Faculty Guidance Research Articles

Development of a Knowledge Translation Intervention in a Student-Run Pro Bono Clinic: A Case Report

Background and Purpose. Although evidence-based practice (EBP) is essential to physical therapy practice, students struggle incorporating new research into patient care. Knowledge translation (KT) bridges the gap between current research and practice to ensure high-quality patient care. Student-run pro bono clinics (SRPBCs) provide students the opportunity to use KT in a practice-based environment. The purpose of this case report was to describe the development of a KT intervention to support the implementation of a clinical practice guideline (CPG) in a SRPBC. Case Description. Using the Knowledge to Action (KTA) framework, student leaders, with faculty guidance, developed a KT intervention to facilitate uptake of the neurological outcome measure CPG (NOM-CPG) into a SRPBC that serves patients with neurological conditions. Outcomes. Chart audits, surveys, and focus group interviews revealed underutilization of, yet a willingness to implement, the NOM-CPG, as well as the barriers and facilitators to EBP at the SRPBC. A multifaceted KT intervention, including education, environmental changes, and obtaining equipment, was developed to implement the NOM-CPG at the SRPBC. Discussion and Conclusion. Application and assessment of the KT intervention to implement the NOM-CPG is ongoing. The KTA cycle may be used to develop a KT intervention at a SRPBC to improve uptake of a CPG. Providing students the opportunity to systematically and intentionally incorporate evidence into a SRPBC promotes the development of KT strategies required to implement evidence in a clinical setting.

DISTANCE BE DAMNED: THE IMPORTANCE OF SOCIAL PRESENCE IN A PANDEMIC CONSTRAINED ENVIRONMENT

ABSTRACT COVID-19 forced marketing education online, physically separating faculty from their students complicating communication, and generally disrupting the social process of learning. COVID-19 changed education in unprecedented ways, leaving many marketing educators teaching courses online for the first time. The change in modality motivated our research to understand a students’ perspective of what practices have and have not worked in this pandemic-constrained learning environment. Using a phronetic, iterative approach, we analyze 110 student reflections from 3 different marketing courses that transitioned online in the lock-down. The qualitative exploration of this rapid transition from the classroom to online course delivery reveals the use of synchronous video-conference platforms enables student-centered practices that can increase social presence and enhance students’ motivation, engagement, and perceived learning. We develop a conceptual continuum between transactional distance and social presence where these important student-centered dimensions can be influenced by faculty practices. Based on our results we develop a pathway to successful learning. Actionable propositions are offered to aid faculty in increasing social presence in the online delivery of marketing education. This study provides student insights and faculty guidance to design virtual course offerings that demonstrate motivating and engaging to students despite physical separation between faculty and students.

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

Context: Self-directed learning (SDL) is an individual’s ability to effectively use various strategies to reach his/her learning goals. We conducted this systematic review to explore the different methods, advantages, and challenges in SDL. Method: A systematic and comprehensive literature search on PubMed, Scopus, and Google Scholar databases was carried out using keywords such as “self-directed learning”, “self-regulated learning”, and “medical undergraduate curriculum” among articles published between 2010 and 2020. Original articles having methods, advantages, and challenges were included. The data were summarized and analyzed thematically. Results: Out of the total number of 1781 screened articles, sixteen eligible studies were included in the systematic review. Flipped classrooms, problem-based learning, case-based scenarios, video lectures, and e-learning were the commonly used methods. Self-assessment, time management, motivation, teamwork, and critical thinking were the advantages. Faculty guidance, time constraints, distraction due to technology, lack of organizational skills, and difficulty to learn complex topics were the common challenges of SDL. Conclusions: Most of the articles in recent years explain the growing interest in SDL in the medical curriculum. Despite numerous advantages of SDL, there are several challenges and limitations due to the lack of specific and defined guidelines for its implementation. Further research is required for structured methods and strategies for SDL effective implementation.

