IU Indianapolis ScholarWorks :: Browsing by Subject "Curriculum"

Browsing by Subject "Curriculum"

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A scoping review of librarian involvement in competency-based medical education
(University Library System at the University of Pittsburgh, 2025) Cyrus, John W.; Zeigen, Laura; Knapp, Molly; Blevins, Amy E.; Patterson, Brandon; Ruth Lilly Medical Library, School of Medicine
Objective: A scoping review was undertaken to understand the extent of literature on librarian involvement in competency-based medical education (CBME). Methods: We followed Joanna Briggs Institute methodology and PRISMA-ScR reporting guidelines. A search of peer-reviewed literature was conducted on December 31, 2022, in Medline, Embase, ERIC, CINAHL Complete, SCOPUS, LISS, LLIS, and LISTA. Studies were included if they described librarian involvement in the planning, delivery, or assessment of CBME in an LCME-accredited medical school and were published in English. Outcomes included characteristics of the inventions (duration, librarian role, content covered) and of the outcomes and measures (level on Kirkpatrick Model of Training Evaluation, direction of findings, measure used). Results: Fifty studies were included of 11,051 screened: 46 empirical studies or program evaluations and four literature reviews. Studies were published in eight journals with two-thirds published after 2010. Duration of the intervention ranged from 30 minutes to a semester long. Librarians served as collaborators, leaders, curriculum designers, and evaluators. Studies primarily covered asking clinical questions and finding information and most often assessed reaction or learning outcomes. Conclusions: A solid base of literature on librarian involvement in CBME exists; however, few studies measure user behavior or use validated outcomes measures. When librarians are communicating their value to stakeholders, having evidence for the contributions of librarians is essential. Existing publications may not capture the extent of work done in this area. Additional research is needed to quantify the impact of librarian involvement in competency-based medical education.
Anatomy Nights: An international public engagement event increases audience knowledge of brain anatomy
(PLOS, 2022-06-09) Sanders, Katherine A.; Philp, Janet A.C.; Jordan, Crispin Y.; Cale, Andrew S.; Cunningham, Claire L.; Organ, Jason M.; Anatomy, Cell Biology and Physiology, School of Medicine
Anatomy Nights is an international public engagement event created to bring anatomy and anatomists back to public spaces with the goal of increasing the public's understanding of their own anatomy by comparison with non-human tissues. The event consists of a 30-minute mini-lecture on the anatomy of a specific anatomical organ followed by a dissection of animal tissues to demonstrate the same organ anatomy. Before and after the lecture and dissection, participants complete research surveys designed to assess prior knowledge and knowledge gained as a result of participation in the event, respectively. This study reports the results of Anatomy Nights brain events held at four different venues in the UK and USA in 2018 and 2019. Two general questions were asked of the data: 1) Do participant post-event test scores differ from pre-event scores; and 2) Are there differences in participant scores based on location, educational background, and career. We addressed these questions using a combination of generalized linear models (R's glm function; R version 4.1.0 [R Core Team, 2014]) that assumed a binomial distribution and implemented a logit link function, as well as likelihood estimates to compare models. Survey data from 91 participants indicate that scores improve on post-event tests compared to pre-event tests, and these results hold irrespective of location, educational background, and career. In the pre-event tests, participants performed well on naming structures with an English name (frontal lobe and brainstem), and showed signs of improvement on other anatomical names in the post-test. Despite this improvement in knowledge, we found no evidence that participation in Anatomy Nights improved participants' ability to apply this knowledge to neuroanatomical contexts (e.g., stroke).
