Browsing by Author "Hoffman, Leslie"

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    Accommodating a Student with Hearing Loss in the Medical Curriculum: A Case Study
    (2025-04-25) Martin, Angelika; Hoffman, Leslie; Russell, Abigail
    Despite legislative advancements like the Americans with Disabilities Act (ADA)1, Deaf and Hard of Hearing (DHH) individuals remain underrepresented in medical education2 as many institutions lack adequate support systems to accommodate their needs.3 This case study documents the comprehensive support strategies implemented to address the challenges faced by a DHH learner throughout the entirety of undergraduate medical education, spanning both didactic and clinical settings. The student, with severe hearing loss in one ear and profound loss in the other, utilized a combination of oral communication, lip-reading, a Bluetooth-enabled hearing aid, and a cochlear implant. The student successfully navigated both foundational and clinical phases of medical education, overcoming barriers such as poor acoustics, overlapping communications, background noise, and the need for clear visual cues. Key strategies included the use of speech-to-text services such as Communication Access Real-Time Translation (CART) services, assistive listening devices such as microphones and amplifying stethoscopes, minimizing background noise, strategic positioning in classrooms or patient rooms, and utilizing the teach-back strategy. The study spans from pre-matriculation disclosure and accommodation planning, classroom teaching of foundational sciences to the completion of clinical clerkships and individualized career exploration electives. By detailing our approach and the successful integration of tailored and proactive accommodations, we provide valuable insights for educators aiming to support DHH students. This case study contributes to the literature by being the first to document such extensive accommodations across both didactic and clinical curricula. Our experience underscores the importance of creating an equitable and accessible environment, paving the way for a more diverse physician workforce and enhancing healthcare for the DHH community. The student's successful completion of the program and subsequent residency match underscores the potential for DHH individuals to thrive in medical education with appropriate support.
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    Leadership and Mentorship in Medical Education: 6th Annual Indiana University School of Medicine Education Day Program
    (2025-04-25) Kochhar, Komal; Hoffman, Leslie; Rodgers, David; Stefanidis, Dimitrios; Allen, Bradley
    Program for the 6th annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IU Indianapolis campus on April 25, 2025. An inherent challenge of operating a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. To address this need, the Indiana University School of Medicine implemented an annual “Education Day”to promote educational scholarship across our nine-campus system. Held each spring, Education Day showcases the educational scholarship of IUSM faculty, staff, and learners, and provides a forum to share best educational practices and forge new collaborations in educational research.
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    Statewide Synergy: Showcasing Scholarship and Innovation in Medical Education at IUSM, 2020-2024
    (2024) Kochhar, Komal; Soleimani, Leila; Byrne, Bobbi; Stefanidis, Dimitrios; Pettit, Katie; Zakeri, Bita; Denny, Kim; McNulty , Margaret; Hoffman, Leslie; Brokaw, James; Wallach, Paul
    Background IUSM employs a large geographically distributed system of medical education composed of 8 regional medical campuses statewide with the main medical campus in Indianapolis. An inherent challenge of operating such a large multi-campus system is being able to provide relevant professional development opportunities for all our medical educators and staff from across the state, as well as to provide our learners with formative opportunities to engage with faculty and peers in a community of scholars. Study objective We planned and implemented a one-day event available to all faculty, staff, and learners from across our multi-campus system with a focus on medical education scholarship. Methods In March 2020, the first Education Day took place on the Indianapolis campus, orchestrated by a five-member Planning Committee from the Dean’s Office of Educational Affairs. Peer-reviewed proposals culminated in oral and poster presentations, workshops, and group discussions. Eight themed sessions included presentations about specific aspects of IUSM’s educational mission: Diversity, Equity & Inclusion, Wellness, Point-of-Care Ultrasound, Simulation, Undergraduate Medical Education, Graduate Medical Education, Regional Medical Campuses, and Biomedical (MS/PhD) Education. A lunchtime keynote address was given by a nationally recognized medical educator. The day-long event ended with an awards ceremony to recognize the “best” faculty, staff, and learner proposals. With minimal variation, a similar planning process and agenda were used for the subsequent Education Days held in late April 2021 (virtual), 2022, and 2023. About 40 faculty reviewers from across campuses reviewed submissions using a standard rubric. Each submission was reviewed by two reviewers with a third reviewer resolving any split decisions. Accepted proposals were archived in the University’s ScholarWorks Digital Repository to extend their reach. Results Over four years, an average of 132 proposals were reviewed annually, with attendance averaging 281, trending upwards each year. While most attendees were from Indianapolis campus (76%), participation from the RMCs (24%) increased each year. Attendees represented basic science departments (17%), clinical departments (61%), and other school units, e.g., library, Dean’s offices, etc. (22%). Education Day presenters included faculty (38%), staff (12%), and learners (50%). The “learners” included medical students, residents, fellows, and a few graduate students. Beginning in 2022, we included Scholarly Concentration projects from medical students statewide which were presented during a special poster session. Post-event survey data across the four years revealed high satisfaction, with 81% rating the event as “excellent” or “very good.” Majority “strongly agreed” or “agreed” that Education Day met their professional expectations and needs (88%); provided supporting material/tools helpful to their professional role (83%); and included opportunities to learn interactively (82%). As a result of this event, majority “strongly agreed” or “agreed” they will be better able to network and collaborate with other IUSM colleagues (87%), identify best practices in medical education (81%), learn to present and publish educational outcomes data (75%), and describe current approaches to evaluate learners (73%). Conclusions IUSM’s Annual Education Day has established itself as a successful venue to share educational best practices, forge new collaborations, and encourage participation from all IUSM campuses.