2023 IUSM Education Day

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Supporting the GME scholarship requirement: A pilot study of two library interventions
(2023-04-28) Stumpff, Julia C.; Vetter, Cecelia J.; Delbridge, Emilee J.
Introduction ACGME continues to require Family Medicine (FM) residents to complete two Scholarly Projects.1 To increase residents’ library skills in searching for and identifying high-quality literature, a pilot study was created to determine the training needs of FM residents and the effectiveness of the targeted training. In the first year, residents were provided with training on efficiently locating targeted and relevant articles and were introduced to the myriad of library resources available. Based on feedback from the 2021-2022 intervention, librarian liaisons developed an asynchronous educational intervention focused on citation management software (e.g., EndNote, Mendeley). The intervention addressed EndNote skills and the utility of using EndNote to create a library of citations and to easily cite that literature in their scholarly presentations. This pilot study assessed differences in residents' knowledge, usage of resources, and confidence before and after library interventions. [Fig. 1] Hypothesis Family Medicine residents' knowledge and utilization of library resources and citation management tools will increase after the library interventions. Methods To capture Family Medicine (FM) residents' knowledge and confidence about their scholarship projects, library liaisons created a pretest and a posttest, each with nine questions. Both tests were based on the Research Readiness-Focused Assessment Instrument developed by Rui Wang and outlined in the article “Assessment for One-Shot Library Instruction: A Conceptual Approach”2 Wang’s single-session assessment instrument was adapted to fit the multiple-session library intervention and questions specifically about citation management were added. Pre and posttests asked residents about their comfort using a citation manager and their level of confidence in completing the scholarship project. It also assessed database searching skills. Residents completed the pretest at the beginning of the first library intervention and the posttest directly after the second library intervention. The first library intervention was in-person in a library classroom where database searching skills were taught, and library resources were highlighted. The second library intervention was a 15-minute video about citation management and how to use EndNote software. QR codes were included in both library interventions which allowed residents to access the pretest and posttest on their phone. Data was collected and analyzed. Results Ten of 13 Family Medicine residents completed the pretest in 2022 before attending the first library session. Eleven of 12 remaining Family Medicine residents completed the posttest in 2023 after watching a 15-minute video on citation management tools and on EndNote, specifically. Pretest data confirmed: *residents lack knowledge in locating library resources. [Fig. 2] *residents are not comfortable with citation management tools. *some residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] Posttest data showed: *residents were clearer about where to search for sources for their research. [Fig 2] *all residents understood how to use Boolean terms to narrow and expand search results in PubMed. [Fig. 3] *residents were more comfortable using citation managers. [Fig. 4] *residents identified more precise and suitable resources for scholarly research (ex. PubMed mentioned by 3 residents in the pretest and mentioned by 7 residents in the posttest) [Table 1] Conclusions These educational interventions provided residents with tools to meet the ACGME scholarship requirements. The majority of PGY-2 residents found the addition of a citation management session to provide useful information. Next Steps Seek IRB approval to conduct further research on this topic. Modify pre and posttests to only measure library resource knowledge and skills. Adjust timing of the 2nd library intervention to better fit into residents’ schedules. References Accreditation Council on Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Family Medicine. June 12, 2022. Wang R. Assessment for one-shot library instruction: A conceptual approach. portal: Libraries and the Academy. 2016;16(3):619-48.
