Scholarly Teaching Series Part 3: Choosing and Applying an Intervention

This is the third post in the Scholarly Teaching Series. Building off the work of Richlin (2001), we will highlight various projects at the MN-COP to illustrate each step in the Scholarly Teaching process.ST Figure Step 3

Choosing and Applying an Intervention

After you have Observed a Problem or Opportunity and Documented Baseline AND Consulted Literature. The next step on the Scholarly Teaching process is Choosing and Applying an Intervention. After seeing what others have done, you are able to select your teaching strategy, technique, or intervention, which may be part of what inspired your scholarly work in the first place!

Education Rx
Shannon Reidt, Project Lead
Shannon Reidt, Project Lead

Dr. Shannon Reidt, with a group of MN-COP faculty preceptors, has launched a pilot program, Education Rx, to bring the principles of Evidence-Based Medicine (EBM) into experiential learning experiences for pharmacy students.  Education Rx is a learning assignment co-written by the preceptor and learner in which a clinical question is asked and answered using EBM.  The learner regularly practices applying the EBM Framework (Ask, Acquire, Appraise, Apply) to questions arising from real and relevant clinical problems.  Dr. Reidt describes how she came to choose Education Rx as the EBM intervention:

I first learned of Education Rx at an EBM Teaching workshop sponsored by the Academic Health Center where I met medicine faculty who were using it with residents.  Upon searching the literature, our team saw that it had been used with medical students as well.  Our group of ambulatory care preceptors selected Education Rx as our intervention because it fit our needs.  We wanted a tool that could easily be integrated into a busy clinical practice and required students to exercise all skills within the EBM Framework (Ask, Acquire, Appraise, Apply).  Additionally, Education Rx was a good, application-oriented complement to other EBM learning activities in the didactic curriculum.

The team felt this project would benefit from piloting the Education Rx intervention in a small number of experiential sites. Dr. Reidt explains:

There have been many benefits of our pilot.  Despite careful planning for the roll-out of the intervention, we have been faced with many unexpected challenges!  Specifically, two of our challenges were: working through the logistics of the using Education Rx in practice and applying the evaluation rubric.  Collecting performance data and gathering student and preceptor observations will help us evaluate  Education Rx and make changes before it is rolled out to more sites.

The Connection to Your Work

Below are some are some questions to think about as you search for and select an intervention:

Where should you start looking for an intervention? Search the literature, talk with colleagues, request advice on a teaching listserv, attend conferences and workshops.

How else has your intervention been used in the literature? Consult pharmacy, but also consider looking to medicine, nursing, or other health professions education.  Disciplinary literature may also be available (e.g. Journal of Leadership Education), as well as technique specific journals (e.g. International Journal of e-portfolios).

How will you justify your use of a particular intervention? This requires you to have a solid understanding of the problem, the intervention, and how the intervention is a good fit for the problem.

For more information:

Project Lead: Shannon Reidt, Pharm.D., MPH
Additional Team Members: Keri Hager, Pharm.D., Sarah Westberg, Pharm.D., Jody Lounsbery, Pharm.D., Claire Kolar, Pharm.D., and the MN-COP Ambulatory Care Co-op.


Richlin, L. (2001). Scholarly Teaching and the Scholarship of Teaching. New Directions for Teaching and Learning, 2001(86), 57–68.Scholarly Teaching Series Logo