Regional Campus Research Articles

Assessing the Process Not Just the Message: A Cursory View of Student Assessment

Knowing the tremendous importance of the grade, we spent several weeks discussing, researching, and writing about the process of assessing student work. As we evaluated the written work of Claire Evelyn, an eighteen-year-old, second-semester freshman enrolled in ENGL 112, Composition and Literature, at a regional campus in Ohio, we were able to balance the enormous weight of assessing Evelyn’s work with the growing confidence in our skills. Our confidence stemmed from reading, understanding, and applying the composition theory found in our collaborative research. The particular assignment that we are assessing includes a unit of writing comprised of a final portfolio, dialogue journal, and Evelyn’s reflective letter. We will discuss the general justification and reasoning of our assessment based on the theory of process grading, rubrics, and of course, Evelyn’s written text. After some deliberation and through the use of the rubric we established, we settled on a C+ for Claire. As we began this research, our initial reaction was to grade the final draft without taking into account the other materials. Upon further discussion and research, we collectively decided to broaden our scope and include the reflection journal and the dialogue letters. By extending the text beyond one draft, we were able to give her a grade more fitting for the scope of her writing.

Developing Oral Proficiency in Spanish across Class Modalities

There is a growing demand for online course options, including classes offered and required in foreign languages. However, offering courses in multiple formats presents the challenges of developing high quality online courses and assessing the overall program effectiveness as students may elect to take the sequenced language acquisition courses in different formats. Thus, students complete the courses through various combinations of modes (i.e., all online, all face-to-face, some online/some F2F, transferring from another university or after successfully completing a placement exam). The purpose of this study was to examine a second language program offering both seated and online Spanish language acquisition classes at a small regional campus in the Midwest. Oral proficiency was tested using the Pearson Versant Test for Spanish and students' (n=108) scores were then compared to the ACTFL established benchmarks after one and two years of language study. In this study 42% met or exceeded the first year overall oral proficiency benchmark of Intermediate-Low and 27.5% met or exceeded the second year overall benchmark of Intermediate-Mid. These results suggest online Spanish course options can be an effective mode for students to meet oral proficiency benchmarks when programs require asynchronous and synchronous oral production, and provide speaking practice opportunities. However, additional research in this area is needed to better understand why some students are not meeting the benchmark.

THREAT TO SECULARISM- CONVERSIONS OR HOMECOMING.

14Sep 2018 THREAT TO SECULARISM- CONVERSIONS OR HOMECOMING. Rupam Jagota and Praisy Chanana. Assist Professor, Department of Laws, GNDU Regional Campus, Ladhewali, Jalandhar. Senior Manager Legal and Compliance in a MNC, [B.A., LL.B. (Hons.) FYIC, GNDU Regional Campus, Ladhewali, Jalandhar.

Assessment, Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning

Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.

The effectiveness of QPR suicide prevention training

Objective: The aim of this study was to assess the effectiveness of Question, Persuade, Refer (QPR) gatekeeper suicide prevention training on individuals’ ability to recognise the warning signs of suicide, intention to question someone they think is suicidal, persuade the suicidal person to stay alive, and know how and where to get help for the person. We also examined whether QPR training increased an individual’s intention to intervene with a suicidal individual. Design: A pretest–posttest online survey, based on the theory of planned behaviour, was employed before and after the face-to-face QPR training. Setting: The study was conducted on a small regional college campus in the Midwest USA. Method: Faculty, staff, and students at a regional campus completed two online questionnaires (pretest, n = 108, and posttest, n = 79) answering questions about attitudes, subjective norms, and perceived behavioural control regarding suicide intervention, as well as their intention to intervene with someone who was suicidal. They also completed a 1-hour QPR gatekeeper training event. Results: QPR training significantly improved attitudes, subjective norms, and perceived behavioural control regarding suicide intervention, and intention to intervene. It was also effective at increasing intention to question, persuade and refer (the three core goals of QPR). Conclusions: QPR training has been shown to be effective in the short-term at increasing intention to intervene within a US college community.

Family Medicine Preceptorships for First Year Medical Students: Durable Educational Value Amid Healthcare Transformation

In existence for decades, the first year required Family Medicine Preceptorship at the Duluth regional campus of the University of Minnesota Medical School has provided students with opportunities to work with regional family physicians. Exposing medical students to excellent primary care of patients early in the curriculum remains an educational priority. This time series analysis for the years 1992, 2002 and 2012 examines the physician’s practice structure (physician-owner versus employed physician) along with physician willingness to participate. As anticipated, the data demonstrate a transition from independent practice to larger health systems; physicians in large health systems at 22.9% (1992); 28.8% (2002); and 64.3% (2012). In addition, a downward trend in the percentage of physicians agreeing to serve as preceptors is reported (1992 at 83.61%; 2002 at 70.97%; and 2012 at 61.22%). This time series analysis also provides comparative data summarizing student opinion and evaluation of these experiences from the years 1992, 2012 and 2015. Despite changes in practice structure and fewer physicians agreeing to precept, the data demonstrate consistently high ratings by medical students over time.

