IUSM Education Day

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Submitting to MedEdPORTAL: Do it right the first time
(2020-03-06) Craven, Hannah J.; Dilly, Christen K.; Hinrichs, Rachel J.
Medical educators at Indiana University School of Medicine (IUSM) are encouraged to publish in MedEdPORTAL: The Journal of Teaching and Learning Resources. Published by the Association of American Medical Colleges (AAMC), MedEdPORTAL is a peer-reviewed, open-access journal for medical education scholarship. These publications contain complete curricula, including objectives, instructor guides, slides, and assessments, ready to be implemented in the classroom. When faculty members apply for promotion, MedEdPORTAL can demonstrate the quality of their work through peer-review, citation counts, and other usage reports. Despite submitting high quality learning modules, medical educators receive rejections from the MedEdPORTAL 62% of time. Reasons for rejection include insufficient educational context and assessment, mismatch of educational objectives and instructional content, and failure to build on existing curricula. Of immediately rejected submissions, 90% also have copyright issues. MedEdPORTAL is a member of the Open Access Scholarly Publishers Association (OASPA) and therefore has strict requirements for copyright and licensing images in the education materials. These requirements are difficult to navigate. For faculty who are not familiar with copyright and licensing, these barriers can be frustrating enough to deter them from submitting curricula. This workshop introduced MedEdPORTAL, described the submission process, and shared our strategies for putting together a successful submission. By the end of the workshop, participants were able to: • Identify curricula they have developed that would fit with the goals of MedEdPORTAL’s publishers • Use template to complete the Educational Summary Report (ESR) • Classify content as that which requires copyright permission, is in the public domain, or has a Creative Commons license • Navigate the process of manuscript submission and revision
Claim your online scholarly presence: Google Scholar
(2020-03-06) Ramirez, Mirian; Craven, Hannah J.; Whipple, Elizabeth C.
Claiming, maintaining, and tracking research output is crucial to a researcher’s continued visibility and impact. This workshop will cover several (ORCiD ID, MyNCBI, Google Scholar, ResearcherID) of the commonly used scholarly profile tools. Tracking scholarly output and cultivating information about a researcher's work is made possible with online scholarly profile tools. Attendees participated in hands on activities to set up profiles, and discover more information about tracking their impact going forward, and utilize existing connections between different scholarly profile tools. Learning objectives: • List reasons why maintaining scholarly profiles is important to researchers • Describe the benefits of several scholarly profile tools • Set up and/or update your scholarly profile(s)
Claim your online scholarly presence: ORCiD
(2020-03-06) Craven, Hannah J.; Ramirez, Mirian; Whipple, Elizabeth C.
Claiming, maintaining, and tracking research output is crucial to a researcher’s continued visibility and impact. Tracking scholarly output and cultivating information about a researcher's work is made possible with online scholarly profile tools. As the most widely accepted unique identifier for authors, ORCiD IDs are increasingly required for: paper submissions to journals, grant submissions, and various NIH research training and career development awards. Attendees participated in hands on activities to set up profiles, and discover more information about tracking their impact going forward, and utilize existing connections between different scholarly profile tools. Learning objectives: • List reasons why maintaining scholarly profiles is important to researchers • Describe the benefits of several scholarly profile tools • Set up and/or update your scholarly profile(s)
One School: Using Teach-Throughs to Ensure Consistency
(2020-03-06) Blevins, Amy E.; Menard, Laura M.
