Browsing by Author "Renshaw, Scott"

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    COMPARING THE RATE OF PARASITIC INFECTION AMONG PEOPLE OF RIGORES, HONDURAS TO GUATEMALA
    (Office of the Vice Chancellor for Research, 2012-04-13) Torline, Evan C.; Renshaw, Scott
    Honduras is the second poorest country in Central America, and thousands of its residents are living without access to medical care. Parasites are an everyday reality there, and rates are more than double that of Guatemala. The Honduras ENLACE Project at Indiana University School of Medicine De-partment of Family Medicine sends medical brigades to Rigores, Honduras to help combat this. The Department of Family Medicine wants to know why Honduras has such high rates of parasites compared to its neighbor of Gua-temala. This research analyzes the data from the March 2011 brigade and compares it to national health data from Guatemala. Problems common to Honduras were reflected in the data and were not surprising. These included diabetes, hypertension, malnutrition, and parasitic infections. Comparisons showed people living in Guatemala have lower rates of parasites, hyperten-sion, diabetes, and are better nourished. There could be many factors affect-ing the disparity in health between Guatemala and Honduras. The data col-lected and analyzed from Rigores compared to that of Guatemala may help future brigade teams help decrease the parasitic infection rate. Many thanks go to the Life Health Sciences Internship Program for funding and making this possible.
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    Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned
    (AACE, 2017-10) Rogers, Christian; Cooper, Shannon; Renshaw, Scott; Schnepp, Jerry; Renguette, Corinne; Seig, Mary Theresa; Computer Information and Graphics Technology, School of Engineering and Technology
    EASEL is a platform designed to provide just-in-time adaptive support to students during experiential learning interviews conducted as part of required work in an online course in a family medicine education program in a Midwestern urban university setting EASEL considers the time and location of the student and provides questions and content before, during, and after the interviews take place EASEL will provide a new way to facilitate and support online family medicine students as they meet with patients and healthcare professionals This paper presents a look at the considerations, issues, and lessons learned during the development process of this interdisciplinary collaborative effort between the platform designers and family medicine faculty while working toward completion of the study
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    Developing an Adaptive Mobile Platform in Family Medicine Field Experiences: User Perceptions
    (Springer, 2019) Rogers, Christian; Renguette, Corinne; Cooper, Shannon; Renshaw, Scott; Seig, Mary Theresa; Schnepp, Jerry; Computer Information and Graphics Technology, School of Engineering and Technology
    EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform.
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    Use of Artificial Intelligence Program to Increase Resident Confidence and POCUS Use at the Bedside
    (2024-04-26) Wilcox, James; Lobo, Daniela; Hernandez, Reuben; Holley, Matthew; Renshaw, Scott
    Introduction: Point of Care Ultrasound (POCUS) education continues to increase in undergraduate and graduate medical education, mostly fueled by clinical usefulness and increasing graduate medical education requirements. Many schools are now teaching POCUS as a core part of the curriculum. However, with the sudden rush of POCUS education, one barrier often identified in the literature is a lack of trained faculty to educate residents and medical students. Study Objective: Our team at the Family Medicine Department recruited an artificial intelligence program developed by Global Ultrasound Institute to assist POCUS instructors with resident ultrasound education. The research project would use AI programming and learning to allow residents to access timely answers to questions at the bedside while on rounds, when a trained POCUS instructor might not always be present. Since POCUS instructors cannot be available for every bedside patient examination in the hospital or residency clinic, this AI program would provide answers to needed bedside questions to give residents more confidence with performing more POCUS evaluations. Methods: We would deploy the AI program for interns who have completed at least 6 months of POCUS training and residents who had completed prior intern POCUS training. This program would be available on smart phone devices for when rounding in adult medicine, pediatrics, OBGYN, and in the outpatient residency clinic. Residents will have 24/7 access to a smart AI who will answer questions about POCUS technique, indications for use, interpretation questions, and many more. The program will give residents a quick and focused answer, as well as access to resources for further study if needed. Resident POCUS use will be tracked with the Butterfly IQ academy, as well as with resident procedure logging. Results: Since this is a very new program and relationship with Global Ultrasound Institute, no results are currently available. We anticipate preliminary results will be available by the presentation date in April. Conclusions: Artificial Intelligence is changing the way medical education is approached in the United States and the world. This particular program will allow residents to have access to timely answers to their POCUS practice questions at the bedside, while on rounds. We anticipate this will allow residents the opportunity to use the ultrasound devices for more cases and scenarios, as well as have improved confidence in their ultrasound acquisition abilities, with the support of the AI Education Assistant.