Curriculum and Instruction Commons^™

An Examination Of The Flipped Classroom's Efficacy On Post-Baccalaureate Pre-Medical Students, Archita Chandra, Genevieve Schmitt, Rohini Ganjoo

GW Research Days 2016 - 2020

Existing flipped classroom (FC) research focuses on a typical, homogenous student population in terms of age. Research focuses on student satisfaction and perception of the FC to assess if student performance translates to actual perceived learning. Further, a growing number of studies show that outcomes of FC depend on student motivation. This study examines student performance, perception, and satisfaction in the FC in a novel demographic: Post-Baccalaureate Pre-Medical students. These students, who vary widely in age, experience, and prior knowledge of subject matter, are career changers who become full-time students to complete prerequisite coursework for medical school. Students enrolled in …

Design For Success: Identifying A Process For Transitioning To An Intensive Online Course Delivery Model In Health Professions Education., Paige L Mcdonald, Kenneth J Harwood, Joan T Butler, Karen S Schlumpf, Carson W Eschmann, Daniela Drago

Clinical Research and Leadership Faculty Publications

Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning …

Transformative And Translational: Supporting A New Phd Program, Alexandra Gomes, Anne Linton

Himmelfarb Library Faculty Posters and Presentations

No abstract provided.

Designing The Future: Librarians As Curricula Developers And Faculty, Alexandra Gomes, Thomas Harrod, Laura E. Abate

Himmelfarb Library Faculty Posters and Presentations

No abstract provided.

Knowledge Retention Across Curricular Models: An International Collaboration, Rosalyn Jurjus, Abdo Jurjus, Gisela Butera

Anatomy and Regenerative Biology Faculty Posters and Presentations

Program symposium.

Introducing Trainees To Academic Medicine Career Roles And Responsibilities, Cristina Fernandez, Raymond Lucas, Maria Soto-Greene, John Sanchez

E-Learning Modules

Reproduced with permission of the American Association of Medical Colleges. Link to original publication

Create And Teach An Elective? Me? Overcoming Fear Of New Roles, Alexandra Gomes, Laura Abate, Thomas Harrod

Himmelfarb Library Faculty Posters and Presentations

: Inquiries about new informatics instructional opportunities in the curriculum led to a suggestion that the librarians submit an elective proposal. Despite knowing nothing about the approval process or the responsibilities of being a course director, several librarians accepted the challenge as a learning experience. Developing the proposal included writing the proposal, formally presenting it to two curriculum committees for approval, and then creating the specific lesson plans, identifying associated readings, creating a grading rubric and syllabus, and teaching the specific elective sessions. Librarians developed the elective Introduction to Systematic Reviews and are in the process of developing a second …

Newborn Care Curriculum: Newborn Medications, Lauren Rechtman, Rebekah Conroy

E-Learning Modules

Introduction: Based on a 2014 newborn education needs assessment, 39.6% of surveyed pediatric hospitalists expressed interest in receiving more education on newborn medications, and 94% were interested in computer-based learning modules as the method of learning. Thus, this module was designed to serve as a self-study tool or as a tool for small-group teaching.

Methods: Initially designed for pediatric hospitalists, the module can be used for any learner interested in newborn care as it is meant to provide practical applications to the bedside clinician. This module was first implemented as part of the multimodule Newborn Care Curriculum within the pediatric …

A Joint Quality Improvement And High-Value Care Curriculum In A Limited-Resource Setting, Anne Cioletti, Suzanne Sweidan

E-Learning Modules

Introduction: Since the release of the Institute of Medicine’s To Err Is Human, there has been an increased focus on quality improvement (QI). QI training is now a requirement monitored via ACGME’s clinical learning environment review committees. Given the significant cost of health care waste, teaching physicians to incorporate costs and value into medical decision making is crucial. Increasing information is available on methods to teach high-value care (HVC), but there is little information on combining HVC with QI. As these topics are intimately linked in efforts to provide effective, efficient care, a joint curriculum is a feasible solution.

Methods: …

Healthy Homes, Healthy Futures: A Home Visitation Curriculum For Pediatric Residents, Kofi D. Essel, Sirisha Yalamanchi, Cara Lichtenstein, Erin Hysom

E-Learning Modules

A working knowledge of the home and neighborhood environment is critical to understanding the barriers that families face when struggling with obesity. Most doctors are only given the opportunity to address individuals with obesity in the office setting and usually describe their counseling abilities as ineffective. This focused home visitation curriculum offers a unique tool to improve residents’ understanding of the social determinants of health, how these determinants relate to obesity, and critical obesity-management skills. The curriculum requires residents to review three PowerPoint modules and an article on motivational interviewing. Residents then implement what they have learned by doing two …

