Medical Education Commons^™

The Invisible Epidemic: A Concussion Assessment Among University Faculty And Staff, Emily R. Brown, Jacqueline D. Villanueva Arevalo

Student Scholar Showcase

Background: The present body of research is deficient, and institutions frequently lack defined return-to-learn policies for students who have incurred or been diagnosed with a mild traumatic brain injury (mTBI)/concussion.

Purpose: This research study aims to determine the level of knowledge and awareness university faculty and staff currently have at a private university in the Mid-Atlantic Region.

Participants: 64 collegiate faculty and academic staff

Methods: A Cross-sectional, web-based Faculty and Staff Concussion Awareness and Knowledge survey was completed by participants, consisting of 9 demographic, 21 Likert Scale, and 1 multiple-option question.

Results: Initial descriptive and frequency statistics of the 64 …

The Implementation Of A Required Book Club For Medical Students And Faculty, David B. Ney, Nethra Ankam, Anita Wilson, John Spandorfer

Department of Psychiatry and Human Behavior Faculty Papers

More medical schools are incorporating wellness activities and the medical humanities into their curriculum. Finding implementable programming that is feasible and enjoyable is challenging. Both student participants and faculty who might facilitate programs are busy with clinical and educational responsibilities. Book club discussions in general are an activity that bring people together and expose groups to literature. In medical education, informal books clubs have been shown to increase camaraderie and expose participants to topics in medicine that they may not have encountered without the structure of the group assignment. At one large private urban medical school, all fourth year medical …

Teaching The Teachers: Development And Evaluation Of A Racial Health Equity Curriculum For Faculty., Olanrewaju Falusi, Lin Chun-Seeley, Desiree De La Torre, Danielle G Dooley, Melissa Baiyewu, Theiline T Gborkorquellie, Chaya T Merrill, Elizabeth Davis, Maranda C Ward

Health Sciences Education Research

INTRODUCTION: Faculty are increasingly expected to teach about the impact of racism on health and to model the principles of health equity. However, they often feel ill-equipped to do so, and there is limited literature on faculty development on these topics. We developed a curriculum for faculty education on racism and actions to advance racial health equity.

METHODS: The curriculum design was based on a literature review and needs assessments. Implementation consisted of four live virtual 1-hour sessions incorporating interactive didactics, cases, reflection, goal setting, and discussion offered to a multidisciplinary group of pediatric faculty at a children's hospital. Topics …

Development And Use Of A Survey Tool To Prioritize And Catalyze Change Surrounding Faculty Wellness In A Department Of Pediatrics, Sarah Rhoads, Alison Riese, Mohammed Faizan, Lloyd Feit, Shuba Kamath, Albert Ross, Katherine Mason

Journal of Wellness

Introduction: Physician wellness is an important factor in the delivery of safe, effective and humanistic patient care. There is compelling data describing the widespread prevalence of physician burnout and its subsequent adverse impact on patient care, healthcare costs, and relationships. Initiatives to improve wellness are necessary to maintain the healthcare work force as well as to ensure high-quality care. This project investigated faculty physicians’ attitudes and priorities regarding physician wellness within the department of Pediatrics at a single-center academic institution.

Methods: A survey was created and distributed via e-mail to all faculty physicians employed within the Department of Pediatrics in …

Burnout In Pediatric Nephrology Fellows And Faculty: Lessons From The Sustainable Pediatric Nephrology Workforce Project (Superpower)., Susan M. Halbach, Kartik Pillutla, Patricia Seo-Mayer, Alan Schwartz, Darcy K. Weidemann, John D. Mahan

Manuscripts, Articles, Book Chapters and Other Papers

Physician well-being is an important contributor to both job satisfaction and patient outcomes. Rates of burnout among physicians vary by specialty, ranging from 35 to 70%. Among pediatric residents, longitudinal data demonstrates consistent rates of burnout around 50-60%, although little is known about burnout among pediatric subspecialty fellows. Specifically, the degree of burnout among pediatric nephrologists remains unknown, as does the impact faculty burnout may have on trainee burnout. We sought to evaluate prevalence and predictors of burnout among US pediatric nephrology fellows and faculty, and assess for interactions between groups. In this multi-center pilot survey of all United States …

Senior Academic Ranks In Us Anesthesiology Programs: Differences Between Women And Men And Examination Of Independent Factors For Success, Brenda Lee, Farhad Zahedi, Ina Zaimi, Roman Schumann

Journal of Maine Medical Center

Introduction: Gender equality among faculty is a challenge in academic medicine, including anesthesiology. We investigated the likelihood that several factors were associated with academic success in the United States (US), defined as having achieved a senior academic rank (SAR) in a US anesthesiology training program.

