Faculty Workshop Research Articles

Navigating undergraduate medical education: a comparative evaluation of a fully online versus a hybrid model

BackgroundThe evaluation of undergraduate medical curricula plays a crucial role in ensuring effectiveness and helps in continuous improvement of the learning process. This study aims to compare the effectiveness of online and hybrid teaching models of the first-year MBBS curriculum in the COVID-19 era (2019–20) and the para-COVID-19 pandemic (2020–21).Study methodologyMixed methods study with CIPP model was used. Data was collected by administering a survey and focus group discussions (FGDs) with first-year students from the 2019–2020 and 2020–2021 cohorts, faculty and administrators, which were recorded for analysis. Recorded lectures, guidebooks, planners, and question papers were also scrutinized for quality and adequacy. Furthermore, admission merit, module assessments, and professional examination results were compared and correlated. The learning environment was evaluated through the questionnaire (validated and used by Pakistan Medical and Dental council for inspections of medical schools) and the facilities provided in both years were juxtaposed. The study utilized NVIVO for qualitative and SPSS version 23 for quantitative data analysis.ResultsContextual analysis underscored the critical need for online teaching during the COVID-19 pandemic, with provided resources being deemed sufficient. Notably, the student-faculty ratio stood at 4:1, and essential resources were readily available. The fully online batch outperformed the hybrid teaching class in 2020–21. Process analysis revealed successful session delivery in hybrid and online through webinars and Zoom, accompanied by timely provision of study guides and punctual assessments. Moreover, examination papers demonstrated acceptable reliability (Cronbach’s alpha: 0.61) in core subjects. Product analysis indicated that the 2020–21 cohort performed better in modular and professional examinations across all subjects (P < 0.01) despite their lower admission merit compared to the 2019–20 batch.ConclusionsThe study revealed challenges faced during total online teaching, highlighting knowledge and skills gaps in students. While students favored hybrid teaching for interaction, faculty preferred online strategies and suggested blended learning. The administration recognized faculty’s swift transition but stressed the need for blended learning workshops and strengthening the medical education department. Recommendations include implementing blended learning strategies, conducting faculty workshops, equipping the medical education department for online teaching, and gathering student feedback after each module to enhance the curriculum.

Utilizing mentorship education to promote a culturally responsive research training environment in the biomedical sciences.

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions.

An Indigenous Suction-assisted Laryngoscopy and Airway Decontamination Simulation System.

Suction-assisted laryngoscopy and airway decontamination (SALAD) is a new modality and training manikins are quite costly. Few modifications have been described with their pluses and minuses. We describe a low-cost simulator that replicates fluid contamination of the airway at various flow rates and allows the practice of SALAD in vitro. We modified a standard Laerdal airway management trainer with locally available equipment to simulate varying rates of continuous vomiting or hemorrhage into the airway during intubation. The effectiveness of our SALAD simulator was tested during an advanced airway workshop of the Airway Management Foundation (AMF). The workshop had a brief common presentation on the learning objective of the SALAD technique followed by a demonstration to small groups of 5-6 participants at one time with necessary instructions. This was followed by a hands-on practical learning session on the simulator. One hundred and five learners used the simulator including 15 faculties and 90 participants (48 on ICU and 42 on ENT workstations). At the end of the session, the workshop faculty and participants were asked to rate their level of confidence in managing similar situations in real practice on a four-point Likert scale. All 15 faculty members and 70 out of 90 participants felt very confident in managing similar situations in real practice. Fifteen participants felt fairly confident and 5 felt slightly confident. In resource-limited settings, our low-cost SALAD simulator is a good educational tool for training airway managers in the skills of managing continuously and rapidly soiling airways. Kumar R, Kumar R. An Indigenous Suction-assisted Laryngoscopy and Airway Decontamination Simulation System. Indian J Crit Care Med 2024;28(7):702-705.