Classroom Walls and City Hall: Mobilizing Local Partnerships to Advance the Sustainable Development Agenda

This roundtable discussion raises and responds to the question: What can be learned from academic and local government partnerships to advance the Sustainable Development Goals (SDGs)? We draw on several years of cooperation between the Office of the Mayor of Los Angeles (CA, USA) and academic institutions on how to best advance and integrate the United Nations’ SDGs into policy. Stakeholders from this project give voice to varying perspectives across roles—as city officials, academic partners, graduate and undergraduate students—in the Los Angeles case of SDG implementation. The article outlines a “Task Force” model, under the joint facilitation of faculty advisors and guidance of city partners, that promotes students’ experiential learning, and meaningfully bridges theory and practice in bringing global frameworks to local practice. We highlight what we gain by disaggregating the local and taking space and place seriously in sustainability policy, while underscoring the importance of long-term trust and relationship building in the success of local sustainability efforts.

The Effects of COVID‐19 Pandemic Lockdown on Medical Students’ Academic Performance and Stress Levels Based on their Gender and Age

The COVID‐19 academic interruption caused emergency pedagogical transformation of medical school curricula in the Spring of 2020 when the country went into lockdown. This transformation included changes in students’ contact hours, the use of technologies in classroom and laboratories, and the implementation of active self‐directed learning. The purpose of this study was to examine the effect of these pedagogical changes on students’ academic and mental states. To achieve this goal, we proposed two questions: First question was to examine whether there was a difference between male and female students’ exam grades in the brain and behavior module during the COVID‐19 lockdown. In the second question, we examined whether there was a difference between students’ stress level in all age groups (22‐24), (25‐28) and 29 and above during the pandemic lockdown.This study employed a between‐subject design and utilized convenience sampling technique to include 79 first‐year medical students. The present study included the following variables: students module final exam grades, students’ perception about their stress levels during COVID‐19 and their age groups (22‐24), (25‐28) and 29 and above. We first used a comparison design between male and female students’ academic performance during COVID‐19. Further, we used a comparison design to compare between students’ stress level in all age groups (22‐24), (25‐28) and 29 and above during the pandemic lockdown.In the first question, the result of the one‐way between subject's ANOVA found that there was no statistically significant difference between male and female student’ grades in the brain and behavior module during the pandemic lockdown. These findings suggest that both male and female students were able to overcome many of the challenges triggered by the COVID‐19 in the learning environment and succeed in this module. In the second question, the one‐way between subject's ANOVA found that there was no statistically significant difference between students’ stress level in all age groups (22‐24), (25‐28) and 29 and above during the pandemic lockdown. These findings suggest that students in all ages felt the same level of stress during the COVID‐19 lockdown.We concluded that there was no difference in students’ final grades during pandemic, regardless of their gender, where all students maintained a high level of academic success. Additionally, students in all age groups were subjected to the same level of stress during COVID‐19. With the faculty help and guidance, students were able to adjust and counterbalance the missing elements of the face‐to‐face instruction during COVID‐19.

A Validity Framework for Effective Analysis and Interpretation of Milestones Data.

A Validity Framework for Effective Analysis and Interpretation of Milestones Data.

Preparing Teaching Assistants in Nursing: A Mixed-Methods Evaluation.

Teaching assistants (TAs) serve an important role in schools of nursing, but their educational needs are poorly understood. To better prepare TAs, our School of Nursing identified and evaluated current TA practices to create tailored educational materials. A 16-item survey captured how faculty used TAs. Focus groups with current faculty and former TAs explored the TA role and identified areas to target for future training. Focus groups were analyzed using thematic content analysis. Survey response rate was high (88%). Most faculty meet with TAs before the semester, and typical TA duties included attending lecture (71%) and facilitating examination review sessions (64%). Qualitative themes focused on faculty/TA communication, faculty guidance, knowing the policies, and TA/student boundary negotiation. Findings demonstrate the importance of preparing TAs. Since this study, the university and school of nursing have each developed educational materials to better prepare TAs and faculty.