Methods: We collected data available on the Internet on 131 anesthesiology programs, including faculty academic rank, gender, number of faculty, graduate status from an American medical school, fellowship training status, number of residents, number of program fellowships, and geographic location. SAR was defined as either associate professor or professor. Data were analyzed with logistic regression. …

A Capstone In Education: Current Challenges For Occupational Therapist Clinicians Transitioning To Role Of Academician, Jacie Schneider

Department of Occupational Therapy Entry-Level Capstone Projects

The doctoral capstone I participated in for my entry-level Doctor of Occupational Therapy program was in a focus area of education with a mentor who was a professor in a master’s program. I supported my mentor in her role as a professor of a physical dysfunction intervention course and had the opportunity to present a module to students on wheelchair seating interventions. Using experience gained during my capstone as well as information learned during the review of literature, I created a guide for OTs interested in making the transition into academia to meet the capstone project requirement.

How Faculty And Student Preferences For Active And Traditional Instructional Methods Relate To Their Beliefs, Quantity, And Quality Of Experiences, Knowledge Of The Benefits, And Professional Training, Tammy R. Shilling

Dissertations

Purpose

The complexity of preparing students for clinical practice and the mitigating factors that influence pedagogical preferences impact the current realities of health professional education. The purpose of this quantitative, correlational study is to explain the relationships between faculty preferences and student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the amount and extent of the knowledge or training they have had regarding active and traditional teaching methods. Results may further inform and refine health professional education infrastructure changes to support faculty in pedagogical change as they prepare students with the …

Influence Of Nurse Educators On The Inclusion Of Interprofessional Education In Nursing Curricula, Holly Freas-Webster

Nursing (graduate) Student Scholarship

Background: The Institute of Medicine (2010) and the Quality and Safety Education for Nurses () action recognized the impact that collaboration among health care workers has on safe patient care. Ineffective communication and teamwork are a cause of medical errors. To remedy this cause, including interprofessional education in program curriculum will better prepare nurses and strengthen their skills as they enter the workforce. Methods: Selected data bases were searched for interprofessional education that identified the methodologies nursing faculty were implementing and what obstacles were identified to successful curriculum inclusion of interprofessional education (IPE). Results: A variety of methods are being …

Developing A Literature-Based Interview Script To Explore Mentorship Models In Medical Education Scholarship: A Collaboration Among Six Medical Institutions, Donna O'Malley, Saori Wendy Herman, Eileen Cichoskikelly, Alice Fornari, Rebecca D. Blanchard, Steven Rougas, Norma S. Saks, Jennifer Kogan

Alice Fornari

Purpose

Medical education scholarship (MES), including medical education research, is meaningful work that benefits faculty, as well as learners and their institutions. Negotiating the terrain of MES – which often includes new languages, systems, and thought processes – requires consistent and effective mentorship. Unfortunately, effective mentorship for MES is lacking and an effective mentorship model has not been identified.

The purpose of this project was to conduct a literature search to inform and refine an interview script as the first part of a larger project that will identify elements of a model for MES. This abstract describes the systematic search …

A Collaborative Distance Approach Using The Evidence To Build A Model For Medical Education Mentorship, Eileen Cichoskikelly, Donna O'Malley, Wendy Herman, Alice Fornari, Rebecca D. Blanchard