Faculty computer-mediated communication apprehension during shift to emergency remote teaching: implications for teacher-student interactions and faculty organizational outcomes

Guided by the model of faculty readiness for online teaching (FROT), the goal of the current study was to investigate the influence of instructors' knowledge (e.g., online teaching preparation), confidence (e.g., computer-mediated communication apprehension; CMCA), and attitudes about online teaching (e.g., perceived usefulness) on their communicative and organizational outcomes (e.g., communication frequency and satisfaction, job satisfaction, motivation). We recruited 206 college instructors from a variety of institutions to report on their experiences during the transition to emergency remote teaching in the spring 2020 academic semester. Results from the study suggest that instructors' CMCA was a significant and negative predictor of instructors' communication satisfaction with online student interactions, job satisfaction, and motivation to teach after controlling for the other predictors in the model. Taken together, the findings suggest that CMCA may serve as a barrier to instructor communication competence in online teaching and may have deleterious impacts on instructor affect toward their positions. Ultimately, we recommend that faculty workshops aimed at developing online teaching competence should specifically address instructor dispositional and affective characteristics such as CMCA to prevent faculty vulnerability.

Adapting for Anti-Racism: Collaboratively Diversifying Faculty Open Professional Development

Higher education institutions have become increasingly interested in exploring the innovative learning opportunities afforded by open educational resources and practices (OER). These same institutions have begun to more seriously consider ways to eradicate racism. However, few institutions have considered the ways that OER may prove useful in dismantling anti-racism and how to prepare instructional faculty to do so. Given their expertise and research skills, librarians may be uniquely positioned to take on this role. In this paper, we explore one such online asynchronous effort–adaptation and implementation of the Open for Anti-Racism faculty workshop in a Learning Management System–and offer insights for librarians and instructional faculty. These findings include: the importance of 1) adapting for local institutional context, 2) providing multimodal peer engagement opportunities, and 3) having facilitators occupying different professional roles and social locations.

Decoding the Reference Letter: Strategies to Reduce Unintentional Gender Bias in Letters of Recommendation.

There is a growing body of literature on gender bias in letters of recommendation (LORs) in academic medicine and the negative effect of bias on promotion and career advancement. Thus, increasing knowledge about gender bias and developing skills to mitigate it is important for advancing gender equity in medicine. This workshop aims to provide participants with knowledge about linguistic bias (focused on gender), how to recognize it, and strategies to apply to mitigate it when writing LORs. We developed an interactive 60-minute workshop for faculty and graduate medical education program directors consisting of didactics, reflection exercises, and group activities. We used a postworkshop survey to evaluate the effectiveness of the workshop. Descriptive statistics were used to analyze Likert-scale questions and a thematic content analysis for open-ended prompts. We presented the workshop four times (two local and two national conferences) with one in-person and one virtual format for each. There were 50 participants who completed a postworkshop survey out of 74 total participants (68% response rate). Ninety-nine percent of participants felt the workshop met its educational objectives, and 100% felt it was a valuable use of their time. Major themes described for intended behavior change included utilization of the gender bias calculator, mindful use and balance of agentic versus communal traits, closer attention to letter length, and dissemination of this knowledge to colleagues. This workshop was an effective method for helping participants recognize gender bias when writing LORs and learn strategies to mitigate it.

A Teach-the-Teacher Module for Human Trafficking Bedside Instruction.