Evaluating the Effectiveness and Perceived Benefit of a Breast Imaging Website as an Educational Tool for Radiology Residents
(2023-04-28) Friel, Rylee; Miller, Elise; Niemeyer, Kathryn
BACKGROUND: The use of social media by medical professionals has grown exponentially over the last decade. Residents are using social media and educational content more frequently as they provide information easily accessible on their personal devices. Reading articles has been shown to help improve residents scores on post-test evaluations. However, how does a resident know which articles are reliable and are appropriate for their level of training? Guided educational materials provided during residency rotations can help lead trainees to the most accurate sources and steer them toward what they need to know. PURPOSE: To evaluate the effectiveness and perceived benefit of an educational website as an adjunctive teaching tool for radiology residents during their breast imaging rotations. METHODS AND MATERIALS: An educational website was created on Wix.com with teaching content organized by appropriateness for level of training. Educational tools included PowerPoint presentations designed for different training levels as well as links to important journal articles and other online resources Links to the department’s YouTube channel, Instagram account, and Twitter account were provided on the website as well. Residents were provided the link to the website at the beginning of their breast imaging rotations. They were given a 20-question multiple self-assessment at the end of their rotation and given an anonymous survey determining level of training and their use of the website over the rotation. Two years later, after the website had been utilized for several years, residents were later sent a survey of 9 questions related to their perceived benefit of the website. RESULTS: There were 21 eligible residents who completed the breast imaging rotation over the 7-months the self-assessment was administered. Of these, 16 residents completed the post-breast imaging rotation quiz for a total participation rate of 76%. 4 of these residents were first years, 7 were second years, and 5 were third years. The average first year score was 52%, average second year score was 64%, and average third year score was 65%. Only 2 residents indicated that they did not use the website. Overall, residents who used the website scored higher on the exam than those who did not (63% vs 52%). On follow-up survey three years later, 19 residents completed the survey. 78.95% stated use of website once per week and 21.05% stated use multiple times per week. Regarding website use outside of breast imaging rotations, 36.84% of residents reported use for board examination and related conferences, while 63.16% reported no use outside of studying for breast imaging rotations. When asked on a scale from 1-10 how useful the curriculum website was, the average was 7.11 with 73.7% recording a 7 or an 8. Overall, 89.47% expressed interest in having similar websites for other rotations. CONCLUSIONS: Online curriculum tools can be used as successful adjunctive teaching tools for radiology residents on their breast imaging rotations. Residents who utilize this tool perform both better on the post-procedure self-assessment had seen a perceived benefit in this educational tool.
Inspired to Learn: Integrating Pre-Clinical Respiratory Educational Principles into Clinical Clerkship Practice
(2023-04-28) Sharpe, Shannen; Friel, Rylee; Barron, Emily; Shockley, Emily; Thamba, Aish; Bontrager, Erin; Ganapaneni, Sruthri; Stoll, Kennedy; Vellutini, Natalie; Roy, Lynn; Cooper, Shannon; Kochhar, Komal; Carlos, Graham
Introduction: IUSM students have reported on the Graduation Questionnaire (GQ) that there is a lack of pre-clinical content incorporated into clinical rotations. Student performance on respiratory/pulmonology questions on the USMLE Step 1 and 2 exams is similar to other medical disciplines at IUSM, despite feedback from students that the Pulmonary Grand Rounds (PGR) teaching method is very effective. Rather than presenting content via recorded didactic lectures, the PGR team, composed of a multidisciplinary physician panel, presents clinical vignettes in an interactive setting. Furthermore, according to student feedback, the current model lacks a sufficient content review of relevant Phase I material. Students have requested additional support with pre-clerkship study/review materials content. Through this study, we aim to empirically evaluate the impact of designing interactive pre-clerkship modules reviewing relevant Phase 1 PGR material on the medical knowledge and clinical competencies of Phase II students. Background: The American Medical Women’s Association organization called for scholarship pertaining to educational innovation. The PGR curriculum provides us with a unique opportunity to evaluate the impact of undergraduate medical education on student knowledge retention and engagement from a metacognition perspective. A diverse group of students and faculty was pulled together with the IUSM Research in Medical Education unit to creatively address the ability to quantify engagement and knowledge retention above in a scholarly project. PGR is a unique multi-modal teaching design built at a large medical school with nine campuses to increase student engagement via zoom, Top Hat, and a case-based teaching approach with a multidisciplinary panel. Study objective: Evaluate student engagement and knowledge retention through clerkship standardized examination performance, Step 2 performance, and GQ with the implementation of a spaced repetition learning model comprised of interactive pre-clerkship modules which reinforce session objectives introduced in pre-clinical education. Methods: In Phase I, PGR includes over 200 board-style questions throughout nine sessions. Students engage with the medical content by answering these questions on TopHat and discussing the reasoning for correct vs. Incorrect answers with the expert panel. Students are again tested over similar content during their local and NBME exams. We proposed the creation of an optional module for each clerkship for students to use prior to Phase II. The modules would include a question bank supplemented with videos to foster preparation and enhance performance on clinical clerkships and Step 2. This question bank would utilize the same questions students had originally seen in PGR months earlier to improve concept retention and memory. The instructional videos would connect physiology to the clinical scenarios the students expect to encounter during their clerkship. We would anonymously track student engagement through a pilot-tested survey and performance on the modules along with clerkship National Board of Medical Examiners exams, Step 2, and the GQ. Finally, we plan to assess knowledge gaps to supplement future grand rounds curriculum while providing clinically relevant information to improve patient care.
