Regional Campus Research Articles

Entrustable Professional Activities in Medical Education: SELECT Leadership, Values-Based Patient-Centered Care, Health Systems, and Scholarly Excellence

Entrustable Professional Activities (EPAs) represent a concept in medical education that has gained significant traction over the last few years, particularly in the context of competency-based medical education. An EPA refers to a specific task or responsibility that can be entrusted to a trainee once they have demonstrated the necessary competence. EPAs provide concrete tasks that a trainee should be able to complete at various stages of training in order to clarify expectations and responsibilities they should master. The University of South Florida Morsani College of Medicine (USFMCOM), Scholarly Excellence, Leadership Experiences, Collaborative Training (SELECT) MD program pairs a unique four-year longitudinal leadership program including the domains of leadership, values-based patient-centered care, health systems, and scholarly excellence with an innovative medical degree program. Students in the SELECT program spend the first two years on the campus in Tampa, Florida, and the clinical years on the regional campus in Allentown, Pennsylvania. These additional threads of curriculum call for a unique set of EPAs. A working group of faculty, students, and administrators within the college from both the main and regional campus developed EPAs for each of the above listed areas of focus within the curriculum. In this paper, the authors describe how Entrustable Professional Activities were developed at MCOM to assess the SELECT curriculum in the areas of leadership, values-based patient-centered care, health systems, and scholarly excellence.

Promoting Patient Care Ownership in Medical Students through Standardized Simulations

Background:Professional identity formation (PIF) has been demonstrated to play an important role in medical students' transition from a peripheral role into becoming a physician that bears primary responsibility for the care of their patients1,2. Multiple factors influence this development, including clinical experiences as well as sociocultural, familial, academic, moral, religious, and gender-based roles, values, beliefs, and obligations. Many of these factors can be emulated in simulations to encourage this merging of identities; the most critical of which is patient care ownership (PCO)6. This study was conducted on the 4th year medical students at the Medical College of Georgia (MCG) and compares a self-reported PCO index score amongst the various subsets. These include main vs regional campus assignment for clinical years, gender identity, ethnicity, and prior healthcare experience before medical school. Methods:For this study, we distributed a questionnaire developed by Avey et al. (2009) and adapted by Wyatt et al.11 (2023) to evaluate the feelings and opinions of medical students regarding their level of patient care ownership11,16,17. To evaluate the effects of the longitudinal simulation curriculum on PCO as measured with the survey instrument index scores, independent sample t-tests and ANOVA between different groups with a Tukey HSD multiple-comparison post-hoc were done. Groups analyzed for differences included campus, gender identity, race, ethnicity, and prior experience in the healthcare field. Results: A total of 201 students were invited to participate in this study. There was no statistically significant difference between students from main and regional campuses in PCO index scores. When comparing between gender identities of male, female, and nonbinary, there was no significant difference (p = 0.248). Comparing ethnicities did not show any significant differences (p = 0.936). Finally, there was no significant difference in PCO index scores between students in regard to their prior healthcare experiences (p = 0.155). Conclusion:This study highlights the importance of a comprehensive and intentionally-designed simulation curriculum to prompt PCO in order to facilitate PIF prior to residency, for the purpose of producing more confident and competent intern physicians2. Conflict of interest: none Treatment of human and animal subjects: not applicable

Development of a mobile application to increase motivation, engagement & teaching activity of clinical faculty using gamification principles

Background: Clinician teachers (CT) have historically felt undervalued and underappreciated. One technology used to increase motivation is gamification: the process of inserting elements of game-playing into activities that are not usually associated with games. We developed a mobile application that rewards CTs using in-app gamification techniques to increase CTs motivation. This program was implemented specifically in a regional campus setting, Mississauga, Ontario. Methods: A cross-platform application that rewards physicians for their clinical teaching hours was created. This consisted of a star grading criteria where each physician was awarded depending on the number of hours completed. End-user perceptions of the application were evaluated using a survey with a Likert scale and open-ended questions. Survey results were collated with descriptive statistics and thematic analysis. Results: The TutorTracker application was developed implementing a live gamification algorithm. It allows physicians to view their hours completed, rewards obtained, and add additional hours. The majority of CTs agreed or strongly agreed that the application was user-friendly, easy to navigate and enjoyed the rewards provided. Major themes that emerged were regarding additional features and full integration of such an application for rewarding teaching efforts. Conclusions: Gamification principles have been implemented in a cross-platform application allowing CTs to be rewarded for their teaching. The next steps would be to formally quantify the effects and advantages of using the application to increase the motivation of tutors.

