Browsing by Author "Taylor, Jennifer"

Now showing 1 - 8 of 8
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    Assessing a Rural Academic-Community Partnership Using Ripple Effect Mapping
    (Taylor & Francis, 2020) Taylor, Jennifer; Goletz, Sarah; Ballard, Jim; Family Medicine, School of Medicine
    As Area Health Education Centers (AHECs) expand their efforts to improve the distribution and diversity of the healthcare workforce, one common question is how these activities impact their local communities. Ripple Effect Mapping (REM) is an evaluation method designed to assess a program’s intended and unintended impacts, social capital, and partner reciprocity. This study used REM to uncover and explore the intended and unintended impact of a rural AHEC in a 14-county region. The findings of this study provide direction to the AHEC in relation to strengthening their partnerships, social capital, and improving the health workforce in their region.
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    Blood Sugar, Your Pancreas, and Unicorns: The Development of Health Education Materials for Youth With Prediabetes
    (Sage, 2018) Yazel-Smith, Lisa G.; Pike, Julie; Lynch, Dustin; Moore, Courtney; Haberlin, Kathryn; Taylor, Jennifer; Hannon, Tamara S.; Health Policy and Management, School of Public Health
    Background. The obesity epidemic has led to an increase in prediabetes in youth, causing a serious public health concern. Education on diabetes risk and initiation of lifestyle change are the primary treatment modalities. There are few existing age-appropriate health education tools to address diabetes prevention for high-risk youth. Aim. To develop an age-appropriate health education tool(s) to help youth better understand type 2 diabetes risk factors and the reversibility of risk. Method. Health education tool development took place in five phases: exploration, design, analysis, refinement, and process evaluation. Results. The project resulted in (1) booklet designed to increase knowledge of risk, (2) meme generator that mirrors the booklet graphics and allows youth to create their own meme based on their pancreas’ current mood, (3) environmental posters for clinic, and (4) brief self-assessment that acts as a conversation starter for the health educators. Conclusion. Patients reported high likability and satisfaction with the health education tools, with the majority of patients giving the materials an “A” rating. The process evaluation indicated a high level of fidelity and related measures regarding how the health education tools were intended to be used and how they were actually used in the clinic setting.
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    Integration of Case-Based Dialogue to Enhance Medical Students' Understanding of Using Health Communication to Address Social Determinants of Health
    (Dove Press, 2023-03-15) King, Jalysa; Taylor, Jennifer; Medicine, School of Medicine
    Background and objectives: With the ever-growing diversity within our communities, it is imperative that we integrate social determinants of health (SDOH) such as racial disparity, economic instability, lack of transportation, intimate partner violence, and limited social supports, and the importance of health literacy into undergraduate medical education. By incorporating evidence-based curriculum on the disproportionality within healthcare faced by racial and ethnic minorities, we have the opportunity to develop more culturally sensitive providers. The purpose of this study was to assess the impact of a case-based debrief experience on medical students' knowledge about how social determinants of health can impact health and healthcare within a family medicine clinical setting and their intent to practice in an underserved community. Methods: We utilized a retrospective paired-sample t-test analysis of program data from 640 third-year medical students who engaged in a family medicine clerkship between July 2020, and April 2022. For inclusion in the study, students must have engaged in a case-based exercise and corresponding small group debrief around the impact of social determinants of health on patient care. Results: We found a statistically significant improvement in students' reported knowledge about SDOH, as well as the confidence and intent to work with and care for individuals of diverse cultural and socioeconomic backgrounds. Conclusion: Medical students must have the knowledge and self-efficacy to understand how social determinants of health can impact health and healthcare within a family medicine clinical setting. As a result of integrating more active learning strategies such as the case-base and debrief experience, students may have a more robust medical education experience.
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    Longitudinal Evaluation Practices of Health Workforce Development Programs: An Incremental Approach to Evaluability Assessment
    (Elsevier, 2018-08) Taylor, Jennifer; Forsell, Gretchen; Perweiler, Elyse; Sienkiewicz, Mary; Family Medicine, School of Medicine
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    The pandemic silver lining: preparing osteopathic learners to address healthcare needs using telehealth
    (De Gruyter, 2022-01) Taylor, Jennifer; Wright, Amanda; Summers, Michael; Family Medicine, School of Medicine
    Context During the COVID-19 pandemic, many clinicians quickly adapted their way of practicing patient care by offering telehealth and virtual office visits while simultaneously having to minimize direct patient care. The shift in direct clinical learning opportunities provided to third- and fourth-year medical students required a shift in the educational curriculum to develop learner skills around the appropriate use of telehealth in patient care. Objectives The aim of this project was to provide exposure to students so they could learn the telemedicine equipment and best practices, and how to identify infectious diseases to improve access to care and meet the needs of the patient. Methods In July and August of 2020, the Indiana Area Health Education Centers Program partnered with Marian University College of Osteopathic Medicine (MUCOM) to support a 1 day telehealth simulation (online curriculum, group lecture, and two standardized patient encounters) into their clerkship curriculum. We utilized a retrospective pretest-posttest to assess changes in learner knowledge around telehealth after the program. At the conclusion of the telehealth training program, students were asked to complete a retrospective pretest-posttest assessing their level of preparedness to utilize telehealth equipment, their preparedness to demonstrate “telehealth best practices” in a manner consistent with protecting patient (and data) privacy, their confidence to utilize telehealth for identification of infectious diseases, and their confidence to utilize telehealth to identify proper treatment plans. Results A total of 96 learners completed the program in 2020. Posttest results demonstrate a statistically significant (p<0.05) improvement for learners’ self-reported level of preparedness to utilize telehealth equipment, their preparedness to demonstrate “telehealth best practices” in a manner consistent with protecting patient (and data) privacy, their confidence to utilize telehealth for identification of infectious diseases, and their confidence to utilize telehealth to identify proper treatment plans. Conclusions Our telehealth curriculum involving a video, interactive learning session, and two standardized patient experiences provided osteopathic medical learners with realistic simulated case scenarios to work through in effort to improve their knowledge and self-efficacy around the utilization of telehealth in practice.
