Browsing by Author "Pettit, Katie E"

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    Implementation of a Foundational Online Resident-as-Teacher Program for All First-Year Residents
    (2023-04-20) Kochhar, Komal; Dilly, Christen K; Cico, Stephen J; Whitaker, Nash P; Pettit, Katie E; Brokaw, James J; Nabhan, Zeina M
    Purpose/Background Residents are expected to teach medical students, and yet few enter post-graduate training programs prepared to do so. Each year at the Indiana University School of Medicine, 400 first-year residents (PGY1s) from multiple specialties begin their post-graduate training. Our goal was to implement a school-wide Resident-as-Teacher (RasT) curriculum for all incoming PGY1s to provide them with the requisite pedagogical skills and self-confidence to teach effectively.1 Design/Methods We required that our curriculum be delivered asynchronously and on-demand to avoid having to schedule numerous in-person training activities across multiple teaching hospitals. We used the A3 problem-solving process2 to create a series of online training modules delivered via Canvas from 2017 to 2021. These modules focused on our institutional and clerkship learning objectives and incorporated videos of best practices for teaching in the clinical environment. Prior to the start of the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and again 7-8 months after completing the course (post-test). Outcomes/Results Of the 1,091 residents who completed the pre-test, 421 also completed the post-test (38.6%). Analysis was limited to 421 respondents who completed both the pre-test and post-test (paired data). According to the McNemar-Bowker Test, there was a statistically significant improvement in the teaching self-ratings from pre-test to post-test, e.g., 31% self-rated above average/excellent versus 53% self-rated above average/excellent (p < 0.0001). Moreover, the PGY1s self-reported significant improvements in 3 teaching skills: Teaching Strategies, Individualized Teaching, and Providing Feedback (p < 0.01). Strengths/Limitations Our findings suggest that an online RasT curriculum can produce lasting benefits in PGY1’s self-confidence as teachers (Kirkpatrick levels 1 and 2a) but is limited by the inability to assess higher-order benefits like behavioral change (Kirkpatrick levels 2b, 3, 4).3 This online approach to RasT training is feasible to administer, fulfils LCME requirements, and can easily be replicated.
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    Implementation of an Annual Education Day to Foster Medical Education Scholarship in a Regional Campus System
    (2023-04-19) Kochhar, Komal; Soleimani, Leila A; Byrne, Bobbi J; Stefanidis, Dimitrios; Pettit, Katie E; Zakeri, Bita H; Denny, Kim; Brokaw, James J; Wallach, Paul M
    Purpose/Background The Indiana University School of Medicine (IUSM) employs a large geographically distributed system of medical education comprised of 8 regional medical campuses statewide and the main medical campus in Indianapolis. An inherent challenge of operating such a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. Design/Methods To address the professional development challenge in a large multi-campus system, our steering committee planned an inaugural “Education Day” in 2020, which attracted proposals of educational innovations and scholarship from across the statewide system. After a peer-review process, the accepted proposals were scheduled for oral and poster presentations, workshops and small groups sessions, and themed sessions. A keynote address was given by a nationally recognized medical educator. The day ended with an awards ceremony for “best” faculty, staff, and student presentations. The Education Days were held in-person on the Indianapolis campus in 2020 and 2022; and it was held virtually in 2021. Outcomes/Results Across the 3 Education Days:  ~250 registrants participated each year  ~130 proposals were received each year; in 2022, we included an additional 40 proposals from medical students statewide regarding their Scholarly Concentration projects1  80% of the post-event respondents rated Education Day as excellent/very good  87% strongly agreed/agreed (SA/A) they were better able to collaborate with other IUSM medical educators  79% SA/A they were better able to identify best practices in medical education  72% SA/A they were better able to publish educational outcomes data To facilitate statewide dissemination, the presentations were archived in the University’s ScholarWorks Digital Repository.2 Strengths/Limitations IUSM’s Annual Education Day has established itself as a successful venue to share educational best practices and to forge new collaborations. Feasibility/Transferability Although the time and resources required for a successful Education Day are substantial, this event can be replicated elsewhere.
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    An Online Resident-as-Teacher Curriculum Improves First-Year Residents’ Self-Confidence Teaching in the Clinical Learning Environment
    (Springer, 2023-07-05) Kochhar, Komal; Cico, Stephen J; Whitaker, Nash P; Pettit, Katie E; Brokaw, James J; Nabhan, Zeina M
    We implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents’ self-confidence as educators.