Educational Innovation Institute

Annual Report

July 1, 2013-June 30, 2014

“Empowering Educators to be Innovators”

Submitted August 1, 2014

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TABLE OF CONTENTS

OVERVIEW ................................................................................................................................ 3 I.

EII LEADERSHIP, FACULTY, & STAFF ........................................................................................... 4 II.

2013-2014 HIGHLIGHTS ............................................................................................................ 5 III.

EII PROGRAMS & SERVICES ....................................................................................................... 6 IV.

ACADEMY OF HEALTH SCIENCES EDUCATORS ....................................................................................................................... 7 CONSULTATION SERVICES ..................................................................................................................................................... 9 DREAM-DIRECTORY AND REPOSITORY OF EDUCATIONAL ASSESSMENT MEASURES .............................................................................. 10 “EAT”: EDUCATI0N AND TREATS .......................................................................................................................................... 11 EDUCATION DAY .................................................................................................................................................................. 12 EDUCATIONAL SCHOLARSHIP AWARD ................................................................................................................................ 13 EDUCATIONAL TECHNOLOGY ADVANCEMENT .................................................................................................................... 13 FACULTY DEVELOPMENT FELLOWSHIP PROGRAM .............................................................................................................. 14 GRANTS, CONTRACTS, & MONETARY AWARDS ................................................................................................................... 16 HEALTH SCIENCES EDUCATION GRAND ROUNDS ................................................................................................................ 17 MENTORING FACULTY EDUCATORS .................................................................................................................................... 18 MENTORING IN EDUCATIONAL RESEARCH ACROSS THE LEARNER CONTINUUM ................................................................ 19 PROGRAM EVALUATION: GEORGIA REGENTS UNIVERSITY & HEALTH SYSTEM LEADERSHIP ACADEMY ............................. 20 RESEARCH & SCHOLARSHIP SUMMARY ............................................................................................................................... 21 VISITING PROFESSORS ......................................................................................................................................................... 22 WORKSHOPS ....................................................................................................................................................................... 23

APPENDIX: EII PEER REVIEWED EDUCATIONAL RESEARCH CITATIONS AY 2013-2014 ................ 25 V.

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Overview I.

The mission of the Educational Innovation Institute (EII) at Georgia Regents University is to champion Excellence and Innovation in health sciences education and educational scholarship that enhances learning and develops educational leaders locally and globally. The Educational Innovation Institute was founded as the Education Discovery Institute in 2008 under the visionary leadership of Dr. Ruth-Marie E. Fincher, retired Vice Dean of Academic Affairs and former Co-Director of the EII. What we do: 1. Inspire and facilitate the reframing of educational problems and challenges to meet the needs of

today’s health professions education learners and educators.

2. Support the professional and educational leadership development of health professions educators.

3. Provide health professions educators with time-tested and/or innovative processes, technologies, or select content to address today’s educational problems and challenges.

Who we serve: 1. Primary: GRU health professions educators

2. Secondary: The broader health professions educational community

How we do it: 1. Provide services that are timely, professional, personal, participatory, and development-oriented.

2. Application of team-member competencies in: educational assessment, faculty development, program

development, program evaluation, and educational research.

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EII LEADERSHIP, FACULTY, & STAFF II.

EII Co-Directors:

Paul M. Wallach, MD, Professor of Medicine and Vice Dean of Academic Affairs

Lara M. Stepleman, PhD, Professor of Psychiatry & Health Behavior

EII Faculty & Staff: EII Role & Related Educator Roles

Lance Evans, PhD EII Faculty; Faculty Development Fellowship Director

Ralph Gillies, PhD EII Faculty; Faculty Development Fellowship Director;

Interim MCG Associate Dean of Faculty Development

JD Halbert, BA, MS Educational Research Associate

Christie Palladino, MD, MSc EII Faculty; Educational Researcher

Rebecca Mueller Administrative Assistant II

Andria Thomas, PhD EII Faculty; MCG Associate Dean of Evaluation

Jennifer Waller, PhD EII Faculty; Educational Research Biostatistician

Christopher White, MD EII Faculty

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2013-2014 Highlights III. 325 GRU faculty participated in at least one EII educational event or program in the 2013-2014 Academic Year

The EII sponsored or co-sponsored 29 community educational events this year, including workshops, grand rounds, trainings, and journal club meetings.

