Browsing by Author "Wallach, Paul"
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Item Bridging the Feedback Gap: The Efficacy of the Strategic Student Survey in Capturing the Medical Student Experience(2024-04) Kochhar, Komal; Masseria, Anthony; Walsh, Sarah; Skillman, Brian; Dunham, Jennifer; Wallach, PaulIndiana University School of Medicine (IUSM) developed the annual Strategic Student Survey (S3) in 2018 as both a mechanism to continuously monitor compliance with LCME standards and to provide a view of the student experience and allow for timely interventions. Selected items from the S3 were matched to questions asked on the in-house End of Clerkship evaluations (EOC) and the AAMC surveys - Year 2 Questionnaire (Y2Q) and Graduation Questionnaire (GQ). The present study seeks to determine the efficacy of the S3 to complement this suite of other evaluation instruments and provide a comprehensive, longitudinal view of student satisfaction with their educational experiences. Analysis of selected items common to all instruments shows evidence that the S3 does indeed provide a reasonable proxy for findings from other surveys.Item Building Faculty Learning Communities for Medical Education Scholarship in a Multi-Campus System: Four Years of Experience(2024-04) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, PaulThe Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. An inherent challenge is being able to provide relevant faculty development opportunities across the state. Beginning Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. In addition to the group work, participants were expected to attend a series of monthly seminars to build foundational skills in educational research. To date, 69 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s term (68% cumulative response rate). By the end of their term, approximately half of the participants had submitted their work for publication or presentation. A successful FLC program requires strong administrative oversight and organization but can easily be replicated elsewhere.Item Comparing Student Satisfaction Metrics: Strategic Student Survey versus Traditional Tools(2024-04-26) Kochhar, Komal; Masseria, Anthony; Walsh, Sarah; Skillman, Brian; Duham, Jennifer; Wallach, PaulBackground: Utilizing multiple methods to assess student satisfaction across the medical curriculum can provide a longitudinal view of the student experience and allow for more timely interventions. To this end, we developed the Strategic Student Survey (S3) to assess student satisfaction across all 4 years, which serves to complement other established assessments such as the AAMC Year Two Questionnaire (Y2Q), End of Clerkship (EOC) evaluations, and the AAMC Graduation Questionnaire (GQ). Objective: To determine the extent to which our internal survey (Strategic Student Survey) results mirror those of the Y2Q, EOC evaluations, and GQ. Methods: The S3 consists of ~50 questions derived from the Liaison Committee for Medical Education’s Independent Student Analysis survey instrument and customized with our school-specific elements. The S3 was administered annually to all medical students from first to fourth year (MS1 – MS4), starting in 2018. The S3 results were collated and grouped by class year with the corresponding Y2Q, EOC, and GQ results. Responses to questions that were common across the S3, Y2Q, EOC, and GQ were compared for the last 3 years. Results: S3 outcomes closely aligned with responses from the other instruments. For instance, the Class of 2023 “strongly agreed” or “agreed” with the statement “I am satisfied with the quality of my medical education” as follows: S3 responses (From MS2s: 77%, From MS3s: 88%, From MS4s: 93%); Y2Q responses (From MS2s: 80%); GQ responses (From MS4s: 91%). Similarly, the evaluation of 8 clerkships demonstrated a consistent pattern of high ratings across the S3, EOC, and GQ. For example, the Classes of 2021, 2022, 2023 rated the quality of the Internal Medicine clerkship as “Excellent” or “Very Good” in this way: S3 responses (From MS3s: 86%, 87%, and 89%, respectively, for these 3 class years); EOC responses (From MS3s: 87%, 91%, and 86%); GQ responses (From MS4s: 88%, 87%, and 92%). Conclusion: These findings indicate that the S3 is a reliable alternative to the Y2Q, EOC, and GQ for gauging student satisfaction. In fact, initial review of the data suggest that S3 may even be a better predictor of GQ responses than EOC. Because S3 is administered during each class year of medical school, it allows for the early identification and address of student concerns, contributing to maintaining LCME accreditation standards.Item Connecting Educators Statewide: The Role of Faculty Learning Communities in Medical Education Scholarship(2024-11) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Hobson, Tara; Wallach, PaulPurpose Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. An inherent challenge of operating such a large multi-campus system is being able to provide relevant professional development opportunities for all our medical educators across the state. Intervention Beginning the Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research.1,2 All medical school faculty across our statewide system were eligible to participate. