Educational Research in Design Methodologies and Knowledge Building Theory
MA and PhD research expertise in the area of assessment, including performance-based experiential (OSCE) examinations and competency assessments, formative and summative, with authentic, context-situated evaluations for both individuals and groups. PhD thesis, entitled ‘Potential for Knowledge Building in Large Size Pharmacy Classrooms’, produced design innovations for this context and advanced theoretical concepts of epistemic agency and community knowledge, collective responsibility, two of twelve principles of Knowledge Building. Educational research currently focuses preparing health professional students for practice competencies and self-regulation, through undergraduate training. Situated in the large size classroom format, advancements in educational Knowledge Building theory and research methods centre on creating affordances for advancing the conceptual framework of epistemic student agency and community knowledge, collective responsibility. Goals include creating community of learners as a bridge to community of practitioners. Designs address self and peer assessment and employ quantitative and qualitative research tools and measures. Results might be generalized to other large size contexts, particularly in other health professions.
Current research interests include:
- Classroom designs for shifting learning from individual to community perspectives
- Online designs to sustain and extend learning for the collective
- Empowering students to take responsibility for goals, assessments and outcomes
- Development of self-regulatory skills for maintenance of professional competency
Practice Research in Applied Domains:
Current research interests include content domains including self-care, dermatology, formulations and compounding and critical appraisal of the literature within both experiential and online applications:
Current research interests include:
- Student generated practice research for self-care context – needs assessments and knowledge translation to health care practitioners
Sibbald D: Advancing Epistemic Agency in Pharmacy Students, SI2008 Proceedings, Institute for Innovation and Technology, Toronto, August 2008.
Chapter 4 : Effective Adult Education Priniciples to Improve Outcomes in Patients with Chronic Wounds, R. Gary Sibbald, BSc, MD, FRCPC (Med, Derm), MACP, DABD MEd; Afsaneh Alavi, MD, Matthew Sibbald, BSc, MD; Debra Sibbald, B Pharm, PhD(C), Darlyne Rath, RN, MSE, Dave Davis, MD Chronic Wound Care IVth edition: A clinical source book for Health care professionals. Malvern, PA, HMP Communications, 2007 pp. 29-43.
Sibbald D: A Student Assessment of the Virtual Interactive Case Tool for Asynchronous Learning (‘VITAL’) and Other Self-Directed Learning Formats, American Journal Pharmaceutical Education. Winter session, Vol 68 No. 1, 2004
Sibbald D and Regehr, G: Impact on the Psychometric Properties of a Pharmacy OSCE Using First Year Students As Standardized Patients, Teaching and Learning in Medicine, Vol 15, No 3, July 2003
Sibbald D: VITAL: Virtual Interactive case Tool for Asynchronous Learning: PBL Students Develop an On-line Resource for Non-Prescription Drugs, American Journal Pharmaceutical Education. Winter session, Vol 67 No. 1, 2003
Endzweig CH, Brady C, Lynde C, Sibbald D, Lebwohl: Drug Interactions in psoriasis: The pros and cons of combining topical psoriasis therapies, J Cut Med Surg, 2002, 12-16.
Sibbald, D: Wound Healing Dressings and Management: Rationale for Selection, The Oxford European Wound Healing Course Hand Book, Oxford Press, June 2002.
Sibbald D: Acne, in Patient Self-Care: Therapeutic Guide for Health Professionals, Canadian Pharmaceutical Association
Sibbald D: Seborrhea and Psoriasis, in Patient Self-Care: Therapeutic Guide for Health Professionals, Canadian Pharmaceutical Association
Sibbald D: Dermatitis, in Patient Self-Care: Therapeutic Guide for Health Professionals, Canadian Pharmaceutical Association
Sibbald D: Using First Year Students as Standardized Patients for an Objective Structured Clinical Exam (OSCE) for Third Year Pharmacy Students, American Journal Pharmaceutical Education. Vol 65 No. 4, 404-412, 2001
Sibbald D: Dressings and cleansers for wound bed preparation: a pharmacist’s view on rationale and efficacy. Royal Society of Medicine Press, International Congress and Symposium Series 250, 2001
Sibbald D: Dealing with Psoriasis, Pharmacy Practice, February 2001 P 1-8Sibbald D: Bridging the Gap to Practice – Pharmacy PBL Students Establish Consumer Website for Non-prescription Drugs, American Journal Pharmaceutical Education. Winter session, Vol 64 No. 4, 2000
Sibbald, D: Experiential Assessment: Oral clinical Skills Examination as an Innovative Reinforcing Strategy for Self-Medication Courses, American Journal Pharmaceutical Education. Winter session, Vol 63 No. 3 December 1998
Sibbald, D: Innovative, Pharmaceutical Care Courses for Self-Medication, American Journal Pharmaceutical Education. Summer session, Vol 63 No. 2p 109-119, July 1998
Leslie Dan Faculty of Pharmacy
University of Toronto
144 College Street
Toronto, Ontario, M5S 3M2