From Deficit Thinking to Counter Storying: A Narrative Inquiry of Nontraditional Student Experience within Undergraduate Engineering Education

This paper reports on narrative inquiry research conducted with nontraditional undergraduates as they pursued a common goal of becoming engineers. Participants were enrolled in a two-year engineering transfer program offered in the evenings, via synchronous broadcast distance instruction, by a public, land-grant university situated in the western United States. The purpose of the research was to understand the experiences of nontraditional students during the two-year program, which they accessed at regional campuses within or near their local communities, and later as they transitioned to the four-year university campus located in another city away from these communities. In this paper, personal, social, and institutional tensions, arising from instances of deficit thinking and emerging from within the participants’ lived and told stories, are identified and examined. Despite deep, personal reactions to the bias they experienced, participants overcame perceptions of personal deficiency to pursue and achieve their goal of becoming engineers. Participant counter stories further revealed ways in which their unique life experiences alternately served to enhance and deepen their engineering education.

Editor's Note

We are happy to publish our third issue of the Journal of Regional Medical Campuses. The response we have received has been excellent, both in numbers and quality of submissions. Our editorial board continues to meet regularly to discuss suggestions from our readers and future plans. Please continue to pass the word of our journal to your colleagues on our regional campuses.
 
 I would like to acknowledge the article “Lessons learned through a partnership with Marshallese faith-based organizations to screen for hypertension and diabetes” by Dr. Pearl McElfish from the University of Arkansas for Medical Sciences Northwest Regional Campus. The program she describes was the winner of the 2017 AAMC Regional Medical Campus Star of Community Achievement Award. This award was presented at the GRMC Spring meeting in Washington, DC.
 
 Alan Johns, MD, MEd
 Co-Editor, Journal of Regional Medical Campuses

La acción sustantiva universitaria y la articulación con el entorno: caso Sede Regional Chorotega de la Universidad Nacional de Costa Rica

Recibido 30/01/2018 Aceptado 06/04/2018Se realizó una revisión de los proyectos de extensión-investigación de la Sede Regional Chorotega (SRCH) de la Universidad Nacional de Costa Rica para fortalecer la interrelación extensión-investigación-docencia y su articulación con la región. El objetivo de este trabajo es analizar cómo los proyectos de extensión e investigación influyen en la articulación interna y externa de la SRCH para cumplir con las diferentes actividades de la acción sustantiva universitaria. Se revisaron veintiocho proyectos de extensión-investigación, periodo 2012- 2017, utilizando un metaanálisis cualitativo y exploratorio de los proyectos registrados en el Sistema de Información Académica de la UNA. Los proyectos de extensión-investigación han fomentado una fuerte articulación de la UNA con comunidades y aliados estratégicos, ampliando el conocimiento de diversas disciplinas. Los proyectos permiten a las personas académicas mejorar su interacción y colaboración con organizaciones sociales, instituciones públicas y pares internacionales. Sin embargo, también es necesario revisar las políticas de regionalización para facilitar una mayor articulación con el sector privado y con otras universidades. Los fondos concursables regionales son esenciales para el desarrollo de proyectos de extensión e investigación. Sin estos recursos el alcance de las sedes regionales se reduciría drásticamente.

Discovering interprofessional competencies within a clinical pharmacology curriculum

Abstract Background Medication-related problems are a serious concern for the healthcare system, and many could be prevented with effective communication and teamwork including patients as team members. Purpose In an attempt to strengthen students' medication management skills, we implemented a clinical pharmacology curriculum at one medical school's regional campus and had the opportunity to test the curriculum in two different contexts. Method The course for third year medical students was taught twice: once interprofessionally with nurse practitioner, undergraduate medicine, and pharmacy learners, and once with medical students only. Differences between the two medical student cohorts were assessed both quantitatively and qualitatively. Discussion The clinical pharmacology curriculum significantly increased students' self-reported confidence with medication-related tasks compared to baseline for both cohorts of learners. Compared to the uniprofessional group, the interprofessional cohort of learners also gained a new appreciation for the roles and unique contributions other professions add to patient care. Conclusion Adding clinical pharmacology concepts to the curriculum improved students' comfort with performing medication-related tasks, and the addition of interprofessional partners led to a new awareness and respect for the roles of other professions.

