Browsing by Author "Rebman, Rebecca"

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    Experience introducing physician assistant students into a medical student emergency medicine clerkship
    (Elsevier, 2019-03) Turner, Joseph; Corson-Knowles, Daniel; Besinger, Bart; Rebman, Rebecca; Hobgood, Cherri; Palmer, Megan; Emergency Medicine, School of Medicine
    Background Physician assistants continue to play an increasingly important role in our healthcare system, including a growing role in the emergency department. Introducing physician assistant students into an existing emergency department learning environment makes efficient use of resources and provides an opportunity for interprofessional education, but the success of such a strategy and the resultant impact on medical student education have not been previously described. The goals of our study were to determine the impact of the introduction of physician assistant students into a learning environment that already serves medical students and residents, and to assess the readiness of physician assistant students to participate in an established medical student emergency medicine clerkship. Methods A survey was completed by emergency medicine faculty and residents shortly after the introduction of physician assistant students into an emergency department learning environment. The survey contained 18 questions in two sections: 11 questions asking about the effect of physician assistant students on the emergency department learning environment and 7 questions comparing the skills of physician assistant students with medical students. Data from medical student evaluations of the clerkship were also collected. Results and Discussion: Forty-six physician preceptors (43%) responded to the survey. The majority of preceptors felt that the presence of physician assistant students offered valuable interprofessional education and overall was a positive experience, though some expressed concerns about the effect on the education of other learners. Most preceptors felt that physician assistant students had comparable skills with medical students, though some concerns were expressed regarding knowledge base and variability of skill level. Medical student evaluations of the clerkship were similar before and after the introduction of physician assistant students. These results, however, must be viewed with caution as we were able replace a medical student with a physician assistant student, keeping the total number of students at the study sites constant, which some institutions may not be able to do. Conclusions The impact of introducing physician assistant students to a medical student emergency medicine clerkship is viewed as being positive overall, though more research is needed to understand and optimize the learning involvement for all learners.
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    To Flip or Not to Flip: Learning Style Preferences among Millennial Physician Assistant Students
    (Cureus Inc, 2021-02) Schultz, Katherine; Schaffer, Alicia; Rebman, Rebecca; Shanks, Anthony L.; Obstetrics and Gynecology, School of Medicine
    Introduction: Presenting material in a manner that is most palatable to students is important to improve the learning process. We evaluated the efficacy of different teaching styles including the flipped classroom and assessed the learning style preferences of a cohort of medical learners in a preclinical obstetrics and gynecology course. Methods: We conducted three teaching sessions with 35 physician assistant students. A different teaching style was implemented for each session including a traditional lecture with interactive learning technology augmentation, a flipped classroom, and a hybrid approach incorporating lecture and group work. Students were surveyed using a Likert scale regarding the efficacy of the format, clinical relevance of the material, and their learning preference for future sessions. Results: Students rated the traditional approach as the most effective, most relevant, and most preferred method. Students preferred the flipped classroom least, but they rated it as slightly more effective and relevant than the hybrid approach. Conclusion: The teaching style of various coursework including the preclinical obstetrics and gynecology curriculum may not need to be altered for millennial learners. This study showed the flipped classroom was the least favored teaching style and that there was a marked preference by students for a more traditional didactic lecture.
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    To Flip or Not to Flip: Learning Style Preferences among Millennial Physician Assistant Students
    (Cureus, 2021-02-21) Schultz, Katherine; Schaffer, Alicia; Rebman, Rebecca; Shanks, Anthony L.; Obstetrics and Gynecology, School of Medicine
    Introduction: Presenting material in a manner that is most palatable to students is important to improve the learning process. We evaluated the efficacy of different teaching styles including the flipped classroom and assessed the learning style preferences of a cohort of medical learners in a preclinical obstetrics and gynecology course. Methods: We conducted three teaching sessions with 35 physician assistant students. A different teaching style was implemented for each session including a traditional lecture with interactive learning technology augmentation, a flipped classroom, and a hybrid approach incorporating lecture and group work. Students were surveyed using a Likert scale regarding the efficacy of the format, clinical relevance of the material, and their learning preference for future sessions. Results: Students rated the traditional approach as the most effective, most relevant, and most preferred method. Students preferred the flipped classroom least, but they rated it as slightly more effective and relevant than the hybrid approach. Conclusion: The teaching style of various coursework including the preclinical obstetrics and gynecology curriculum may not need to be altered for millennial learners. This study showed the flipped classroom was the least favored teaching style and that there was a marked preference by students for a more traditional didactic lecture.
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    What's My Role Again? Cultivating Interprofessionalism, Role Knowlege, and Role Clarity Through Case-Based Learning
    (2024-03) Herriott, Hannah Laine; McNulty, Margaret A.; Byram, Jessica N.; Agosto, Elizabeth R.; Deane, Andrew S.; Rebman, Rebecca; Scheurich, Jim J.
    As healthcare has shifted away from physician-centered practice, in favor of a patient-centered model, the importance of interprofessional team-based practice was recognized. Early exposure, practice working through clinical cases in teams, and learning each profession’s roles are essential determinants of successful interprofessional collaboration (IPC). Although interprofessional role comprehension is widely accepted as one of four core competencies of interprofessional education (IPE) and lack of role comprehension is associated with medical errors; literature measuring said construct is lacking. Role knowledge and clarity are two crucial skills that encompass identifying the roles and limitations of various professions’ scopes of practice and discerning which professional is best equipped to undertake a task in a particular situation. The present study investigated a novel IPE intervention employing role centered, small group casebased learning (CBL) sessions, integrated throughout an anatomy course for firstsemester occupational therapy (OTD), physical therapy (DPT), and physician assistant (MPAS) students. Additionally, fourth-year medical (MD) students participated in the IPE intervention by serving as near-peer facilitators for each of the small groups. A sequential explanatory, mixed methods design was employed to examine participants’: 1) acquisition of role knowledge, 2) demonstration of role clarity, 3) views of IPC after engaging in CBL sessions, and 4) perceptions of the intervention itself. The present study addressed the previously mentioned gap in the literature by exploring a CBL intervention’s influence on role comprehension (a previously unquantified aspect of IPE), in addition to their IPE-related perceptions. The aforementioned CBL intervention effectively improved role knowledge and clarity when implemented in-person; however, no significant changes were demonstrated in the virtual cohort. While many positive perceptions of the intervention and IPE experience were found, some misconceptions about professions and inhibitory power dynamics were also identified. Despite the latter findings, the CBL intervention examined in this study can serve as an effective model for cultivating IPE through enhanced role knowledge and clarity among health professional students.