Ten Tips for Pharmacy Faculty Members for Successfully Navigating Promotion and Tenure

This paper presents 10 key tips or recommendations for successful navigation of the promotion and tenure process. The 10 key tips are: know institutional expectations, develop an action plan at least two to three years in advance; identify your balance of teaching, scholarship, service; synergize activities and develop a niche; prioritize time to activities of high-impact to promotion and tenure; track achievements in the format expected for promotion and tenure application; seek out faculty guidance on promotion and tenure; meet with mentor(s) regularly to review progress; have a well-written personal statement; and have your final dossier reviewed by colleagues. Faculty members are more likely to be successful through timely and appropriate planning, balancing and synergizing activities, tracking activities and achievements, developing a well-written personal statement, and requesting help from experienced colleagues.

Simulation-based structured training for developing laparoscopy skills in general surgery and obstetrics & gynecology postgraduates.

BACKGROUND:Simulation-based training is an important strategy for skill development in a competency-based curriculum, especially so for laparoscopic surgery given its unique learning curve, need for practice, and patient safety concerns. The study was conducted for postgraduates in two surgical disciplines in a medical college tertiary care center. The study evaluates the acceptability and utility of structured simulation-based training for laparoscopic skills. Simulations provide deliberate practice in the leaner supportive environment.MATERIALSAND METHODS:The educational intervention was carried out among the 16 postgraduates from year 2 and year 3 of general surgery and obstetrics and gynecology. A structured training and assessment module was designed and validated, and a 12-week structured training on laparoscopic box trainers was given to postgraduates under faculty guidance. Feedback from postgraduates and faculty was obtained using separate validated questionnaires. The pre- and post-training assessment scores were compared applying the Wilcoxon matched-pairs signed-rank (2-tailed) test using the SPSS Windows Version 20.0 (IBM Corporation).RESULTS:Sixteen postgraduates participated in the study. The median satisfaction score of the postgraduates was 4 (range 3–5), a scale of a maximum of 5. The group identified faculty feedback, stepwise skills learning, supportive learning environment, and trainers’ motivation as enabling factors in the training. The faculty observed that the trainees were effectively engaged. The group mean improvement scores in percentage were 40.08 for task 1, 42.08 for task 2, 43.13 for task 3, and 45.63 for task 4.CONCLUSIONS:It is feasible to incorporate faculty-guided sessions of simulation training in basic laparoscopy skills for postgraduates in our setup. It is well accepted by the key stakeholders, and we recommend it to be incorporated in the formal training program.

How Assumptions and Preferences Can Affect Patient Care: An Introduction to Implicit Bias for First-Year Medical Students.

IntroductionInstruction in implicit bias is becoming prevalent across the spectrum of medical training. Little education exists for preclinical students, and guidance for faculty to facilitate such education is minimal. To address these gaps, we designed and delivered a single session for incoming first-year medical students and developed a facilitator training program.MethodsOne faculty member delivered a 1-hour, multimedia, interactive lecture to all first-year medical students. Students subsequently met in small groups with trained facilitators. Activities included reflection, guided debriefing, and strategy identification to become aware of when they might be making an assumption causing them to jump to a conclusion about someone. The program evaluation consisted of aggregated student strategies and facilitator feedback during postsession debriefs, both analyzed through thematic analysis.ResultsWe delivered instruction to 1,098 students. Student strategies resulted in three themes: (1) humility, (2) reflection, and (3) partnering. The postsession debriefs uncovered opportunities to enhance the session. Lessons learned included presenting material to an entire class at once, allowing students to engage in dynamic discussion in the small groups, eliminating anonymous polling in the small groups, and highlighting management of implicit bias as essential to professional development.DiscussionOur instructional design enabled first-year medical students to identify at least one strategy to use when implicit biases are activated. The large-group session was deliverable by one faculty member, and volunteers successfully facilitated small-group sessions after only one training session, making this model a feasible innovation to reach an entire medical school class at the same time.