A Comparison of Two Regional Campus Systems and their Impact on Addressing Health Care Needs of the Underserved

A major impact of the late 1970s Carnegie Commission on Higher Education’s report titled Higher Education and the Nation’s Health was the funding and development of Area Health Education Centers (AHECs).1 AHECs were located in rural and medically underserved areas in the states, with a goal of developing medical education programs to improve the manpower needs of these underserved communities.1 The University of North Carolina School of Medicine (UNC SOM), developed such a network in the 1970s to accomplish this task,2 and this paper reflects upon the success of the UNC AHEC system as well as the Florida State University College of Medicine (FSU COM), regional campus distributive education model in achieving this goal. The legislature of the State of Florida specially created FSU COM with a mission focused on producing primary care doctors and physicians who serve the needs of rural, geriatric, underserved, and minority populations.3 FSU COM’s distributive medical education system has successfully accomplished this mission.3,4 I completed medical school and residency in the UNC AHEC system, and I am currently a regional campus Dean at FSU COM.

The Sociology Literacy Framework and Students’ Views of Learning in Introductory Sociology

Discussions of the core in sociology have focused on faculty members’ perspectives regarding what should be taught in introductory sociology courses. Because the development of curricula is and should be a social process, we argue that students’ perceptions of learning outcomes also should be considered when curricula are developed. This study utilizes a content analysis of 461 student-authored, end-of-semester reflective essays concerning the most memorable learning that occurred in an introductory sociology course. Collected between 2006 and 2015, the assignment was utilized in each of 12 introductory sociology course sections taught by the same instructor at two universities. We then map student essay topics onto the Sociological Literacy Framework (SLF) to identify the themes most memorable to students, comparing responses of online, regional campus students with residential campus students. Results suggest the instructor placed the greatest emphasis on the SLF Sociological Eye theme and the least emphasis on the SLF Social Change and Reproduction theme. Students found topics within the SLF Socialization theme most memorable and rarely cited the SLF Social Change and Reproduction theme.

A Comparison of Two Regional Campus Systems and their Impact on Addressing Health Care Needs of the Underserved.

A major impact of the late 1970s Carnegie Commission on Higher Education’s report titled Higher Education
 and the Nation’s Health was the funding and development of Area Health Education Centers (AHECs).1 AHECs
 were located in rural and medically underserved areas in the states, with a goal of developing medical
 education programs to improve the manpower needs of these underserved communities.1 The University of
 North Carolina School of Medicine (UNC SOM), developed such a network in the 1970s to accomplish this
 task,2 and this paper reflects upon the success of the UNC AHEC system as well as the Florida State University
 College of Medicine (FSU COM), regional campus distributive education model in achieving this goal. The
 legislature of the State of Florida specially created FSU COM with a mission focused on producing primary care
 doctors and physicians who serve the needs of rural, geriatric, underserved, and minority populations.3 FSU
 COM’s distributive medical education system has successfully accomplished this mission.3,4 I completed
 medical school and residency in the UNC AHEC system, and I am currently a regional campus Dean at FSU
 COM.

Across the campuses and around the globe: Reaching online learners through high-level embedded librarianship

In response to strategic and administrative goals, a large R1 public university with 24 campuses developed a programmatic embedded librarian pilot in 2016. This pilot provided high-level embedded librarianship to a growing online education program with learners located domestically and abroad. Embedded teams included librarians at regional campuses, instructional designers, and course faculty. Together the teams created new support systems and resources for online learners. This case study offers reflections and considerations for a team-based approach to high-level embedded librarianship online. Ultimately, the authors determined that successful programmatic embedded librarianship must be strategic and intentional with carefully cultivated, team-designed courses.

Windows to the soul: “Now close your eyes.”

A regional campus dean reflects on his recent acquisition of a new clinical responsibility as medical support to an inpatient behavioral health unit. Having taught the neurological exam to students for almost 35 years, this experience caused him to pause and consider a new perspective on teaching the routine exam. The author has no conflict of interest to report and IRB approval for Treatment of Human Subjects and Treatment of Animal Subjects is not applicable.

For students, By students: The development of a histology question bank across nine medical school campuses

In 2016, Indiana University School of Medicine (IUSM) implemented a standardized curriculum across all nine of its statewide regional campuses. With a significant reduction in the number of in‐class histology lab contact hours, a student‐driven histology question bank was developed in Fall 2017 as an optional, additional learning resource. This ongoing project involves student groups from all nine campuses creating questions and providing peer‐review. It is based on a “pay to play” model wherein the students maintain access to the question bank as long as they continue to submit new questions. Overall student participation averaged 60% throughout the semester, both in submitting questions and taking the practice quizzes. The results of this project suggest the histology question bank is valued by IUSM students and the student‐driven model may provide a means of creating question banks in other areas of study.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Do Regional Medical Campuses Contribute to the Production of General Surgeons? A Study of 789 Medical School Graduates from 3 Campuses Who Matched into General Surgery Residencies over 40 Years: 1974 to 2015

