Presentation 1 - CREATING A SUCCESSFUL SUMMER RESEARCH PROJECT MODEL FOR INTERPROFESSIONAL (IP) HEALTHCARE STUDENT TEAMS
Karen O'Mara
Rosalind Franklin University of Medicine and Science

PURPOSE We aimed to develop a Summer Research project model for an IP student team (Medical-CMS, Podiatric Medicine-POD, and Pharmacy-COP) to result in meaningful qualitative research for the shared professional objectives of patient education and treatment adherence. METHODS Eight IP applicants were recruited and instructed to function as a research team to investigate patient and provider barriers to m-Health app use for patient education and treatment adherence. The team was given the autonomy to develop their own research questions. Students received training in literature review, CITI training, and met regularly with faculty advisors to review and discuss research directions. RESULTS Summer Research 2017.  4 CMS, 2 COP, and 2 POD students participated. Unique RFUMS m-health app design and evaluation tools were developed. An IRB-approved, RFUMS provider/consumer survey was completed. The evaluation tool was tested on commercially-available Depression m-health apps. Four posters were presented at two different RFUMS sessions, one poster at a national podiatry conference, and one oral presentation at a regional podiatry conference. Additional posters are under consideration for 2019 national pharmacy conference. Summer Research 2018. 3 CMS, 3 COP and 2 POD students participated. Students completed literature reviews on healthcare provider recommendations for m-health apps and assessment of impact of m- health apps on patient health outcomes, reviewing eligible papers with a trained JBI faculty advisor. The RFUMS m-Health evaluation tool was revised and used to assess commercially-available Asthma apps.  Four posters were presented at the RFUMS Summer Research Poster session. Additional poster presentations are in planning stages for 2019 presentations. CONCLUSION A model in which IP students work as a team towards research objectives that are common to all involved professions' future practices appears to maximize student engagement and research productivity.
 

Presentation 2 - Weekly Team-Based Learning Scores and Participation are Better Predictors of Successful Course Performance than Case-Based Learning Performance: Role of Assessment Incentive Structure
Gonzalo A. Carrasco

Department of Biomedical Sciences, Cooper Medical School of Rowan University

 

Purpose: At our institution, pre-clinical medical students engage in two active learning strategies, case-based (CBL) and team-based (TBL) learning. Incentives for preparation and participation in these activities differ by virtue of differences in assessment allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance. Methods: This study took place during the four-week, first-year Infectious Diseases (ID) course where a TBL exercise was held at the beginning of each week and, with the exception of the first week, required students to prepare content from the prior week including content discussed during CBL. Weekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1)CBL preparation, participation, teamwork and completion of learning objectives scores; (2)TBL individual readiness assurance test (iRAT) scores; and (3)final examination scores. Results: Final examination scores (n=95) were more strongly correlated with TBL (r=0.3796, p<0.01) than CBL (r=0.1779, p<0.01) performance. No significant (p<0.05) correlation was found between iRAT and CBL scores. Student participation (n=24) was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores (r=0.4052, p<0.01) than CBL participation (r=0.2420,  p<0.05). TBL participation was also correlated with iRAT scores (r=0.2895, p<0.01). Importantly, our analysis showed that CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly (p>0.05) correlate with iRAT scores or TBL participation. Conclusion: Performance and participation in weekly summative TBLs are better predictors of success on final examinations of medical knowledge than our assessments of CBL exercises. These results suggest that the assessment incentives and methods used in TBLs result in student performance that better predicts performance on summative examinations.

 

Presentation 3 - DEVELOPMENT OF A DIABETES-FOCUSED TBL FOR INTEGRATING METABOLISM IN THE FOUNDATIONAL ELEMENTS COURSE AT CARLE ILLINOIS COLLEGE OF MEDICINE
Jaya G. Yodh

Carle Illinois College of Medicine

 

PURPOSE To address the challenge of how to provide sufficient coverage of basic science topics such as metabolism within the limited time frame of organ systems-based medical curriculum, the Foundational Elements course team at Carle Illinois College of Medicine developed a team-based-learning (TBL) activity with a primary focus on the metabolic basis of type 1 diabetes. METHODS A TBL with a type 1 diabetes case application was implemented as the final integrative activity in the Foundations course week centered on 'Systems and Tissue Basis of Pathology.'  Student TBL preparation was multi-fold, comprising lectures, labs, readings, and problem sets taught by 4 faculty covering carbohydrate, lipid, protein metabolism, multifactorial genetics, transport mechanisms, biochemical systems equilibria and control.  Overview pre-assessment exercises included 24 practice questions and 6 Individual/Group Readiness Assessment (IRAT/GRAT) questions that focused on basic concepts, regulation, and integration of metabolic pathways in fed/fasted states.  Students applied basic science knowledge to 6 TBL clinical case questions addressing the metabolic mechanisms for clinical manifestations in type 1 diabetics.  Final assessment of students' overall metabolism comprehension was obtained from 9 USMLE-style Firecracker quiz questions at the end of the week, with long term retention measured using 6 NBME-customized exam questions 9 weeks later. RESULTS An integrative TBL was developed that combined big-picture metabolism readiness assessments with a diabetes clinical application for mastery of metabolic concepts. Pre-assessment showed 65% practice quiz participation, with the average IRAT score for all 32 students of 80% (range 59-90%); Post-assessment showed Carle Illinois students performed 1.15-fold better compared to all participating schools (av. 89% vs. 78%) on the Firecracker quiz, and performed on par with national scores on NBME-customized Step 1 exam questions. CONCLUSION Incorporation of an integrative TBLs within foundational medical curriculum is an effective tool for learning intermediary metabolism as evidenced by Carle Illinois student performance on USMLE-based assessments.

 

Presentation 4 - AN INNOVATIVE METHOD TO TEACH INFORMATION LITERACY AND RESEARCH ORGANIZATION SKILLS FOR TRANSLATIONAL SCIENCE GRADUATE STUDENTS
Erin Smith

Virginia Tech, University Libraries

 

PURPOSE For four years, in two 2-hour sessions, spaced 2 weeks apart, librarians provided a combination of lecture and hands-on database searching skills instruction early in the fall for first year Translational Biology, Medicine, and Health (TBMH) PhD students.  In 2018, we revised our approach, noting the success of team-based, problem-based learning (TB/PBL) at medical schools and in the sciences.   METHODS 15 TBMH students participated in two 2-hour workshops.  Librarians explained why they were using TB/PBL, introduced the PBL scenario, and used a TBL team-formation approach to ensure each team had research skills diversity.  Using a research life cycle hand-out, teams discussed where they got stuck, and we employed a "gallery walk" technique, where each team rotated and brainstormed challenges they have across the research lifecycle.  Through this process, both students and instructors identified gaps in their knowledge as well as areas of strength.   Using a rubric, each team devised a research plan to evaluate a database and/or tool.  Teams presented their findings 2 weeks later. RESULTS In a 6-question post-session survey regarding their experience both as workshop participants and presenters: 40% said they had prior experience with only 1 or 2 of the resources; 100% indicated that they plan to try at least 1 new resource;  86% percent said they were stimulated to think differently about their research organization; and, 80% of them were motivated to do something differently with their own health sciences research project.   CONCLUSIONS Providing well-designed TB/PBL exercises may provide a better scaffold for learning than lecture and "hands-on" exercises lead by content experts.  More research is needed to see if some of the skills learned during these workshops are applied as they progress through their academic program.