IU Indianapolis ScholarWorks :: Browsing by Author "Longtin, Krista"

Browsing by Author "Longtin, Krista"

Now showing 1 - 10 of 22

Ask the parents: Testing the acceptability and usability of a hypospadias decision aid
(Elsevier, 2022) Binion, Kelsey; Miller, Andrew; Misseri, Rosalia; Kaefer, Martin; Longtin, Krista; Carroll, Aaron; Wiehe, Sarah E.; Chan, Katherine H.; Communication Studies, School of Liberal Arts
Introduction: In previous work, we engaged key stakeholders to create a web-based decision aid (DA) prototype to facilitate shared decision making about hypospadias. Objective: The study's objective was to use a human-centered design approach to assess the DA's acceptability and usability and revise it prior to pilot testing. Methods: We recruited English-speaking parents (≥18 years old) of sons with hypospadias (≤5 years) for a two-phase process of semi-structured phone/video interviews to obtain feedback about our DA prototype. DA webpages included: "Hypospadias," "Surgery Basics," "No Surgery," "Family Stories," "Help Me Decide," and "FAQs." In both phases, participants viewed the DA using the "think aloud" technique and completed several validated scales to evaluate its acceptability and usability. In phase 1, we collected feedback about the "Homepage" organization, values clarification methods (VCM), and webpage content. In phase 2, participants searched the DA for answers to hypospadias-related questions, provided feedback on testimonial videos and VCM, and shared their preferences about data visualizations. All interviews were audio recorded. After each phase, transcripts were qualitatively analyzed to identify key areas for revision. Revisions were made between phase 1 and 2 to improve the DA's acceptability and usability. Results: We interviewed 20 participants (10/phase): median age 33.7 years, 60% female, 80% White. Mean score on the Preparation for Decision Making Scale: 86.8 (out of 100). We revised: 1) VCM, focusing on pros/cons of surgery and question prompts, 2) "Homepage," adding webpage descriptions (Extended Summary Figure), 3) menu organization, 4) "Surgery Day" webpage, adding general anesthesia risk information, and 5) "Hypospadias" webpage, adding an icon bar graph to help participants visualize statistics. Participants thought the testimonial videos were relatable and the VCMs would prepare them for their visit with their child's urologist. Discussion: Ours is the first parent-centered DA developed and pre-tested for hypospadias. Using validated usability and acceptability scales, participants highly rated the DA in helping them arrive at a decision about surgery. Study limitations include the sample's lack of diversity (i.e., educated, health literate) and participants already decided about their son's hypospadias management before enrolling. To learn more about the DA's usability and acceptability, we plan to pilot test it in a clinical setting. Conclusions: Participants found our DA informative in understanding hypospadias. There was a high perceived level of preparation for hypospadias decision making. Participatory research methods, such as "think aloud," may be helpful when testing DAs as they privilege the patient's experience.
Building Faculty Learning Communities for Medical Education Scholarship in a Multi-Campus System: Four Years of Experience
(2024-04) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, Paul
The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. An inherent challenge is being able to provide relevant faculty development opportunities across the state. Beginning Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. In addition to the group work, participants were expected to attend a series of monthly seminars to build foundational skills in educational research. To date, 69 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s term (68% cumulative response rate). By the end of their term, approximately half of the participants had submitted their work for publication or presentation. A successful FLC program requires strong administrative oversight and organization but can easily be replicated elsewhere.
Connecting Educators Statewide: The Role of Faculty Learning Communities in Medical Education Scholarship
(2024-11) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, Paul
Purpose Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and 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 across the state. Intervention Beginning the Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research.1,2 All medical school faculty across our statewide system were eligible to participate. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. The FLC teams met monthly via Zoom over a 2-year term to establish priorities, share ideas, distribute the workload, and produce the scholarly product(s). In addition to the group work, participants were expected to attend a series of monthly webinars to build foundational skills in educational research. Outcomes/Findings To date, 63 medical educators (both preclinical and clinical) have participated in 13 FLC teams. Each team selected their own research topic, examples of which include Pre-Clinical Instruction, Competency-Based Clinical Education, Interprofessional Education, Curriculum & Faculty Development, Mentoring, Wellness, Covid-Related Educational Initiatives, and Diversity, Equity & Inclusion. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s 2-year term (68% cumulative response rate). Averaged across all teams, a majority of respondents:  Rated their FLC experience as Good to Excellent (81%)  Strongly agreed or agreed that the FLC process met their professional development needs (73%)  Were interested in participating in future FLC teams (65%) By the end of their 2-year term, approximately half of the participants had submitted their work for publication or presentation. Lessons Learned By participating in FLCs, medical educators from the regional campuses and main campus were able to effectively collaborate on projects of mutual interest. In our experience, FLCs provide a cost-effective and sustainable model for developing medical educators. Although lack of protected time may be an impediment for clinician participation, this can be partially mitigated by requiring the clinical chair’s approval before joining an FLC team. A successful FLC program does require strong administrative oversight and organization, but can easily be replicated elsewhere. References 1. Cox, M.D. Introduction to Faculty Learning Communities. In: Cox, M.D., Richlin, L., eds. Building Faculty Learning Communities. 1st ed. Wiley Periodicals; 2004:5-23: chap 1. 2. Kochhar, K., K.J. Longtin, S. Wilson, M. Ho, J.J. Brokaw, and P.M. Wallach. Implementation of Faculty Learning Communities to Support Medical Education Scholarship in a Regional Campus System. J. Reg. Med. Campuses 6: 2, 2023. https://doi.org/10.24926/jrmc.v6i2.4886
