Browsing by Subject "IUSM"

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    2015 Graduate Medical Education Exit Survey Report
    (2016-08) Kochhar, Komal; Lozefski, Keith; Yazdanfar, Maryam
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2015 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2016 Graduate Medical Education Exit Survey Report
    (2017-06) Kochhar, Komal; Lozefski, Keith; Parmar, Samir; Ho, Monling; Brewer, Carrie
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2016 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2017 Graduate Medical Education Exit Survey Report
    (2018-06) Kochhar, Komal; Ho, Monling; Joshi, Atmana
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2017 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2018 Graduate Medical Education Exit Survey Report
    (2019-06) Kochhar, Komal; Ho, Monling; Joshi, Atmana
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2018 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2019 Graduate Medical Education Exit Survey Report
    (2020-06) Kochhar, Komal; Ho, Monling; Joshi, Atmana
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2019 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2020 Graduate Medical Education Exit Survey Report
    (2021-04) Kochhar, Komal; Ho, Monling; Chin, Jorge
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2020 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2021 Graduate Medical Education Exit Survey Report
    (2022-01) Kochhar, Komal; Ho, Monling; Brehm, Aaron; Hathaway, Erica
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2021 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    2022 Graduate Medical Education Exit Survey Report
    (2023-01) Kochhar, Komal; Ho, Monling; Khan, Mariam
    In order to plan effective healthcare workforce development initiatives, it is important to understand the reasons why the Indiana University School of Medicine (IUSM) residency and fellowship graduates’ choose to practice in specific locations. This study documented the proportion of residency and fellowship graduates that were planning to practice in areas of need in Indiana. The 2022 IUSM Graduate Medical Education Exit Survey© identified factors affecting graduates’ choice of practice location and gathered feedback on their self-rated level of competency training to serve the rural and underserved populations; assessment of their training program and the six Accreditation Council for Graduate Medical Education (ACGME) competency areas.
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    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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    Implementation of an Annual Education Day to Foster Medical Education Scholarship in a Regional Campus System
    (2023-04-19) Kochhar, Komal; Soleimani, Leila A; Byrne, Bobbi J; Stefanidis, Dimitrios; Pettit, Katie E; Zakeri, Bita H; Denny, Kim; Brokaw, James J; Wallach, Paul M
    Purpose/Background The Indiana University School of Medicine (IUSM) employs a large geographically distributed system of medical education comprised of 8 regional medical campuses statewide and the main medical campus in Indianapolis. An inherent challenge of operating such a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. Design/Methods To address the professional development challenge in a large multi-campus system, our steering committee planned an inaugural “Education Day” in 2020, which attracted proposals of educational innovations and scholarship from across the statewide system. After a peer-review process, the accepted proposals were scheduled for oral and poster presentations, workshops and small groups sessions, and themed sessions. A keynote address was given by a nationally recognized medical educator. The day ended with an awards ceremony for “best” faculty, staff, and student presentations. The Education Days were held in-person on the Indianapolis campus in 2020 and 2022; and it was held virtually in 2021. Outcomes/Results Across the 3 Education Days:  ~250 registrants participated each year  ~130 proposals were received each year; in 2022, we included an additional 40 proposals from medical students statewide regarding their Scholarly Concentration projects1  80% of the post-event respondents rated Education Day as excellent/very good  87% strongly agreed/agreed (SA/A) they were better able to collaborate with other IUSM medical educators  79% SA/A they were better able to identify best practices in medical education  72% SA/A they were better able to publish educational outcomes data To facilitate statewide dissemination, the presentations were archived in the University’s ScholarWorks Digital Repository.2 Strengths/Limitations IUSM’s Annual Education Day has established itself as a successful venue to share educational best practices and to forge new collaborations. Feasibility/Transferability Although the time and resources required for a successful Education Day are substantial, this event can be replicated elsewhere.