• 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]
    • 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.
    • 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.
    • 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]
    • 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.
    • 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.
    • 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.