The mission of the Educational Innovation Institute is to promote Excellence, Discovery, Innovation, and Translation in health education to enhance learning and improve patient care. We envision Augusta University as a national leader in advancing health education research, innovation and discovery and scholarship.In January 2012, the Educational Innovation Institute changed it's name from Education Discovery Institute.

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  • Global Health Needs Assessment at the Medical College of Georgia

    Tipler, Pam; Wyatt, Tasha R; Medical College of Georgia (Augusta University, 2018-01-19)
  • 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 (2017-03)
    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.
  • 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.; Department of Medicine; Augusta University (2017-03)
    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.
  • 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; Department of Medicine (2016-03)
    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.
  • Problem Sets allow for multiple competency acquisition in first year neuroscience course

    Lameka, Megan; Department of Cellular Biology and Anatomy (2016-03)
    Self-directed learning (SDL) is an expected element of medical education programs. LCME standard 6.3 requires that students engage in all the following components of SDL as a unified sequence: identify, analyze, and synthesize information relevant to their learning needs, assess the credibility of information sources, share the information with their peers and supervisors, and receive feedback on their information-seeking skills. A classic tradeoff of problem-based learning (PBL) and lecture oriented pedagogies lies between life-long learning skills and content coverage. Problem sets were developed to ensure coverage of learning objectives while allowing students to engage in SDL as defined by the LCME. The neuroscience curriculum for first year medical students at the Medical College of Georgia was restructured to include problem sets in place of lectures related to special senses, somatosensory, motor systems and mental health. The purpose o f this study was to document whether problem sets provided students effective engagement in SDL, and to determine if medical knowledge competency suffered as a result of this shift in pedagogical strategy. Small groups of four students met to evaluate, solve, and discuss each problem set in a series of three meetings. Students were provided learning objectives, cases, and associated discussion and supporting questions. Students initiated a problem set by reviewing learning objectives and cases, identifying individual learning needs, and developing an individual inquiry strategy. During the subsequent meeting, students shared information learned and discussed responses to discussion questions. The final meeting involved a discussion of the problem sets between two groups with a faculty facilitator. Groups were randomly assigned discussion questions and students took turns presenting their findings. Over the course of four problem sets, each student presented findings for two discussion questions. Faculty facilitators used rubrics to assess student competency in all SDL domains. To document student engagement in SDL, data from student assessments were tabulated. To determine whet her medical knowledge was negatively affected by replacing lectures with SDL, student performance on 19 test items mapped to learning objectives covered in problem sets was compared with the same test items mapped to learning objectives covered in lecture in the previous year. Students scored 4.8 ±± 0.5 out of 5 on their ability to identify and analyze information relevant to learning needs, 4.6 ±± 0.6 out of 5 on their ability to use credible sources, and 4.7 ±± 0.6 out of 5 on their ability to effectively communicate information. A two-tailed t-test of percentage correct for all test items indicated no statistically significant differences in student performance on test items mapped to learning objectives (84.4±±10.4 % [lectures] vs. 85.7±±11.5[SDL], p=.71, d=.12). This study shows that students effectively engaged in SDL using problem sets without negatively impacting coverage of medical knowledge. More study is needed to determine if SDL skills improved as a result of problem sets. Future steps include assessment of long term retention of medical knowledge resulting from SDL vs. lecture. In conclusion, problem sets as a pedagogical approach achieved multiple competency-based objectives by providing students an opportunity to develop life-long learning skills and acquire medical knowledge.
  • The Influence of Spatial Ability on Anatomy Examination Questions in an Integrated Medical Curriculum

    Xiong, Jennifer; Department of Cellular Biology and Anatomy (2016-03)
    Background: Students with high spatial visualization ability (Vz) have been found to outperform students with low Vz in anatomy. However, how Vz influences anatomy performance has not been established. Thus, this study aimed to assess the influence of Vz on medical student performance on different levels of anatomy questions categorized by Bloom’s taxonomy levels and discrimination index (DI) and to observe the relationship between Vz and anatomy performance. We hypothesized that there would be a positive correlation between Vz and performance on more difficult exam questions categorized by DI and Bloom’s taxonomy. We also hypothesized that there would be a positive correlation between Vz and anatomy written exam, anatomy lab exam, and overall anatomy performance. Methods: First year medical students in a systems-based integrated medical curriculum (n=61), completed the Mental Rotations Test (MRT) prior to the start of anatomy to e stablish Vz. All anatomy exam questions were categorized into four Bloom’s taxonomy domains of increasing difficulty level (identification, comprehension, application, and analysis). These questions were also categorized into three tiers via DI. Results: No significant relationship (p>0.05) was found between Vz and questions categorized by DI or Bloom’s taxonomy. Data also indicated that although entrance Vz plays an insignificant role in medical student anatomy lab exam, anatomy written exam, and overall performance in the anatomy course, there is a correlation between entrance Vz and anatomy performance in the very first systems-based module (r2=0.017, p≤0.05). Discussion: These findings suggest that entrance Vz may influence anatomy performance at the beginning of the curriculum; however, students with lower Vz find ways to cope and increase anatomy performance throughout the curriculum. Due to the significant relationship between Vz and the first system s-based module, further analysis was completed to assess the relationship between Vz and anatomy question difficulty. This analysis indicated that there was no significant interaction between Vz and questions categorized by DI or Bloom’s taxonomy within that first systems-based module (p>0.05), suggesting that Vz’s effect on performance in anatomy may not have a relationship with question difficulty categorized by Bloom’s taxonomy or DI. Further research is necessary to explore how Vz influences anatomy performance and how students’ ability to train Vz and change study strategies influences the effect of Vz on anatomy performance throughout the medical curriculum.
  • The Historical Background of Christianity in Medicine