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. The FLC teams met monthly via Zoom over a 2-year term to establish priorities, share ideas, distribute the workload, and produce the scholarly product(s). In addition to the group work, participants were expected to attend a series of monthly webinars to build foundational skills in educational research. Outcomes/Findings To date, 63 medical educators (both preclinical and clinical) have participated in 13 FLC teams. Each team selected their own research topic, examples of which include Pre-Clinical Instruction, Competency-Based Clinical Education, Interprofessional Education, Curriculum & Faculty Development, Mentoring, Wellness, Covid-Related Educational Initiatives, and Diversity, Equity & Inclusion. To assess participant satisfaction, surveys were administered at the mid-point and end of each FLC team’s 2-year term (68% cumulative response rate). Averaged across all teams, a majority of respondents: Rated their FLC experience as Good to Excellent (81%) Strongly agreed or agreed that the FLC process met their professional development needs (73%) Were interested in participating in future FLC teams (65%) By the end of their 2-year term, approximately half of the participants had submitted their work for publication or presentation. Lessons Learned By participating in FLCs, medical educators from the regional campuses and main campus were able to effectively collaborate on projects of mutual interest. In our experience, FLCs provide a cost-effective and sustainable model for developing medical educators. Although lack of protected time may be an impediment for clinician participation, this can be partially mitigated by requiring the clinical chair’s approval before joining an FLC team. A successful FLC program does require strong administrative oversight and organization, but can easily be replicated elsewhere. References 1. Cox, M.D. Introduction to Faculty Learning Communities. In: Cox, M.D., Richlin, L., eds. Building Faculty Learning Communities. 1st ed. Wiley Periodicals; 2004:5-23: chap 1. 2. Kochhar, K., K.J. Longtin, S. Wilson, M. Ho, J.J. Brokaw, and P.M. Wallach. Implementation of Faculty Learning Communities to Support Medical Education Scholarship in a Regional Campus System. J. Reg. Med. Campuses 6: 2, 2023. https://doi.org/10.24926/jrmc.v6i2.4886Item Development and implementation of a point of care ultrasound curriculum at a multi-site institution(Springer, 2021-02-21) Russell, Frances M.; Herbert, Audrey; Ferre, Robinson M.; Zakeri, Bita; Echeverria, Valerie; Peterson, Dina; Wallach, Paul; Emergency Medicine, School of MedicineIn 2014, over 60% of medical schools were incorporating point of care ultrasound (POCUS) into their curriculum. Today, over 6 years later, many more schools are teaching POCUS or are in the planning stages of implementing a POCUS curriculum. In 2019, the AAMC reported that 53 schools or over one-third of US medical schools have multi-site campuses for undergraduate medical education. Implementation of a POCUS educational initiative at a multi-site campus presents unique challenges for teaching a uniform curriculum statewide. This article will discuss the POCUS curriculum and implementation process at a large multi-site institution.Item “Doctors’ Lounge” podcast to teach clinical reasoning to first-year medical students(Taylor & Francis, 2018-06-14) Brown, Shilpa; Wood, Elena; McCollum, Daniel; Pelletier, Allen; Rose, Jennifer; Wallach, Paul; School of EducationThis article was migrated. The article was marked as recommended. In the first year of medical school, our students have a comprehensive course in history taking, physical examination skills, clinical reasoning, and patient-centered care. We have observed that first year students struggle to conduct a focused history and perform a focused physical examination on a given chief complaint. We developed an innovative program to address this concern in our Essentials of Medicine- Physical Diagnosis course. We created an online outline and audio podcast for students to review illustrating the key elements of the history of presenting illness, review of systems, other historical patient information, and focused physical examination for 3 specific chief complaints to assist them in their approach to these patients. This resource also included the discussion of the work up and treatment plans and was created in collaboration of Internal, Family, and Emergency Medicine to account for the various approaches to the same chief complaint within the various specialites of medicine. Students completed a brief pre- and post-session survey to assess their utilization of the resource, quality of the content, and delivery of the session materials. The preceptor's were also surveyed regarding the students' ability to conduct a patient encounter and discuss their assessment and plan comparing current students to those in previous years who did not use this resource. We also asked for feedback on how these resources might be improved for future use. The resource was highly effective for first-year medical students in preparation for focused history taking and physical examination of a patient with a specific chief complaint. Students were more engaged in the critical reasoning discussion of the case assessment and plan after using this resource and preceptors were in agreement. We believe this model we called the "Doctors' Lounge" developed for the chief complaints of sore throat, chest pain, and abdominal pain can be replicated at any medical school desiring to introduce or enhance teaching of clinical reasoning skills to their preclinical students.Item Faculty Learning Communities: A Collaborative Model for Professional Development of Medical Educators in our Multi-Campus System, 2019 to Present(2024) Kochhar, Komal; Longtin, Krista; WIlson, Shawn; Ho, Monling; Hobson, Tara; Holley, Matthew; Brokaw, James; Wallach, PaulBackground The Indiana University School of Medicine employs a large geographically distributed system of medical education composed of 8 regional medical campuses and the main medical campus in Indianapolis. Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. An inherent challenge of operating such a large multi-campus system is being able to provide relevant professional development opportunities for all our medical educators across the state. Objective To provide relevant professional development opportunities for all medical education faculty across our large multi-campus system statewide. Methods Beginning the Fall of 2019, we implemented Faculty Learning Communities (FLCs) specifically designed to develop faculty competence in medical education research. All medical school faculty across our statewide system were eligible to participate. Each FLC team consisted of 4-6 medical educators engaged in a collaborative educational research project led by an experienced faculty mentor. The FLC teams met monthly via Zoom over a 2-year term to establish priorities, share ideas, distribute the workload, and produce the scholarly product(s). In addition to the group work, participants were expected to attend a series of monthly webinars to build foundational skills in educational research. Results To date, 63 medical educators (both preclinical/clinical) have participated in 13 FLC teams. To assess participant satisfaction, surveys were administered at the mid-point and at the end of each FLC team’s term (68% cumulative response rate). Averaged across all teams, a majority of respondents: Rated their FLC experience as “Good” to “Excellent” (81%) “Strongly agreed” or “agreed” that the FLC process met their professional development needs (73%) Were interested in participating in future FLC teams (65%) By the end of their term, about one-half of the participants had submitted their work for publication or presentation. Conclusion By participating in FLCs, medical educators from the regional campuses and main campus were able to effectively collaborate on projects of mutual interest. In our experience, FLCs provide a cost-effective and sustainable model for developing medical educators. Although lack of protected time may be an impediment for clinician participation, this can be partially mitigated by requiring the clinical chair’s approval before joining an FLC team.Item Impact of a USMLE Step 2 Prediction Model on Medical Student Motivations(Sage, 2025-02-18) Shanks, Anthony L.; Steckler, Ben; Smith, Sarah; Rusk, Debra; Walvoord, Emily; Dafoe, Erin; Wallach, PaulPURPOSE: With the transition of USMLE Step 1 to Pass/Fail, Step 2 CK carries added weight in the residency selection process. Our goal was to develop a Step 2 predicted score to provide to students earlier in medical school to assist with career mentoring. We also sought to understand how the predicted scores affected student’s plans. METHOD: Traditional statistical models and machine learning algorithms to identify predictors of Step 2 CK performance were utilized. Predicted scores were provided to all students in the Class of 2024 at a large allopathic medical school. A cross-sectional survey was conducted to assess if the estimated score in uenced career or study plans. RESULTS: The independent variables that resulted in the most predictive model included CBSE score, Organ System course exam scores and Phase 2 (Third Year Clinical Clerkships) NBME percentile scores (Step2CK= 191.984 + 0.42 (CBSE score) + 0.294 (Organ Systems) + 0.409 (Average NBME). The standard error of the prediction model was 7.6 with better accuracy for predicted scores greater than 230 (SE 8.1) as compared to less than 230 (SE 12.8). Nineteen percent of respondents changed their study plan based on the predicted score result. Themes identified from the predicted score included reassurance for career planning and the creation of anxiety and stress. CONCLUSION: A Step 2 Predicted Score, created from pre-existing metrics, was a good estimator of Step 2 CK performance. Given the timing of Step 2 CK, a predicted score would be a useful tool to counsel students during the specialty and residency selection process.Item Impact of Public Health Nurse Training on their Perception to Provide Hypertension and Diabetes Care to Patients in their Communities(Georgia Southern University, 2022) Goggans, Stephen; O’Connor, Jean; Wood, Elena; Sacksteder LaClair, Elizabeth; Martin, Kathryn; Wallach, Paul; Medicine, School of MedicineTo evaluate the impact of protocol training by a medical school and public health department on nurses’ perceptions to deliver care to patients with hypertension and diabetes. Training was delivered using the Georgia Diabetes and Hypertension Nurse protocols for public health nurses. A survey was developed and distributed post training to participants. The training included lectures, workshops, case discussions, simulation, and physical examination practice on standardized patients. Participants were asked about perceptions, both before and after training completion regarding frequency in changing practice and confidence in treating hypertension and diabetes for six items. Perceived levels of confidence for all questionnaire items after training were significantly higher than before the training for both hypertension and diabetes. Perceived practice frequency levels for hypertension were significant with more frequency for all items. Frequency levels for diabetes increased and perceived practice frequency levels before and after the training differed by degree attainment. Public health nurses showed increases in perceived confidence and frequency of performing patient care for diabetic and hypertensive patients. Those practicing under the protocol can carry out the full range of care activities needed for managing chronic disease, they have the potential to expand the availability, in rural and other underserved areas.Item Implementation of an Annual “Education Day” to Foster Medical Education Scholarship in a Regional Campus System(University of Minnesota Libraries Publishing, 2024-06-24) Kochhar, Komal; Soleimani, Leila; Byrne, Bobbi; Stefanidis, Dimitrios; Pettit, Katie; Zakeri, Bita; Denny, Kim; Brokaw, James; Wallach, PaulWe implemented an annual “Education Day” at Indiana University School of Medicine to promote educational scholarship across our nine-campus system. Held each spring from 2020 to 2023, Education Day showcased the educational scholarship of our faculty, staff, and learners, and provided a forum to share best educational practices and forge new collaborations.