This study assesses participants’ perceptions of long-term impacts of the Teachers of Quality Aca... more This study assesses participants’ perceptions of long-term impacts of the Teachers of Quality Academy, a medical school faculty development program designed to prepare faculty to both practice and teach health system science. A previously published 1-year evaluation of the first cohort of 27 participants showed improved perceived skills, with positive career and health system impacts. In this 5-year evaluation, a mixed-methods design included a questionnaire followed by semistructured interviews to assess perceived long-term impacts on participants. Quantitative and qualitative analyses were completed. Questionnaire response rate was 88% (N = 22), and 14 interviews were analyzed. Results demonstrated that participants had incorporated quality improvement concepts into their clinical work and teaching, better understood interprofessionalism, and observed continued improvements in care delivery. They felt the longitudinal training, delivered in a shared setting, created a learning community with lasting positive effects in institutional culture, supported long-term professional development, and had broader institutional impact. Advancements in clinical care, medical education, and professional and academic advancements were noted.
American Journal of Physical Medicine & Rehabilitation, Apr 27, 2022
ABSTRACT A required fourth-year advanced core Neurology-PM&R clerkship was adapted to hybrid ... more ABSTRACT A required fourth-year advanced core Neurology-PM&R clerkship was adapted to hybrid format (2 week remote; 2 week in-person) during the COVID-19 pandemic. With teaching of the neurological physical examination being shifted to the remote component, we sought to determine whether this negatively affected student performance on an Objective Structured Clinical Examination (OSCE), particularly the physical exam component. Mean pandemic-era total OSCE scores (n = 79; 85.1 ± 7.3) were similar to pre-pandemic era (n = 137; 83.5 ± 6.0; p = 0.082). Pandemic-era physical exam scores were slightly higher than pre-pandemic (86.9 ± 6.5 vs. 84.9 ± 6.6). Despite conversion of the clerkship to a hybrid curriculum, the performance of the students on the OSCE and the physical exam were unchanged. Reasons for this lack of change may include the constructiveness and integration of the case-based virtual demonstrations combined with in-person learning or the flexibility of the virtual course to allow students more time to prepare for the OSCE and the physical exam. Our findings demonstrate that a hybrid-virtual model can be used to teach foundational skills such as the basics of the physical examination, while allowing faculty to address higher order skills such as integration of clinical data with medical knowledge.
Abstract This problem-based learning (PBL) case is designed for second-year medical students and ... more Abstract This problem-based learning (PBL) case is designed for second-year medical students and focuses on the discussion of the presentation of a patient with methemoglobinemia and the underlying...
This study assesses participants’ perceptions of long-term impacts of the Teachers of Quality Aca... more This study assesses participants’ perceptions of long-term impacts of the Teachers of Quality Academy, a medical school faculty development program designed to prepare faculty to both practice and teach health system science. A previously published 1-year evaluation of the first cohort of 27 participants showed improved perceived skills, with positive career and health system impacts. In this 5-year evaluation, a mixed-methods design included a questionnaire followed by semistructured interviews to assess perceived long-term impacts on participants. Quantitative and qualitative analyses were completed. Questionnaire response rate was 88% (N = 22), and 14 interviews were analyzed. Results demonstrated that participants had incorporated quality improvement concepts into their clinical work and teaching, better understood interprofessionalism, and observed continued improvements in care delivery. They felt the longitudinal training, delivered in a shared setting, created a learning community with lasting positive effects in institutional culture, supported long-term professional development, and had broader institutional impact. Advancements in clinical care, medical education, and professional and academic advancements were noted.
American Journal of Physical Medicine & Rehabilitation, Apr 27, 2022
ABSTRACT A required fourth-year advanced core Neurology-PM&R clerkship was adapted to hybrid ... more ABSTRACT A required fourth-year advanced core Neurology-PM&R clerkship was adapted to hybrid format (2 week remote; 2 week in-person) during the COVID-19 pandemic. With teaching of the neurological physical examination being shifted to the remote component, we sought to determine whether this negatively affected student performance on an Objective Structured Clinical Examination (OSCE), particularly the physical exam component. Mean pandemic-era total OSCE scores (n = 79; 85.1 ± 7.3) were similar to pre-pandemic era (n = 137; 83.5 ± 6.0; p = 0.082). Pandemic-era physical exam scores were slightly higher than pre-pandemic (86.9 ± 6.5 vs. 84.9 ± 6.6). Despite conversion of the clerkship to a hybrid curriculum, the performance of the students on the OSCE and the physical exam were unchanged. Reasons for this lack of change may include the constructiveness and integration of the case-based virtual demonstrations combined with in-person learning or the flexibility of the virtual course to allow students more time to prepare for the OSCE and the physical exam. Our findings demonstrate that a hybrid-virtual model can be used to teach foundational skills such as the basics of the physical examination, while allowing faculty to address higher order skills such as integration of clinical data with medical knowledge.
Abstract This problem-based learning (PBL) case is designed for second-year medical students and ... more Abstract This problem-based learning (PBL) case is designed for second-year medical students and focuses on the discussion of the presentation of a patient with methemoglobinemia and the underlying...
Uploads
Papers by luan lawson