Browsing by Subject "innovation"

Now showing 1 - 10 of 13
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    A Taste of Agile to Create Change in Medical Education
    (2024 AAMC Group on Regional Medical Campus Conference, 0024-06-03) Birnbaum, Deborah R.; Sipes-Fears, Debra; Rohr-Kirchgraber, Theresa; Breffle, Kelly
    A Taste of Agile provides an introduction to developing an agile mindset and will model and dive into two agile tools. Participants will get an overview of agile science and participate in an Innovation Forum, an agile tool used for idea generation and problem solving, to help solve a problem specific to regional campuses. Participants will also use a reflection tool to generate timely, actionable, nonjudgmental feedback. In addition to learning how to use these tools, participants will get tips on how to apply these tools back at their jobs, and other resources to learn agile change that can be applied in medical education and health care.
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    A Taste of Agile to Create Change in Medical Education
    (2024 AAMC Staff Track Conference, 0024-09) Birnbaum, Deborah R.; Sipes-Fears, Debra; Rohr-Kirchgraber, Theresa; Breffle, Kelly
    Change is difficult. It is frequently stated that it takes an average of 17 years for research evidence to reach clinical practice. Over the past decade, an interdisciplinary team of scientists at Indiana University developed agile methods to design, implement, and diffuse evidence-based behavioral and social science interventions. Such methods incorporate rapid, iterative, and adaptive problem-solving techniques that are based on insights from agile science. Agile science integrates findings from behavioral economics, complexity science, and network science to understand, predict, and nudge the behavior of both an individual human and that of a social organization of humans such as a healthcare delivery system or medical school. While earning a graduate certificate in Innovation and Implementation Science, I became curious about the use of agile science in education, in general, and medical education and interprofessional education, in particular. A literature search indicated that little of agile science has found its way into traditional education, medical education or interprofessional education. In working with classmates also engaged in educating the next generation of health care providers, we believe this approach holds great promise, is completely feasible for medical education and is transferable to any institution. A Taste of Agile provides an introduction to developing an agile mindset and will model and dive into two agile tools. Participants will get an overview of agile science and participate in an Innovation Forum, an agile tool used for idea generation and problem solving, to help solve a problem specific to staff. Participants will also use a reflection tool to generate timely, actionable, nonjudgmental feedback. In addition to learning how to use these tools, participants will get tips on how to apply these tools back at their jobs, and other resources to learn agile change that can applied in medical education and health care.
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    Becoming an Agile Change Conductor
    (Frontiers, 2022) Mehta, Jade; Aalsma, Matthew C.; O'Brien, Andrew; Boyer, Tanna J.; Ahmed, Rami A.; Summanwar, Diana; Boustani, Malaz; Family Medicine, School of Medicine
    Background: It takes decades and millions of dollars for a new scientific discovery to become part of clinical practice. In 2015, the Center for Health Innovation & Implementation Science (CHIIS) launched a Professional Certificate Program in Innovation and Implementation Sciences aimed at transforming healthcare professionals into Agile Change Conductors capable of designing, implementing, and diffusing evidence-based healthcare solutions. Method: In 2022, the authors surveyed alumni from the 2016–2021 cohorts of the Certificate Program as part of an educational quality improvement inquiry and to evaluate the effectiveness of the program. Results: Of the 60 alumni contacted, 52 completed the survey (87% response rate) with 60% of graduates being female while 30% were an under-represented minority. On a scale from 1 to 5, the graduates agreed that the certificate benefited their careers (4.308 with a standard deviation (SD) of 0.612); expanded their professional network (4.615, SD of 0.530); and had a large impact on the effectiveness of their leadership (4.288, SD of 0.667), their change management (4.365, SD of 0.742), and their communication (4.392, SD of 0.666). Graduates claimed to use Agile Processes (Innovation, Implementation, or Diffusion), storytelling, and nudging weekly. On a scale from 0 to 10 where 10 indicates reaching a mastery, the average score for different Agile competencies ranged from 5.37 (SD of 2.80) for drafting business proposals to 7.77 (SD of 1.96) for self-awareness. For the 2020 and 2021 cohorts with existing pre and post training competency data, 22 of the 26 competencies saw a statistically significant increase. Conclusion: The Graduate Certificate has been able to create a network of Agile Change Conductors competent to design, implement, and diffuse evidence-based care within the healthcare delivery system. Further improvements in building dissemination mastery and program expansion initiatives are advised.