Emerging Roles For Librarians In The Medical School Curriculum And The Impact On Professional Identity, Anne Linton

Himmelfarb Library Faculty Publications

This article discusses the impact on professional identity for health sciences librarians participating in the curriculum revision and development process. A qualitative survey, designed to examine the current roles, values, and self-identification of health sciences librarians involved in curricular revision, was conducted. The respondents discussed how they had participated in the planning, implementation, and rollout phases of revised curricula. They identified skills and values essential to successful participation and described the impact of expanded professional relationships on new identities as educators, change agents, and problem solvers. The study may add to the knowledge base of skills and attitudes needed for …

Written And Online Residency Guidebook To Improve Resident Efficiency And Knowledge Of Best Patient Care Practices, Michael Ortiz, Mary C. Ottolini, Dewesh Agrawal

E-Learning Modules

**Contains time-sensitive information that will likely be inaccurate, obsolete, or irrelevant by December 01, 2018**

Residents at most institutions change rotations every 2 to 4 weeks. It often takes significant time for residents to become acclimated to the different protocols, expectations, and environments of each unique rotation. As a result, residents often spend time searching for answers, time that could be spent in outside learning and direct patient care. The goal of this resource is to provide a novel guidebook that improves residents’ efficiency and knowledge of best patient care practices. The guidebook begins with an introductory chapter with …

Fosces: Adding Another Library Tile To The Medical School Mosaic, Alexandra Gomes, Thomas Harrod

Himmelfarb Library Faculty Posters and Presentations

The 2014 launch of the revised medical school curriculum provided new opportunities for librarians to collaborate with faculty. Due to past informatics instruction in the first year curriculum, we were invited to expand this content as part of a new formative Objective Structured Clinical Examination (FOSCE) initiative. This poster will describe the development and implementation of the FOSCE informatics curriculum.

In FOSCEs, small groups of students rotated through simulated patient encounters in order to demonstrate their clinical knowledge and skills. Due to simulation center logistics, students alternated between skills demonstration and informatics activities. The informatics component consisted of fifty minute …

Otolaryngology For Internal Medicine: Increasing Exposure To Otolaryngology Using Computer Assisted Instruction, Arielle Thal, Philip Zapanta

GW Research Days 2016 - 2020

It has been well identified in previous literature that there is a lack of otolaryngology teaching for general practitioners. There is not currently a standardized curriculum for otolaryngology in undergraduate medical education or during residency for those pursuing a general field such as Emergency Medicine, Internal Medicine, Pediatrics or Family Medicine. While the need for more exposure to otolaryngology within these fields has been well documented, as 25% of primary care complaints are otolaryngology related, little has been done to identify the best method for educational intervention. Important topics for inclusion in such a curriculum have been identified and methods …

Medical Student Competency In Wound Care Guidelines, Sophia Akhiyat, Sean Mcnish, Kara S. Couch, Victoria K. Shanmugam

GW Research Days 2016 - 2020

Chronic wounds that have failed to heal after 3 months of appropriate wound care affect approximately 6.5 million people in the US with a prevalence of 1% and costs estimated at $25 billion per year. Medical students currently receive limited wound care training, yet to effectively manage chronic wounds, providers must both understand the biology of healing, and also remain up-to-date with wound care guidelines published by the Agency for Healthcare Research and Quality (AHRQ). The purpose of this student-led project was to investigate medical students' knowledge and comfort with wound care guidelines.

Clinical Public Health Integration In Medical School Curriculum: Transitioning Medical Student Training From Medical Problems To Health Solutions, Ashtin Jeney, Bridget C. Huysman, Jamie Majdi, Kent Aje, Madeline Taskier, David K. Popiel, Lawrence R. Deyton, Karla Bartholomew

GW Research Days 2016 - 2020

The current chronic disease burden, growing health disparities, and evolution of our healthcare system require that medical students be equipped with basic public health education to effectively manage patients, navigate the healthcare system, and advocate for health(1,2,3,4,5,6). The Institute of Medicine and the AAMC emphasize the need for physicians to be trained in public health(1,8). The inaugural year of the revised curriculum at The George Washington University School of Medicine and Health Sciences (GW SMHS) represented a first step at the institution to integrate clinical public health into medical education. As part of this process, the Clinical Public Health (CLiPH) …

Accept Medical Student Handoff Workshop: The Patient Safety Curriculum Starts In Undergraduate Medical Education, Juan Reyes, Larrie Greenberg, Linda Lesky