EII Educational Researcher, Christie Palladino, MD, MSc, and EII Co-Director, Lara Stepleman, PhD were awarded the 2014 AAMC Southern Group on Educational Affairs “Innovation in Medical Education Award” for DREAM, a “one-stop shop,” peer-reviewed, searchable repository of assessments that have been used in health science education sample, developed in collaboration with MedEdPORTAL.

Educational Research Fellow, Dr. Kelli Braun, was accepted into the Association of Professors of Gynecology & Obstetrics Surgical Education Scholars Program, a highly-competitive 18-month national program in teaching ob-gyn faculty how to develop and implement surgical education curricula at their home institution.

The EII hosted two prominent visiting professors this year: 1) Dr. Klara Papp, Associate Dean for Assessment and Program Evaluation in the College of Medicine at Penn State University, who shared her areas of expertise on critical thinking and student driven case presentations; 2) Dr. Richard Pittman, Assistant Professor of Medicine at Emory University who spoke on “Passing on the Fundamentals of Patient Care in a Time of Information Overload.”

The Faculty Development Fellowship welcomed 10 new faculty members in 2014, eight on the Teaching Scholars Track and two on the Educational Research Fellowship Track.

Vice Dean and EII Co-Director, Paul M. Wallach, was selected to a second, two-year term as an at-large member of the National Board of Medical Examiners Board of Directors.

Drs. Christie Palladino and Ruth-Marie Fincher published a book chapter: Scholarship in Medical Education in the Oxford Textbook of Medical Education.

EII faculty member, Lance Evans, was selected to become the evaluator for GRU’s new Georgia Leadership Academy, a comprehensive intramural, enterprise-wide program to offer a wide variety of strategically aligned leadership and management development opportunities to all of the GRU and Georgia Regents Health Services constituencies.

Dr. Novak, Associate Professor in the Department of Physical Therapy and former EII Research Fellow, was awarded the EII Educational Scholarship Award for her manuscript titled "Measuring Health Professions Students' Orientation towards Lifelong Learning" to be published this year in the Journal of Allied Health.

EII Co-director, Dr. Lara Stepleman, and her research team completed a series of 5 published peer-reviewed journal articles related to their research, “Developing Health Professions Student Competencies in Sexual Health: An Interprofessional Perspective."

EII Teaching Scholars Fellow, Dr. Charlotte Chatto, and mentor, Dr. Lynn Jaffe received special recognition for their abstract submission to American Physical Therapy Association (APTA) entitled: Building a Brain: Development of a Neuroanatomy Educational Application.

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EII PROGRAMS & SERVICES IV.

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ACADEMY OF HEALTH SCIENCES EDUCATORS

The Academy of Health Sciences Educators (The Academy), formally the Academy of Medical Educators, is a health sciences college wide organization of distinguished health sciences educators who have demonstrated sustained excellence in educational activities and scholarship within Georgia Regents University. The Academy is a unique group of exceptional GRU health sciences educators, educational scholars, and leaders selected through a rigorous process involving peer review by GRU Academy members and nationally recognized leaders in health sciences education.

The goals of the Academy are:

I. To recognize faculty who have made outstanding contributions to health sciences education through

excellence in teaching, innovation, and scholarship

II. To establish a forum for faculty with recognized accomplishments in health sciences education to facilitate the exchange of ideas, career development, and collaboration across departments

III. To improve the quality of health sciences education by fostering faculty development, curricular innovation, creating products that will advance the field, and developing educational leaders for the future

Membership in the Academy is open to anyone with a faculty appointment in a health sciences college at Georgia Regents University. In 2013, the Academy adopted the name “Academy of Health Sciences Educators” to reflect its membership and their commitment to health sciences education. Academy members have been active in planning or presenting at various GRU including Education Grand Rounds, Faculty Development Fellowships, Health Sciences Education Journal Club (EATS), and Education Day. The call for new members now occurs biennially (even years). Current members are listed on the next following page.

