Browsing by Author "Torbeck, Laura"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    An Online, Modular Curriculum Enhances Surgical Education and Improves Learning Outcomes in East, Central, and Southern Africa: A Mixed-Methods Study
    (Wolters Kluwer, 2022-03-02) Parker, Andrea S.; Steffes, Bruce C.; Hill, Katherine; Bachheta, Niraj; Mangaoang, Deirdre; Mwachiro, Michael; Torbeck, Laura; White, Russell E.; Bekele, Abebe; Parker, Robert K.; Surgery, School of Medicine
    Objective: We aimed to determine the impact of a standardized curriculum on learning outcomes for surgical trainees in East, Central, and Southern Africa (ECSA). Background: As surgical education expands throughout ECSA, there is a recognized need for a standardized curriculum. We previously described the design of a novel, large-scale, flipped-classroom, surgical curriculum for trainees in ECSA. Methods: In January 2020, the first year of curricular content for trainees of the College of Surgeons of ECSA was released, containing 11 monthly thematic topics, each with 2 to 5 weekly modular subtopics. We aimed to evaluate 3 outcomes utilizing data sources incorporated into the curriculum structure. Learner engagement was assessed by the number of trainees completing curriculum topics. User experience was evaluated using quantitative and qualitative feedback responses to embedded surveys for each content week. Curriculum impact on trainee examination performance was assessed by comparing certification examination scores stratified by the number of curricular topics each trainee completed. Results: Two hundred seventy-one trainees (96%) in 17 countries accessed at least 1 weekly module. Trainees completed a median of 9 topics (interquartile range: 6-10). The feedback survey response rate was 92% (5742/6233). Quantitative and qualitative responses were positive in overall module value (93.7% + 2.6%), amount of learning experienced (97.9% + 1.4%), confidence in achieving learning objectives (97.1% + 2.4%), and ease of use of the module (77.6% + 5.98%). Topic-related certification examination performance improved significantly with increased completion of thematic topics. Conclusions: A standardized surgical curriculum in ECSA demonstrated excellent trainee usage, positive feedback, and improved examination scores.
  • Thumbnail Image
    Item
    Design of a Novel Online, Modular, Flipped-classroom Surgical Curriculum for East, Central, and Southern Africa
    (Wolters Kluwer, 2022-03-02) Parker, Andrea S.; Hill, Katherine A.; Steffes, Bruce C.; Mangaoang, Deirdre; O'Flynn, Eric; Bachheta, Niraj; Bates, Maria F.; Bitta, Caesar; Carter, Nicholas H.; Davis, Richard E.; Dressler, Jeremy A.; Eisenhut, Deborah A.; Fadipe, Akinniyi E.; Kanyi, John K.; Kauffmann, Rondi M.; Kazal, Frances; Kyamanywa, Patrick; Lando, Justus O.; Many, Heath R.; Mbithi, Valentine C.; McCoy, Amanda J.; Meade, Peter C.; Ndegwa, Wairimu Y. B.; Nkusi, Emmy A.; Ooko, Philip B.; Osilli, Dixon J. S.; Parker, Madison E. D.; Rankeeti, Sinkeet; Shafer, Katherine; Smith, James D.; Snyder, David; Sylvester, Kimutai R.; Wakeley, Michelle E.; Wekesa, Marvin K.; Torbeck, Laura; White, Russell E.; Bekele, Abebe; Parker, Robert K.; Surgery, School of Medicine
    Objective: We describe a structured approach to developing a standardized curriculum for surgical trainees in East, Central, and Southern Africa (ECSA). Summary background data: Surgical education is essential to closing the surgical access gap in ECSA. Given its importance for surgical education, the development of a standardized curriculum was deemed necessary. Methods: We utilized Kern's 6-step approach to curriculum development to design an online, modular, flipped-classroom surgical curriculum. Steps included global and targeted needs assessments, determination of goals and objectives, the establishment of educational strategies, implementation, and evaluation. Results: Global needs assessment identified the development of a standardized curriculum as an essential next step in the growth of surgical education programs in ECSA. Targeted needs assessment of stakeholders found medical knowledge challenges, regulatory requirements, language variance, content gaps, expense and availability of resources, faculty numbers, and content delivery method to be factors to inform curriculum design. Goals emerged to increase uniformity and consistency in training, create contextually relevant material, incorporate best educational practices, reduce faculty burden, and ease content delivery and updates. Educational strategies centered on developing an online, flipped-classroom, modular curriculum emphasizing textual simplicity, multimedia components, and incorporation of active learning strategies. The implementation process involved establishing thematic topics and subtopics, the content of which was authored by regional surgeon educators and edited by content experts. Evaluation was performed by recording participation, soliciting user feedback, and evaluating scores on a certification examination. Conclusions: We present the systematic design of a large-scale, context-relevant, data-driven surgical curriculum for the ECSA region.