Antimicrobial Stewardship Training for Infectious Diseases Fellows: Program Directors Identify a Curriculum Need
(Oxford University Press, 2018-04-16) Luther, Vera P.; Shnekendorf, Rachel; Abbo, Lilian M.; Advani, Sonali; Armstrong, Wendy S.; Barsoumian, Alice E.; Beeler, Cole B.; Bystritsky, Rachel; Cherabuddi, Kartikeya; Cohen, Seth; Hamilton, Keith W.; Ince, Dilek; Justo, Julie Ann; Logan, Ashleigh; Lynch, John B., III; Nori, Priya; Ohl, Christopher A.; Patel, Payal K.; Pottinger, Paul S.; Schwartz, Brian S.; Stack, Conor; Zhou, Yuan; Medicine, School of Medicine
A needs assessment survey of infectious diseases (ID) training program directors identified gaps in educational resources for training and evaluating ID fellows in antimicrobial stewardship. An Infectious Diseases Society of America-sponsored core curriculum was developed to address that need.
Assessment of Course-Based Undergraduate Research Experiences: AMeeting Report
(American Society for Cell Biology, 2014) Auchincloss, Lisa Corwin; Laursen, Sandra L.; Branchaw, Janet L.; Eagan, Kevin; Graham, Mark; Hanauer, David I.; Lawrie, Gwendolyn; McLinn, Colleen M.; Pelaez, Nancy; Rowland, Susan; Towns, Marcy; Trautmann, Nancy M.; Varma-Nelson, Pratibha; Weston, Timothy J.; Dolan, Erin L.; Chemistry and Chemical Biology, School of Science
The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. CUREnet aims to address topics, problems, and opportunities inherent to integrating research experiences into undergraduate courses. During CUREnet meetings and discussions, it became apparent that there is need for a clear definition of what constitutes a CURE and systematic exploration of what makes CUREs meaningful in terms of student learning. Thus, we assembled a small working group of people with expertise in CURE instruction and assessment to: 1) draft an operational definition of a CURE, with the aim of defining what makes a laboratory course or project a "research experience"; 2) summarize research on CUREs, as well as findings from studies of undergraduate research internships that would be useful for thinking about how students are influenced by participating in CUREs; and 3) identify areas of greatest need with respect to CURE assessment, and directions for future research on and evaluation of CUREs. This report summarizes the outcomes and recommendations of this meeting.
Building Communities of Practice among Undergraduate STEM Departments to Foster Emergent Transformation: A Report on the Impact of Multiple-year Engagement within the PULSE Midwest and Great Plains Regional Network
(American Society for Cell Biology, 2025) Allen, Taylor; Arriola, Paul E.; Breitenberger, Caroline; Klyczek, Karen; Marrs, Kathleen A.; Matzner, Steven; Miller, Kathryn G.; Powell-Coffman, Jo Anne; Thatcher, Mikayla; Biology, School of Science
A vibrant ecosystem of innovation hinges on undergraduate science programs that inclusively deepen conceptual understanding, develop scientific competencies, and spark wonder and appreciation for science. To create this ecosystem, we need to influence multiple components of the system, including faculty as well as culture (i.e., rules, goals, and beliefs giving rise to them). Here we describe and evaluate a multi-institution community of practice focused on transforming undergraduate biology programs' organizational practices, behaviors, and beliefs, as well as instilling a sense of agency in community participants. The approach drew on three change theories: Community of Practice, Participatory Organizational Change, and Organizational Justice. Via mixed methods, we found that participation in the community catalyzed the flow of tangible capital (knowledge resources), grew social capital (relationships and identity), and developed human capital (creative problem-solving and facilitative leadership skills; sense of agency). In participants' home departments, application of knowledge capital was associated with increased implementation of the principles of the Vision and Change report. Departmental change was enhanced when coupled with use of capitals developed through a community of practice centered on creative problem-solving, facilitative leadership, conflict resolution, and organizational justice.
