT learning units at our institutions. We hope that you find these helpful when integration DID-ACT courses or resources into your teaching.
Addressing potential overlaps or redundancies of DID-ACT with my curriculum
When starting to integrate DID-ACT courses or resources you will have to identify suitable entry points in your curriculum and address potential overlaps or redundancies of DID-ACT with my curriculum. Open Tips & Tricks
Teaching in an interprofessional setting
If you have not yet had experience with teaching in an interprofessional setting and / or this is new at your institution, we have a few tips on how you could approach such an endeavor: Open Tips & Tricks
Involving participants with different levels of experience
Especially when teaching with multi-professional groups or in international settings, you might come across the challenge that your participants have different levels of experience and expertise on the topic. Open Tips & Tricks
Facilitating online synchronous sessions
Most of the synchronous phases of the DID-ACT learning units can be implemented as virtual sessions instead of face-to-face. For example, this might be necessary due to COVID-19 pandemic restrictions, but also if you want to take advantage and facilitate a session for participants across campuses, schools, or even countries. If you have not much experience in teaching in an online synchronous setting, we have a few tips for you. Open Tips & Tricks
Dealing with unprepared participants
A well-known challenge in blended learning settings is that participants are not completing the asynchronous assignments and readings, thus depending on the setting, they are coming unprepared to a subsequent synchronous teaching session. This is not easy to solve if you do not yet have a lot of blended teaching in your curriculum as it requires a cultural change. However, there are some tips and tricks that might be helpful. Open Tips & Tricks
Breaking the ice – familiarizing participants with each other
If your participants are not familiar with each other, we recommend to start a learning unit with an intorduction round and/or using an icebreaker activity. In such cases, please allow for some extra time for the learning unit. Some exemplary ice-breaker activities can be found here.
Integrating virtual patients
For tips and recommendations on how to integrate virtual patients into your curriculum, another EU-funded project iCoViP has published an integratin guideline. On this page you can also find information on how to access the collection of 200 virtual patients in six different languages.
Find one or more key persons in your institutions who support the integration. These can either be early adopters (educators, students etc), who can help spread the word and / or influential persons who can support a top-down approach.
If you have the chance, make use of structural changes or curricular reforms at your school to integrate DID-ACT resources. If changes are planned anyway it is more natural to change or adapt existing courses with new resources.
Do not forget the assessment. Make use of the provided assessment suggestions and try to integrate them into the end-of-term exams you already have (either formative or summative). This not only motivates students “assessment drives learning”, but also provides you with valuable feedback on the learning progress of the students (in addition to the data you have available during the learning units).
Keep in mind that in order to have qualified educators to teach a student learning unit, it makes a lot of sense to train the first with a corresponding train-the-trainer course. We followed this approach for all our pilots and also our long term integration plans and made very good experiences in doing so.
If you have additional challenges, other tips, or questions, please leave us a comment!