An Analysis of Successful Features of Anesthesiology Journal Clubs.

No studies have examined how journal clubs (JCs) are implemented in anesthesiology residency training programs. The goal of the study was to close this gap by (1) examining the format, content, and goals of JCs; (2) identifying features associated with higher resident attendance and JC success; and (3) examining program directors' perspectives on JCs. A 41-question survey was sent to anesthesiology program directors. Answers were analyzed using multivariable logistic regression, multivariable linear regression, and exploratory factor analysis. Out of 117 surveys sent across the United States, 80 program directors responded (68.4% response rate). Of the 80 programs, 77 (96.3%) programs have a JC, with 93.2% of them existing for more than 2 years. Most JCs (62.5%) neither formally appraised articles before meetings, nor formally evaluated their JC (59.7%). Faculty alone organized 44.4% and moderated 69.9% of the JCs. The role of residents was primarily limited to presenting selected articles with faculty guidance (83.3%). The average resident attendance was 49.7%. A multivariable linear regression analysis identified mandatory resident attendance, faculty turnout of >5 members, and longer intervals between JC meetings as features associated with higher resident attendance. Only 49.3% of JCs were successful as defined a priori by resident attendance >50% and longevity of ≥2 years. Features associated with JC success based on multivariable logistic regression included mandatory resident attendance and complimentary food. This largest survey of JCs in anesthesiology found that while JCs are widely established, half of them could be improved.

University of Rochester School of Medicine and Dentistry

University of Rochester School of Medicine and Dentistry

Addressing Public Mental Health Challenges: A Mixed-Methods Evaluation of Problem-Based Learning

Problem-based learning (PBL) is a pedagogical framework that centers on a problem of interest and structures classroom tasks around teams formulating practical, evidence-based solutions. This approach is particularly well-suited for public health curricula, as it prepares students for a dynamic, interdisciplinary, professional environment. This study explores the piloting of a PBL approach with three student cohorts in a graduate-level public mental health course. Biweekly, interdisciplinary student teams were presented with a public mental health case provided by an expert in the field and asked to develop and present evidence-based solutions through a process grounded in knowledge acquisition, critical thinking, and faculty guidance. A mixed-methods evaluation was completed to examine student perceptions of PBL components and the benefits of PBL and to gather recommendations to enhance this approach. Among 37 students who completed self-administered surveys, more than 70% found case analysis, reviewing additional literature to support case solutions, and discussions with an expert to be the components “Most Helpful” to their learning. Four focus groups with 21 students were conducted to further examine perceived course benefits and suggested changes. Participants appreciated real-world simulations of public health issues and interdisciplinary teams and offered recommendations for future improvements, such as adding a culminating project. Findings support the benefits of a PBL approach in equipping graduate students with the knowledge and skills to successfully pursue professional public health work. Recommendations inform future efforts to implement this approach in other public health curricula as well as for other courses and settings.

Assessment of medical professionalism using the Professionalism Mini Evaluation Exercise (P-MEX) in a multi-ethnic society: a Delphi study