U.S. Pediatric Residents’ Preparedness, Attitudes, and Knowledge in LGBTQ+ Healthcare
(2023) Menez, Olwen; Dauterman, Jonathan; Dauterman, Leah; Nowaskie, Dustin
Introduction: The objective of this study was to evaluate how comfortable, knowledgeable, and prepared pediatric residents are within LGBTQ+ care. Method: In June 2022, U.S. pediatric residents completed an anonymous, online survey including the three domain LGBT-DOCSS. Results: Pediatric residents (N = 78) reported low to moderate annual amounts of LGBT curricular hours (M = 3.32, SD = 3.17) and LGBT patients (M = 13.84, SD = 15.11) as well as low to moderate Clinical Preparedness and Basic Knowledge and high Attitudinal Awareness. They were significantly less likely to report receiving adequate training and supervision, having experience, and feeling competent in transgender care compared to LGB care. In general, pediatric residents who reported more LGBT education and LGBT patients also reported higher LGBT-DOCSS scores. Discussion: Pediatric providers currently have substantial shortcomings in LGBTQ+ care. Pediatric programs must increase LGBTQ+ education and LGBTQ+ patient exposure.
Innovations in Medical Education: 4th Annual Indiana University School of Medicine Education Day Program
(2023-04-28) Indiana University School of Medicine
Program for the 4th annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IUPUI campus on April 28, 2023. The IUSM Education Day is an event for faculty, staff, students, residents, and fellows from all departments and campuses to showcase their medical education research through oral presentations, workshops, poster sessions, and small group discussions.
An Analysis of Indiana Youth Group Demographics
(Proceedings of IMPRS, 2023-01-26) Gross, Rachel; Abraham, Olivia; Messmore, Niki
This study examines the demographics of the youth attending Indiana Youth Group (IYG) programs and how the demographics of the IYG attendees compare to youth in Marion County, Indiana at large. Indiana Youth Group is a center based in Indianapolis that serves LGBTQ+ youth ages 12-24 that creates safer spaces to build community and offers harm-reduction programs that empower youth to build confidence, explore their identities, and foster friendships. IYG provides a wide array of programs free of charge, including basic needs, support groups, arts and crafts, sexual health education, STI/HIV testing, case management, mental health counseling, and affinity groups to lessen the impact of stressors most faced by LGBTQ+ youth and increase self-efficacy. Based on our analysis of demographic data from the 2020 IYG Annual Report and the 2020 Indiana Youth Institute (IYI) County Snapshots, we found that IYG attendees are less diverse than the greater Marion County youth population in terms of race in 2020. IYG serves a higher proportion of white youth and a lower proportion of Black and Hispanic/Latinx compared to the Marion County population. Our study proposes the following strategies to broaden outreach to racially minoritized populations: identify and build relationships with trusted community-based organizations (CBOs) within Black, Indigenous, and People of Color (BIPOC) communities, invest in health education and health literacy, and increase language access by conveying program information through trusted community messengers. Organizational changes could include cultural competency and social justice training for staff that specifically focuses on the intersection between systemic racism and LGBTQ+ oppression.