Alice Fornari

Background/Purpose: Medical education scholarship (MES) is meaningful work that not only benefits the faculty but also the learners and their institutions. Clinical teaching faculty who engage in Medical Education Research can ensure that their scholarship is directly applied to practice.3 While clinical research skills may be taught directly the adaptation of clinical research skills to MES is limited, lacking in fundamental skills related to terminology, measurement, and literature.1, 2 Inevitably, success depends on good mentorship. Negotiating the terrain of medical education scholarship requires consistent and effective mentorship.3 Unfortunately, effective mentorship for medical education scholarship is lacking.3 Our aim was to …

Family Practice Resident Expectations By Year From Faculty And Resident Perspectives: A Quality Improvement Initiative, Alyssa Krueger, Devin Lee, Jessica J.F. Kram, Will Lehmann, Dennis J. Baumgardner

Will Lehmann, MD

Background: The transition from student to physician requires substantial commitment and work from residents as well as guidance from program faculty. The Accreditation Council for Graduate Medical Education (ACGME) has standardized certain academic requirements for U.S. residency programs; however, faculty expectations of residents according to year in the program are less formal and more a hidden curriculum. Setting expectations for residents to consult could better help residents navigate their graduate medical education experience and achieve the level of excellence expected by ACGME.

Purpose: Our quality improvement study aimed to: 1) determine what the expectations of family practice residents were based …

Family Practice Resident Expectations By Year From Faculty And Resident Perspectives: A Quality Improvement Initiative, Alyssa Krueger, Devin Lee, Jessica J.F. Kram, Will Lehmann, Dennis J. Baumgardner

Dennis J. Baumgardner, MD

Background: The transition from student to physician requires substantial commitment and work from residents as well as guidance from program faculty. The Accreditation Council for Graduate Medical Education (ACGME) has standardized certain academic requirements for U.S. residency programs; however, faculty expectations of residents according to year in the program are less formal and more a hidden curriculum. Setting expectations for residents to consult could better help residents navigate their graduate medical education experience and achieve the level of excellence expected by ACGME.

Purpose: Our quality improvement study aimed to: 1) determine what the expectations of family practice residents were based …

Family Practice Resident Expectations By Year From Faculty And Resident Perspectives: A Quality Improvement Initiative, Alyssa Krueger, Devin Lee, Jessica J.F. Kram, Will Lehmann, Dennis J. Baumgardner

Journal of Patient-Centered Research and Reviews

Background: The transition from student to physician requires substantial commitment and work from residents as well as guidance from program faculty. The Accreditation Council for Graduate Medical Education (ACGME) has standardized certain academic requirements for U.S. residency programs; however, faculty expectations of residents according to year in the program are less formal and more a hidden curriculum. Setting expectations for residents to consult could better help residents navigate their graduate medical education experience and achieve the level of excellence expected by ACGME.

Purpose: Our quality improvement study aimed to: 1) determine what the expectations of family practice residents were based …

Faculty Perceptions Of Readiness To Implement Interprofessional Education In Athletic Training, Meredith M. Parry

Student Dissertations

As the athletic training profession takes steps towards the next level as an allied health care profession, advocates for the profession are positioning athletic trainers as key players in the interprofessional health care team. Recently, the CAATE has pronounced a move for athletic training education to transition all entry-level education to professional master’s degree programs. CAATE is also requesting that athletic training education programs find means to align with other healthcare profession education programs within their institution and actively engage in planned and continuous interprofessional learning activities. This study explored the gap in knowledge regarding athletic training faculty perceptions on …

Wise-Family Medicine: A Statewide Faculty Development Collaborative, Deborah Simpson, Kjersti Knox, Anne Getzin, John R. Brill, Melissa M. Stiles, Jeffrey A. Morzinski

Kjersti Knox, MD

Background: In many states, family medicine residencies and medical schools compete clinically for patients, educationally for trainees and, more recently, for community preceptors (CPs). As Wisconsin’s medical schools and health care systems have expanded their geographic footprints, our CPs now teach trainees from competing institutions. Yet residency and medical student accrediting bodies require faculty and preceptor development.

Purpose: To evaluate the impact of a statewide collaborative of family medicine educators on meeting faculty development needs of our CPs and collaborative members.

