Browsing by Author "Huang, Christina C."

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    Clinical Outcomes After Ileal Pouch-Anal Anastomosis in Pediatric Patients
    (Elsevier, 2019-02) Huang, Christina C.; Rescorla, Frederick J.; Landman, Matthew P.; Surgery, School of Medicine
    Background Ileal pouch-anal anastomosis (IPAA) is the standard surgical reconstruction for patients with familial adenomatous polyposis (FAP) and ulcerative colitis (UC) who undergo total proctocolectomy (TPC). Although patients receive the same reconstruction, their postoperative complications can differ. We hypothesize that indication for TPC and other preoperative clinical factors are associated with differences in postoperative outcomes following IPAA. Methods A retrospective cohort of pediatric patients who underwent proctocolectomy with IPAA from 1996 to 2016 was identified. Preoperative, operative, and postoperative clinical variables were collected. Univariate analyses were performed to evaluate for relevant postoperative clinical differences. Results Seventy-nine patients, 17 with FAP and 62 with UC, were identified. FAP patients spent a mean of 1125 ± 1011 d between initial diagnosis and first surgery compared to 585 ± 706 d by UC patients (P = 0.038). FAP patients took a mean of 57 ± 38 d to complete TPC with IPAA compared to UC patients at 177 ± 121 d (P < 0.001). FAP and UC patients did not differ in mean number of bowel movements at their 6-mo postoperative visit (4.7 ± 2.1 versus 5.6 ± 1.9, respectively [P = 0.134]). FAP patients were less likely to experience pouchitis (P = 0.009), pouch failure (P < 0.001), and psychiatric symptoms (P = 0.019) but more likely to experience bowel obstruction (P = 0.002). Conclusions IPAA is a safe, restorative treatment for FAP and UC patients after TPC. Based on diagnosis and preoperative course, there are differences in morbidity in IPAA patients. Clinical data such as these will allow surgeons to help families anticipate their child's preoperative and postoperative courses and to maximize successful postoperative outcomes.
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    Reduced radiation necrosis in radiosurgical treatment of small brain metastases with 22 Gy
    (Old City Publishing, 2021) McClelland, Shearwood, III.; Mereniuk, Todd R.; Elbanna, May F.; Huang, Christina C.; Lautenschlaeger, Tim; Miller, James C.; Watson, Gordon A.; Rhome, Ryan M.; Radiation Oncology, School of Medicine
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    Student-led curricular approaches in medical education: the educational effects of a virtual fundamentals of COVID-19 course
    (Springer, 2022-03-08) Chiu, Megan Z.; Gerena, Rolando G.; Roll, Rebekah L.; Baker, Joseph M.; Gomez, Maritza; Brown, Cameron M.; Brenner, Abigail M.; Huang, Christina C.; Ko, Paul Y.; Bauer, Margaret E.; Trujillo, Daniel J.; Graduate Medical Education, School of Medicine
    Background As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. Methods The study examined the educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge, skills, and abilities (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4, p < .001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p < .001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p < .001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in notable and statistically significant educational effects. The increase in students’ self-reported ratings, especially in the knowledge and abilities domains, indicate that meaningful learning occurred within the course. These findings have notable implications for medical student training during healthcare emergencies, such as a pandemic, as well as within modern clerkship environments. Overall, our findings provide evidence that student-led curricular design and virtual delivery of course content can be effective tools in undergraduate medical education.
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    Student-Led Curricular Approaches in Medical Education: The Value-Added Effects of a Virtual Fundamentals of COVID-19 Course
    (Research Square, 2021-05-10) Chiu, Megan Z.; Baker, Joseph M.; Gomez, Maritza; Brown, Cameron M.; Brenner, Abigail M.; Huang, Christina C.; Graduate Medical Education, School of Medicine
    Background As the eld of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. The course was implemented in May 2020 and enrolled a total of 724 third- and fourth-year medical students. Subsequently, we carried out a research study about this student-led curricular approach and its implications for medical education. Methods The study examined the value-added educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge (7), skills (5), and abilities (5) (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a ve-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically signi cant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a signi cant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4 , p <.001, d = 1.43; 2.) a signi cant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p <.001, d = 0.81. and 3.) a signi cant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p <.001, d = 1.44. Conclusions These ndings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in value-added educational effects. Overall, this study provides evidence to support virtually delivered, student-led curricular approaches in medical education.