Pregnancy Options Counseling for Pediatric Residents and Fellows: Effectiveness, Acceptability, and Appropriateness
(2023-04-28) Bell, Lauren A; Kirkpatrick, Laura; Robbins, Cynthia
BACKGROUND: Pediatricians are likely to encounter a pregnant adolescent in their lifetime of practice, yet many do not obtain clinical experience in pregnancy options counseling during residency. OBJECTIVE: To assess the effectiveness and perceived acceptability and appropriateness of a 2-hour interactive training in pregnancy options counseling including role-play simulation. METHODS: Pediatric residents on their adolescent medicine rotation participated in a required training in options counseling for adolescents each month between July-December 2022. Pediatric fellows were invited to participate if desired. Participants completed anonymous surveys on Redcap before and after training. We utilized 4-option Likert-scale measures ranging from “1= not at all important” or “1= strongly disagree” to “4 = very important” or “4 = strongly agree” looking at knowledge and attitudes related to pregnancy options counseling. The post-training survey also included the Acceptability of Intervention Measure (AIM) and Intervention Appropriateness Measure (IAM) which each utilize a mean of 4 different questions with 5-option Likert scale responses ranging from “1=completely disagree” to “5=completely agree.” This study was deemed exempt by the Indiana University Institutional Review Board. We used IBM SPSS (28.0) to perform descriptive statistics and Wilcoxon sign tests to analyze baseline and post-training data. RESULTS: 145 individuals completed the baseline survey. Of 33 participants who completed the training, 75% (n=25) filled out the post-participation survey. These were 3 pediatric fellows, 13 categorical pediatric residents, 8 combined pediatric residents, and 1 who did not disclose. Baseline demographics did not differ significantly between those who did or did not complete the post-test. Only 60% (n=15) of post-test completers correctly selected “parenting, adoption, abortion” as the three options to discuss during options counseling pre-training, but 92% (n=23) selected the correct answer after the training. Only 52% of participants (n=13) knew about judicial bypass requirements compared to 76% (n=19) post- training. Median AIM-Acceptability and IAM-Appropriateness scores post-intervention were high at 5.00 (IQR 1.00) and 4.75 (IQR 1.00). 85% (n=22) of participants endorsed the 2-hour training period as having “just the right amount of time. 81% (n=21) strongly agreed with the training’s value to their medical education. There were statistically significant improvements in attitudinal measures: participants’ perceived ability to discuss parenting (p<.001), adoption (p=.002), and abortion (p<.001); feeling knowledgeable about pregnancy-related resources (p<.001); and confidence making prenatal referrals for prenatal services (p<.001), abortion services (p=.002), and adoption services (p<.001). Participants rated some measures highly at baseline, with no significant change between pre-test and post-test: the importance of pregnancy options counseling training for pediatric residents, discussing all options as consistent with professional medical practice, and endorsement of referring to another colleague if they could not discuss all options. These measures all had a median of 4.00 and a mean of 3.88 on the pre-test. CONCLUSIONS: Pediatric residents showed gains in knowledge in and confidence around pregnancy options counseling for adolescents after completing a 2-hour interactive training. This format of training was rated highly in value to medical education, acceptability, and appropriateness by participating pediatric residents.
Knowledge of current exercise guidelines and perceived utilization in rural Indiana
(2023) Nettleton, Rachel; Danek, Robin; Ireland, Ellen; Reyes, Eric
Purpose: The aim of this research is to determine the understanding of current exercise guidelines in rural Indiana. A comparison of current exercise practices, barriers, and benefits of exercise were also briefly addressed. Methods: A survey was distributed to individuals (ages 18+) at a small family medicine clinic in a midwestern state (n=23). Findings: The sample size was 23, which comprised of mostly older females. Most participants responded that they do less than the recommended duration and intensity of exercise (Table 1). CDC recommendations were not well understood by 68% of participants. Conclusions: Results demonstrated that participants in rural Indiana underestimated the current CDC guidelines for exercise. They also fail to meet the CDC recommendations, as well as what they perceived the recommendations to be. Lack of motivation, energy and time were the most cited barriers. Increased energy and increased physical abilities were the most cited benefits.