Methods: Faculty development leaders representing the three largest family medicine residency training sponsors in the state created the Wisconsin …

Developing A Literature-Based Interview Script To Explore Mentorship Models In Medical Education Scholarship: A Collaboration Among Six Medical Institutions, Donna O'Malley, Saori Wendy Herman, Eileen Cichoskikelly, Alice Fornari, Rebecca D. Blanchard, Steven Rougas, Norma S. Saks, Jennifer Kogan

Larner College of Medicine Faculty Publications

Purpose

Medical education scholarship (MES), including medical education research, is meaningful work that benefits faculty, as well as learners and their institutions. Negotiating the terrain of MES – which often includes new languages, systems, and thought processes – requires consistent and effective mentorship. Unfortunately, effective mentorship for MES is lacking and an effective mentorship model has not been identified.

The purpose of this project was to conduct a literature search to inform and refine an interview script as the first part of a larger project that will identify elements of a model for MES. This abstract describes the systematic search …

A Collaborative Distance Approach Using The Evidence To Build A Model For Medical Education Mentorship, Eileen Cichoskikelly, Donna O'Malley, Wendy Herman, Alice Fornari, Rebecca D. Blanchard

Larner College of Medicine Faculty Publications

Background/Purpose: Medical education scholarship (MES) is meaningful work that not only benefits the faculty but also the learners and their institutions. Clinical teaching faculty who engage in Medical Education Research can ensure that their scholarship is directly applied to practice.3 While clinical research skills may be taught directly the adaptation of clinical research skills to MES is limited, lacking in fundamental skills related to terminology, measurement, and literature.1, 2 Inevitably, success depends on good mentorship. Negotiating the terrain of medical education scholarship requires consistent and effective mentorship.3 Unfortunately, effective mentorship for medical education scholarship is lacking.3 Our aim was to …

Wise-Family Medicine: A Statewide Faculty Development Collaborative, Deborah Simpson, Kjersti Knox, Anne Getzin, John R. Brill, Melissa M. Stiles, Jeffrey A. Morzinski

Deborah Simpson, PhD

Background: In many states, family medicine residencies and medical schools compete clinically for patients, educationally for trainees and, more recently, for community preceptors (CPs). As Wisconsin’s medical schools and health care systems have expanded their geographic footprints, our CPs now teach trainees from competing institutions. Yet residency and medical student accrediting bodies require faculty and preceptor development.

Purpose: To evaluate the impact of a statewide collaborative of family medicine educators on meeting faculty development needs of our CPs and collaborative members.

Methods: Faculty development leaders representing the three largest family medicine residency training sponsors in the state created the Wisconsin …

Wise-Family Medicine: A Statewide Faculty Development Collaborative, Deborah Simpson, Kjersti Knox, Anne Getzin, John R. Brill, Melissa M. Stiles, Jeffrey A. Morzinski

Anne Getzin, MD

Background: In many states, family medicine residencies and medical schools compete clinically for patients, educationally for trainees and, more recently, for community preceptors (CPs). As Wisconsin’s medical schools and health care systems have expanded their geographic footprints, our CPs now teach trainees from competing institutions. Yet residency and medical student accrediting bodies require faculty and preceptor development.

Purpose: To evaluate the impact of a statewide collaborative of family medicine educators on meeting faculty development needs of our CPs and collaborative members.

Methods: Faculty development leaders representing the three largest family medicine residency training sponsors in the state created the Wisconsin …

Wise-Family Medicine: A Statewide Faculty Development Collaborative, Deborah Simpson, Kjersti Knox, Anne Getzin, John R. Brill, Melissa M. Stiles, Jeffrey A. Morzinski

Journal of Patient-Centered Research and Reviews

Background: In many states, family medicine residencies and medical schools compete clinically for patients, educationally for trainees and, more recently, for community preceptors (CPs). As Wisconsin’s medical schools and health care systems have expanded their geographic footprints, our CPs now teach trainees from competing institutions. Yet residency and medical student accrediting bodies require faculty and preceptor development.

Purpose: To evaluate the impact of a statewide collaborative of family medicine educators on meeting faculty development needs of our CPs and collaborative members.