    Nasworthy, Wommack Mandy; Department of Pediatrics (2016-03)
    Trained in an era when spirituality and religion did not have a role in caring for the ill, many physicians today do not address the spiritual components of healing when addressing their patients. It has been shown that many patients desire to discuss religious and spiritual issues with their doctor, and taking the time to talk about religion or the spirit promotes confidence in the physician by the patient. Many patients want to understand their disease in the framework of their religion, and empirical medicine alone simply is not equipped to handle the kinds of questions that this brings up. The dichotomy that exists today between religion and medicine was not always present. People who sought healing wanted a cure for both the body and the soul, and healers of the past were religiously affiliated. In a country where 72% of the population identifies itself as Christian, it is beneficial for physicians who intend to practice in the U.S. to learn about the roots of medicine and Christianity. To better understand the history of medicine and Christianity is to build a foundation for understanding the perspective of many patients in America today. [Introduction]
  • Breathing New Life into an Old Curriculum: Ideas for Curriculum Improvement in the First Month of Clinical Training; What Does the Search Process Look Like?

    Boyer, Tanna; Braun, Kelli; Chhatbar, Pankaj; Kumar, Viakas; Steine, Martin; Arthur, Mary E.; Anesthesiology and Perioperative Medicine & Obstetrics and Gynecology (2016-03)
    Our goal was to develop an innovative, engaging, one-month curriculum that could be implemented at a low cost using existing validated resources.
  • New Orientation Curriculum with Simulation and Contest Improves Background Knowledge and Clinical Training Experience

    Boyer, Tanna; Braun, Kelli; Odo, Nadine; Arthur, Mary E.; Anesthesiology and Perioperative Medicine & Obstetrics and Gynecology (2016-03)
    After completing their intern year, all residents in anesthesiology must complete an intensive one month training program. The goal of this curriculum is to ensure our residents have the appropriate background knowledge and clinical skills to begin practicing anesthesia independently (in supervised settings). Our goal was to develop a new one month curriculum that was engaging, interactive, low cost, and utilized existing validated resources.
  • Beyond the H&P: Writing Clinical Notes as a Junior Medical Student

    Everett, Ross G.; Brown, Shilpa P.; Medical College of Georgia (2016-03)
    The assessment and evaluation of written communication is included within the sex competencies established by the Accreditation Council for Graduate Medical Education.1 Additionally, these skills are widely represented in American medical curricula.1 Still, few studies have identified the types of written documentation that are evaluated or how these are assessed.2 There is relatively little published literature regarding the challenges that writing patient care notes as a junior medical student present. However, numerous posts and inquiries on web-based resources for medical students indicate that many students struggle with patient care notes as they begin their clerkships. Additionally, the large volume of resources made available on the websites of individual medical institutions may support the notion that these challenges persist year after year for some time now. [Introduction]
  • Relationship Between Student Resource Utilization in Patient Care and Faculty Ratings and Performance on Exams

    Thomas, Andria M.; Elam, Rachel; London, J; Education Discovery Institute; Medical College of Georiga; Georgia Health Sciences University (Georgia Health Sciences University, 2011)
    The aim of this project was to examine trends in resource utilization by third-year medical students in patient care and to evaluate the relationship between this and 1) faculty ratings of students’ use of literature and 2) student performance on exams.
  • Translating Evidence-based Assessment into Educational Practice: Building a DREAM

