Best Practices in Teaching

Demonstrate reflective practice through the integration of evidence-based knowledge, skills, and attitudes toward establishing effective learning environments.

Artifact Reflection:

Storyboard/HPTT 825 Essentials of E-Module Development

The Storyboard assignment served as an important first step in developing the final E-Learning Module for this course. The purpose of the storyboard was to plan and visually outline the major components of the module before actually building it. This process allowed me to map out the structure of the lesson while intentionally incorporating best practices in teaching, such as content chunking, thoughtful multimedia use, and interactive learning elements. Because the storyboard demonstrates how these strategies can be applied in course design, I selected this artifact to represent the best practices in teaching objective.

Through this assignment, I gained a much greater appreciation for how effective storyboarding can be, both from a student perspective and from the perspective of the educator designing the material. For learners, organizing information in a storyboard format helps break down large amounts of content into smaller, more logical sections that are easier to follow and understand. Instead of presenting everything at once, the material can be introduced step by step, allowing students to process information more effectively.

From an instructor’s standpoint, the storyboard was extremely helpful in ensuring that the learning content flowed in a cohesive and intentional way. Being able to visualize how each section connected made it easier to refine the overall structure of the lesson. I also found it particularly helpful to write out scripts or voice-over prompts in advance for the recorded portions of the module. Planning this ahead of time made the recording process smoother and helped ensure the explanations were clear and focused. Overall, this assignment strengthened my understanding of multimedia learning principles and how to use evidence-based techniques to create engaging and effective educational materials.

Artifact Reflection:

Simulated Scenario Builder/HPTT 824 Simulated and Virtual Learning in Health Professions Education

The Simulated Scenario Builder (SSB) assignment focused on creating a structured simulated clinical experience that incorporates evidence-based knowledge, technical skills, and professional attitudes to support effective learning environments. For this course, I designed a simulation scenario specifically for cardiac sonography students that focuses on identifying and assessing rare cardiac pathologies using ultrasound. Because these conditions may not appear frequently during clinical rotations, simulation offers students a valuable opportunity to encounter and practice recognizing them in a safe learning environment before they encounter them with real patients. For this reason, the SSB strongly aligns with best practices in teaching, particularly in health professions education where experiential learning is essential.

Developing this scenario allowed me to explore many important components of high-quality simulation, including pre-briefing, scenario design, simulation fidelity, facilitation techniques, and structured debriefing. Each of these elements plays an important role in creating a learning experience that feels realistic while still supporting student growth and confidence. At the time I was completing this assignment, I was also teaching a cardiac ultrasound lab, which gave me an immediate opportunity to apply many of these concepts in practice.

One of the most valuable lessons I learned was the importance of intentionally preparing learners before a simulation begins. Providing clear expectations and context during a pre-brief helps students feel more comfortable engaging with the scenario. I also recognized the importance of making simulations feel as authentic as possible so students can better translate those experiences into clinical practice. Finally, incorporating a thoughtful debriefing session encourages students to reflect on their performance, discuss decision-making, and identify areas for improvement. Moving forward, I plan to continue incorporating these strategies into my simulation labs and use them as a framework when developing or improving future learning experiences for my students.