2017-2018 CLIME Funded Proposals

  • Extracorporeal Life Support Eduaction for Critical Care Fellows: A Novel Multimodality Curriculum
  • TeamBITS Online – Exapanding Access to Teamwork Training for Medical Students
  • Effect of Curriculum and Contextual Factors on Dental School Graduates’ Treatment of Adult Patients with Developmental Disablities
  • UWSOM Faculty Interview Project: Living with Curriculum Change
  • A Qualitative Programmatic Evaluation of  Clinical Faculty Development Needs

Extracorporeal Life Support Education for Critical Care Fellows: A Novel Multimodality Curriculum

Jenelle Badulak, MD; Fellow, Pulmonary, Critical Care & Sleep Medicine


Basak Coruh, MD, Pulmonary, Critical Care & Sleep Medicine, University of Washington

Andy Luks, MD, Pulmonary, Critical Care & Sleep Medicine, University of Washington

Pablo Sanchez, MD, PhD, Cardiothoracic Surgery, University of Washington

Grant Amount: $4,163

Abstract: Extracorporeal life support (ECLS) is an advanced endovascular tool used to bypass the heart and lungs in cases of severe cardiopulmonary failure. Due to the rapidly expanding use of ECLS in adult intensive care units there is a need for ECLS education
during critical care fellowship. Currently, educational materials and available time for didactic education for adult critical care fellows are limited. We will create a pilot ECLS curriculum for University of Washington (UW) critical care fellows using multiple educational modalities including in-person lecture, a web-based tool containing modules and case scenarios, and in-person simulation. Effectiveness of this curriculum will be measured using: 1) pre- and post-curriculum knowledge and attitudinal assessment; 2) skills checklist during in-person simulation; 3) post-curriculum qualitative evaluation. Additionally, we will compare the performance of learners receiving the web-based curriculum only to those also receiving traditional in-person lectures using a quasi-experimental method. After evidencebased revisions, the web-based educational tool will be made internationally available through the
Extracorporeal Life Support Organization (ELSO)

TeamBITS Online – Expanding Access to Teamwork Training for Medical Students

Rebekah Burns, MD; Assistant Professor, Pediatric Emergency Medicine


Sara Kim, PhD; Associate Dean for Quality Improvement, University of Washington

Genevieve Pagalilauan, MD; Internal Medicine, University of Washington

Taylor Sawyer, DO, M.Ed.; Pediatrics, University of Washington

Rachel Umoren; Pediatrics, University of Washington

Grant Amount: $4,163

Abstract: Effective communication and teamwork skills are essential for graduating medical students. The Capstone course: Transition to Residency Series provides graduating medical students an opportunity to participate in interprofessional clinical simulations based on the the TeamSTEPPS program, an evidence-based approach to teamwork training.  The in-person simulations, also known as Team BITS, have been well-received by learners but are time intensive with many students unable to participate due to scheduling and geographic limitations.  This proposal will increase the access of students to the curriculum by implementing and evaluating a curricular innovation: TeamBITS Online – an online module consisting of didactic content and a computer-based simulation based on the same learning objectives and scenario as the in-person class.  The module will be easily accessible to students across the WWAMI region through the UW Canvas LMS. The curriculum will be evaluated by comparing TeamSTEPPS knowledge, attitudes, teamwork behaviors and participant satisfaction between in-person call and online groups. A comparative cost analysis will also be performed on faculty time, software development, and simulation center costs to provide an estimated cost per student. 

Effect of Curriculum and Contextual Factors on Dental School Graduates’ Treatment of Adult Patients with Developmental Disablities

Kimberly Espinoza, DDS, MPH; Clinical Assistant Professor – Dental Pathway, Oral Medicine


Ashland Doomes, DMD; Oral Medicine, University of Washington

Grant Amount: $4,163

Abstract: Adults with developmental disabilities have high rates of untreated dental disease, compounded by difficulty accessing dental care. Dental school students and graduates often feel unprepared to treat patients with special needs and the care of patients with special needs is often not a high priority in the dental school curriculum. A unique program, the Dental Education in the Care of Disabilities (DECOD) Program at the UW School of Dentistry aim to improve access to care for adults with developmental disabilities through didactic and clinical training in the delivery of oral health care to this population. While some research shows that increased exposure to patients with special needs increases student comfort and willingness to treat, there is paucity of research related to whether or not providers actually treat adults with their disabilities in their practices and to what extent. This project examines, qualitatively, how dental school graduates’ interest in treating adult patients with developmental disabilities is influenced by dental school curriculum as well as contextual factors within the first year out of practice.

UWSOM Faculty Interview Project: Living with Curriculum Change

David M Hudson, PhD; Research Assistant Professor, Orthopaedics and Sports Medicine


Lynne Robins, PhD; Biomedical Informatics and Medical Education, University of Washington

Grant Amount: $3,350

Abstract: In fall 2015, the UWSOM implemented the first of three integrated learning phases of its new curriculum: the scientific foundations phase. This 18-month phase is comprised of 7 interdisciplinary blocks, an immersion experience, and intergrated themes and threads. It is designed to bring together basic, clinical and social sciences and incorporate evidence-based active learning methods. Block, thread, and theme planning is conducted collaboratively by teams of faculty representing all WWAMI sites; this is a significant departure from prior more Seattle-centric approaches to curriculum development and dissemination. The purpose of the proposed project is to explore the experiences of involved faculty members and give voice to their unique insights using qualitative interviews. Verbatim transcripts of recorded interviews will be analyzed thematically using an iterative constructivist approach informed by phenomenology. Our goals are to describe, interpret and illuminate faculty members’ experiences and perceptions of curriculum change and to use findings to inform continuous curriculum improvement.

Qualitative Programmatic Evaluation of Clinical Faculty Development Needs

Corrie McDaniel, DO; Assistant Professor, Pediatrics


Sahar Rooholamini MD, MPH; Pediatrics, University of Washington

Arti Desai MD, MSPH; Pediatrics, University of Washington

Susan Marshall MD; Pediatrics, University of Washington

Grant Amount: $4,163

Abstract: Nationally full-time clinical and clinician-educator faculty under-utilize mentorship. Given the importance of mentorship in early career faculty development, we established a Junior Faculty Mentorship Program (JFMP) at the University of Washington Department of Pediatrics. The JFMP meets quarterly and is structured in 2 components: a traditional featured speaker followed by 45 to 60 minutes of junior faculty small group work targeted to the overall topic of the meeting. Leveraging the benefits of small group mentorship, we developed this novel concept of a rotating, small-group mentorship model. In this model, we emphasize short, topic-specific sessions promoting group discussion, collaboration, and team-based learning concepts while minimizing the potential challenges of small group work such as coordinating schedules and competing faculty interests. Using realist evaluation methodology as a conceptual framework, the aim of this study is to gain an understanding of the lived experience of junior academic clinical faculty who participate in the JFMP through a qualitative programmatic evaluation. Ultimately, our findings will lead to programmatic and curricular refinements within the JFMP.