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Browsing by Author "Walvoord, Emily"
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Item Regional Medical Campuses: Leveraging our Structure(2020-03-06) Birnbaum, Deborah R.; Walvoord, Emily; Ryan, Elizabeth R.The focus of this session presentation at the 2020 IU School of Medicine Education Day is on how the School is leveraging its regional campus model. The School is the nation’s largest by enrollment, with nine campuses, eight of which are considered regional campuses. After a review of various regional campus models, an example of scholarship that reports on how IU School of Medicine regional campus students perform in the Match compared to main (Indianapolis) campus students is shared. The session presentation also examines the unique way IU School of Medicine is leveraging a Scholarly Concentrations Program for educational enhancement, reputational focus for regional campuses, deeper community engagement, and increased student and faculty scholarship.Item Resilience matters: Student perceptions of the impact of COVID-19 on medical education(Elsevier, 2022) Haskett, Lindsay A.; Doster, Dominique L.; Athanasiadis, Dimitrios I.; Anton, Nicholas E.; Huffman, Elizabeth K.; Wallach, Paul; Walvoord, Emily; Stefanidis, Dimitrios; Mitchell, Sally A.; Lee, Nicole K.; Surgery, School of MedicineIntroduction: We assessed students' perception of the impact of the pandemic on their well-being, education, academic achievement, and whether grit and resilience alter students' ability to mitigate the stress associated with disruptions in education. We hypothesized that students would report a negative impact, and those with higher grit and resilience scores would be less impacted. Methods: A multidisciplinary team of educators created and distributed a survey to medical students. Survey results were analyzed using descriptive statistics, ANOVA, and multivariate linear regressions. A p-value <.05 was considered statistically significant. Results: A total of 195 students were included in the study. Approximately 92% reported that clinical education was negatively affected, including participants with higher grit scores. Students with higher resilience scores were more optimistic about clinical education. Those with higher resilience scores were less likely to report anxiety, insomnia, and tiredness. Conclusion: More resilient students were able to manage the stress associated with the disruption in their education. Resiliency training should be year-specific, and integrated into the UME curriculum due to the different demands each year presents.Item "We don't know what we don't know" A Qualitative Study of Medical Student Perceptions of Student Affairs(2022-08-28) Fromke, Molli; Starr, Brooke; Haywood, Antwione; Walvoord, Emily; Longtin, KristaBACKGROUND/OBJECTIVE As one of the largest medical schools in the U.S. with nine regional campuses, Indiana University School of Medicine Office of Student Affairs (OSA) is designed to address students’ concerns and facilitate their personal and professional development (PPD). U.S. medical schools are evaluated on these areas using a nationally-normed graduation questionnaire of fourth-year students. This study used focus groups to better understand second-year students’ expectations, experiences, and ideas related to PPD programming and relationships with the OSA. METHODS All second-year medical students were invited to participate in a focus group in exchange for a modest meal and school-branded merchandise. The first and second author conducted seven, semi-structured focus groups (3-8 participants each) with a total of 39 students. Discussions were recorded and transcribed verbatim. Three authors used NVivo™ qualitative analysis software to perform inductive thematic analysis according to established methods. RESULTS Four themes were identified: 1. “It’s a Two-Way Street”: students expect accessibility to faculty who can affect change, and ongoing responsiveness about inquiries that have been submitted. 2. Proximally-Relevant Information: information students define as pertinent and ideas about communicating more effectively. 3. Guidance for the Future: students desire mentorship from individuals who truly understand physicians career paths. 4. In the Classroom and Beyond: students want relevant topics and formats for PPD. Participants also provided insights into existing, valuable programming. CONCLUSION/IMPACT Second-year medical students have specific needs for their development, including clinical experience, discussion of current events, and mentorship. Students expressed concern that opportunities for development are not comparable across all campuses. In their relationships with OSA, students desire easy access to voice inquiries and robust responsiveness about resolution. Results of this study can be used at institutions with a regional campus model to shape future programming for PPD and improve channels of communication with all students.