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    Primary Care Appointment Systems: Causes and Implications of Timely Arrivals
    (TECSI, 2022) Alibeiki, Hedayat; Kumar, Chetan; Ballard, Jim; Willis, Deanna R.; Given, Scott; Taylor, Jennifer; Family Medicine, School of Medicine
    The primary goal of this study was to identify potential factors that might contribute to patient punctuality issues, while also assessing the satisfaction of a proposed intervention. In addition, we aimed to learn more about the psychosocial and behavioral implications that patients face with regards to arriving on time for their primary care visits. A mixed-method research study was used to identify and quantify potential factors that might contribute to patient punctuality issues, while also assessing the satisfaction of a proposed intervention. In addition to possible factors that contribute to punctuality, we aimed to learn more about how patients are affected when they arrive late for appointments. Through qualitative assessment, we explored the psychosocial and behavioral implications that patients face with regards to arriving on time for their primary care appointments. A total of 524 individuals out of 1050 patients (50%) responded to the paper-based survey. Of the 524 adult respondents, we excluded 103 (19.7%) participants due to the missing data on either of their historical behavior patterns, future intentions for arrival, or their definition of appointment time. We analyzed the data for the remaining 421 eligible survey participants. In addition, seven of the eight patient interviews were transcribed and analyzed in order to identify themes using the patient’s own words to better understand the psychosocial and behavioral implications patients face on arriving to their appointment on time. Three primary themes emerge in the interviews related to the perception of arriving late to appointments at the FMC. The findings of this study indicate that regardless of patients’ interpretation of appointment time, they typically arrive 10-15 minutes before the appointment time. In addition, there is a significant connection between patients’ perceptions of historically arriving late to appointments and the intent to arrive very early to their future appointments. Combined with the qualitative results, this study suggests that most patients are motivated to be on time, in some cases seeing the idea of lateness as a contradiction of their own self-identity. The behavioral causes and implications of the findings are explained using the concept of Fear Appeals and the Protection Motivation Theory (PMT).
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    Reaching underserved people during the pandemic
    (MA Healthcare Limited, 2022-05-02) Taylor, Jennifer; Behrens, Sandra; Donahue, Ronald; Family Medicine, School of Medicine
    Background: As the COVID-19 crisis evolved, many emergency medical technicians (EMTs) and community paramedics (CPs) were already positioned to engage with both the community and the health system. Aim: This project, based in Indiana, USA, aimed to provide resources for EMTs and CPs to build knowledge and skills necessary to use promising practices related to COVID-19 and provide culturally competent care using telehealth to improve access to care for underserved populations during the pandemic. Methods: Between May 2020 and April 2021, EMT and CP participants completed a retrospective pre-test and post-test assessing self-efficacy around best practices related to COVID-19 and culturally competent care using telehealth. Findings: Forty-nine EMTs and CPs completed the project and results demonstrate a significant (P<0.05) improvement in self-reported level of preparedness to demonstrate best practices related to COVID-19 culturally competent care using telehealth. Conclusion: The project identified a potentially effective strategy for increasing practitioner self-efficacy, resulting in a more effective system for caring for vulnerable individuals during a pandemic.
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    Using the AHEC Scholars Program to Enhance Health Professions Learners’ Self-Efficacy for Practice Transformation
    (Wolters Kluwer, 2022-01) Taylor, Jennifer; Goletz, Sarah; Bruno, Danielle; Family Medicine, School of Medicine
    The Indiana Area Health Education Centers Scholars program is a 2-year leadership program designed to supplement health professions students' academic training and enhance practice readiness around 6 core topic areas including practice transformation. The study was a retrospective cohort study assessing learners' reported level of self-efficacy on a set of 6 competencies around practice transformation and quality improvement. A total of 68 students graduating in the first cohort responded to the competency questions. Area Health Education Center Scholars reported a significant increase in self-efficacy on the competencies Identify issues emerging in health care delivery such as accountable care organizations, medical homes, and health insurance exchanges; understand how to practice effectively within the organization and culture of the interprofessional team, practice setting, and local health care system, and use an electronic health record to retrieve relevant information and to document care. This study found that learners reported a significant increase in self-efficacy related to implementing practiced transformation.