11 18 22

42 40

11 7 4

20

5

AY 2009 AY 2010 AY 2011 AY 2012 AY 2013

Academy Membership

No. of Members No. of Inductees

2013-2014 Academy Outcomes Summary*

40 oral or poster presentations 7 journal or book chapter publications 4 publications under review

* In addition, the Academy members made numerous contributions to educational activities at GRU and served on many external boards and committees.

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1. FOSTER EDUCATIONAL EXCELLENCE AT GRU BY SERVING AS LEADERS AND ROLE MODELS IN HEALTH SCIENCES EDUCATION

2. INSPIRE AND RECRUIT NEW ACADEMY MEMBERS FROM ALL HEALTH SCIENCES DISCIPLINES

3. FURTHER INTEGRATE MEMBERS INTO TEACHING AND FACULTY DEVELOPMENT PROGRAMS ACROSS THE UNIVERSITY

2015 GOALS

Current Members of GRU Academy of Health Sciences Educators

Matthew L. Lyon, MD Medical College of Georgia Renuka Mehta, MBBS, MRCP, DCH, FAAP Medical College of Georgia Jan K. Mitchell, DDS, Med College of Dental Medicine Walter J. Moore, MD Medical College of Georgia Laura L. Mulloy, DO Medical College of Georgia Marguerite Murphy, DNP, MS College of Nursing Robert R. Nesbit, Jr., MD, FACS Medical College of Georgia Carol Nichols, PhD Medical College of Georgia Malorie K. Novak, PhD College of Allied Health Sciences Alyce M. Oliver, PhD, MD Medical College of Georgia Kevin D. Plummer, DDS College of Dental Medicine Mary Ellen Quinn, PhD College of Nursing W. Scott Richardson, MD GRU/UGA Partnership, Athens Campus Vincent J. B. Robinson, MD Medical College of Georgia

Barbara L. Russell, EdD Medical College of Georgia Dale W. Sickles, PhD Medical College of Georgia Andria Thomas, PhD Medical College of Georgia Diane C. Turnbull, EdD Medical College of Georgia Christopher White, MD Medical College of Georgia

Current Members of GRU Academy of Health Sciences Educators

T. Andrew Albritton, MD Medical College of Georgia Lori Schumacher Anderson, PhD College of Nursing Julia Behr, DNP College of Nursing Gayle W. Bentley, DNP, MSN College of Nursing Christy Berding, DNP, MSN College of Nursing Lori A. Bolgla, PhD College of Allied Health Science Shilpa P. Brown, MD Medical College of Georgia Richard S. Callan, DMD College of Dental Medicine Katherine Ciarrocca, DMD, MSEd College of Dental Medicine Janis S. Coffin, DO Medical College of Georgia Mariana D’Amico, EdD College of Allied Health Science Anna C. Edmondson, PhD Medical College of Georgia Mohammed E. Elsalanty, MD, PhD College of Dental Medicine Ralph A. Gillies, PhD Medical College of Georgia Hartmut Gross, MD Medical College of Georgia Valera L. Hudson, MD Medical College of Georgia Lynn E. Jaffe, ScD College of Allied Health Sciences Lisa E. Leggio, MD Medical College of Georgia Donna Londino, MD Medical College of Georgia

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CONSULTATION SERVICES The EII Consultation Service was designed to actively engage the GRU health sciences educational community in the development or enhancement of educational research, scholarship, curricula, and teaching skills and competencies. Through consultation services, we are able to provide individually-tailored research and educational strategy assistance at any point in educational project development. We provided a total of 62 separate educational consultations for 43 different GRU faculty, fellows, and students during AY 2014, with a total of over 220 service hours provided.