E-Learning Modules

This workshop is an educational intervention designed to improve student skills in patient handoffs. It consists of a one-hour, interactive, small-group session facilitated by a faculty member. The workshop focuses on the importance of specific handoff skills to patient safety and is centered around the principles embodied in the ACCEPT mnemonic: Accurate, Complete (but concise), Clear, Efficient, Presented in writing, and Told in person. Students are provided with a standardized format for both an oral and written handoff along with a pocket card highlighting the required elements. A standardized patient case allows for participants to practice these skills, receive feedback, …

Pediatric Neuroradiology Pre-Call Primer, Trevor Morrison, Gilbert Vezina, Nadja Kadom

E-Learning Modules

Pediatric neuroimaging can provide a challenge to radiology residents during call due to the fact that it is infrequently encountered in many institutions. The goal of this teaching tool is to provide radiology residents with background knowledge in pediatric brain anatomy and pathology in preparation for taking call. There is one teaching tool and one assessment tool with answers, all three of which are in PowerPoint format. Emergency neuroradiology topics discussed in this module are sutures, skull fractures, bleeds, sulci and mass effect, cisterns, and herniations. After implementing this teaching tool at our institution with all incoming residents and fellows, …

Defining And Adhering To Standards Of Professionalism In Residency, Jeffrey S. Berger, Amanda N. Hopkins, Gurwinder Gill

E-Learning Modules

This resource is a learning module developed for first-year residents to gain exposure to the tenets of professionalism, both in the general practice of medicine and within their own specialty. By completion of this module, each resident will have articulated his or her personal standards of professional behavior and have made a written commitment to strive for those standards in everyday clinical situations.

To evaluate the effectiveness of this module, a brief survey was distributed to current and former residents who had completed the module. The survey presented a series of 10 statements and asked participants to report their level …

Interdisciplinary Workshop Using Applied Models To Increase Collaboration And Satisfaction Between Medical Students And Standardized Patient Instructors, Tanakorn Kittisarapong, Benjamin Blatt, Jennifer Owens, Karen Lewis, Larrie Greenberg

E-Learning Modules

In an article published in 1993 by Shulman about higher education it was stated that, "Teaching takes practice. It takes feedback. It takes instruction." More and more we are becoming aware of that. There has been increasing recognition of the need to prepare medical students for their future teaching roles as intern/residents and physicians. There have been numerous publications addressing peer teaching in undergraduate education, but sparse literature addressing how medical students co-teach physical diagnosis to pre-clinical students in lieu of faculty. Traditionally in North America, full-time faculty members have assumed the major responsibility for teaching first- and second-year medical …

Central Lines In Children, Rishi Agrawal, Neha H. Shah

E-Learning Modules

Children with special health care needs are increasingly prevalent in US hospitals. The pediatric hospitalist is often the primary provider of inpatient care for these patients. However, exposure to this patient population during training varies from provider to provider. No published educational curricula are specific to the inpatient care of this population.

This publication is a self-directed education module on central lines in children, including indications for placement, types of lines available, and prevention and treatment of complications. The module includes a PowerPoint slide show, instructor guide, and questions for assessment.

The purpose of this project is to build a …

A Model For A Structured Clinical Development Program For First-Year Residents: Utilizing The Entrance Osce, Individualized Learning Plans (Ilps), And Peer Clinical Coaching, Jill M. Krapf, Sameer Aggarwal, Larrie Greenberg, Benjamin Blatt

E-Learning Modules

Identification of incoming residents’ unique strengths and weaknesses in a clinical setting is important for developing an individualized educational curriculum and ultimately addressing specific needs. This resource presents and describes materials for a clinical development program for first year residents. The program is structured around three educational elements: an entrance Objective Structured Clinical Examination (OSCE), Individualized Learning Plan (ILP), and peer clinical coaching. The included files, which describe these three elements, are intended to serve as a resource for residency directors and/or graduate medical education faculty interested in constructing a similar program.

In the described clinical development program, first-year Obstetrics …

Critical Synthesis Package: The Kalamazoo Consensus Statement Assessment Tools, Michelle Yoon, Veronica Michaelsen

E-Learning Modules

This Critical Synthesis Package resource contains 1) a Critical Analysis of the psychometric properties and the application to health science education of the Kalamazoo Consensus Statement Assessment Tools and 2) a copy of each of the three instruments comprising the Kalamazoo Consensus Statement Assessment Tools developed by Elizabeth A. Rider, MSW, MD.