Asian American Experience in the Largest Allopathic Medical School
(2023-04-28) Chen, Steven X.; Wang, Manda Y.; Padgett, Craig M.; Kochhar, Komal; Ko, Paul
Asians generally comprise around 20% of medical professionals but make up about 7% of the United States population. They are considered an overrepresented minority within the field of medicine. We studied the Pan- Asian diaspora at the only allopathic medical school in Indiana by identifying relationships and trends of medical students. The percentage of the Asian population in the state of Indiana is approximately 2.7%. The Indiana University School of Medicine possesses two unique qualities that make it stand out among its counterparts and suitable for a study regarding representation across Indiana and comparable midwestern schools: 1) It has nine statewide campuses covering the entire state, and 2) it is largest medical school in the nation. In this cross-sectional study, we obtained matriculation and graduation data from classes entering IUSM between 2013-2022. Data were de-identified per protocols within IUSM’s Business Intelligence office. IRB review not required due to a determination of not human research. The racial category of Asian was determined by self- identification on one or more application and/or onboarding forms. It includes, but is not limited to, Chinese, Filipino, Indian, Korea, Indian, Japanese, Vietnamese. The category may also include those who identify as two or more races. Excluded are American Indian, Alaska Native, Native Hawaiian, Pacific Islander. Asian representation at IUSM were comparable to the overall representation of Asians in medicine. While regional variation differed among each of the nine statewide campuses, the population of Asian students were overrepresented compared to their respective campus’s county population. There was also no significant difference between Asians and non-Asians matching outside of Indiana for residency nor was there any selection for a specific specialty (e.g. primary care, surgery). Our work stands to highlight the importance of quantifying the Asian experience and to benefit future work in diversity, equity, and inclusion. The Asian experience is unique when considering the group’s underrepresentation in society but overrepresentation in the medical field. Given the “model minority” myth surrounding Asians at large, more data and studies are needed to examine and understand the experience of medical students as they interface with the hidden curriculum and patient care.
An Integrated Strategy: Preparing Future Biomedical Science Faculty for Teaching-Related Roles
(2023-04-28) Easterling, Lauren; Byram, Jessica; Seiden, Emily
In our biomedical science research PhD programs and postdoctoral training experiences, opportunities for these future faculty to learn about and gain experience related to teaching and learning in university settings is extremely limited. Our PhD students’ graduate appointments are limited to research assistantships, and our postdoctoral scholars are employed in research-focused roles. These factors limit their time and opportunities to participate in experiences related to how people learn and effective teaching strategies. The problem we attempted to solve was how to create and maximize teaching-related experiences in an environment where these opportunities are minimal. We created a multi-layered approach to providing graduate students and postdocs with opportunities to learn about and practice core skills related to teaching students through Division-developed programs, partnerships with existing programs and services, and fostering student/trainee-led programs. Division-developed programs and services that have been developed intentionally for the purpose of preparing trainees for teaching-related faculty roles include: - Designing and implementing an annual 1-2 week-long institute related to essentials of teaching and learning - A learning community with a journal club, networking opportunities, and workshops - Facilitating a process to find and screen potential volunteer teaching opportunities for students and postdocs - Providing specific, tailored, one-on-one and small group guidance and mentoring upon request These programs and services are co-curricular, non-academic experiences in which any PhD student or postdoctoral scholar at IU School of Medicine may participate and have been designed complement and not conflict with the primary biomedical science research training experiences of these trainees. We will also share how these Division-developed programs and services fit into existing School of Medicine and IUPUI programs, including the Academy of Teaching Scholars, CIRTL@IUPUI programming, IUPUI CTL programs and services, and IUPUI’s Preparing Future Faculty and Professionals program. The relationship between Division and school/campus/university-level program will also be discussed during our presentation in terms of the strategic importance of each to the other. Additionally, in partnership with the Department of Anatomy, Cell Biology and the IUPUI School of Education, the Division has developed a doctoral minor for graduate students in the life sciences that is an optional, curricular experience for graduate students who wish to include preparation and experience related to life science teaching and learning into their experience at IU School of Medicine. We will discuss how this doctoral minor complements the Division’s co-curricular programming and how the minor fits into a greater strategic framework for preparing future faculty in the biomedical sciences for teaching-related faculty roles. Finally, as part of a student-initiated and led initiative called Teaching, Learning, and Professor Support for Graduate Teaching Assistants (TLPS-GTA), we will discuss how a student-led, peer-to-peer program that overlaps in content with Division-level programming fits into our overall strategic framework. We will discuss how providing graduate student instructors with just-in-time knowledge and skills to current graduate teaching assistants complements the Division’s greater strategy for preparing future biomedical science faculty for teaching related roles while fulfilling a distinct part of our overall strategy for graduate student and postdoctoral scholar focused educational development.

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