Creating Choice and Building Consensus: Invitational Rhetoric as a Strategy to Promote Vasectomies in the United States
(University of Florida Press, 2022-03-03) Longtin, Krista; Binion, Kelsey; Communication Studies, School of Liberal Arts
According to a recent study by the Brookings Institution (Reeves & Krause, 2016), vasectomies are safer, more effective, and less expensive than most other voluntary sterilization methods. While the procedure has grown in popularity in recent years, particularly in the United Kingdom and Canada, it is much less common in the United States. This discrepancy can be attributed to both social (a perception that contraception is “women’s work”) and policy-based factors (lack of coverage under the Affordable Care Act). This paper examines the role and extent to which invitational rhetoric could be a useful communicative lens for both partners and providers considering vasectomies, thus increasing access to and utilization of the safe, effective, and affordable procedure. In this policy brief, we suggest strategies for incorporating invitational rhetoric into health professions education curricula, patient counseling literature, and policy language in order to address some of the social stigma around the procedure.
Enduring Uncertainty Through the Lens of Osteoporosis: A Mixed Methods Study
(2024-06) Vlaeminck, Caitlin Mae; Miller, Wendy Trueblood; Carter, Gregory; Crowder, Sharron J.; Otte, Julie; Longtin, Krista
Osteoporosis is a chronic illness that is underdiagnosed and often poorly managed. Uncertainty is a phenomenon experienced by individuals diagnosed with chronic illness. There are no published American studies describing whether women diagnosed with osteoporosis experience uncertainty. Experiencing uncertainty can lead to decreased quality of life (QOL), delays in decision-making, and negative impacts on relationships. A mixed methods approach was used using descriptive statistics and two scales, The Mishel Uncertainty in Illness Scale-Community Form (MUIS-C) and the Patient Reported Outcomes Measurement Information System (PROMIS) Global Health scale, and Interpretative Phenomenological Analysis (IPA). Significant negative correlations were found between levels of uncertainty and physical health status and between physical and mental health. The qualitative study focused on describing the experience individuals had with the diagnosis of osteoporosis. Data were collected through semi-structured interviews with fourteen Caucasian women who all had a diagnosis of osteopenia or osteoporosis. Thematic analysis revealed five themes that could be chronologically processed: The Sentinel Event, Adapting to Chronic Disease, Navigating Uncertainty, Being Less Than, and What the Future Holds. The findings of this study have implications for how healthcare providers share knowledge and education about the disease of osteoporosis with individuals. Future research should include women and men from diverse racial and ethnic backgrounds. This inclusive approach is crucial for ensuring that preventive measures and management strategies are tailored to the diverse needs of all individuals, fostering equity and efficacy in osteoporosis care.
"Every Interaction is an Intervention": A Case Study Employing a Communication Complex Approach to Addressing Community Mental Health in a Low-Middle Income Country
(2024-03) Goodin, Lisann Renee; Parrish-Sprowl, John; Longtin, Krista; Goering, Beth; Schwebach, Gary
Historically, community engagement projects have been addressed from traditional approaches of looking at physical, mental, and social health separately instead of seeing how they are intertwined elements in making up a person’s whole health. Implying the systemic connection between all health and not just the absence of disease engages the World Health Organization’s definition of health. There is a need to shift to a complex approach known as communication complex that better supports complex environments like Low-Middle Income Countries. Communication complex is a meta-perspective that helps design a quantum complexity framework that engages the bioactive nature of communication and the systemic interconnection of everything. When communication complex is applied to the context of health, this is known as Communication for Whole Health which is an interventional framework. This approach informed the development of the following research questions: RQ1: How might researchers meld into a community to promote CWH? RQ2: How can the shifting trajectory from a culture of reactivity to one of receptivity be assessed? The methodological approach for this study is looking at a case study as an ethnographic participant observer within participatory action research to observe and understand where interventions have occurred within the community. This study found that researchers can meld into a community through a relational multi-interventional process by focusing on building healthy relationships with Communication for Whole Health practices. Further findings discovered that to assess how a culture shifts from a culture of reactivity to receptivity, this occurs through an evaluative approach that is not traditional of being done to an organization but rather observing how relationships change in conversation. In conclusion, using a Communication for Whole Health approach for community engagement that moves from object to relational provides a better framework to respond to a complex environment with minimal resources.
Faculty Learning Communities: A Collaborative Model for Professional Development of Medical Educators in our Multi-Campus System, 2019 to Present
(2024) Kochhar, Komal; Longtin, Krista; WIlson, Shawn; Ho, Monling; Hobson, Tara; Holley, Matthew; Brokaw, James; Wallach, Paul