Impact of Alternative Learning Activity Program on Student Leadership Development in a Science, Technology, Engineering, and Mathematics School

This study explored the impact of the alternative learning activity (ALA) program offered in the Philippine Science High School-Ilocos Region Campus toward students’ leadership abilities. A mixed-methods approach was used to conduct the study through a survey of 132 student leaders affiliated with ALA clubs in the years 2022 to 2024. The results indicated that the participants exhibited strong expertise in communication, critical thinking, character development, citizenship, diversity appreciation, global understanding, and skill development in the measured indicators, suggesting that the ALA program is effective in producing well-rounded leaders. The findings also showed that almost all dimensions of leadership qualities exhibited the strong positive relationships between indicators, indicating their significant relationship and hinting that effective leadership is multidimensional. In ALA clubs, it was found that excellent leadership practices include providing diverse learning opportunities (kataguyod), offering targeted skill training (katuwang), offering mentorship and peer support (kaagapay), provision of leadership support (kalakbay), and inclusivity enhancement (kabahagi). These are beneficial practices, not only instill skills among the members but they also promote personal development. These findings show the importance of specialized leadership training in preparation for varied leadership roles.

Two-week intensive medical student point-of-care ultrasound training impact on long term utilization

BackgroundThere is little to no data evaluating long term usage of point of care ultrasound (POCUS) after a training intervention for medical students. The purpose of this study was to examine the impact of an intensive POCUS training program on medical student’s usage at 9-months post-program.MethodsThis was a prospective cross-sectional study of rising second year medical students who participated in a 2-week summer POCUS training program. Instruction consisted of 8 h of asynchronous online didactic material, 2–4 h of daily hands-on instructor-led and independent scanning, and instruction on how to teach POCUS. Students were assessed pre- and post-program, and again at 9 months post-program to evaluate POCUS usage.ResultsA total of 56 students participated in the program over 2 summers; 52 (92.9%) responded to the 9-month post-program survey. At 9 months, 49 (94.2%) of students taught POCUS after the program to peers or faculty. Students reported serving as a POCUS instructor in 283 subsequent teaching sessions accounting for 849 h of POCUS instruction time. Six (11.5%) students were involved in the creation of a POCUS interest group on their regional campus, 7 (13%) created a POCUS curriculum for their student interest group, and 4 (7.7%) created an opt-in co-curricular POCUS program for students at their regional campus. Three (5.8%) students did not serve as educators after the program and only one student reported not using POCUS again after the program.ConclusionAfter a 2-week intensive POCUS training program for medical students, the majority of students demonstrated continued involvement in POCUS learning and education at 9-month follow-up including serving as peer instructors and assisting with limitations in financial resources and trained faculty.

Comparative Assessment of Water Productivity and Crop Performance of Cluster Bean, Cowpea and Pearl Millet in Arid Zones

Arid and semi-arid regions face mounting challenges due to water scarcity exacerbated by climate change, necessitating sustainable agricultural practices to ensure food security and economic stability. This study compares the water productivity and crop performance of Cluster Bean (Cyamopsis tetragonoloba L), Cowpea (Vigna unguiculata L.) and Pearl Millet (Pennisetum glaucum L.) under sprinkle irrigation in the Thar Desert, India. The experiment, conducted over two years (2022 and 2023) at ICAR – CSWRI – Arid Region Campus, Bikaner evaluated plant height, leaf number, branch development, fresh and dry biomass yields and water productivity. Pearl Millet exhibited the tallest plants (160.03 cm) and highest water productivity (1.57 kg/m³), emphasizing its drought resilience and efficient water use. Cowpea demonstrated substantial biomass production (average fresh weight of 16,348.75 kg/hac.) and moderate water productivity (1.16 kg/m³), suitable for forage and soil improvement. Cluster Bean, although less productive in biomass, showed adaptability with increased branching (from 4.65 to 7.35 branches/tiller/plant), indicative of its resilience in arid conditions. These findings underscore the importance of crop selection and management practices in maximizing agricultural productivity and resource use efficiency in water-limited environments.