Human trafficking (HT) is a public health issue that adversely affects patients' well-being. Despite the prevalence of trafficked persons in health care settings, a lack of educational modules exists for use in clinical contexts. We developed a 50-minute train-the-trainer module on HT. After piloting the workshop for faculty, fellows, and residents (n = 19) at the Society for Academic Emergency Medicine (SAEM) national conference, we implemented it in medical students' curricula during their emergency medicine clerkship at the University of Iowa (n = 162). We evaluated the worskhop by (a) a retrospective pre-post survey of self-reported ability to (1) define HT, (2) recognize high-risk signs, (3) manage situations with trafficked persons, and (4) teach others about HT, and (b) a 3-month follow-up survey to assess longitudinal behavior change. In both contexts, results demonstrated improvement across all learning outcomes (pre-post differences of 1.5, 1.3, 1.9, and 1.7 on a 4-point Likert-type scale for each learning objective above, respectively, at the SAEM conference and 1.2, 1.0, 1.3, and 1.3 at the University of Iowa; p < .001 for all). In the 3-month follow-up, we observed statistically significant changes in self-reported consideration of and teaching about HT during clinical encounters among learners who had previously never done either (p < .001 and p = .006, respectively). This train-the-trainer module is a brief and effective clinical tool for bedside teaching about HT, especially among people who have never previously considered HT in a clinical context.

Towards equality: gender representation at the Royal College of Radiologists' Annual Scientific Meeting 2014-2021.

Background: Conferences facilitate career advancement, but gender imbalances in public fora may negatively impact both women and men, and society. We aimed to describe the gender distribution of presenters at the UK's 2014-2021 Royal College of Radiologists' (RCR) Annual Scientific Meeting. Methods: We extracted data on presenter name, role and session type from meeting programmes. We classified gender as male or female using names, records or personal pronouns, accepting the limitations of these categories. We classified roles by prestige: lead, other (speakers and workshop faculty), proffered paper or poster presenters. We calculated odds ratios (OR) and 95% confidence intervals (CI) for associations between gender and binary outcomes using logistic regression. Results: Women held 1,059 (37.5%) of 2,826 conference roles and presented 9/27 keynotes. Compared to men, women were less likely to hold other roles such as speakers and workshop faculty (OR 0.72 95% CI 0.61-0.83), and more likely to present posters (OR 1.49 95% CI 1.27-1.76). There were 60 male-only and eight women-only multi-presenter sessions. Sessions led by women had higher proportions of women speakers. The odds of roles being held by women increased during online meetings during COVID in 2020 and 2021 (OR 1.61, 95% CI 1.36-1.91) compared to earlier years. Conclusion: The proportion of women presenters and keynote speakers reflects that of RCR membership, but not of wider society. Disadvantage starts from the earliest career stages, prejudicing career opportunities. Efforts to improve inclusion and diversity are needed; focusing on lead roles and hybrid online/in-person formats may accelerate change.

Enhancing learner motivation by adapting strategies from the ARCS model: experience from Chinese online course design and teaching

Abstract Compared with traditional language teaching in a face-to-face setting, online language teaching elicits new challenges that require instructors to adopt new strategies when designing and delivering online courses. One of the challenges, according to our literature review (Cull, S., Reed, D., &amp; Kirk, K. (2010, June 23–25, 28–29). Student motivation and engagement in online courses [Workshop session]. In Teaching geoscience online – a workshop for digital faculty, Virtual workshop. https://serc.carleton.edu/NAGTWorkshops/online/motivation.html) and our instructors’ observations of online Chinese courses, was that college students suffered from loss of learning motivation, which impacted their learning experiences and outcomes, resulting in a downhill, vicious cycle. This paper discusses various adaptations that we designed to improve learner motivation by applying Keller’s ARCS model (Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 383–434). Lawrence Erlbaum Associates, Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. Aspects of Educational Technology, 17, 140–145, Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10, Keller, J. M. (2010). Motivational design for learning and performance. Springer) during the process of (re)designing online Chinese courses from 2018 to 2020. Among many theories and models of learner motivation, Keller’s ARCS model stands out with its focus on instructional design, with four main practical categories: attention; relevance; confidence and satisfaction. This model further provides detailed subcategories for improving learner motivation, e.g., increasing variations in course material layout to capture students’ interest and providing real-time, encouraging feedback to enhance students’ beliefs in their competence. Our contextualised discussion of the ARCS model will benefit teachers and course designers seeking to enhance learner motivation in their online courses.

