2015-2016 CLIME Funded Proposals
- Craniofacial Case-Based Learning Modules: Cleft Lip & Palate Pilot Study
- ABO Leaders: A Community of Practice for Transfusion Medicine Education
- Podcasting Pedagogy: Developing Theory to Understand an Emergency Medicine Educational Phenomenon
- Teaching Students in Clinic and the Effect on Preceptor Productivity
- The Layered Teaching Model: A Novel Psychiatric Curriculum Integrating “Just in Time” Teaching Into Clincal Experience from a Practical and Adult Learning Theoretical Foundation
- Pregnancy and Parental Leave in Medical Education: Where are we now?
Craniofacial Case-Based Learning Modules: Cleft Lip & Palate Pilot Study
Anne V. Hing, MD, Professor, Pediatrics
Michael Cunningham, MD, PhD; Carrie Helke, MD, MS; Kelly Evans, MD; Emily Gallagher, MD, MPH; Tara Wenger, MD, PhD; Pediatrics, University of Washington
Yvonne Gutierrez, MD; Pediatrics, Children’s Hospital of Los Angeles
Katrina Dipple, MD, PhD; Pediatrics, UCLA
Ophlr Klein, MD, PhD; Orofacial Sciences and Pediatrics, UCSF
Howard Saal, MD; Pediatrics, Cincinnati Children’s Hospital.
Grant Amount: $4,850
Abstract: Approximately one in 400 children is born with a craniofacial anomaly. Children with craniofacial anomalies may have impairment of breathing, feeding, speech, vision or hearing, and typically undergo multiple surgeries throughout their life. Multidisciplinary team care is recommended and team pediatric care is necessary to assure that the health needs of the child with craniofacial anomalies are fully addressed at presentation and throughout childhood. Yet, many teams rely on community providers who may have limited experience in the management of children with craniofacial conditions. And, access to pediatric faculty with expertise in the care of children with craniofacial anomalies is limited. Online core curricula for medical management of craniofacial conditions is needed for learners who do not have access to expert faculty and by current faculty to improve teaching options and monitor learner update of concepts. The long-term goal of this proposal is the creation of an online series of case-based learning modules for craniofacial conditions that chronicle the longitudinal management of a child’s care from infancy to adulthood and are adaptable for individual and small group learning environments. For this pilot project, we will develop content for a cleft lip/palate module, and trial the use of this learning module over a six-month period.
ABO Leaders: A Community of Practice for Transfusion Medicine Education
Ryan A. Metcalf, MD; Assistant Medical Director for Transfusion Services Laboratories; Assistant Professor, Laboratory Medicine
Monica Pagano, MD; Laboratory Medicine, University of Washington
Jennifer Andrews, MD, MSc; Pathology and Pediatrics, Stanford University
Sara Bakhtary, MD; Morvarid Moayeri, MD, PhD; Laboratory Medicine, UCSF
Sarah Barnhard, MD; Pathology and Laboratory Medicine, UC-Davis
Andrea McGonigle, MD; Pathology, UCLA
Grant Amount: $4,500
Abstract: Transfusion medicine education materials for residents are limited. The Advancing Blood KnOlwedge (ABO) Leaders project encompasses a novel approach to this problem wherein education materials are created collectively through a community of practice. As a pilot project, seven co-investigators from five west coast institutions will each have two months to create a 30-minute PowerPoint presentation, after which two other members will have two months to review and edit the presentation. Therefore, each member will create one and review two presentations (three steps total). During each step, members will also write two multiple-choice questions for those particular topics. In the end, each topic will have six questions to assess learning. At completion, seven evidence-based, peer-reviewed presentations will be available for all members to use for teaching. The presentations will also be available on our planned ABO Leaders website for all learners to access for free. We will use three methods to measure the effectiveness of these materials: 1) Post lecture quizzes using the six questions made for each topic to assess learning; 2) Administering a 20-minute validated examination at the end of each year to compare pre- and post-intervention resident competency; 3) In-service examination trends specific to transfusion medicine
Podcasting Pedagogy: Developing Theory to Understand an Emergency Medicine Educational Phenomenon
Jeff Riddell, MD, Emergency Medicine
Jonathan Ilgen, MD, MCR; Alisha Brown, MD; Emergency Medicine, University of Washington
Lynne Robins, PhD; Biomedical Informatics and Medical Education, University of Washington
Michelle Lin, MD; Emergency Medicine, UCSF
Jonathan Sherbino, MD, MEd; Emergency Medicine, McMaster University
Grant Amount: $2,620
Rationale: Emergency medicine (EM) educational podcasts have become increasingly popular platforms for resident learning, yet little is known about how or why residents are embracing this educational phenomenon.