Value of Gold and Silver Signals and their Correlation with Step Scores on OBGYN Interview Offers

Competition for residency positions has led to application inflation. In the 2022-23 cycle, 16 residency specialties allowed applications to be submitted with a virtual “token” - signaling a preferred interest in a program. OBGYN was the only program using a two-tiered system that allowed applicants to assign signals using “gold” to indicate highest interest and “silver” indicating very high interest. We examined the impact of the tiered signals on interview offer trends of senior students pursuing OBGYN at a large allopathic medical school and if the interview rate was correlated with their USMLE step scores. A cross-sectional, anonymous survey included the number of interviews obtained from applications submitted using gold signals (3), silver signals (15), and no signal (no cap). Fifteen students identified as participating in the OBGYN match with 100% participation, ten of whom were from regional campuses (67%). The mean interview rate differed based on signaling, showing increased likelihood of interview offers based on signal type. Step 1 and step 2 quartile rank were not associated with signal interview rate. This study supports the use of tiered signals as a method for students to express an interest in specific programs and have it recognized by programs in extending interview offers. The authors have no conflicts of interest to disclose. This study was IRB exempt.

“Don’t I need research to get a residency?” Incorporating scholarly activity at a regional campus

The impact of Step 1 becoming pass-fail is yet to be known. Many believe the value and power of scholarly activity will increase across specialties, but opportunities for such activities differ across universities and even between campuses. At the Augusta University/University of Georgia Medical Partnership, a regional campus of the Medical College of Georgia, we hoped to better understand our students' current scholarly activity production and their reasoning behind pursuing these activities. Student surveys indicated that the three highest specialties of interest were primary care-based; students, on average, had one or two poster presentations and one or fewer manuscripts published in medical school thus far. The top reasons to pursue research were the transition of Step 1 to pass-fail, interest in a competitive specialty, and the encouragement of mentors. We hope by understanding our current medical students, we can further cater to their needs through the creation and implementation of new scholarly activity opportunity initiatives.

Implementation of an Annual “Education Day” to Foster Medical Education Scholarship in a Regional Campus System

We implemented an annual “Education Day” at Indiana University School of Medicine to promote educational scholarship across our nine-campus system. Held each spring from 2020 to 2023, Education Day showcased the educational scholarship of our faculty, staff, and learners, and provided a forum to share best educational practices and forge new collaborations.

Increasing Student Engagement in a Re-opened Regional Campus Library: Results from a Student Focus Group

Increasing Student Engagement in a Re-opened Regional Campus Library: Results from a Student Focus Group

Internet of Things (IoT), PBL and 3D Holographic modelling for smart agricultural education at The University of Queensland

The project described in this paper builds on exciting technological developments in real time biophysical data gathering that are currently happening at The University of Queensland (UQ)’s regional campus (UQGatton ~1000ha of prime agricultural land ~85km SW of Brisbane in SE Queensland), via the Internet of Things (IoT) UQ Smart Campus Project. This paper will describe the development of multifaceted web-based interfaces, problem based learning modules, and 3D modelling using the real time streaming data acquired through the Internet of Things (IoT) technology of the UQGatton Smart Campus Initiative. The idea is to produce innovative teaching and assessment modules for multiple different courses in the UQ Science Faculty, and across 2 Campuses separated by 85kms of highway. The paper describes the technology involved, the challenges and workarounds and a number of examples of using the data collected for problem-based learning modules. Some discussion is included on what these technologies could provide for further Teaching & Learning developments in the “E” space being trialed with partners UQ ITS, Microsoft and Telstra/Readify.

The Supportive Oncology Collaborative: Expanding upon Collaborative Care to Increase Supportive Care Access in Underserved Populations.

Background: Access to supportive services in community-based oncology is challenging but essential, particularly for underserved populations. Methods: We developed the Supportive Oncology Collaborative (SOC), built upon the tenets of Collaborative Care, an existing model used to increase access to behavioral health in community settings. Using a population-health-based approach with screening, a registry, and shared care, we added palliative care specialists to a team of social workers and a consulting psychiatrist. We provided integrated psychosocial and palliative care at community-based sites of a large comprehensive cancer center. Results: We implemented the model in 2020 at a community site with a racially and ethnically diverse patient population. Encounters grew from 527 in our first year to 2,130 in 2022. Using screening tools, we identify the highest-risk patients for discussion in team meetings. Discussion: We are expanding the SOC across the Dana-Farber Cancer Institute regional campuses and believe it can increase access to integrated psychosocial and palliative care in cancer centers across the country.