Chapter 12. Embrace the Messiness: Libraries, Writing Centers, and Encouraging Research as Inquiry Across the Curriculum
(The WAC Clearinghouse; University Press of Colorado, 2020-04-20) Bartlett, Lesley Erin; Tarabochia, Sandra L.; Olinger, Andrea R.; Marshall, Margaret J.; Alabi, Jaena; Truman, James C. W.; Farrell, Bridget; Mahoney, Jennifer Price; English, School of Liberal Arts
Community Pharmacist-Provided Opioid Intervention Frequencies and Barriers
(Elsevier, 2023) Nichols, Molly A.; Kepley, Kristen L.; Rosko, Kylee S.; Suchanek Hudmon, Karen; Curran, Geoffrey M.; Ott, Carol A.; Snyder, Margie E.; Miller, Monica L.; Medicine, School of Medicine
Background: Community pharmacists are well-positioned to engage in opioid-related harm reduction activities (i.e., opioid interventions). However, several barriers to providing these interventions have been identified. Comparing the frequencies of opioid interventions and identifying which barriers are perceived to have the highest impact in providing interventions will yield valuable information for increasing opioid use disorder (OUD) care access within pharmacies. Objectives: To (1) characterize the frequency of 9 opioid interventions in community practice settings and (2) assess community pharmacists' perceptions of what impact 15 key barriers have on providing opioid interventions. Methods: This was a multi-state, cross-sectional, and descriptive survey study. Opioid interventions evaluated included prevention (e.g., OUD screening) and treatment (e.g., OUD resource referral); barriers encompassed confidence and knowledge, work environment, provider interactions, and patient interactions. Respondents were recruited from 3 community pharmacy practice-based research networks in the Midwest and South regions of the US. Recruitment and telephone survey administration occurred between December 2021 and March 2022. Descriptive statistics were computed and open-ended items were reviewed to identify common themes. Results: Sixty-nine of 559 pharmacists contacted (12.3%) completed the survey. All opioid interventions were reported to be provided less frequently than indicated in practice. Screening and referral interventions were provided least frequently, at 1.2 and 1.6 times on average, respectively, to the last 10 patients for which respondents felt each intervention was needed. Patient refusal, minimal or no reimbursement, inadequate staffing and time, and negative patient reactions were identified as the highest-impact barriers to providing opioid interventions. Approximately 26% of respondents agreed or strongly agreed that pharmacy school adequately prepared them to provide opioid interventions in practice. Conclusion: Prioritizing the resolution of pharmacy work environment barriers will support pharmacists in routinely providing opioid interventions. Changes in Doctor of Pharmacy curricula and continuing education are also indicated to further prepare pharmacists to engage in opioid-related harm reduction.
Developing Palliative Medicine as an Accredited Medical Specialty in Kenya
(American Society of Clinical Oncology, 2022) Elias, Hussein; Dow, Lindsay A.; Boit, Juli; Asirwa, Chite F.; Cornetta, Kenneth; Medical and Molecular Genetics, School of Medicine
Purpose: Most people living with life-limiting illnesses in Kenya lack access to palliative care. Globally, palliative medicine is a growing specialty that equips clinicians with the training required to improve the quality of life for people living with a wide variety of serious illnesses. Optimal delivery relies on a skilled workforce with specialty-level training, and we identified the absence of board-accredited training programs for clinical officers (COs) and physicians as a barrier to providing high-quality palliative care in Kenya. Methods: We held a series of stakeholder meetings with expert palliative care clinicians, leaders, and educators from Kenya and other countries to develop and implement a comprehensive, evidence-based palliative medicine curriculum for COs. Results: We developed a higher diploma program that is being administered by the Moi Teaching and Referral Hospital College in Eldoret, Kenya, with faculty from Moi University School of Medicine and affiliated institutions. We have collaborated to create the first diploma awarding program in palliative medicine in Kenya. Our efforts have led the Kenyan CO Council adding palliative medicine to their list of recognized and licensed specialties. COs are now enrolled in an 18-month program that will lead to a higher diploma and national recognition as palliative care specialists. Conclusion: Early building of consensus and educating policymakers, regulatory bodies, and government personnel was an important step to overcome the challenge of palliative care misconceptions. The unique capacity of global partnerships and early and frequent stakeholder involvement is critical in novel program development. Local ownership of such in-country programs is key, and the stakeholders should be included in strategies for sustainability.