  • Thumbnail Image
    Item
    The Role of PhD Faculty in Advancing Research in Departments of Surgery
    (Ovid Technologies (Wolters Kluwer) - Lippincott Williams & Wilkins, 2017-01) Bell, Teresa M.; Valsangkar, Nakul; Joshi, Mugdha; Mayo, John; Blanton, Casi; Zimmers, Teresa A.; Torbeck, Laura; Koniaris, Leonidas G.; Surgery, School of Medicine
    OBJECTIVE: To determine the academic contribution as measured by number of publications, citations, and National Institutes of Health (NIH) funding from PhD scientists in US departments of surgery. SUMMARY BACKGROUND DATA: The number of PhD faculty working in US medical school clinical departments now exceeds the number working in basic science departments. The academic impact of PhDs in surgery has not been previously evaluated. METHODS: Academic metrics for 3850 faculties at the top 55 NIH-funded university and hospital-based departments of surgery were collected using NIH RePORTER, Scopus, and departmental websites. RESULTS: MD/PhDs and PhDs had significantly higher numbers of publications and citations than MDs, regardless of academic or institutional rank. PhDs had the greatest proportion of NIH funding compared to both MDs and MD/PhDs. Across all academic ranks, 50.2% of PhDs had received NIH funding compared with 15.2% of MDs and 33.9% of MD/PhDs (P < 0.001). The proportion of PhDs with NIH funding in the top 10 departments did not differ from those working in departments ranked 11 to 50 (P = 0.456). A greater percentage of departmental PhD faculty was associated with increased rates of MD funding. CONCLUSIONS: The presence of dedicated research faculty with PhDs supports the academic mission of surgery departments by increasing both NIH funding and scholarly productivity. In contrast to MDs and MD/PhDs, PhDs seem to have similar levels of academic output and funding independent of the overall NIH funding environment of their department. This suggests that research programs in departments with limited resources may be enhanced by the recruitment of PhD faculty.
  • Thumbnail Image
    Item
    Tailoring the Professional Development of Volunteer Clinical Faculty at Regional Medical Campuses: A Needs Analysis and Targeted Interventions
    (University of Minnesota Libraries, 2019-07) Hoffmann-Longtin, Krista; Torbeck, Laura; Nalin, Peter; Cico, Stephen John; Communication Studies, School of Liberal Arts
    Volunteer Clinical Faculty (VCF) are essential for the education of medical students at most medical schools with regional campuses. Indiana University School of Medicine is the largest medical school in the United States, with over 1,400 medical students experiencing part or all of their medical education at nine campuses (one academic center and eight regional medical campuses). Given the large number of students learning in the community, we surveyed our VCF in 2016 to better understand their characteristics, reasons for teaching, and professional development needs. Survey participants reported personal enjoyment from teaching as their primary reason for continuing to teach, but time pressure as a limiting factor. They identified faculty development opportunities in areas of efficient teaching, giving feedback, and adapting teaching style for various learners. Interventions were designed to create a unique, state-wide model of both face-to-face and online professional development to ensure the success of our VCF.