BackgroundThe importance of medical professionalism and its assessment has been well documented in the literature. However, there is currently no culturally-adapted tool to assess medical professionalism in Singapore. This study sets out to find consensus on relevance of the items from the Professionalism Mini Evaluation Exercise (P-MEX) for assessing medical professionalism in Singapore.MethodsA two-round Delphi survey was completed by an expert panel consisting of program directors, associate designated institutional officials, and designated institutional official (n = 15) from residency programs in Singapore. Round 1 comprised of 23 items from the P-MEX rated on a 5-point scale (1 = Definitely include, 2 = Possibly include, 3 = Neutral, 4 = Possibly exclude, 5 = Definitely exclude). In round 2, the experts received feedback from the previous round, and were asked to re-rate the items which did not achieve consensus in the previous round. The threshold for consensus in the study was defined as 70% or greater agreement among experts.ResultsCompleted questionnaires for both rounds were received from all 15 experts. In round 1, 18 items (78%) achieved consensus to be included. In round 2, 1 (4%) item achieved consensus to be included. However, none of the remaining items achieved consensus to be removed, and they exhibited stability in responses. A list of 19 items covering four domains of medical professionalism (Doctor-patient relationship skills, Reflective skills, Time management and Inter-professional relationship skills) was obtained during the two-rounds of Delphi survey.ConclusionsNineteen items in the P-MEX had garnered consensus and is suitable for assessing medical professionalism in Singapore. The findings of this study can provide guidance for faculty and institutions who want to assess medical professionalism of their medical trainees.

Evaluation of an e-book assignment using Fink's Taxonomy of Significant Learning among undergraduate dental hygiene students.

With significant learning experiences, students undergo positive, substantial, and lasting influences on their personal and professional lives. With grant support from The Ohio State University's Affordable Learning Exchange Program, students created e-book chapters for a Current Concepts in Dental Hygiene as a significant learning experience. The purpose of this study was to evaluate the impact of an e-book chapter creation project on the learning of undergraduate dental hygiene students using Fink's Taxonomy of Significant Learning. Upon IRB exemption, this study involved a mixed-methods, cross-sectional research design involving a survey of attitudinal and reflective questions. The data were analyzed using descriptive statistics and thematic analysis. The data from 100% (n=41) of the dental hygiene students enrolled in the Current Concepts in Dental Hygiene course were analyzed. Most students recognized the alignment of the 6 scaffolded assignments with the 6 domains of Fink's Taxonomy of Significant Learning. Most students agreed the project focused on foundational knowledge (68.8%, n=27), promoted active learning (73.2%, n=30), applied to real life problems (63.4%, n=26), and provided life lessons (56.1%, n=23). Thematic analysis revealed students appreciated the teamwork involved and the scaffolding of assignments, recognized the challenges of inconsistent feedback and technical issues with the software, and felt that more faculty guidance and technical support would have improved their experiences. Future research should evaluate the impact of using Fink's Taxonomy of Significant Learning with the design of courses or course-long projects on the education of dental and dental hygiene students.

Lecture capture in pharmacy education at UBC: Updating our understanding

IntroductionLecture capture is a contemporary learning technology used to improve the quality of professional programs such as pharmacy. Building on our 2014 study, the objective of this study was to reexamine the value of lecture capture for student and faculty users and make decisions about its continuance and optimization. MethodsSurvey methodology was used to gather student and faculty perspectives on the lecture recordings. Collected data focused on usage, learning impacts, and attendance. Lecture capture software provided analytics on student viewing patterns. The constant comparative method was used to analyze student and faculty comments for underlying themes and data discrepancies. ResultsFollowing an evolutionary development path, lecture capture has become a mainstream learning resource for students and faculty. Student usage has increased dramatically and strategically. In addition to enhancing in-class experiences, study effectiveness, and overall learning, students continue to claim minimal impacts on attendance. Faculty perspectives remain modest. While faculty recognize the learning benefits for students and are prepared to continue using lecture recordings, issues related to absenteeism are increasingly troublesome. Faculty are also using lecture recordings for faculty development purposes. ConclusionsFaculty have renewed their commitment to the lecture capture program going forward. Importantly, the study has helped refocus the evolution of the program away from binary questions such as whether or not to use lecture recordings and the impacts of lecture capture on attendance and towards specific guidance for students and faculty on the best use of the resource and deeper questions about student learning.