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    The Engineering-science Intellectual Property (ESIP) Project: A Novel Method for Promoting Innovation
    (ASEE, 2018-06) Piroozi, Hamid R.; Hess, Justin L.; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and Technology
    In the idea economy, intellectual property (IP) is valued higher than other assets such as factories and equipment. Affirmation of this valuation is often observed when a company’s IP advances or declines which causes a seismic shift in its stock price. IP law, however, is complicated and is evolving. As a result, new engineering and science graduates take many years, if ever, before they are familiar with the process of securing IP. Lack of such familiarity often results in IP being an after-thought in design processes. While others have attempted to discuss IP as part of a larger entrepreneurship setting in the form of a brief introduction of various IP vehicles, a solid understanding of what is protectable requires more than familiarity with IP concepts. This paper describes the development and underlying theory of a novel educational program titled Engineering-Science Intellectual Property Project (ESIP-Project). This project includes three degree-counted elective courses that together create an IP concentration in an engineering BS curriculum. The intent of the project is to generate within students a deep understanding of IP requirements for creating novel, nonobvious, and non-infringing designs. In addition, the ESIP-Project is designed to teach IP concepts as they relate to engineering design, as well as critical thinking skills and innovation. More specifically, students will be prepared to engage in prior art review, identify what is needed to obtain enforceable designs, and apply strategies to avoid infringement of existing patents. At the culmination of ESIP-Project, students will be prepared to pass the patent bar examination and become certified to practice patent law before the U.S. Patent and Trademark Office. Hence, graduates of the ESIP-Project will have new career options including choices for becoming patent engineers and patent agents, in addition to traditional technical career choices. This paper includes an overview of the three-course sequence, as well as evaluation results of the implementation of the first course. A survey was designed by the investigators and implemented pre and post course. The survey included three constructs: Knowledge of IP Concepts, Innovative Product Design, and Careers in Patent Law. Following reliability testing procedures, student responses to these constructs were compared before and after course implementation. Despite the small sample size (15 students), comparative analyses suggested students experienced strong, positive gains in each construct. These positive changes in student responses from participation in just one of three IP courses is encouraging to our team. We hope that the ESIP-Project model, and our evaluation of the model as we scale it up, will provide a pathway for other educators to follow, particularly those who are interested in promoting entrepreneurship and innovation among their students.
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    Financing Innovation: Legal Development of Intellectual Property as Security in Financing, 1845-2014
    (2015) Nguyen, Xuan-Thao; Robert H. McKinney School of Law
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    Indiana CTSI Preclinical Innovation Think Tank Program
    (Association for Clinical and Translational Sciences, 2022-04-21) Portonovo, Padma; Garcia, Kara; Moe, Sharon
    The skills and knowledge required for successful commercialization of new technologies (intellectual property protection, SBIR/STTR funding, and startup creation) are very different than those for traditional academic research (scientific publication and R01-style grant funding). The Indiana CTSI Think Tank Program is designed to provide early guidance to academic and clinical investigators interested in advancing their discoveries to the market. The program is open to investigators from Indiana University (IU), Purdue University, or the University of Notre Dame; and includes a pool of advisors across these universities and industry around the state to provide investigators with a wide range of expertise and perspectives.
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    Industry convergence in rural tourism development: a China-featured term or a new initiative?