Specific Aims: This qualitative study seeks to describe and understand the processes of podcast consumption among residents in ways that will inform a conceptual framework to guide future research.
Methods: We propose a grounded theory approach to understanding the value of podcasting as an educational medium based on the perceptions of the residents who consume podcasts.
Data Analysis: Grounded theory will be used to analyze the interview transcripts and develop conceptual linkages to existing theories of communication, cognition, and learning. Transcripts will be analyzed in stages. A substantive-level theory will emerge out of the stages of the coding process in ways that will ultimately culminate in a novel conceptual framework.
Teaching Students in Clinic and the Effect on Preceptor Productivity
Tomoko Sairenji,MD, MS: Acting Assistant Professor, Family Medicine
Tim Evans, MD, PhD, FACP; Internal Medicine, University of Washington
Grant Amount: $5,000
Abstract: High quality outpatient learning is indispensable for medical student education. However, recruitment and retention of clinical training sites has been increasingly difficult, as primary care providers are pressured to increase clinical revenue. Though the idea that teaching medical students decreases productivity is unproven, it is a common barrier for providers to pursue clinical teaching. We seek to conduct a pilot study to investigate whether medical student teaching affects clinical productivity with a mixed methods study. Productivity will be measured by patient volume and billing data at 10-15 Family Medicine required clerkship sites, and compared with data when students are absent. Educator perception of productivity and methods for improved teaching will be collected with telephone interviews to each of these sites. Best practices of teaching methods from successful preceptors will be compiled for dissemination. This study will allow us to further our intent to explore preceptor productivity on a larger scale of family medicine educators in different settings and institutions.
The Layered Teaching Model: A Novel Psychiatric Curriculum Integrating “Just In Time” Teaching into Clinical Experience from a Practical and Adult Learning Theoretical Foundation
Thomas Soeprono, MD, Psychiatry
Grant Amount: $4,500
Abstract: Providing consistent education on a busy clinical service is challenging due to varying provider schedules and frequent, unpredictable interruptions. Despite valiant attempts to incorporate teaching into clinical practice, education is often separated in space and time from relevant clinical cases. We would like to address these challenges in clinical education by proposing an alternate educational model for incorporating teaching into clinical practice, the Layered Teaching Model (LTM).
The LTM integrates education into clinical practice using brief video lectures, maps that demonstrate clinical thinking (connecting theory and practice), and questions to help learners assess their knowledge and to facilitate larger medical team discussions, and quizzes for self evaluation. These components are “layered” into the clinical experience in a “just-in-time” format so as to diminish the natural barriers to education in the clinical setting and enable seamless care to our patients by well-informed physicians and students. This model is integrated into an independent learning platform that requires no introduction or administrator. The model was designed specifically for busy clinical services with unpredictable schedules like consultation services and the emergency room.
Pregnancy and Parental Leave in Medical Education: Where are we now?
Shobha Stack, MD, PhD, Acting Instructor, Medicine
Jennifer Best, MD; General Internal Medicine, University of Washington
Christy McKinney, PhD, MPH; Oral Health Sciences, University of Washington
Grant Amount: $5,000
Abstract: In 1983, a national survey found that 50% of children born to women physicians were born during residency training. In the subsequent years, the issue of parental leave in medical training was frequently editorialized but rarely characterized across specialties until at 1993 survey which showed that maternity leave averaged less than eight weeks. There was no concurrent assessment of the consequences to the residency program or resident. We will conduct the first study in over 20 years on this topic by surveying University of Washington trainees and their program directors on parental leave. Through this survey, we will characterize parental leave practices across specialties and the factors that determine its length, assess the presence and content of parental leave policies across specialties and its effect on training and maternal well-being, and finally, determine how program characteristics influence trainee perceptions of the ideal time to have children. The results of this survey will enable us to identify potential solutions to the complex issues of staffing and education during parental leave, while maintaining resident wellness. Findings from this study will be shared with the Department of Graduate Medical Education to inform policy and disseminated by peer-reviewed publication.