Browsing by Author "Masseria, Anthony"

Now showing 1 - 7 of 7
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    Assessing a Longitudinal Educational Experience for Continuous Quality Improvement
    (Indiana University School of Medicine Education Day, 2024-04-26) Masseria, Anthony; Birnbaum, Deborah R.
    This presentation explores the use of assessment tools to promote adaptability and continuous quality improvement (CQI) in a large educational program. The Scholarly Concentrations Program is a statewide program complementing the core medical school curriculum and empowering students to delve into topics of personal interest. The pilot was launched with a “CQI” mindset, and after three years, a robust assessment plan is gathering feedback. While “building the plane as we fly it”, the program has grown from 100 students in its first year to over 400 in its third. A robust, longitudinal evaluation plan is critical. The intended goal is to use this program example to replicate it with other large educational programs anywhere.
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    Assessing a Longitudinal Educational Experience for Continuous Quality Improvement
    (2022-11) Birnbaum, Deborah R.; Masseria, Anthony; Walsh, Sarah; Rojas, Michelle
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    Assessing a Longitudinal Educational Experience for Continuous Quality Improvement
    (2023-06) Birnbaum, Deborah R.; Masseria, Anthony; Walsh, Sarah
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    Assessing a Longitudinal Educational Experience for Continuous Quality Improvement
    (2024-04-26) Masseria, Anthony; Birnbaum, Deborah R.
    We’ll explore the use of assessment tools to promote adaptability and continuous quality improvement (CQI) in a large educational program. The Scholarly Concentrations Program is a statewide program complementing the core medical school curriculum and empowering students to delve into topics of personal interest. The pilot was launched with a “CQI” mindset, and after three years, a robust assessment plan is gathering feedback. While “building the plane as we fly it”, the program has grown from 100 students in its first year to over 400 in its third. A robust, longitudinal evaluation plan is critical. The intended goal is to use this program example to replicate it with other large educational programs anywhere.
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    Bridging the Feedback Gap: The Efficacy of the Strategic Student Survey in Capturing the Medical Student Experience
    (2024-04) Kochhar, Komal; Masseria, Anthony; Walsh, Sarah; Skillman, Brian; Dunham, Jennifer; Wallach, Paul
    Indiana University School of Medicine (IUSM) developed the annual Strategic Student Survey (S3) in 2018 as both a mechanism to continuously monitor compliance with LCME standards and to provide a view of the student experience and allow for timely interventions. Selected items from the S3 were matched to questions asked on the in-house End of Clerkship evaluations (EOC) and the AAMC surveys - Year 2 Questionnaire (Y2Q) and Graduation Questionnaire (GQ). The present study seeks to determine the efficacy of the S3 to complement this suite of other evaluation instruments and provide a comprehensive, longitudinal view of student satisfaction with their educational experiences. Analysis of selected items common to all instruments shows evidence that the S3 does indeed provide a reasonable proxy for findings from other surveys.
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    Comparing Student Satisfaction Metrics: Strategic Student Survey versus Traditional Tools
    (2024-04-26) Kochhar, Komal; Masseria, Anthony; Walsh, Sarah; Skillman, Brian; Duham, Jennifer; Wallach, Paul
    Background: Utilizing multiple methods to assess student satisfaction across the medical curriculum can provide a longitudinal view of the student experience and allow for more timely interventions. To this end, we developed the Strategic Student Survey (S3) to assess student satisfaction across all 4 years, which serves to complement other established assessments such as the AAMC Year Two Questionnaire (Y2Q), End of Clerkship (EOC) evaluations, and the AAMC Graduation Questionnaire (GQ). Objective: To determine the extent to which our internal survey (Strategic Student Survey) results mirror those of the Y2Q, EOC evaluations, and GQ. Methods: The S3 consists of ~50 questions derived from the Liaison Committee for Medical Education’s Independent Student Analysis survey instrument and customized with our school-specific elements. The S3 was administered annually to all medical students from first to fourth year (MS1 – MS4), starting in 2018. The S3 results were collated and grouped by class year with the corresponding Y2Q, EOC, and GQ results. Responses to questions that were common across the S3, Y2Q, EOC, and GQ were compared for the last 3 years. Results: S3 outcomes closely aligned with responses from the other instruments. For instance, the Class of 2023 “strongly agreed” or “agreed” with the statement “I am satisfied with the quality of my medical education” as follows: S3 responses (From MS2s: 77%, From MS3s: 88%, From MS4s: 93%); Y2Q responses (From MS2s: 80%); GQ responses (From MS4s: 91%). Similarly, the evaluation of 8 clerkships demonstrated a consistent pattern of high ratings across the S3, EOC, and GQ. For example, the Classes of 2021, 2022, 2023 rated the quality of the Internal Medicine clerkship as “Excellent” or “Very Good” in this way: S3 responses (From MS3s: 86%, 87%, and 89%, respectively, for these 3 class years); EOC responses (From MS3s: 87%, 91%, and 86%); GQ responses (From MS4s: 88%, 87%, and 92%). Conclusion: These findings indicate that the S3 is a reliable alternative to the Y2Q, EOC, and GQ for gauging student satisfaction. In fact, initial review of the data suggest that S3 may even be a better predictor of GQ responses than EOC. Because S3 is administered during each class year of medical school, it allows for the early identification and address of student concerns, contributing to maintaining LCME accreditation standards.
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    Scholarly Concentrations Program: Contributing to Student Satisfaction
    (2025-05-25) Birnbaum, Deborah R.; Masseria, Anthony; Polanco, Michelle Marie
    Introduction/Background: The Indiana University School of Medicine Scholarly Concentrations Program was launched in summer 2019 with 11 concentrations, at least one on each campus, and several goals, including enhancing student experience and satisfaction, and enhancing campus and IUSM reputation. Currently, there are 16 concentrations, nearly 500 student participants, nearly half on regional campuses, and more than 250 faculty, staff and community partners engaged. Study objective/Hypothesis: The study objective is to assess student satisfaction with the program and if the program is achieving its goal around regional campus recruiting and retention. Methods: Between the academic years 2021-2022 and 2024-2025, students participating in the Scholarly Concentrations Program were asked to complete an annual program survey. While the majority of the survey is consistent across class years, MS4s are asked “end of program” questions. Results: Scholarly Concentrations Program participants are increasingly satisfied with the program according to multiple metrics. In addition, by virtue of their work with faculty, peers and/or local collaborators, 85% feel engaged with their campus. Additionally, 94% of graduating students say the program strengthened their CV/interviews during residency search. Between 25% and 50% of MS3s and MS4s on regional campuses say the program increased their interest in remaining at their home campus beyond Phase 1. Conclusion: Our Scholarly Concentrations Program is helping to increase student satisfaction with their medical education experience, in generally, and on regional campuses, in particular. While this is a relatively new development, and we know that there are many factors impacting a student’s desire for a particular campus, we believe the program is having a positive impact. To further explore this and gain feedback after graduation, questions are being added to the school’s PGY-1 survey.