    (Taylor & Francis, 2018) Shen, Weili; Liu-Lastres, Bingjie; Pennington-Gray, Lori; Hu, Xiaohai; Liu, Jiayi; Tourism, Conventions, and Event Management, School of Health and Human Sciences
    Industry convergence is a popular term that has been widely referenced in the context of rural tourism development in China. All levels of government (local, regional, national) in China have repeatedly addressed the significance of industry convergence in their tourism plans and related policies. Despite its popularity, limited studies at present have explored this concept in-depth. Using Huai’an as a case, this study applied a path analysis and reported the industry convergence process in a destination. The findings of this study can provide both theoretical and practical implications that are useful for tourism planners and policy makers.
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    Innovations in the Art of Microneurosurgery for Reaching Deep-Seated Cerebral Lesions
    (Elsevier, 2019) Tomlinson, Samuel B.; Hendricks, Benjamin K.; Torregrossa, Fabio; Grasso, Giovanni; Cohen-Gadol, Aaron A.; Neurological Surgery, School of Medicine
    Deep-seated cerebral lesions have fascinated and frustrated countless surgical innovators since the dawn of the microneurosurgical era. To determine the optimal approach, the microneurosurgeon must take into account the characteristics and location of the pathological lesion as well as the operator’s range of technical expertise. Increasingly, microneurosurgeons must select between multiple operative corridors that can access to the surgical target. Innovative trajectories have emerged for many indications that provide more flexible operative angles and superior exposure but result in longer working distances and more technically demanding maneuvers. In this article, we highlight 4 innovative surgical corridors and compare their strengths and weaknesses against those of more conventional approaches. Our goal is to use these examples to illustrate the following principles of microneurosurgical innovation: (1) discover more efficient and flexible exposures with superior working angles; (2) ensure maximal early protection of critical neurovascular structures; and (3) effectively handle target pathology with minimal disruption of normal tissues.
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    Insulin at 100: Indianapolis, Toronto, Woods Hole, and the “Insulin Road”
    (AIHP, 2020-01) Badertscher, Katherine; Rutty, Christopher J.; Lilly Family School of Philanthropy
    Insulin at 100” joins a body of new scholarship being produced globally to commemorate the discovery of insulin. This paper brings to light a new perspective on the collaboration between two North American institutions: the University of Toronto in Canada and Eli Lilly & Company in the United States. It focuses on the collaboration’s complexities, actors who have not been examined previously, and implications for both parties and the general public. The article contributes to existing scholarship by expanding the collaboration story to include central actors at both Eli Lilly and the University of Toronto in a continuous and collaborative cycle of discovery and innovation.
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    The IUSM Scholarly Concentrations Program: Strategic Collaborative Education Across Schools and Departments
    (2020-03-06) Birnbaum, Deborah R.; Rojas, Michelle; Corson-Knowles, Daniel; Wallach, Paul M.
    A changing healthcare landscape calls for innovation and expansion of expertise in medical education. How does a medical school better prepare medical students to thrive in a changing profession? Through its Scholarly Concentrations Program, Indiana University School of Medicine is collaborating with non-physician experts from schools with expertise in topics that are medically relevant and of interest to medical students. Scholarly Concentrations are longitudinal experiences that enhance the medical education program through coursework and scholarly work. In addition to enhancing students’ education, it offers the opportunity to enhance campus reputation and develop research focus for students and faculty. Partnerships were created in both directions. IU School of Medicine sought out schools and departments with unique expertise on different medical campuses. Schools and departments also approached IU School of Medicine about its Scholarly Concentrations program as momentum built. These partnerships are creating mutual benefits for IUSM, partners, faculty and students. Benefits for partner organizations include mentoring opportunities, reputational enhancement, having an impact on healthcare system, and pathways to certificates and advanced degrees. For IUSM and its students, the partnerships enhance professional development through Scholarly Concentrations in areas of clinical, teaching, research, advocacy and administration.