2021 IUSM Education Day

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https://hdl.handle.net/1805/25765

Scholarly works virtually presented at the second annual IUSM Education Day conference on April 22, 2021.

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Who is talking about my research: introduction to altmetrics
(2021-04-22) Ramirez, Mirian; Whipple, Elizabeth C.; Craven, Hannah J.
The poster will provide a roadmap of how to track and use alternative metrics (altmetrics) to provide evidence of attention or engagement of individual research outlets. Altmetrics are non-traditional metrics proposed as an alternative/complement to citation impact metrics. They provide information about the attention and influence of research of an article or publication and are based on interactions and conversations about scholarly content that occur online, mainly on social media platforms. One of the benefits of altmetrics is that they can accrue sooner than traditional metrics (citations) as they do not depend on the long process of conventional scholarly communication. Examples of altmetrics include mentions on Twitter, in news releases, in blogs, citations in policy documents, number of downloads, and more. As altmetrics are becoming more popular than ever in the evaluation of research, you can include them in your CV, grant proposal, personal website, and your promotion and tenure dossier. This poster shows useful sources and tools to track alternative metrics.
Nursing Attitudes Towards Abortion Care: The Impact of a Values Clarification Session
(2021-04-22) Belmonte, Michael A.
Metacognition in the Middle: Mismatch between Anticipated and Actual Exam Grades of Allied Health Anatomy Students
(2021-04-22) Cale, Andrew S.; McNulty, Margaret A.
INTRODUCTION: Accurate evaluation of one’s knowledge and performance is a key metacognitive skill critical to success in the classroom. Students who lack this skill may over-estimate their knowledge and under-prepare for exams, resulting in poor academic performance. Therefore, the purpose of this study was to assess the ability of allied health students to evaluate their exam performance in an anatomy course to identify which groups, if any, need support with this skill. METHODS: In an IRB-approved study, first-year physician assistant (PA), physical therapy (PT), and occupational therapy (OT) students (n=129) participated in a doctoral-level anatomy course. This course covered human anatomy through asynchronous lectures and synchronous virtual labs (due to COVID). Students’ anatomical knowledge was assessed via four exams throughout the course. Prior to the start of the course and again at the end, students were invited to complete a de-identified pre-survey including the Metacognitive Awareness Inventory (MAI), a 52-item survey that assesses metacognition. Throughout the course, students were asked to reflect on their exam performances (anticipated grade, actual grade, and satisfaction) using a modified Likert scale. For analyses, students were divided into terciles based on their mean combined exam performance. Reflections and MAI scores were then compared across terciles in SPSS using Kruskal-Wallis H test. RESULTS: Average exam scores of high (93%±2.0), middle (86%±2.7), and low-performers (74%±4.6) were significantly different from each other (p<0.01). A total of113 (88%) and 59 (46%) students completed the pre- and post-surveys, respectively, resulting in 52 matched pairs (40%). Overall, students significantly improved their metacognition (p<0.01). Reflection participation ranged from 67% to 97%. When asked how their actual grade measured against their anticipated grade, high- and middle-performers’ anticipated grades were similar to each other but significantly higher than those of low-performers (p<0.01 for three exams). High-performers reported significantly greater exam satisfaction than middle- and low-performers on two exams (p<0.01). The performance terciles scored similarly across all metacognition subcategories in the post-survey except declarative knowledge, the factual knowledge of structures and concepts that provides the foundation for higher-order thinking (p=0.01). CONCLUSION: In this study, middle-performers appear to have the greatest mismatch between their anticipated grade, actual grade, and exam satisfaction when compared to high- and low-performers. These students anticipate strong exam performances, but appear to fall short, leaving them less satisfied. This metacognitive disconnect may be related to how students evaluate their knowledge. Students seem to evaluate their progress based on their declarative knowledge, which may not accurately represent their ability to apply that knowledge. SIGNIFICANCE: Metacognitive activities that improve student self-evaluation skills should be implemented in anatomy courses to minimize the metacognitive disconnect between anticipated and actual exam performance.