Introducing First Year Medical Students to Personalized Medicine Concepts in a Small Group Activity
(2020-03-06) Harrington, Maureen A.; Blevins, Amy E.; Foster, Erin D.; Pratt, Vickie; Sharpe, Stephanie
An individuals’ genetic profile is becomingly an increasingly important parameter in healthcare decisions. This small group activity was developed to introduce first year medical students in the Molecules to Cells and Tissues course to the concept and significance of Pharmacogenomics and personalized medicine. Additionally, this activity provided students with an opportunity to work with a large dataset and use the information to impact clinical decision making. This activity has two cases, takes student groups approximately 2 hours to complete, and requires internet access. Case materials are available through the learning management system Canvas, and include open-ended questions to guide students through the cases. In these cases students explore the functional significance of different alleles of a panel of cytochrome P450 genes. The group activity has the students examine a large data set of cytochrome P450 genes and cognate alleles to determine their prevalence in the local population and calculate the individuals’ gene scores. The students are then asked to explain the impact of the genotype (or gene score) on the resulting patient phenotype (i.e. the functional significance of the genotype). The first case involves a breast cancer survivor support group in which patients taking Taxol discuss lack of adequate pain relief from opioids and the potential impact of concomitant use of natural compounds/supplements on drug metabolism. The second case involves a patient presenting with recurrent stroke-like symptoms despite being on the anticoagulant medication clopidogrel. The patient is initially suspected to be non-compliant, but is later determined to be a poor metabolizer of the anticoagulant clopidogrelto its active form thus decreasing its efficacy. The expertise of the IUSM Medical Genetics research faculty was leveraged to provide a large data set of cytochrome P450 genes and cognate alleles. The selection of cytochrome P450 was based upon delivering content focused on the biochemistry of the enzyme system and provided an opportunity to highlight the drug interaction database available through IUSM Clinical Pharmacology (The FlockhartTable™ ; https://drug-interactions.medicine.iu.edu/). The addition of natural compounds was to draw students’ attention to the Natural Medicines database, which is the recommended source for evidence-based data on complementary and alternative medicine. Natural Medicines is available through the Ruth Lilly Medical Library and can be searched by substance or condition. It provides both a summary of the literature available on substances as well as the level of evidence or quality of studies done on the substance.
Using VR to Enhance Anatomy Education for Medical Imaging Learners
(2020-03-06) Misquith, Chelsea; Patterson, Debra
The Ruth Lilly Medical Library’s Nexus Collaborative Learning Lab (Nexus) and the Medical Imaging Technology (MIT) Program at IUSM have partnered to create a series of Virtual Reality (VR) modules to enhance student comprehension and retention of anatomy for Cardiac Interventional (CI), Computed Tomography (CT), Vascular Interventional (VI), and Magnetic Resonance Imaging (MRI). This presentation will introduce you to VR and its applications in medical education, and describe the VR service available through the Nexus. Learn how a VR app for anatomy education, 3D Organon VR, was used to create greater student-content interactivity and to add flexibility to instruction.
Optimizing Performance: Mental Skills Training to Make Average Performance Excellent
(2020-03-06) Anton, Nicholas; Dimitrios, Stefanidis
Association between Medical Student Grit and United States Medical Licensing Examination Performance
(2020-03-06) Anton, Nicholas E.; Huffman, Elizabeth; Choi, Jennifer
Using Motivational Interviewing to Give Ambivalence the One-Two Punch
(2020-03-06) Lewellen, Courtney; Matthews, Kelly
Knocking out ambivalence to motivate students towards positive change is a delicate, yet powerful process. As advisors, we often encounter students who know they need to alter strategies for improving academic performance, career preparation, and overall well-being but find it difficult to make necessary changes. Decisional balance,coupled with the fundamental aspects of Motivational Interviewing,allows students to weigh the pros and cons of changing their behavior and identify the source of their motivation, ultimately leading to their own self-authorship.Within our session, participants will learn how we incorporate decisional balance into our coaching conversations with students to move towards intrinsic motivation and change, as well as how to incorporate decisional balance within their own daily practice.
Scholarly Concentrations: A Novel Platform for Delivery of Health Systems Science Exposure and Highlight Unique Learning Environments Across the Nine Campuses of Indiana University School of Medicine
(2020-03-06) Allen, Bradley L.; Birnbaum, Deborah R.; Corson-Knowles, Daniel R.; Harrington, Maureen A.; Wallach, Paul M.
Rapidly evolving challenges in health care mandate changes in the way health care professionals are educated. How do we integrate the need for new and different content into the medical school curriculum? One area of particular focus is called Health Systems Science. Health Systems Science is being called the 3rd leg of modern medical education to complement the foundational and clinical sciences curricula. IU School of Medicine is integrating Health Systems Science content into Scholarly Concentrations. Scholarly Concentrations is a program offering students longitudinal educational enhancement through coursework and scholarly work.

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