Creation of a Faculty Development Curriculum to Reduce the Impact of Racial/Ethnic Bias on Medical Students (P5-2.003)

<h3>Objective:</h3> To design, implement, and evaluate a curriculum for faculty to reduce the impact of racial/ethnic bias on neurology clerkship students. <h3>Background:</h3> Bias in medical education leads to inequity in student grading for those who identify with a marginalized racial/ethnic group. Although numerous studies document this problem, strategies to counteract bias remain a topic of active inquiry. <h3>Design/Methods:</h3> Students who rotated on the Neurology clerkship between 2018–2020 completed an anonymous needs assessment survey focused on race/ethnicity, clerkship grade, and experiences of bias and/or stereotype threat. Using Kern’s framework of curricular development, we designed a 90-minute faculty workshop, dedicating 30 minutes to educating with descriptive statistics and exemplar quotes from student survey results and 60 minutes to discussion exercises. Effectiveness of the workshop was evaluated through (1) student surveys administered during the 2020–2022 academic years in tandem with curriculum rollout, and (2) a post-session faculty survey assessing participant knowledge and awareness. <h3>Results:</h3> 55 students (response rate = 28%) completed our needs assessment survey, and our follow-up survey was completed by 108 students (response rate = 50%). 23.6% of students in the initial survey reported they felt their evaluation was “moderately” or “considerably” influenced by bias versus 6.5% in the follow-up survey. In the initial survey, 46.2% of individuals who identified with a race/ethnic background marginalized in medicine reported experiencing “moderate” or “considerable” stereotype threat that impacted their clerkship performance, versus 15% in the follow-up survey. 35 of 58 faculty responded to our survey after the initial workshop (response rate = 60%). 40% “never” or “rarely” considered the impact of bias on clerkship students, and 74% could not recall any witnessed specific examples of bias over the last year. <h3>Conclusions:</h3> We successfully created and implemented a workshop to educate faculty on the impact of racial/ethnic bias on clerkship students, and have seen early success on student perception. <b>Disclosure:</b> Dr. Thompson-Stone has received personal compensation in the range of $5,000-$9,999 for serving as a Consultant for Conway Homer PC. Dr. Jay has nothing to disclose. Mrs. Sampath has nothing to disclose. Racquel Whyte has nothing to disclose. Dr. Braun has nothing to disclose.

Mentor training for junior faculty: a brief evaluation report from the Georgia Clinical and Translational Science Alliance.

To provide a foundation for mentoring, junior faculty participated in a mentor training workshop informed by the Mentoring Clinical and Translational Researchers curriculum. The goal was to develop skills and behaviors that engender more rewarding and inclusive mentoring practices. Attendees responded to baseline and follow-up surveys assessing perceived mentoring skills. Follow-up surveys included closed- and open-ended questions about the value and satisfaction of the training, and intended behavior changes. Junior faculty respondents (n = 39) reported significantly higher overall mentoring skills after the training (t = -2.6, p = 0.012) with a medium effect size (Cohen's D = 0.59). Domains with statistically significant improvement from baseline to follow-up included aligning mentor-mentee expectations and assessing understanding. Thirty-eighty (97%) found the training valuable, and 32 (82%) indicated they would change mentoring-related behaviors because of the training. Intended behavior changes described in open-ended responses aligned with mentoring skills assessed (e.g., aligning expectations). An additional competency domain of evaluating mentoring relationships was also described. A mentor training workshop for junior faculty appeared to contribute to changes in mentoring skills and intended behaviors. Mentor training has the potential to enhance mentorship, which is critical to strengthening a diverse pipeline of clinical and translational science researchers.