Increasing Early Exposure to Laparoscopy: A Cost-Effective Trainer Designed for Medical Students
(2021-04-22) Cross-Najafi, Arthur; Athanasiadis, Dimitrios; Stefanidis, Dimitrios
Increasing Early Exposure to Laparoscopy: A Cost-Effective Trainer Designed for Medical Students Intro: Previous studies have shown that exposing medical students to laparoscopy early in their training may inspire them to pursue a surgical career. Commercial laparoscopic trainers provide robust training platforms for surgical residents but are expensive and not easily available to medical students who wish to become familiar with laparoscopic surgery techniques such as through Fundamentals of Laparoscopic Surgery (FLS). In this study we assessed the feasibility of constructing an inexpensive, easily reproducible laparoscopic trainer to train medical students to proficiency in FLS. Methods: Construction materials for the trainers were readily available at common retail stores. The box component of this trainer was produced using 1/2-inch and 3/4-inch plywood, 3/4-inch screws, Velcro, super glue, and Peltex Ultra Firm (c). The electronic components of this trainer included a 24-inch Dell monitor, HDMI to VGA adapter, Logitech C615 Portable Webcam, HDMI cord, and Dell Inspiron laptop. The proposed trainer does not include the laparoscopic instruments or task trainers. Power drill and saw are optimal for trainer construction. Cost calculation excludes laptop. Students were then trained to proficiency on FLS tasks using the laparoscopic trainers. Results: The complete laparoscopic trainer (including monitor) was produced for less than 300 dollars. We have produced 2 complete trainers on which 5 students were trained to proficiency in FLS. Feedback on the training experience from students was positive, with a slightly larger monitor cited as the main difference from the commercial trainer setup. Conclusion: The laparoscopic trainer described here was an effective tool for training medical students in FLS. Built with inexpensive, readily available construction materials and functionality for multiple training tasks, it is a highly cost-efficient approach to administering FLS training. Anticipated future applications for the trainer include implementation of surgical education research and expansion of medical student exposure to basic laparoscopy.
Using RoadMAPs to Enhance the Coaching Relationship
(2021-04-22) Henninger, Lauren; Klemsz, Abigail; Lewellen, Courtney
Prior to Lead Advisors (LAs) being brought on in 2015, communication with students was done through listservs and email from multiple sources, making it challenging for students to discern the importance of advising information. In order to allow LAs time to have coaching conversations with their students, RoadMAPs were developed to cover the nuts and bolts of the advising conversation. These RoadMAPs ensure that every student receives the same information at the same time statewide which provides greater equity in advising.
An Investigation of the Metacognitive Awareness of Postbaccalaureate Premedical Students at Indiana University School of Medicine
(2021-04-22) Craven, Da'Quan D.; Byram, Jessica N.
BACKGROUND AND AIMS: Medical school curriculum is tasked with producing lifelong self-directed learners, a set of characteristics requiring strong metacognitive skills. Metacognitive skills directly impact students’ metacognition, which is their ability to understand and regulate their own thinking and learning. It may then be postulated that metacognition may be key in distinguishing students that require a postbaccalaureate program from those that do not. Metacognition has two critical domains: metacognitive knowledge and metacognitive regulation, each of which contain multiple subprocesses. Metacognitive knowledge includes knowing strategies for learning, when to use those strategies, and knowing oneself as a learner. Metacognitive regulation includes strategies for planning, monitoring, evaluating, and debugging learning strategies. Therefore, the purpose of this study is to investigate: 1) the impact of a graduate TBL course on students’ metacognitive awareness, and 2) the relationship between metacognition and course performance. Methods Students enrolled in a TBL graduate histology course at Indiana University took part in this study. Students completed a 19-item Metacognitive Awareness Inventory (MAI) at the beginning (MAI1) and end of the semester (MAI2). The MAI has two domains, Knowledge (8 items) and Regulation (11 items), where items are rated on a 5-point scale from “not at all typical of me” to “very typical of me.” Free response questions asked about knowledge and study abilities, plans for studying in histology and how study skills and abilities have improved across the semester. Finally, students completed a voluntary reflection about their examination performance after the first unit exam. Differences between MAIs were investigated using a Wilcoxon signed-rank test. Spearman's correlations explored the relationship between MAI and final course grades. MAI free responses and exam reflection were analyzed using thematic analysis. Responses were coded using a conceptual framework of metacognition based on processes of knowledge and regulation. Results Thirty-one (94%) students completed both MAIs. There were no differences between MAI1 and MAI2 scores and there was no relationship between MAI1 or MAI2 and final course grades. The Wilcoxon test demonstrated a significant difference between the Knowledge and Regulation domains for MAI1 (p=0.002) and MAI2 (p=0.001) where students reported the items in the Knowledge domain were more typical of them than items in the Regulation domain. There were no differences across the domains between the two timepoints. Students reported initial hesitation and difficulty with learning histology content in a lecture-free, flipped classroom approach. Students discussed plans for approaching studying, but many reported modifying study strategies throughout the semester. However, few students discussed active learning strategies that would allow them to evaluate and assess their knowledge prior to assessments. Conclusion While the MAI failed to demonstrate any improvement in metacognition, students reported an increase in their ability to adapt their study strategies to the content and learning materials. Differences in knowledge of cognition and regulation suggests educators in TBL classrooms may need to provide students with additional resources and strategies to regulate their learning. Future studies aim to investigate the validity of the MAI for measuring metacognition in anatomy courses.
