Educational Innovation Institute
http://hdl.handle.net/10675.2/415
2024-03-06T12:55:53ZGlobal Health Needs Assessment at the Medical College of Georgia
http://hdl.handle.net/10675.2/621675
Global Health Needs Assessment at the Medical College of Georgia
Tipler, Pam; Wyatt, Tasha R
This manuscript is submitted in partial fulfillment of the Educational Innovation Institute’s (EII) Educational Research Fellowship Project in 2018.
2018-01-19T00:00:00ZQuestionnaire Design and Responsiveness in a Data Capture Tool for Student Sharing of Experiences of Statewide Clerkship Sites
http://hdl.handle.net/10675.2/621416
Questionnaire Design and Responsiveness in a Data Capture Tool for Student Sharing of Experiences of Statewide Clerkship Sites
Zheng, Stephanie; Behrman, David; Agrawal, Parth; Basco, Brian; Ball, Charlotte; Rose, Jennifer; Miller, Samel; Wood, Elena
Positive clerkship experiences and student performance in the clinical years has been correlated to perceived quality of education and specialty choice amongst medical students [1-3]. The Medical College of Georgia uses a distributed campus model with more than 250 clerkship rotation sites across the state and beyond, making student clerkship choices imperative to their development as physicians. We developed a survey to collect both quantitative and qualitative data from students during their clerkship years and a system to distribute that information to students. The data allowed us to evaluate the effectiveness of various question formats through responsiveness, the length of responses, and time spent on the survey. In addition to this, we looked at the number of responses per clerkship in order to see whether or not our survey was getting information about all of the 3rd year rotations. We aspire to take these findings and utilize them to expand t he program and improve the questionnaire in order to yield more responsiveness from students.
Poster presented at the 2017 Health Sciences Education Day
2017-03-01T00:00:00ZAn Investigation of the Chronic Disease Self-Management Program - Assessing CDSMP Facilitators' Perceptions of the Program's Effect
http://hdl.handle.net/10675.2/621409
An Investigation of the Chronic Disease Self-Management Program - Assessing CDSMP Facilitators' Perceptions of the Program's Effect
Hillman, L. M.; Anderson, C.; Stoodt, G.
Chronic conditions are public health threats. The Chronic Disease Self-Management Program (CDSMP) is an evidence-based disease management program that addresses personal self-management of chronic conditions. The CDSMP involves peer trainers who instruct and assist with chronic disease preventive measures. Although disease management demonstrates promise to improving patient self-maintenance, previous researchers have not evaluated how the program affects program leaders. The purpose of this study was to discover how self-help leaders feel about the CDSM program. The overarching research question asked about perspectives that self-help leaders had toward the program. Through a narrative qualitative approach, the perceptions of peer leaders were examined to determine if the program was personally beneficial. Guided by the social cognitive theory, a purposeful convenience sample of 20 participants completed the study. The participants were practicing peer trainers in the CDSMP prog ram. Data analysis included hand coding using open and axial coding and content analysis. Study findings included themes surrounding how the CDSMP program benefits health in general as well as the management of facilitators’ own chronic diseases, health behaviors, and increased quality of life. The ability for chronic disease management leaders to experience positive effects of the program they administer may result in positive social change. This awareness can positively affect social change by enhancing an already established evidence-based community health program with stronger and better-equipped leaders.
Poster presented at the 2017 Health Sciences Education Day
2017-03-01T00:00:00ZDevelopment and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study
http://hdl.handle.net/10675.2/605638
Development and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study
Hatzigeorgiou, Christos; Carson, Thaddeus; Wyatt, Tasha; Beidas, Sary
Development and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study Hatzigeorgiou C, Carson T, Wyatt T, Beidas S. Background We have witnessed an increase in the use of web-based collaborative software in recent years in undergraduate & graduate education and corporate operations. The notion of “anytime, anyplace” communication is characteristic of the millennial population and has facilitated the growth and integration of a blended or hybrid learning platform. However, there are limited reports and use of this communication platform in medical education. We propose that the setting of a high demand, inpatient clinical rotation with limited face-to-face time are ideal for the use of collaborative software, and expect this integration to positively influence medical education. Methods We set out to explore the practical and novel use of a collaborative software application. We compared the usefulness and functionality of several software options which included standard file sharing on a department hard-drive, Share-Point, Desire2Learn, Cerner “social media” application, and Box. The selected software application was chosen based on ease of use (collaborative & interactive potential), portability (smart phone / tablet operational), alerts, and HIPPA compliance. A post-experience survey tool was developed by our research team to measure the following important areas in medical training: impact on Learning Environment, Communication of Goals, Feedback, and Promotion of Self-Directed Learning. Results Completed surveys by all levels of learners (3rd and 4th yr medical students and all three levels of internal medicine residents) are underway. We anticipate descriptive statistics based on the learners self-assessment and reflection on how a collaborative software application impacts usual operations during an inpatient clinical rotation and its influence on learner growth and development. Conclusion Ultimately we chose Box and have pending survey data based on this “social media” intervention in a busy, high demand clinical environment. We look forward to the results of this innovative use of collaborative software and anticipated positive impact on medical education.
Poster presented at the 2016 Health Sciences Education Day
2016-03-01T00:00:00Z