No. of Consultations by Type 2010-Present (n=176)

SCOPE OF SERVICES Development & Refinement of Research Questions Research Study/Design Quantitative & Qualitative Data Collection & Analysis Manuscript/Poster Review Identification of Funding Sources Guidance of Grant Preparation Development of Educational Curricula Learner Assessment Implementation of a Teaching Strategy or Skill Educational Evaluation Power and Sample Size Analysis Data Analysis & Interpretation Career Development Promotion & Tenure

1. SUPPORT EDUCATOR, EDUCATIONAL RESEARCH, AND STATISTICAL CONSULTATION NEEDS OF GRU

2. CONTINUE TO PURSUE INTERNAL AND EXTERNAL OPPORTUNITIES TO PROVIDE CONTRACTUAL AND GRANT FUNDED CONSULTATION SERVICES

2015 GOALS

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DREAM-Directory and Repository of Educational Assessment Measures

DREAM is a major international initiative of GRU and the AAMC’s MedEdPORTAL, designed to serve as a “one stop shop” assessment resource available at no charge in a user-friendly, web-based format. For each instrument in DREAM, the repository includes a comprehensive peer-reviewed Critical Synthesis Package:

“DREAM is a very important and logical development for MedEdPORTAL Publications that will help us meet the needs of health professions’ educators even better.” Chris Candler, Editor and MedEdPortal Founder

CRITICAL SYNTHESIS PACKAGE

Author-contributed copy of the

ASSESSMENT TOOL

Expert

CRITICAL ANALYSIS

of the measure

SUPPLEMENTARY MATERIALS

(e.g. scoring guides)

0

20

40

60

80

100

120

140

160

180

Nov-11 May-12 Nov-12 May-13 Nov-13 May-14

Instruments recruited to DREAM

1. DOUBLE THE NUMBER OF INSTRUMENTS PUBLISHED IN DREAM 2. INSITUTE AN INTER-INSTITUTIONAL DREAM ADVISORY BOARD

2015 GOALS

DREAM Highlights DREAM was awarded the 2014 Innovation in Medical Education Award from the Southern Group on Educational Affairs of the AAMC Successful launch in November of 2013 DREAM highlighted at 2013 AAMC Annual Meeting Development of “DREAMing About Validity” Workshop Series Submission of DREAM Innovation Report at Academic Medicine Since its rollout, DREAM has had over 1400 downloads

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“EAT”: EDUCATI0N AND TREATS The EII has established a monthly discussion group to encourage a lively exchange of ideas around current topics in health professions education and educational research. Faculty and students from all GRU campuses are invited to attend these one-hour open discussions. A journal article usually serves as the springboard to focus the discussion and dessert is provided as part of this lunchtime educational program. There were a total of 97 unduplicated EAT attendees in 2013-14, many of whom attended multiple sessions, demonstrating the value of this program to individuals on campus.

Date Topic Facilitator

07/10/13 Teaching Clinical Reasoning Allen Pelletier, MD

08/14/13 What Do You Mean Active Learning Doesn’t Work!? Deborah Richardson, PhD

09/11/13 Empathy in Physician-Patient Encounters Adriana Foster, MD

10/09/13 Building Assessment Databases for Novel Courses: The Wright State University Experience

Gerald Crites, MD

01/08/14 Clinical Uncertainty: A Study with Experienced Surgeons Ralph Gillies, PhD

03/12/14 Do Learners Know Best? Urban Legends in Education Ralph Gillies, PhD

04/16/14 Student Uncertainties Drive Teaching During Case Presentations: More So with SNAPPS

Ralph Gillies, PhD

05/14 /14 Critical Thinking in Health Professions Education: Summary and Consensus Statements of the Millennium Conference 2011

