Browsing by Subject "Regional Medical Campuses"

Now showing 1 - 3 of 3
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    Conducting admissions interviews at regional campuses influences applicants’ preferred campus assignment in a statewide system of distributed medical education
    (2016-04-08) Brokaw, James J.; O'Neal, Jonathon P.; West, Karen W.; Smartt, Karen A.
    There was a strong statistical association between interviewing at the Northwest campus and matriculating at the Northwest campus. This was accompanied by a 22% increase in the number of matriculants who ranked the Northwest campus as their 1st or 2nd choice, as compared to previous years when everyone interviewed at the Indianapolis campus. This suggests that interviewing onsite may have fostered positive attitudes about the Northwest campus. The evidence for Muncie is less compelling. Although there was a statistical association between interviewing and matriculating at the Muncie campus, the percentage of matriculants who highly-ranked the Muncie campus actually dropped by 11% compared to previous years (but not statistically significant).
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    Implementation of Faculty Learning Communities to Support Medical Education Scholarship in a Regional Campus System
    (Minnesota Libraries Publishing, 2023) Kochhar, Komal; Longtin, Krista; Wilson, Shawn; Ho, Monling; Brokaw, James; Wallach, Paul
    Introduction: Medical educators need targeted faculty development programs to give them the skills necessary to produce educational scholarship for promotion and tenure. At the Indiana University School of Medicine, which encompasses a large regional campus system, we implemented Faculty Learning Communities (FLCs) to provide a platform for medical educators to engage in a collaborative, year-long educational research project facilitated by a faculty member well-versed in educational research. Methods: 18 faculty participants were assigned to one of 4 FLC groups, which met monthly from 2019 to 2020. The participants also attended a series of one-hour monthly educational seminars designed to build foundational skills in educational research. To assess program effectiveness, participants were surveyed at 6 months and 18 months after the start of the program. Results: 94% of participants completed the 6-month survey and 56% completed the 18-month survey. A majority of respondents at both time-points (88% and 60%, respectively) agreed or strongly agreed that the FLC process met their professional development needs to help move their educational scholarship forward. At the time of the 18-month survey, 50% of respondents had submitted their work for presentation at a regional or national conference or for publication in a peer-reviewed journal, with the remainder intending to do so. Discussion: The inaugural offering of this FLC program has established a successful and sustainable model for developing medical educators. By employing the Plan-Do-Study-Act cycle for process improvement, several changes to the program have already been instituted that should further bolster the scholarly productivity of our medical educators.
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    What is the Impact of Regional Training Centers on Practice Location and Specialty Choice of Medical Students?
    (2007-03-24) Brokaw, James J.; Mandzuk, Christina A.; Wade, Michael E.; Deal, Dennis W.; Zollinger, Terrell W.
    In comparison to Indianapolis students, those who train at regional campuses are more likely to go into Primary Care and Family Medicine, in particular. Regional campus students are more likely to return to the region to practice medicine after completing training.