Student Usage of Supplemental Online Resources at a Regional Medical School Campus

Medical students have self-reported the importance of online resources for learning course materials and for preparing for USMLE exams. However, reports describing the actual usage of online resources by medical students are less abundant. In this article, we report the actual usage of institutionally-provided online resources by first-year students from the Medical College of Wisconsin-Central Wisconsin (MCW-CW) regional campus. From 2017 through 2022, different cohorts of first-year students were provided access to three different online supplemental resources: Draw It to Know It (DITKI), Osmosis and Anatomy.TV (powered by Primal Pictures). Most of the students in the study accessed one or more online resources, but the extent to which students accessed each of these materials was highly variable. Based on self-reported data we expected more students to use these resources to a greater degree. Our results suggest that rather than purchasing institutional licenses to online resources, institutional funds might be better used in another manner, possibly by providing students a scholarship/stipend towards an individual license to an online resource for which the student can provide evidence of extensive use.

Qualitative analysis of regional campus stakeholders’ perceptions of the benefits of community engagement for medical students

Introduction Regional medical campuses are being established to meet the needs of the community with an emphasis on community engagement. Establishing relationships with community partners is a critical step in community engagement. Following the creation of a new medical campus, the purpose of this study was to conduct interviews with community stakeholders to gather their perspective on community needs as well as desired medical student characteristics. Methods This study utilized a descriptive qualitative design inspired by grounded theory. A purposive sample was identified for semi-structured interviews that were audio-recorded and transcribed verbatim. Data analysis consisted of inductive thematic analysis with open line-by-line coding and theme identification. Results A total of 31 community stakeholders were interviewed as part of this study. Thematic analysis of the interview transcripts yielded 3 themes related to desired medical student characteristics. These themes were compassion through perspective, effective communication, and value of the community-healthcare partnership. Discussion Stakeholder interviews identified desired medical student characteristics while also detailing how community engagement in medical education can provide an opportunity for further development of these characteristics. Response to the stakeholder interviews has included adjustments to a longitudinal, community engagement course as well as increased efforts to build trust with minority populations. Further efforts to acknowledge community partnerships and effectively disseminate results of community engagement projects are needed to grow the connection between the regional medical campus and the local community.

“I Create Open Access My Own Way”: Perspectives on Open Access and Publishing Choices from Faculty at Regional Campuses at a R1 University

“I Create Open Access My Own Way”: Perspectives on Open Access and Publishing Choices from Faculty at Regional Campuses at a R1 University

Incentivizing Fifth-Grade Students to Pursue Science Education: A Study on Encouraging Enrollment in STEM-Specialized High Schools

“STEM-Up” is a pioneering endeavor led by Grade 12 students from Philippine Science High School – Caraga Region Campus, designed to address the challenge of low enrollment rates from Buhangin Elementary School into the Philippine Science High School (PSHS). Grounded in the imperative to cultivate future scholars from Brgy. Buhangin, Butuan City, this project aims to introduce innovative strategies to augment enrollment figures and foster academic excellence. Drawing inspiration from pertinent literature on educational outreach and student motivation, STEM-Up is structured to empower fifth-grade students by providing tailored lessons geared towards excelling in the National Competitive Examination (NCE). The project also emphasizes the importance of mentorship and guidance in nurturing young talents towards realizing their potential to contribute meaningfully to national development. The methodology employed in STEM-Up encompasses a multifaceted approach, beginning with comprehensive engagement with stakeholders, including local authorities, school administrators, and target student cohorts. Initial phases involved the formulation of informed consent procedures, the selection of participants, and the dissemination of project details to the concerned parties. Leveraging insights from educational psychology and pedagogy, the curriculum design prioritized topics aligned with NCE requirements and tailored instructional methodologies to suit the learning needs of the target demographic. Implementation strategies included regular classroom sessions supplemented by interactive workshops and mentoring sessions aimed at instilling confidence and motivation among participants. Continuous assessment and feedback mechanisms were integrated to gauge student progress and adapt instructional strategies accordingly.

