Helen Feinstein

Discussion Comment

Questions for Critical Thinking Can Be Frustrating for Students

Some of my students in the pharm tech program, even the ones that study a lot for tests, find themselves stumped when asked a question requiring analysis or critical thinking. The problem is that tests are typically written to reflect knowledge and comprehension of the material, and only limited application or analysis. Students used to complain when I had test questions that weren't exactly phrased like the handout or study guide they received and required "extra" thinking, although some did quite well. I now try to ask speculative questions related to practice environment or possible strategies or solutions that may… >>>

Helen Feinstein

Discussion Comment

My reflections on teaching pharmacy technicians

A lot of students that go through my program appear to be kinesthetic learners. However, while some subjects can be taught that way by including more compounding labs, others are purely theoretical, such as pharmacology. I usually provide detailed handouts and add to them from my experience, other readings, or how the topics connect to pharmacy practice. I found that when kinesthetic or visual learning is not feasible due to subject matter, personal narratives from the field or illustration from practical applications can fill in the gap.

Helen Feinstein

Discussion Comment

Integrating delivery methods

It seems that a large majority of career school students like a tactile approach and are always complaining that we are giving them too much lecture and not enough practical experience. However, we cannot copy the practice setting exactly and only have limited supplies work with. I think that it is good to balance lecture segments with videos and labs, but I am also looking for more creative ways, such as games of some sort which is not my field of expertise. I am also experimenting with brainstorming questions or reverse teaching presentations.

Helen Feinstein

Discussion Comment

meeting a class for the first time

I was really nervous when I started teaching in a different setting where I am now. People got used to the old instructor who left and were constantly comparing me to her. I didn't enforce my expectations early enough and suffered as a result with poor class discipline and only a handful of students actually paying attention and learning. Attendance went down and people were dropping out which reflected negatively on me. Eventually, I was able to adjust my course content to their level and keep them engaged and interested, but it took a while. It's not that I didn't… >>>

Helen Feinstein

Discussion Comment

On the topic of course materials

All of the materials except for lecture handouts and any supplemental instruction aids I use for the course are typically assigned by corporate office here at my institution. On one occasion they have eliminated a perfectly decent textbook for a class that requires one and decided that a chapter of another textbook would suffice for a 6 week course. As a result student had no source of information to rely on outside of my lecture handouts and their own notes. Textbooks are necessary for an integration of textual with visual information that facilitates learning. I cannot imagine how a course… >>>

Helen Feinstein

Discussion Comment

Teaching Methods Appropriate for the Field

While this module summarized a lot of what I already know about professionalism, technical knowledge, and support and encouragement given to students, I think ultimately learning occurs if there is a goal at the end to succeed. I have been trying to come up with a variety of tools to use in the classroom in addition to lecture, such as articles, reflective writing, video clips, and of course, laboratory practicals. I often find people yawning in my class when they feel that the information is over their head, and yet, I try to say it in many different ways to… >>>