Analysis of the retention of women in higher education STEM programs

Gender equity and quality education are Sustainable Development Goals that are present when a culture of equity and inclusion is pursued in society, companies, and institutions. Particularly in undergraduate programs in Science, Technology, Engineering, and Mathematics (STEM), there is a noticeable gender gap between men and women. The objective of this study was to find out the causes of permanence in STEM careers of women, as well as the possible causes of career abandonment towards another STEM or non-STEM career. This was done by analyzing historical data for admission to STEM careers and using an instrument (survey) for data collection carried out in a private university in Mexico. Historical data indicates that only 17% of the total population were women choosing a STEM career. A survey was carried out for 3 months to obtain information on the factors that affect the decision to opt for a STEM career or to remain in it. It was found that men and women prefer inspiring Faculty who motivate them to continue their careers. Factors such as the competitive environment and the difficulty of teaching with less empathetic Faculty were negative and decisive aspects of decision-making. School achievement did not influence the dropout rate of women in STEM careers. The factors of choice and desertion of women in STEM careers were determined, and actions of educational innovation such as mentoring and timely monitoring of already enrolled female students, digital platforms for students and Faculty, awareness workshops for Faculty, and talks with successful women in STEM areas were proposed.

Towards equality: gender representation at the Royal College of Radiologists’ Annual Scientific Meeting 2014-2021

Background: Conferences facilitate career advancement, but gender imbalances in public fora may negatively impact both women and men, and society. We aimed to describe the gender distribution of presenters at the UK’s 2014-2021 Royal College of Radiologists’ (RCR) Annual Scientific Meeting. Methods: We extracted data on presenter name, role and session type from meeting programmes. We classified gender as male or female using names, records or personal pronouns, accepting the limitations of these categories. We classified roles by prestige: lead, other (speakers and workshop faculty), proffered paper or poster presenters. We calculated odds ratios (OR) and 95% confidence intervals (CI) for associations between gender and binary outcomes using logistic regression. Results: Women held 1,059 (37.5%) of 2,826 conference roles and presented 9/27 keynotes. Compared to men, women were less likely to hold other roles such as speakers and workshop faculty (OR 0.72 95% CI 0.61-0.83), and more likely to present posters (OR 1.49 95% CI 1.27-1.76). There were 60 male-only and eight women-only multi-presenter sessions. Sessions led by women had higher proportions of women speakers. The odds of roles being held by women increased during online meetings during COVID (OR 1.61, 95% CI 1.36-1.91). Conclusion: The proportion of women presenters and keynote speakers reflects that of RCR membership, but not of the patient population. Disadvantage starts from the earliest career stages, prejudicing career opportunities. Efforts to improve inclusion and diversity are needed; focusing on lead roles and hybrid online/in-person formats may accelerate change.

How search committees assess teaching: Lessons for CTLs

This study updates and expands upon past work on how tenure-track hiring committees evaluate teaching effectiveness to provide centers for teaching and learning (CTLs) current data as they support graduate students and postdocs navigating the academic hiring process. In this study, 166 hiring committee chairs from nine academic disciplines and a variety of institution types (e.g., Baccalaureate, Master’s, and Doctoral) responded to survey questions addressing how they evaluate teaching effectiveness for tenure-track positions. Results indicate that hiring chairs across institution types and disciplines value a candidate’s teaching effectiveness. Hiring committees use a variety of documents to gather information about an applicant’s teaching, but the teaching philosophy statement is most common. The survey responses also provide greater clarity on what hiring chairs find effective in applicants’ teaching philosophy statements, diversity and inclusion statements, and presentations of student evaluations. We discuss implications of these findings for scholarship of educational development (SoED) researchers, CTL leadership engaged in strategic planning, and educational developers providing consultations and workshops for future faculty.

223 A Multi-Modal Approach to Nerve Block Teaching

223 A Multi-Modal Approach to Nerve Block Teaching

A planetary health-organ system map to integrate climate change and health content into medical curricula.

A planetary health-organ system map to integrate climate change and health content into medical curricula.