Methods: Faculty development leaders representing the three largest family medicine residency training sponsors in the state created the Wisconsin …

Succession Planning In Us Pharmacy Schools, Jenny A. Van Amburgh, Christopher K. Surratt, James S. Green, Randle M. Gallucci, James Colbert, Shara L. Zatopek, Robert A. Blouin

Jenny A. Van Amburgh

The deans, associate and assistant deans, and department chairs of a college or school of pharmacy retain historic memories of the institution and share the responsibility for day-to-day operation, sustainability, and future planning. Between the anticipated retirement of baby boomers who are senior administrative faculty members and the steady increase in number of colleges and schools of pharmacy, the academy is facing a shortage of qualified successors. Succession planning involves planning for the effective transition of personnel in leadership positions within an organization. This paper describes the subject of succession planning at a sample population of AACP institutions by obtaining …

Student Participants In Faculty Educational Research, Nathaniel M. Rickles

Nathaniel Rickles

No abstract provided.

Treating Mentoring Programs As A Scholarly Endeavor, Shane P. Desselle

Faculty Publications & Research of the TUC College of Pharmacy

The author discusses mentoring programs for pharmacy school faculty and the research literature around forming these programs.

Bulletin Of The University Of Nebraska: Annual Catalog Of The College Of Medicine, 1998-1999, University Of Nebraska Medical Center

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine

•Governance of the University of Nebraska

•College of Medicine Administration

•The University of Nebraska

•General Information

•Curriculum

•Learning Facilities

•Admission

•Academic Calendar 1998-1999

•Scholastic Evaluation Committee Guidelines

•Graduation Requirements

•General Policies

•Absence Policies

•Student Body and Student Organizations

•Fees and Expenses

•Student Health Services

•Multicultural Affairs Office

•Curriculum Calendar

•Cores/Credit Hours

•Integrated Clinical Experience Core (ICE)

•Problem-Based Learning (PBL)

•Universal Goals and Objectives for Clerkships

Bulletin Of The University Of Nebraska: Annual Catalog Of The College Of Medicine, 1995-1996, University Of Nebraska Medical Center

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine

•Governance of the University of Nebraska

•College of Medicine Administration

•The University of Nebraska

•General Information

•Learning Facilities

•Admissions

•Curriculum

•Academic Calendar 1995-96

•Evaluation of Student Performance

•Requirements for Graduation

•General Policies

•Fees and Expenses

•Financial Assistance

•Departments of Instruction

•Faculty Listing

•Index

Bulletin Of The University Of Nebraska: Annual Catalog Of The College Of Medicine, 1994-1995, University Of Nebraska Medical Center

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine

•Governance of the University of Nebraska

•College of Medicine Administration

•The University of Nebraska

•General Information

•Learning Facilities

•Admissions

•Curriculum

•Academic Calendar 1994-95

•Evaluation of Student Performance

•Requirements for Graduation

•General Policies

•Fees and Expenses

•Financial Assistance

•Departments of Instruction

•Faculty Listing

•Index

Bulletin Of The University Of Nebraska: Annual Catalog Of The College Of Medicine, 1993-1994, University Of Nebraska Medical Center

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine

•Governance of the University of Nebraska

•College of Medicine Administration

•The University of Nebraska

•General Information

•Learning Facilities

•Admissions

•Curriculum

•Academic Calendar 1993-94

•Evaluation of Student Performance

•Requirements for Graduation

•General Policies

•Fees and Expenses

•Financial Assistance

•Departments of Instruction

•Faculty Listing

•Index

Bulletin Of The University Of Nebraska: Annual Catalog Of The College Of Medicine, 1992-1993, University Of Nebraska Medical Center

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine

•Governance of the University of Nebraska

•College of Medicine Administration

•The University of Nebraska

•General Information

•Learning Facilities

•Admissions

•Curriculum

•Academic Calendar 1992-93

•Evaluation of Student Performance

•Requirements for Graduation

•General Policies

•Fees and Expenses

•Financial Assistance

•Departments of Instruction

•Faculty Listing

•Index

University Of New England Faculty Senate By-Laws, University Of New England

Gene Yonuschot, Ph.D. Collection

By-Laws of the University of New England (UNE) Faculty Senate approved in 1989.