    Palladino, Christie; Bodie, B; Elam, Rachel; Villarosa, M; West, L; Wildermuth, K; Stepleman, Lara M.; Education Discovery Institute; Medical College of Georiga; Georgia Health Sciences University (Georgia Health Sciences University, 2011)
    To create DREAM, the Directory and Repository of Educational Assessment Measures, as a collaboration between the GHSU Education Discovery Institute and MedEdPORTAL. To provide educators and medical education researchers with a “one-stop shop” assessment measure database that is accessible to the public. To feature expert analyses as part of Critical Synthesis Packages for each non-proprietary measure.
  • Reasons for Campus Preference amoung Medical Student Matriculants: A Qualitative Study at the Georgia Health Sciences University (GHSU) Medical College of Georgia

    Palladino, Christie; Villarosa, M; Elam, Rachel; Wildermuth, K; Richardson, D; Stepleman, Lara M.; Young, G; Fincher, Ruth-Marie; Education Discovery Institute; Medical College of Georiga; et al. (Georgia Health Sciences University, 2011)
    To describe and understand medical student applicants’ reasons for campus preference in our two-campus system, as provided during the application process.
  • MedEdPORTAL Module Guides Evaluation of Faculty Fellowship

    Richardson, D; Villarosa, M; Palladino, Christie; Thomas, Andria M.; Education Discovery Institute; Medical College of Georiga; Georgia Health Sciences University (Georgia Health Sciences University, 2011)
    Professional development of faculty is critical to the future of health sciences education. The Education Discovery Institute (EDI) at Georgia Health Sciences University (GHSU) developed a year-long Educational Research Fellowship designed to nurture faculty career progression by providing training in health sciences education research and fostering career development. As we developed the program, we realized the need for a careful evaluation plan.
  • How the Quantity of Patient Interactions During Third-Year Cherkships Affects Medical Student Performance

    Elam, Rachel; Thomas, Andria M.; London, J; Education Discovery Institute; Medical College of Georgia; Georgia Health Sciences University (Georgia Health Sciences University, 2011)
    To conduct an exploratory analysis of the relationship between quantity of patient interactions during core third-year clerkships and performance on both national objective tests and faculty evaluations of junior medical students at GHSU’s Medical College of Georgia between academic year 2007 and 2011.
  • The Development of an Education Discovery Institute (EDI) to Advance Awareness and Expertise in Health Sciences Education Research

    Stepleman, Lara M.; Thomas, Andria M.; Fincher, Ruth-Marie; Medical College of Georgia; Education Discovery Institute (Georgia Health Sciences University, 2011)
    A team of educators and educational researchers was charged with developing an EDI to parallel the institution’s translational science discovery institutes. The EDI consists of a Center of Research in Education (CORE) and a Center of Teaching Excellence (COTE).
  • 2010-2011 Annual Report

    Education Discovery Institute; Georgia Health Sciences University (Georgia Health Sciences University, 2011)
  • Adam Smith’s Handshake with Hippocrates: Are National Health Systems ‘The Deciders’ of M.D. Career Choice?

    Miller, D. Douglas (2011)
    Abstract Background The U.S. and Canada have evolved their national health care systems triggered by policy actions and shaped by market forces. Neither country regulates M.D. graduates career choices, resulting in primary care versus specialty physician workforce imbalances. All U.S. and Canadian graduates must interface with national health system elements for clinical training. The impact of federal health care policies (as regionally implemented) and the general economy (with regional market variability) on medical school graduates’ free market career choices is unknown. Methods Health care insurance policy actions (i.e. federal laws) and economic events (i.e. recessions) between 1980-2010 were characterized and quantified for comparison to medical school graduates’ career choices reported annually in the U.S. graduation questionnaire (GQ) and the Canadian GQ. Part I evaluated the timing, degree and associated secondary effects of economic growth & recession cycles at the national, regional and personal financial levels. Part II chronicled major national health care policy events and market sector trends, including federal-regional implementation interactions and subsidies to the states, provinces & territories. Part III compared economic and health care policy evolutions to GQ and CGQ responses over the same time period. Results (Part II) There were >10 major U.S federal health care laws passed between 1980 and 2010, as compared to one in Canada in 1984. A transient 1990-95 decline in funding of Canada’s single-payer health insurance plan was rectified by public policy renewal in 2003. U.S. policy after 1995 fostered private sector co-insurance options, incrementally achieving a more balanced public-private insurance marketplace by 2005. State and provincial & territorial compliance with federal policy mandates varied based on regional wealth and health disparities, necessitating both federal subsidization and performance-based rewards/penalties. Numerous U.S. health policy stakeholders and care delivery agents increase system complexity and add costs that threaten sustainability. ACA implementation is a source of continuing U.S. uncertainty. Conclusions (Part II) More than 10-fold greater U.S. health care policy activity, compounded by greater regional variability and public-private delivery system complexity, has created vastly different clinical educational environments for U.S. and Canadian medical students. Recent U.S.-Canada health care universality policy convergence may influence future M.D. workforce profiles in both countries.