Fostering Inclusion Through Professional Development: The Case of Faculty Workshops at the University of Rhode Island A Chapter Submitted for: Challenging Higher Education in the 21st Century

In the United States, post-secondary institutions have enacted a variety of approaches to foster inclusion of diverse students. Some efforts (e.g., training, workshops) are aimed at teachers, who spend significant time with students, and thus, have a direct influenceon whether, and how, students feel included. This study provides rich detail about a series of professional development workshops at one U.S. institution. The goals of the workshops were to increase instructor knowledge of inclusion and to offer tangible strategies for fostering it in their spheres of influence. The manuscript details the history, design, implementation, and selected outcomes of the Inclusion Workshops for Faculty.

Teaching Evidence-Based Physical Diagnosis: A Workshop for Hospitalists.

IntroductionTeaching on physical examination, especially evidence-based physical diagnosis, is at times lacking on general medicine rounds. We created a hospitalist faculty workshop on teaching evidence-based physical diagnosis.MethodsThe workshop included a systematic approach to teaching evidence-based physical diagnosis, multiple teaching resources, and observed peer teaching. A long-term follow-up session was offered several months after the workshop. Participants completed questionnaires before and after the workshop as well as after the long-term follow-up session.ResultsFour workshops were conducted and attended by 28 unique participants. Five hospitalists attended long-term follow-up sessions. Due to the COVID-19 pandemic, repeat sessions and long-term follow-up were limited. In paired analyses compared to preworkshop, respondents after the workshop reported a higher rate of prioritizing ( p = .008), having a systematic approach to ( p < .001), and confidence in ( p = .001) teaching evidence-based physical diagnosis. Compared to before the workshop, participants after the workshop were able to name more resources to inform teaching of evidence-based physical diagnosis ( p < .001). Informal feedback was positive. Respondents noted that the workshop could be improved by allowing more practice of the actual physical exam maneuvers and more observed teaching.DiscussionWe created and implemented a workshop to train hospitalists in teaching evidence-based physical diagnosis. This workshop led to improvements in faculty attitudes and teaching skills. Long-term outcomes were limited by low participation due in part to the COVID-19 pandemic.

477 The Climate is Changing, Why Cant We? Faculty Perspectives on Education for Sustainable Healthcare in Health Education

OBJECTIVES/GOALS: Despite calls for the integration of Education for Sustainable Healthcare (ESH) into health professional training programs, most curricula have yet to adapt accordingly. This qualitative study sought to understand faculty perspectives on ESH knowledge, interest, barriers, and facilitators. METHODS/STUDY POPULATION: From 2018 to 2020, 71 health professional education faculty from 6 University of California (UC) campuses participated in ESH integration workshops. Using purposeful sampling based on gender and campus, a subset of workshop faculty participants were selected to participate in individual interviews. Interviews were conducted via Zoom using a structured interview guide, eliciting participants experience integrating ESH, perceived barriers and facilitators, and perspectives on student, faculty, and health science leadership knowledge and interest. Transcripts were double coded with an inductive-deductive approach using Dedoose, reconciled, and analyzed to identify themes. RESULTS/ANTICIPATED RESULTS: Participants included 17 faculty at 6 UC campuses representing diverse health disciplines. Although participants noted high general awareness of and interest in climate change among students and faculty, they observed a lack of specific, health-relevant knowledge, resulting in discomfort communicating with others on climate and health. Perceived barriers to expansion of ESH included limited curricular space, competing topics, and lack of faculty expertise. Participants posited that framing climate change in health terms, establishing learning objectives and protected faculty time, identifying connections to ESH within existing research and curriculum, and obtaining commitments from campus leadership would facilitate successful ESH integration. DISCUSSION/SIGNIFICANCE: Our findings reinforce student and faculty interest in ESH curricular integration and identify important barriers and facilitators, lending context for educators planning ESH infusion. Training of faculty on climate health is urgently needed for ESH integration in health professional education.

Hamnet in the NICU.

Hamnet in the NICU.