Development of a Musculoskeletal Ultrasound Curriculum for Internal Medicine Residents
(2025-04-25) Chaudhari, Rachna; Wilson, Reid; Chaudhari, Sonia; Ventura, Meredith
Introduction/Background: As the utilization of point of care ultrasound (POCUS) increases in internal medicine, residency programs have begun to implement aspects of training within the curriculum. Most residency programs focus on cardiac and lung, but few have strong outpatient curriculums as evidenced by literature search. Study objective/hypothesis: Our hypothesis is that by implementing a musculoskeletal (MSK) ultrasound lecture and basic skills workshop among the first-year residents at our program, knowledge of MSK POCUS in the outpatient setting will increase. Methods: This study includes internal medicine residents from Indiana University. Likert scale surveys were provided to participants to assess current knowledge, perceptions, and current utilization of diagnostic musculoskeletal ultrasound in practice. Residents then participate in a mandatory lecture session which is followed by a simulation session. A post survey utilizing a Likert scale survey will be provided to assess resident’s knowledge acquisition and utility of the session. Chi square analysis was done on pre and post survey questions. Results: 74% of PGY-1 residents had not been trained on MSK POCUS prior to residency. Prior to residency, 44% of PGY-1’s were extremely uncomfortable obtaining and interpreting MSK POCUS images, and 39% and 27% of PGY-1s were somewhat uncomfortable. Following the session, knowledge and skills improved (p<0.05). Prior to the session, 61% of respondents were uncomfortable with performing physical exam maneuvers to identify common orthopedic pathologies of the knee. After the session, 83% of respondents stated they were more comfortable (p<0.05). Conclusions: MSK POCUS can be easily incorporated into the residency curriculum. Though the power of this study was low due to low sample size, there was improvement in knowledge and skills before and after the session. In the future, this curriculum could be replicated with more residents to better assess efficacy of this pilot program.
Development of a simulation technical competence curriculum for medical simulation fellows
(BMC, 2022-08-09) Ahmed, Rami A.; Cooper, Dylan; Mays, Chassity L.; Weidman, Chris M.; Poore, Julie A.; Bona, Anna M.; Falvo, Lauren E.; Moore, Malia J.; Mitchell, Sally A.; Boyer, Tanna J.; Atkinson, S. Scott; Cartwright, Johnny F.; Emergency Medicine, School of Medicine
Background and needs: Medical educators with simulation fellowship training have a unique skill set. Simulation fellowship graduates have the ability to handle basic and common troubleshooting issues with simulation software, hardware, and equipment setup. Outside of formal training programs such as this, simulation skills are inconsistently taught and organically learned. This is important to address because there are high expectations of medical educators who complete simulation fellowships. To fill the gap, we offer one way of teaching and assessing simulation technical skills within a fellowship curriculum and reflect on lessons learned throughout the process. This report describes the instructional designs, implementation, and program evaluation of an educational intervention: a simulation technology curriculum for simulation fellows. Curriculum design: The current iteration of the simulation technical skill curriculum was introduced in 2018 and took approximately 8 months to develop under the guidance of expert simulation technology specialists, simulation fellowship-trained faculty, and simulation center administrators. Kern's six steps to curriculum development was used as the guiding conceptual framework. The curriculum was categorized into four domains, which emerged from the outcome of a qualitative needs assessment. Instructional sessions occurred on 5 days spanning a 2-week block. The final session concluded with summative testing. Program evaluation: Fellows were administered summative objective structured exams at three stations. The performance was rated by instructors using station-specific checklists. Scores approached 100% accuracy/completion for all stations. Conclusions: The development of an evidence-based educational intervention, a simulation technical skill curriculum, was highly regarded by participants and demonstrated effective training of the simulation fellows. This curriculum serves as a template for other simulationists to implement formal training in simulation technical skills.

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