Background The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. 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 across the state. Objective To provide relevant professional development opportunities for all medical education faculty across our large multi-campus system statewide. Methods Beginning the Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. All medical school faculty across our statewide system were eligible to participate. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. The FLC teams met monthly via Zoom over a 2-year term to establish priorities, share ideas, distribute the workload, and produce the scholarly product(s). In addition to the group work, participants were expected to attend a series of monthly webinars to build foundational skills in educational research. Results To date, 63 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and at the end of each FLC team’s term (68% cumulative response rate). Averaged across all teams, a majority of respondents:  Rated their FLC experience as “Good” to “Excellent” (81%)  “Strongly agreed” or “agreed” that the FLC process met their professional development needs (73%)  Were interested in participating in future FLC teams (65%) By the end of their term, about one-half of the participants had submitted their work for publication or presentation. Conclusion By participating in FLCs, medical educators from the regional campuses and main campus were able to effectively collaborate on projects of mutual interest. In our experience, FLCs provide a cost-effective and sustainable model for developing medical educators. Although lack of protected time may be an impediment for clinician participation, this can be partially mitigated by requiring the clinical chair’s approval before joining an FLC team.
Fieldwork to framework: exploring intergroup dialogue interculturally
(Indiana University, 2024-07-25) Holton, Lauren; Longtin, Krista
This research project explores the benefits of intergroup dialogue (IGD) for intercultural communication with students from the University of Wroclaw and IUI. Through facilitated discussions, I (LH) observed how participants interact with one another in exploring their own identities, beliefs, and biases in contrast to learning about other peers’ experiences and points of view. Students from both institutions had the opportunity to have open dialogue in groups. I explored how the respectful conversation approach of IGD can build intercultural bridges, foster empathy, and reduce prejudices. Overall, the study used IGD to address challenges shaping how we work together interculturally now and in the future.
"I'm Spoon-feeding him my Trauma": An Analysis of Sexual Assault Survivors' Privacy Management in Romantic Relationships
(2023-05) Unruh, Margret; Bute, Jennifer J.; Brann, Maria; Longtin, Krista
Survivors of sexual assault make difficult privacy management decisions regarding their experiences, particularly in romantic relationships where physical intimacy makes these sensitive disclosures even more complex. As fever is an indicator of illness and a part of healing from the illness, disclosure can be an indicator of underlying disturbance and a part of the restorative process. Additionally, communication privacy management (CPM) theory considers ownership, control, and turbulence to illustrate how private information is regulated. Through qualitative, semi-structured interviews (n=19) and a phronetic iterative approach to data analysis, I examined the ways survivors of sexual assault managed their private information regarding their experiences in a romantic relationship and if disclosure relieved any psychological distress of the survivor. Results of this study offer insight into the ways participants controlled their personal information through the privacy management process; the establishment of boundaries surrounding ongoing disclosures; and the emotional effect of various privacy management strategies on participants, their partners, and the relationship. Reaching across theoretical concepts, this research offers a comprehensive understanding of the factors salient when managing private information regarding sexual assault. This research also provides practical applications for considering the influence of various privacy management approaches and their influence on the physical and psychological health of the survivor and the health of the relationship.
Implementation of Faculty Learning Communities to Support Medical Education Scholarship in a Regional Campus System
(Minnesota Libraries Publishing, 2023) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Wallach, Paul
Introduction: Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. At the Indiana University School of Medicine, which encompasses a large regional campus system, we implemented Faculty Learning Communities (FLCs) to provide a platform for medical educators to engage in a collaborative, year-long educational research project facilitated by a faculty member well-versed in educational research. Methods: 18 faculty participants were assigned to one of 4 FLC groups, which met monthly from 2019 to 2020. The participants also attended a series of one-hour monthly educational seminars designed to build foundational skills in educational research. To assess program effectiveness, participants were surveyed at 6 months and 18 months after the start of the program. Results: 94% of participants completed the 6-month survey and 56% completed the 18-month survey. A majority of respondents at both time-points (88% and 60%, respectively) agreed or strongly agreed that the FLC process met their professional development needs to help move their educational scholarship forward. At the time of the 18-month survey, 50% of respondents had submitted their work for presentation at a regional or national conference or for publication in a peer-reviewed journal, with the remainder intending to do so. Discussion: The inaugural offering of this FLC program has established a successful and sustainable model for developing medical educators. By employing the Plan-Do-Study-Act cycle for process improvement, several changes to the program have already been instituted that should further bolster the scholarly productivity of our medical educators.

Browsing by Author "Longtin, Krista"

Results Per Page

Sort Options