Presentation 1 - Adapting Teaching Designs for a New Challenge in Health Science Education: Equivalent Learning Experiences from Multiple Teaching Sites
Magdalena Pasarica

University of Central Florida College of Medicine

 

Purpose: Our purpose was to adapt an established educational design to be delivered at multiple locations equivalently, without decreasing transfer of learning. Our goal was to address new challenges for current educators: a) teaching to a generation of students that prefer and expect to learn the most in the least amount of time (and driving between clinical or teaching sites are part of this time) and b) the presence of  multiple teaching site with requirements of equivalent experience. Methods: There are 2 groups of students: the control group received an original previously tested educational design and the intervention group received the adapted session design. The sessions focused on two lifestyle medicine learning outcome. Both groups completed a self-learning module. Then, the control group practiced the targeted outcomes by solving clinical cases in the physical classroom by working in groups. The experimental group solved the same cases virtually using technology (from the location of their choice), working first individually then in groups to provide peer-feedback. Confidence and learners preference data was collected using de-identified surveys. Transfer of learning was tested by grading the performance on the targeted learning outcomes. Results: This adapted design was deployed 4 times in our clinical medical curriculum(for 25-30 students at a time). The intervention achieved similar(p=NS) learning as the control, as measured by their performance in-class(4.8±1.9 vs. 4.7±1.7) and on a summative exam(33.2±10.1 vs. 33.2±10.6). Gain in confidence was similar(1.1±0.9 vs. 0.9±1.1). Learners and instructors preferred this type of design when compared to on-site sessions. Conclusions: This intervention used learners' time efficiently and provided a collaborative equivalent learning experience, without affecting the targeted outcomes in learning and confidence. The instructor needed to spend more time for the session's initial design. This innovative design could be used by other institutions striving to provide equivalent experience at multiple locations.

 

Presentation 2 - IMPLEMENTATION OF A SIMULATION-BASED EDUCATIONAL PROGRAM TO IMPROVE MEDICAL STUDENT BAG-VALVE-MASK (BVM) VENTILATION and CARDIOPULMONARY RESUSCITATION (CPR) FOR ENTRUSTABLE PROFESSIONAL ACTIVITY (EPA) #12
Vaia Abatzis

Dept of Anesthesiology, University of Virginia

 

PURPOSE CPR and BVM ventilation are critical to learn and master in medical school as described by AAMC's EPA #12 "Perform General Procedures of a Physician", a requirement for all graduating medical students. It is not always possible to teach or evaluate these techniques in real-time with patients.  Simulation offers a unique, objective way for medical students to improve their BVM and CPR techniques. METHODS The Anesthesiology/Peri-Operative Clerkship is a required 3rd year rotation at the University of Virginia School of Medicine.  During this rotation, medical students performed BVM and CPR using the Laerdal SimMan 3G simulator on 3 separate days.  The data from each session was reviewed with the student in between sessions. In addition, each medical student viewed real-time mannequin feedback for one of their sessions. RESULTS A total of 98 medical students completed the 3 BVM/CPR simulation sessions as well pre/post questionnaires rating their confidence from 1 (low) to 4 (high) performing BVM and CPR on a person.  BVM confidence rated 1-2 decreased from 58.1% (pre) to 27.7% (post).  BVM confidence rated 3-4 increased from 41.8% (pre) to 72.3% (post).  CPR confidence rated 1-2 decreased from 53.6% (pre) to 32.2% (post).  CPR confidence rated 3-4 increased from 46.4% (pre) to 67.8% (post). CONCLUSION The use of a simulation-based feedback program for BVM and CPR with 3rd year medical students increases their confidence in performing BVM and CPR on a person, two critical skills for mastering EPA #12.

 

Presentation 3 - Facilitating integration of histology with pathological diagnostic reasoning through small group active learning cloud-based interactive exercises
Holly Ressetar

West Virginia University School of Medicine

 

PURPOSE LCME accreditation requirements emphasize student self-directed (active) learning as well as integrative and clinically applicable teaching. In an effort to encourage group interaction and teamwork and promote development of clinical observational and diagnostic skills, we developed a set of virtual microscopy pathological diagnosis exercises.   METHODS For the past 3 years, first year medical students were assigned to groups and required to examine, describe and diagnose unidentified pathological specimens. The specimens correlated with tissues/organs covered in histology lectures and labs. Students were provided with background pathology lectures and lab guidelines covering study approach and characteristic pathology features. We created a website where students could view and label the specimen, enter text and share comments with group members and faculty. Students utilized web resources to correlate pathology with potential diagnoses. Students were allowed multiple attempts to submit their diagnostic report for each specimen and received faculty feedback.   RESULTS The most significant revelation was encountering student resistance to comparing pathological specimens to normal and then describing the abnormalities. Students preferred to identify the tissue/organ then utilize web resources to search for all known diseases of that tissue/organ and compare web pathological images to the assigned specimen. Students would diagnose without labeling features. This finding prompted us to revise the exercises to include initial recognition and identification of key pathological features. This revision resulted in significantly better performance on the exercises including better description of features and more efficient diagnosis with fewer submission attempts. Another finding was the unequal distribution of labor among group members which lead us to incorporate programing features to ensure participation of all students.   CONCLUSIONS The active learning exercises greatly increased student interaction and teamwork in labs. The exercises facilitated student recognition of key pathological features, giving them the necessary framework to piece together tentative specimen diagnoses.

 

Presentation 4 - DEVELOPMENT OF AN INTERACTIVE ON-LINE TOOL TO PROVIDE FACULTY WITH FRAME OF REFERENCE TRAINING FOR STUDENT EVALUATIONS
Archana Pradhan

Rutgers-Robert Wood Johnson Medical School

 

PURPOSE: As sites for core clerkship experiences are becoming more geographically distributed, quality faculty development has become a pressing challenge. We developed an interactive on-line tool to teach faculty how to appropriately utilize our clinical evaluation rubric. METHODS: In 2017-18, Rutgers-RWJMS adopted a new clinical evaluation rubric, RIME-P (Reporter, Interpreter Manager, Educator-Professional). Modeled on Pangaro's RIME evaluation framework, we modified it to include a component for professionalism and to allow each component to be assessed on a scale of 0-5, ranging from not meeting expectations to exceeding expectations, with addition of descriptive behavioral anchors. Faculty were trained on use of the rubric by listening to one sample student presentation and commentary. For 2018-2019, the rubric was simplified to a 0-3 scale and a new training program was developed. Each clerkship director wrote sample case presentations and we developed "frame-of-reference" training via interactive on-line cases. With the new technology, faculty rate a virtual student presentation and then compare their ratings to those suggested by the clerkship director. The online presentation changes with each use, so faculty can practice their rating skills multiple times. RESULTS:  Clerkship directors will be able to use this tool for synchronous or asynchronous face to face or web-based frame of reference training sessions. We suspect faculty ratings will become more uniform across clerkships and student concerns that faculty are not properly trained to evaluate via the RIME-P rubric will decrease. We will track this with our clerkship rating system and dean's visits with students. CONCLUSION: In an attempt to improve the quality of summative evaluations, innovative tools for faculty development need to be developed. An interactive RIME tool that allows faculty to practice rating skills should help faculty better evaluate student performance on the clinical rotations and clarify expectations for student performance. Interactive Case Link: https://libguides.rutgers.edu/c.php?g=893306.