MS4 Satisfaction with an Online Ultrasound Elective as an Alternative to Clinical Experience
(2021-04-22) Shanks, Anthony L.; Baugh, Kyle; Darwish, Audrey; Sharifi, Mitra; Rouse, Caroline
INTRODUCTION/BACKGROUND: A fourth year (MS4) elective in OBGYN US has traditionally been offered as a month-long rotation. MS4 students shadow Maternal-Fetal Medicine physicians and enhance knowledge with clinical exposure. Historically, the rotation provides adequate understanding of US in pregnancy. However, the COVID pandemic forced clinical experience to be replaced with virtual learning. To ensure MS4 students still had an opportunity to learn about US in pregnancy, a virtual, online curriculum was created. Using Kern’s six-step approach to curriculum, we developed a month-long OBGYN US virtual experience to replace clinical interaction. It is unclear if this transition was associated with high MS4 satisfaction. STUDY OBJECTIVE/HYPOTHESIS: To determine if converting a traditional hands-on ultrasound (US) elective to an online course for MS4 students was associated with course satisfaction. METHODS: Kern’s six-step approach to curriculum building was utilized to create a virtual course in US for MS4 students. This online course was created in Canvas based on US Milestones in the Residency Training Program Consensus Report (Abuhamad 2018). Self-directed modules and quizzes were created and administered weekly. Additionally, a weekly hour-long session using Nearpod technology – an interactive online website – was utilized to enhance instruction. Students completed an anonymous survey on Qualtrics at the completion of the elective. Satisfaction on a Likert scale of 1-7 was reported. Descriptive analysis and ANOVA were used when appropriate with SPSS 27. RESULTS: Nine MS4 students completed the course from May-July, 2020. Satisfaction was high for the course overall (mean 6.11, SD 1.96). Nearpod lecture (6.89, 0.31), Canvas modules (6.7, 0.47), and weekly quizzes (6.78, 0.42) were all rated highly with no statistically significant difference between the methods of instruction. Formative feedback from participants found the course material and Nearpod highly engaging. More students were able to complete the virtual class (9) compared to historical attendance of one student per month (3). DISCUSSION: An online US elective was associated with high satisfaction from participants. The course served as an adequate substitute for participants during COVID restrictions and allowed for greater enrollment. Future directions include integrating this online module with in-person clinical experience.
Scholarly Concentrations Program: Leveraging the Regional Campus Model at IU School of Medicine
(2021-04-22) Birnbaum, Deborah R.
Indiana University School of Medicine has had multiple regional campuses delivering the pre-clerkship phase of the education for more than 50 years, and since 2008, all eight regional campuses have delivered four years of medical education including clinical rotations. Internal data shows that while 67 percent of admitted students designate a preference for the Indianapolis main campus, 60 percent of students are assigned to a regional campus for pre-clerkship education. In 2019-2020, 33 percent chose to be at their assigned campus; in 2020-21, it increased to 47 percent. The Scholarly Concentrations Program (SCP) is a strategy in the School’s objective to recruit and retain more students to regional campuses and increase student satisfaction with their campus.
Educational Programs and Adaptability: A Systems Approach to Creating Adaptable Educational Programs
(2021-04-22) Birnbaum, Deborah R.; Corson-Knowles, Daniel; Lee, Kathy; Rojas, Michelle
The IUSM Scholarly Concentrations Program is an optional four-year longitudinal program that allows students to explore interests outside the core medical curriculum. In two years, 17 concentrations were developed statewide and more than 220 students enrolled. As a part of developing a sustainable educational program, a Plan-Do-Check-Act improvement cycle is being used. This workshop will feature examples of the use of the Plan-Do-Check-Act improvement cycle during the launch and pilot a large, novel educational program that is “good enough” and builds toward sustainability and excellence while responding to large-scale systematic changes. Participants in the workshop will apply these principles to their own educational programs.
Adaptability in Medical Education: 2nd Annual Indiana University School of Medicine Education Day Program
(IUSM, 2021-04-22) Kochhar, Komal
Program for the 5th annual Indiana University School of Medicine Education Day held virtually on April 22, 2021. An inherent challenge of operating a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. To address this need, we implemented an annual “Education Day” at Indiana University School of Medicine to promote educational scholarship across our nine-campus system. Held each spring, 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 in educational research.

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