Browsing by Subject "Virtual Learning"

Now showing 1 - 9 of 9
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    Answering the Call to Action: COVID-19 Curriculum Design by Students for Students
    (Wolters Kluwer, 2020-07-08) Roll, Rebekah; Chiu, Megan; Huang, Christina; Medicine, School of Medicine
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    Creating Virtual Spaces to Build Community Among Students Entering an Undergraduate Biomedical Engineering Program
    (Springer Nature, 2020-08-20) Higbee, Steven; Miller, Sharon; Waterfill, Abigail; Maxey, Kayla; Stella, Julie; Wallace, Joseph; Biomedical Engineering, School of Engineering and Technology
    After the transition to online instruction in response to the COVID-19 pandemic, students in our program lamented the loss of connection to their peers, more so than diminished access to faculty, teaching assistants, or other resources. Fortunately, given that the semester was well underway when the transition occurred and few students in our courses were new to our BME program, we feel that students missed out on relatively few formative community-building experiences. This would not be the case for a fall semester of online instruction, however, so we must take action for the sake of our incoming class of undergraduate students. Our experience from spring 2020 and our review of the relevant literature suggest that we can be successful at building community among our new cohort of BME students, regardless of the mode of instruction.
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    Death notification: a digital communication platform for simulated patient-based training with medical students
    (BMJ Publishing Group, 2020-09-25) Hughes, Mary; Gerstner, Brett; Bona, Anna M.; Falvo, Lauren; Hobgood, Cherri; Ahmed, Rami A.; Emergency Medicine, School of Medicine
    Medical simulation experiences, focused on enhancing essential communication skills, provide high value to trainees. These communication-based simulations often require little equipment and instead use trained faculty facilitators who can impart clinical significance and expertise to trainees. Teaching communication skills and techniques remotely is theoretically possible but has been largely unexplored in medical education.1 The COVID-19 pandemic and the subsequent restrictions imposed by shelter-in-place orders and social distancing created a need to expand traditional training methods and experiment with remote simulation training for communication skills. In this brief report, we explore the experience, outcomes and barriers to implementing a simulated communication skill curriculum focused on death notification to a cohort of remote medical students.
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    Drug-Induced Liver Injury Module for Medical Students
    (Association of American Medical Colleges, 2020-07-15) Dilly, Christen K.; Craven, Hannah J.; Molleston, Jean P.; Medicine, School of Medicine
    Introduction No published curricula exist to introduce medical students to drug-induced liver injury (DILI). However, DILI is the most common cause of acute liver failure in the US, and drug-drug interactions are tested on the USMLE Step 1. Methods We developed an independent study module to introduce students to DILI. This module consisted of a narrated PowerPoint introduction, a journal article, and four example cases. Students completed the module independently. To evaluate the effectiveness of the activity, exam data and responses to the cases were reviewed, and end-of-course survey data were used. These responses were used to modify questions for clarity and to develop a feedback rubric. Results Mean scores on case-related questions in the module ranged from 44% to 73%. However, mean scores on test questions related to DILI ranged from 61% to 98%. It is possible that students learned from receiving feedback in the form of correct answers to the cases. On course evaluations, 52.4% of students agreed or strongly agreed that the online modules as a group (which included the DILI module) were an effective teaching method. Discussion This module introduces students to DILI and enables them to interact with valuable resources. We hope that modifications will improve the learning experience and effectiveness of the module. Going forward, we plan to collect validity evidence for the feedback rubric and develop an advanced version of the module for gastroenterology fellows.
