Browsing by Subject "Medical Students"
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Item Building Bridges in Medical Education: 3rd Annual Indiana University School of Medicine Education Day Program(2022-04-28) Indiana University School of MedicineProgram for the 3rd annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IUPUI campus on April 28, 2022. 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.Item Creating a curriculum based library instruction plan for medical students(Rowman & Littlefield, 2014) Blevins, Amy E.[Excerpt] There are multiple situations in which a librarian may find themselves creating a multi-session or longitudinal curriculum-based library instruction program. Maybe you’ve been hoping to do just this very thing for a while, or you stepped into the shoes of a librarian that did this before you, or possibly you’re finding your motivation from an external force. You might be facing this challenge with years of teaching experience or not. No matter what the situation, this chapter will provide tips and strategies for developing a well-rounded library instruction program that focuses on the use of both information literacy skills and evidence based practice principles.Item From Hometown to Practice: Mapping and Analyzing the Medical Student Pipeline at the Indiana University School of Medicine(2019-10) Fancher, Laurie Michelle; Wilson, Jeffrey; Kochhar, Komal; Lulla, VijayIndiana University School of Medicine (IUSM) teaches approximately 350 medical students each year. These students come from varied backgrounds and eventually end up practicing in a vast array of clinical specialties and settings. It is extremely important to monitor specialties and practice locations to understand exactly how IUSM is fulfilling physician workforce needs. This knowledge can help policymakers and school administrators shape programs and policies to better fulfill physician workforce needs. Geographic information technologies provide a framework to organize, analyze and visualize medical student data. Maps are a convenient and easily understandable method of conveying information with a location-based component. This project represents a step towards creating a coherent student database visualized with maps. Using data about the graduating classes from 2011-2018, a database was created that linked together geographic information of students from the various segments of their medical education such as residency, fellowship, and practice location. ArcGIS 10.5 was used to produce maps visualizing segments of this database. These maps also served to answer questions about the medical student graduates at IUSM, such as how many came from an in-state location and how many practice in-state. SPSS 25 was also used to compare results of various segments of the medical education pipeline. The database proves to be an incredibly necessary tool for keeping track of all IUSM graduates. Coherent, clean, and complete data is necessary for researchers at all levels as well as administrators. Keeping data up to date and centralized is essential and this project provides an easily updateable and useable format. The maps created from this database are also useful in showing trends across the graduates of IUSM, such as the Indiana counties that the graduates are most likely to practice in or the likelihood of practicing in specific shortage areas.Item Impact of a Competency-Based Curriculum on Medical Student Advancement(2010) Brokaw, James J.; Torbeck, Laura J.; Bell, Mary Alice; Deal, Dennis W.BACKGROUND In 1999, the Indiana University School of Medicine implemented a new curriculum based on 9 core competencies. We sought to document how the Student Promotions Committee (SPC) has adjudicated students’ competency-related deficiencies in the past decade. METHODS Using SPC records, we determined the frequency of competency-related deficiencies reported to the SPC over time, the nature of those deficiencies, and how the deficiencies were remediated. RESULTS From 1999-2009, 191 students (138 males, 53 females) were referred to the SPC for one or more competency-related deficiencies in 8 performance domains: effective communication; basic clinical skills; lifelong learning; self-awareness, self-care, and personal growth; social and community contexts of health care; moral reasoning and ethical judgment; problem solving; and professionalism and role recognition. For the purposes of this study, students with traditional academic performance issues like course failures were excluded from analysis. Collectively, the 191 students were cited for 317 separate competency-related deficiencies (1.66 per student). Of these 317 deficiencies, the most prevalent were in the competencies of professionalism (29.3%), basic clinical skills (28.4%), and self-awareness (17.7%). Each of the remaining competencies constituted less than 10% of the total. Successful remediation utilized 12 methods ranging from a simple warning letter to being required to repeat the year under close monitoring. Remediation was unsuccessful for 17 students (8.9%) who were dismissed from medical school. CONCLUSIONS Based on our School’s experience, we believe that unprofessional behaviors and other competency-related deficiencies can be identified and remediated in most cases.Item Impact of Dobbs Decision on Retention of Indiana Medical Students for Residency(Elsevier, 2023-10-08) Hulsman, Luci; Bradley, Paige K.; Caldwell, Amy; Christman, Megan; Rusk, Debra; Shanks, Anthony L.Background: As medical students consider residency training programs, access to comprehensive training in abortion care and the legal climate influencing abortion care provision are likely to affect their decision process. Objective: This study aimed to determine medical students' desire to stay in a state with an abortion ban for residency. Study design: A cross-sectional survey was distributed to all medical students at a large allopathic medical school. Anonymous survey questions investigated the likelihood of seeking residency training in states with abortion restrictions and the likelihood of considering obstetrics and gynecology as a specialty. Qualitative responses were also captured. Results: The survey was distributed to 1424 students, and 473 responses yielded a 33.2% completion rate; 66.8% of students were less likely to pursue residency training in Indiana following a proposed abortion ban. Moreover, 70.0% of students were less likely to pursue residency in a state with abortion restrictions. Approximately half of respondents (52.2%) were less likely to pursue obstetrics and gynecology as a specialty after proposed abortion restrictions. Qualitative remarks encompassed 6 themes: comprehensive health care access, frustration with the political climate, impact on health care providers, relocation, advocacy, and personal beliefs and ethical considerations. Conclusion: Most medical students expressed decreased likelihood of remaining in Indiana or in states with abortion restrictions for residency training. The field of obstetrics and gynecology has been negatively affected, with medical students indicating lower likelihood to pursue obstetrics and gynecology. Regardless of specialty, the physician shortage may be exacerbated in states with abortion restrictions. The overturn of Roe v Wade has the potential for significant effects on medical student plans for residency training location, thereby shaping the future of the physician workforce.Item IMPRS Research Symposium Program(Indiana University School of Medicine, 2024) Nguyen, Anne; Herbert, Brittney-SheaProgram includes the names of symposium presenters, titles of their research projects, and the names and departmental affiliations of their mentors.Item Innovations in Medical Education: 4th Annual Indiana University School of Medicine Education Day Program(2023-04-28) Indiana University School of MedicineProgram 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.Item Intelligent Medical Education using AI: 5th Annual Indiana University School of Medicine Education Day Program(2024-04-26) Kochhar, Komal; Potter, MaddieProgram for the 5th annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IUPUI campus on April 26, 2024. 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, the Indiana University School of Medicine implemented an annual “Education Day”to promote educational scholarship across our nine-campus system. Held each spring, Education Day showcases the educational scholarship of IUSM faculty, staff, and learners, and provides a forum to share best educational practices and forge new collaborations in educational research.Item Student-led curricular approaches in medical education: the educational effects of a virtual fundamentals of COVID-19 course(Springer, 2022-03-08) Chiu, Megan Z.; Gerena, Rolando G.; Roll, Rebekah L.; Baker, Joseph M.; Gomez, Maritza; Brown, Cameron M.; Brenner, Abigail M.; Huang, Christina C.; Ko, Paul Y.; Bauer, Margaret E.; Trujillo, Daniel J.; Graduate Medical Education, School of MedicineBackground As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. Methods The study examined the educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge, skills, and abilities (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4, p < .001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p < .001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p < .001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in notable and statistically significant educational effects. The increase in students’ self-reported ratings, especially in the knowledge and abilities domains, indicate that meaningful learning occurred within the course. These findings have notable implications for medical student training during healthcare emergencies, such as a pandemic, as well as within modern clerkship environments. Overall, our findings provide evidence that student-led curricular design and virtual delivery of course content can be effective tools in undergraduate medical education.