Analyzing the Production Environment of Campus Press and Exploring the Direction of Activation : In-depth Interviews with Regional Campus Press Insiders

Analyzing the Production Environment of Campus Press and Exploring the Direction of Activation : In-depth Interviews with Regional Campus Press Insiders

Needs, Motivations, and Abilities: Exploring the Perspectives of Science High School Educators in Performing and Writing Research

Education is a constantly evolving field, driven by the increasing demand for innovative teaching methods. Teachers, often seen as the cornerstone of education, assume a multifaceted role that extends beyond the classroom. They actively engage in educational research, contributing significantly to the advancement of teaching and learning. This study aimed to collect, analyze, and comprehend the perceptions of teachers at the Philippine Science High School-Ilocos Region Campus in conducting and writing meaningful research. Utilizing a quantitative research approach, the study includes twenty-five (25) teachers from the Philippine Science High School-Ilocos Region Campus as respondents. A researcher-developed survey questionnaire, designed based on existing literature, serves as the primary data collection tool. Key findings from this research reveal that: teachers tend to hold a relatively negative perception of research-related factors within their school environment; teachers maintain a positive stance toward research in their professional roles; teachers are intrinsically motivated by research in their professional development; teachers recognize the presence of research-related difficulties within their professional roles; teachers exhibit a strong aptitude for planning research-related activities; teachers demonstrate impressive writing skills in the context of research. In summary, this study sheds light on the perceptions and experiences of teachers engaged in research activities at the Philippine Science High School-Ilocos Region Campus. It highlights the nuanced dynamics of their involvement, from mixed perceptions of research support to their unwavering motivation and commendable skills in planning and writing research papers. This research provides valuable insights for educators and institutions seeking to enhance research engagement and productivity among their teaching staff.

Empowering STEM Education: Navigating Challenges and Embracing Innovations

This article exposes the main arguments of each article published in this issue. In Tara Brabazon's article, the focus is on addressing student attrition in universities, advocating for strategies like universal design and the abundance model to support student success. Lineo Lynnette Tool's study in South African universities explores underrepresented groups in STEM leadership, suggesting that targeted efforts can encourage their ascent, using a mixed-methods approach. Asmera Teshome Negeri and Jeilu Oumar's article from Addis Ababa University investigates the gap between engineering graduate skills and employers' needs in Ethiopia, emphasizing the importance of real labor market skills assessments and practical-oriented teaching. Dominic Patric G. Galdonez's research at the Philippine Science High School-Ilocos Region Campus highlights mixed perceptions of research support and strong motivation among teachers for research-related activities. Khut Sokha and Shimizu Kinya's study establishes a framework for teaching science through an integrated STEM approach (ISTEMA), identifying six elements and exploring the integration of science with engineering and technology in primary and lower secondary education. Ethel Reyes-Chua, et.al., from Paranaque City College, delve into metacognitive strategies employed by college students in the Philippines during the pandemic, emphasizing self-motivation and students' resilience. Sunil Dehipawala, et.al., address challenges in teaching measurement uncertainty in physics lab classes during the Covid-19 pandemic, providing insights into experiential learning and assessment rubrics for remote delivery. Prasart Nuangchalerm & Veena Prachagool's paper discusses the integration of AI in STEM education, analyzing transformative potential of AI-driven learning analytics, highlighting the need for ethical considerations in implementing technological innovations.

Sustainability in virtual education: A case study of virtual university of Pakistan

The penetration of technology has helped in better online learning and training around the world by minimizing the time and space issues coupled with traditional education and training. Regardless of the several benefits, keeping students on online platforms is an arduous task. Taking the case study of the Virtual University of Pakistan, this paper explores the impact of personal and environmental factors on online Leaner’s intention to continue through satisfaction. Primary data was gathered from 361 students of 3 regional campuses through a self-administrated closed-ended questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data in SmartPLS software. The study results indicate that only the provision of satisfying personal and environmental factors by distance learning higher education institutions can help them in attracting and retaining students. The post-COVID-19 situation has made the student intake and retention task even harder as the traditional education institution has also built the capabilities to provide online education and diminishing the niche market of virtual education institutions.