The Kalamazoo Consensus Statement (KCS) Tools are three content-valid, paper-based instruments that assess physician-patient communication skills. The Kalamazoo Essential Elements Communication Checklist (KEECC) is the original instrument. The Kalamazoo Essential Elements Communication Checklist-Adapted (KEECC-A) is a newer, adapted, construct-valid version, which was then further adapted into another multi-rater …

Discharge Education Curriculum For Residents Rotating On An Inpatient Pediatric Ward, Kaitlin Widmer, Priti Bhansali, Julie Noffsinger

E-Learning Modules

Adult literature has demonstrated that patient preferences and understanding of discharge instructions can impact success of discharge and even predict return ER visits. There is very little data in pediatric literature describing what information should be discussed with families when providing discharge instructions, and most pediatric residents do not receive formal education on the topic. This curriculum is designed as a brief educational intervention that can improve residents’ comfort and skills in providing discharge education to families. The materials include both how to present the curriculum and tools to assess resident knowledge, behaviors and attitudes regarding discharge education as well …

Complex Care Curriculum: Autonomic Dysreflexia, Jimmy Beck, Rebekah Conroy

E-Learning Modules

Children with special health care needs (CSHCN) are increasingly prevalent in US hospitals. The pediatric hospitalist is often the primary provider of inpatient care for these patients. However, exposure to this patient population during training varies from provider to provider. No published educational curricula are specific to the inpatient care of this population. The purpose of this project is to build a multi-modal educational curriculum for providers with the overall goal of improving inpatient care for this at-risk population.

This curriculum is primarily composed of a series of topic-specific learning modules. Asynchronous learning modules, utilized appropriately, can augment learning by …

Planning A Safe Exit: A Multidisciplinary Approach, Srijaya K. Reddy, Nina Deutsch

E-Learning Modules

This resource is a problem-based learning discussion (PBLD) case addressing the challenges and approach to planning and safely executing an EXIT procedure. It is primarily aimed at pediatric anesthesiologists but also applies to healthcare providers in fetal medicine and surgery.

The clinical scenario involves a fetus with a large cervical neck mass requiring an EXIT procedure for tracheal obstruction. This case highlights the challenges and implications of a procedure involving a multidisciplinary team. After presentation of the case stem, the instructor moderates a student-focused group discussion using a series of questions that build upon the case and a review of …

How To Be A Super Model: Using Role Modeling To Become An Exemplary Educator, Priti Bhansali, Geeta Singhal, Helen Fromme, Melissa Held

E-Learning Modules

Over the past several years, published studies have described the qualities and skills of exemplary medical educators. Despite its inclusion in these lists, role modeling is a skill that is not often developed as a skill for use as an educational method. The purpose of this workshop is to assist participants in better understanding the characteristics of effective role modeling and create a paradigm for how to consciously incorporate role modeling into the daily education of students, residents, and colleagues in varied domains, including teaching, professionalism, communication, and patient care.

In this workshop, participants are introduced to the concept of …

Challenging Situations In Family Centered Rounds: Making The Best Out Of Worst Case Scenarios, Priti Bhansali, Kerry Moss, Christiane Corriveau, Geeta Singhal, Robert Kavanagh, Jeffrey Simmons

E-Learning Modules

This resource is a workshop intended for both seasoned and novice health care providers who are interested in becoming prepared for challenging scenarios that may be encountered during FCR. Case scenarios of challenging situations relating to discussing sensitive topics, correcting errors, and teaching learners in front of both parents and patients are presented. Tangible opportunities to role model communication skills, efficiency, and teaching skills for trainees are highlighted. The session will conclude with a question and answer session with a multi-specialty panel to share experiences and strategies for addressing the unexpected during FCR. By the end of the workshop, participants …

Resource To Develop Medical Students Into Peer Mentors, Sean Meredith, Larrie Greenberg, Benjamin Blatt

E-Learning Modules

The primary goal of the Peer Mentoring Guide is to develop fourth year medical students (MS-4s) into mentors for first year medical students (MS-1s). The purpose of this resource is to provide others who want to develop a peer mentoring program as part of an advanced students-as-teachers curriculum.

The George Washington University was one of the first schools to have a program to prepare medical students for their teaching role as residents and practicing physicians, which was called TALKS (Teaching and Learning Knowledge and Skills). We recently recognized that some participants were interested in going beyond the boundaries of the …

Expanding Our Roles: Embedded In Curriculum Design, Gisela Butera, Alexandra Gomes, Thomas Harrod, Seema Kakar, Julia B. Frank, Jennifer Owens

Himmelfarb Library Faculty Posters and Presentations

Objectives To describe how librarians became involved in helping to design curriculum for Problem- Based Learning (PBL) Course for first- and second-year medical students. Librarians became part of a team collaborating with medical faculty to revise the PBL curriculum, incorporating innovative teaching techniques and creating effective simulated patient case scenarios.

Methods In August 2010, the PBL Director contacted the Library to help revise 10 cases for second-year problem-based learning course. Two librarians joined the PBL multi-disciplinary curriculum team meeting bi-weekly to create and revise medical tutor and student guides, and case modules. The cases successfully evolved from paper handouts to …