Changing the Narrative; Peer Based Training on Reproductive Health: A Six Year Experience [08G

INTRODUCTION: Despite the American College of Obstetricians & Gynecologists recommendations, many medical students are not taught to counsel patients on their reproductive health options. Since 2013, medical students at the University of Miami, under faculty guidance, implemented a curriculum for volunteers who wish to help women in South Florida access long-acting reversible contraception and abortion services. METHODS: Students in their third- and fourth-year designed a training program. Second-year students who had undergone the training and had at least one year of experience as a Reproductive Health Advocate (RHA) led the program. The learning objectives were to train new RHAs in contraception, pregnancy termination, patient counseling, laws and finances. Pre- and post-training surveys assessed knowledge, attitudes, and barriers regarding reproductive health. RESULTS: Over the past six years, eighty-seven students with an average age of 24 years completed pre-training and post-training surveys. The cohort includes five males, eighty females and two declined to identify gender. Reproductive health knowledge scores improved with a pre-training average score of 58.6% and a post-training score of 83.2%, P<.008. Attitudes towards abortion also changed. Before training, 53% of students “strongly agreed” that abortion is safe; after training 86% “strongly agreed.” Prior to training, only 41% of the students strongly agreed that “abortion access is a problem in the hospital I train.” Post-training assessments showed that 63% of students strongly agreed. CONCLUSION: Student-run training improved medical students' understanding of reproductive health and barriers accessing care. To determine generalizability, future studies should replicate this training at different institutions.

An interprofessional cohort analysis of student interest in medical ethics education: a survey-based quantitative study

BackgroundThere is continued need for enhanced medical ethics education across the United States. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level medical ethics curriculum.MethodsIn January 2018, following the successful implementation of a peer-led, grassroots medical ethics curriculum, student leaders under faculty guidance conducted a cross-sectional survey with 562 of 1357 responses received (41% overall response rate) among students enrolled in the School of Medicine, College of Nursing, Doctor of Physical Therapy and BS/(D) MD Professional Scholars programs at The Medical College of Georgia at Augusta University. An in person or web-based questionnaire was designed to measure perceived need for a more in-depth medical ethics curriculum.ResultsThe majority of respondents were female (333, 59.3%), white (326, 58.0%) and mid-20s in age (340, 60.5%). Almost half of respondents (47%) reported no prior medical ethics exposure or training in their previous educational experience, while 60% of students across all degree programs reported an interest in more medical ethics education and 92% noted that an understanding of medical ethics was important to their future career. Over a quarter of students (28%) were interested in pursuing graduate-level training in medical ethics, with case-based discussions, small group peer settings and ethics guest lectures being the most desired teaching methods.ConclusionsThe future physician, nursing and physical therapist workforce in our medical community demonstrated an unmet need and strong interest for more formal medical ethics education within their current coursework. Grassroots student-driven curricular development and leadership in medical ethics can positively impact medical education. Subsequent integration of interprofessional training in medical ethics may serve as a vital curricular approach to improving the training of ethically competent healthcare professionals and overcoming the current hierarchical clinical silos.

What Works in Online Teaching

This Article offers lessons from an empirical study of an Online Trusts & Estates course. More than 280 law students were surveyed over three semesters on what works well for them and what does not in this online course. Their top three answers in each category serve as guidance for faculty creating online courses.

Being treated with compassion by nursing students in their baccalaureate program.

Compassion is an essential component of nursing education. Having nursing students describe situations in which they were treated with compassion may offer guidance for faculty. The purpose of the study was to uncover themes in descriptions of undergraduate nursing students who described self as being treated with compassion during their Baccalaureate nursing education. Conventional content analysis was the method used in the study. Four themes represent the findings. These are: 1) compassion began in situations where students were lost, confused, frightened, and discouraged; 2) emerged in a relationship focused on being recognized, valued, and understood; 3) developed with the other taking charge, listening carefully, remaining patient, and maintaining presence; and 4) ended with feelings of success, comfort, and belonging. The findings offer a description of compassion from the students' point of view. An approach for teaching compassion based on the study findings is proposed.