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    Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response
    (ACS Publications, 2020-08-17) Kimble-Hill, Ann C.; Rivera-Figueroa, Armando; Chan, Benny C.; Lawal, Wasiu A.; Gonzalez, Sheryl; Adams, Michael R.; Heard, George L.; Gazley, J. Lynn; Fiore-Walker, Benjamin; Biochemistry and Molecular Biology, School of Medicine
    The American Chemical Society (ACS) Committee on Minority Affairs (CMA) endeavors to support all chemistry faculty and staff as they educate all of our students during this pandemic. While the chemistry education community and the ACS have both provided resources as most institutions transitioned to virtual platforms, this pandemic disproportionally affects our students of color, lower socio-economic and rural backgrounds, and students with disabilities. Specifically, these students must overcome hurdles of technology access, environmental disruptions, and cultural pressures in order to be successful. Therefore, CMA has formulated partnerships with both academic and industrial institutions to highlight some best practices to improve future virtual learning experiences of these oftentimes marginalized students. Specifically, the work presented here examines programs and policies at three academic institutions with very different student body demographics and surrounding learning environments (Indiana University Purdue University Indianapolis (IUPUI), The College of New Jersey (TCNJ), and Los Angeles Community College District (LACCD)) with an attempt to identify variables that enhance marginalized student success in chemistry courses. The combination of their results suggests elements such as access to technology, home responsibility, and impostor syndrome, that other learning programs should consider to increase virtual learning success. Furthermore, other stopgap measures implemented at industrial partners give insight as to how these considerations can be implemented during virtual internship programs to meet their learning objectives associated with entering their institutional pipeline.
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    Pathology without microscope: From a projection screen to a virtual slide
    (Elsevier, 2020-09-02) Montironi, Rodolfo; Cimadamore, Alessia; Scarpelli, Marina; Cheng, Liang; Lopez-Beltran, Antonio; Mikuz, Gregor; Pathology and Laboratory Medicine, School of Medicine
    We have witnessed successive stages since the Seventies in the advancements towards digital pathology. We agree with Dr Pallua et al on the tremendous changes that are taking place in pathology, all leading toward greater role of digitalization in the field of pathology, both in terms of consultation and teaching. In particular, distance teaching using digital pathology will grow into a mainstream mode of pathology teaching, something that has been reinforced by COVID-19.
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    Rapid Adaptation to Remote Didactics and Learning in GME
    (Wiley, 2020-09-08) Hickam, Grace; Santen, Sally A.; Cico, Stephen John; Manthey, David; Wolff, Margaret; Moll, Joel; Lambert, Alexandra; Jordan, Jaime; Haas, Mary R. C.; Emergency Medicine, School of Medicine
    Weekly didactic conference in emergency medicine education has traditionally united residents and faculty for learning and fostered community within the residency program. The global pandemic Coronavirus Disease-19 (COVID-19) has fueled a rapid transition to remote learning that has disrupted the typical in-person format. To maintain ACGME educational experiences and requirements for residents in a safe manner, many residencies have moved to videoconferencing platforms such as Zoom™, Teams™, and WebEX.™ Given the importance of didactic conference as a ritual, educational experience and community-building activity, most residency programs have worked to maintain an active and robust didactic conference despite the many logistical challenges. Engaging residency program members in the transition to remote learning and utilizing opportunities for innovation can help to maintain normalcy and combat isolation resulting from the loss of weekly in-person contact. Herein, we propose practical tips for optimizing remote learning for weekly emergency medicine residency didactics.
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    Student-Led Curricular Approaches in Medical Education: The Value-Added Effects of a Virtual Fundamentals of COVID-19 Course
    (Research Square, 2021-05-10) Chiu, Megan Z.; Baker, Joseph M.; Gomez, Maritza; Brown, Cameron M.; Brenner, Abigail M.; Huang, Christina C.; Graduate Medical Education, School of Medicine
    Background As the eld 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. The course was implemented in May 2020 and enrolled a total of 724 third- and fourth-year medical students. Subsequently, we carried out a research study about this student-led curricular approach and its implications for medical education. Methods The study examined the value-added 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 (7), skills (5), and abilities (5) (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a ve-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 signi cant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a signi cant 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 signi cant 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 signi cant 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 ndings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in value-added educational effects. Overall, this study provides evidence to support virtually delivered, student-led curricular approaches in medical education.
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    Successful Conversion of Simulation-Based Interprofessional Education in a Pandemic
    (Wiley, 2020-07-15) Romito, Laura; Pfeifle, Andrea L.; Weber, Zachary A.; Daulton, Brittany J.; Biomedical Sciences and Comprehensive Care, School of Dentistry