Background
 A Regional Medical Campus (RMC) is a medical school campus separate from the main medical school at which a portion of preclinical
 or clinical training of medical students is carried out. The College of Community Health Sciences of The University of Alabama
 in Tuscaloosa, Alabama is the Tuscaloosa Regional Campus of the University of Alabama School of Medicine (UASOM). The question
 we sought to answer with this study is whether or not regional campuses produce general surgeons.
 Design, Setting and Participants
 Publicly available data for 6271 graduates of the University of Alabama School of Medicine from the Birmingham, Tuscaloosa and
 Huntsville campuses from 1974 to 2015 was obtained by using Google Search Engine. The list was expanded to include the data
 described by the variables in Table 1.
 Results
 Between 1974 and 2015, 789 graduates of the University of Alabama School of Medicine assigned to the Birmingham, Tuscaloosa
 and Huntsville Campuses matched into Categorical Surgery. All three campuses matched similar percentages of students ranging
 from 10.4% to 13.3% (Table 2). The main campus at Birmingham matched 599 medical students into general surgery and 202
 practice general surgery. The Tuscaloosa Regional Campus matched 88 medical students into general surgery and 47 practice
 general surgery. The Huntsville Regional Campus matched 103 medical students into general surgery and 41 practice general surgery
 (Table 2).
 Conclusions
 A comparable percentage of medical students at each campus matched into general surgery. The main campus contributed a larger
 absolute number of practicing general surgeons while regional medical campuses contributed a higher percentage of practicing
 general surgeons. Regional medical campuses contribute significantly to the deficit of general surgeons in this country.

Journey Across State Lines: Transition to a regional campus

The University of South Florida Morsani College of Medicine’s SELECT program was developed to equip medical students with healthcare leadership skills as they progress through the medical curriculum by providing them with leadership and management training, as well as a curriculum based on emotional intelligence. Medical students spend their pre-clerkship years in Tampa, Florida and then spend their clinical years at the Lehigh Valley Health Network regional campus in Allentown, Pennsylvania. The authors describe how faculty at the regional campus are involved with student and academic affairs on the main campus and the process of helping students transition not only from the pre-clinical to clinical years but also transition from Florida to Pennsylvania.

De la formación inicial al trabajo docente: Comprensión de la trayectoria

El presente artículo explora la comprensión de las experiencias pedagógicas en el contexto de la práctica profesional por parte de 32 docentes de distintas titulaciones. Los resultados evidencian una imagen de la docencia como un encuentro humano, no solo técnico, entre sujetos, contextos y demandas. Se comprende como una actividad dotada de complejidad en tanto tarea humana, y un proceso que se torna visible en el espacio de la práctica, la cual se constituye en fuente de aprendizaje y de crisis productiva. Se adoptó el enfoque cualitativo a partir de la modalidad de estudio de caso interpretativo con aplicación de entrevistas semiestructuradas y una estrategia de discusión de resultados sustentada en el análisis de contenido. La investigación se desarrolló en el campus regional de una universidad, ubicada a 200 millas al sur de Santiago de Chile. El estudio abre perspectivas de diálogo en el contexto regional, susceptibles de enriquecer la formación inicial docente, al entender que no existen modelos ideales de profesorado al margen de los contextos o marcos de actuación que regulan el ejercicio de la docencia, por lo que se hace necesario sintonizar los modelos teóricos de formación con los límites y posibilidades que ofrece la práctica.

Experiential interprofessional education for medical students at a regional medical campus

Regional medical campuses are often challenged with providing effective interprofessional education (IPE) opportunities for medical students that are comparable to those at main campuses. At distributed teaching sites, there is often less IPE infrastructure and fewer learners of other health professions. On the other hand, distributed medical education (DME) settings often have community-based clinical environments and fewer medical students, which can provide unique opportunities for IPE curriculum innovation. At the Niagara Regional Campus (NRC) of McMaster University, the Horizontal Elective for Interprofessional Growth & Healthcare Team ENhancement (HEIGHTEN) was developed to provide first-year medical students the opportunity to learn from and work alongside nurses in a community hospital. This study assesses HEIGHTEN's impact on students' knowledge, confidence, and attitudes towards interprofessional care, as well as student satisfaction with the learning experience using a mixed methods evaluation. Findings suggest that HEIGHTEN provided an enjoyable learning experience, fostered positive interprofessional attitudes and an appreciation for the nursing role. Voluntary participation by medical students was high and increased both within the regional campus and with students from other campuses travelling to participate. This model for IPE can be feasibly replicated by distributed teaching sites to provide medical students with hands-on, experiential learning early in training, leading to positive attitudes and behaviours supporting interprofessional collaboration (IPC).