Mariana D’Amico, EdD, OTR/L, BCP

3

10

5

9

7 6 6

3

1

3

14 2 2

2

6 3

2 1

2 1 3

3

1 1 1

0%10%20%30%40%50%60%70%80%90%

100%

(n=11)Jul

(n=15)Aug

(n=19)Sep

(n=10)Oct

(n=12)Jan

(n=10)Mar

(n=8)Apr

(n=12)May

Percent Attendance by College College ofEducationDentistry

Nursing

Allied Health

MCG

1. INCREASE EAT ATTENDANCE FROM ALL GRU CAMPUSES

2. RECRUIT FACILITATORS FROM THE GRU ACADEMY OF EDUCATORS

3. DISSEMINATE KEY POINTS FROM EACH SESSION THROUGH EII BULLETIN

2015 GOALS

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EDUCATION DAY Education Day is an annual event celebrating health sciences educational research, scholarship, and instruction at GRU. Education Day events include oral presentations by EII Educational Research and Teaching Scholars Fellows, a keynote presentation by a nationally-recognized educational scholar, education research poster presentations, induction of new members of the Academy of Educators, recognition of faculty who have won Exemplary Teacher Awards, and the opportunity for faculty to participate in educational skills workshops. Education Day 2014 began with an inspiring Grand Rounds presentation by Dr. Richard Pittman. Three unique workshops facilitated by GRU faculty followed, providing faculty the opportunity to further their educational skills in writing effective educational objectives, mentoring students in professionalism, or using concept maps for instruction and assessment. The EII hosted a successful digital poster session with thought-provoking research posters from GRU faculty. Also, 2 graduates of the 2013 EII Faculty Development Fellowship delivered oral presentations about their projects and resulting outcomes from their work in the Fellowship. At the awards ceremony, GRU faculty were honored including the 2013 EII Educational Scholarship Award winner (p. 13), graduates of the 2013 EII Teaching Scholars Fellowship Program, incoming 2014 Educational Research Fellowship recipients, and 2014 EII Teaching Scholars Fellowship recipients. The day was filled with a lively exchange of ideas and experiences among educators from across the Georgia Regents University campus.

TO CREATE AN OUTSTANDING EDUCATION DAY FOR HEALTH SCIENCES EDUCATORS AND EDUCATIONAL RESEARCHERS WITH INCREASED PARTICIPATION FROM STUDENTS, RESIDENTS, AND FACULTY AT GRU CAMPUSES ACROSS THE STATE

2015 GOAL

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EDUCATIONAL SCHOLARSHIP AWARD As part of Education Day, the EII honors one individual who has disseminated innovative, peer reviewed, health sciences education scholarship during the calendar year. This award helps to fulfill the EII’s commitment to encouraging and facilitating high quality educational scholarship across the campus. Awardees receive $100 and a plaque to recognize their achievement. The 2014 EII Educational Scholarship Award winner was Malorie K. Novak, PT, PhD, DPT from the Department of Physical Therapy in the College of Allied Health Sciences for her manuscript, “Measuring Health Professions Students’ Orientation Towards Lifelong Learning,” to be published this year in the Journal of Allied Health. The manuscript was co-authored by Drs. Christie Palladino and Deborah Richardson and GRU staff member, Brittany Ange.

EDUCATIONAL TECHNOLOGY ADVANCEMENT

Many of our learners are more technologically advanced than the faculty. Thus, helping faculty advance their educator technology skills is an important priority. The EII plays an important role in helping technology-focused units on campus use technology effectively to enhance the educational process. This year, we focused on improving skills with PowerPoint, led by Academy members, Chris White and Anna Edmondson. In 2014, 80 faculty from GRU’s Augusta and Athens campuses are expected to complete or have completed this two-part program. Additionally, we would continue to develop workshops that introduce and enhance faculty awareness of or exposure to technology that could be useful for engaging students. Topics to be included:

Mobile applications Learning Management Systems (VISTA and D2L) Video conferencing (Echo360 and WebEx)

1. COLLABORATE WITH EDUCATIONAL DEVELOPMENT AND DESIGN (EDD) TO ENSURE THAT EDUCATIONAL PRODUCTS INVOLVING TECHNOLOGY INCORPORATE BEST TEACHING PRACTICES

2. PROMOTE AND FACILITATE THE USE OF EDUCATIONAL TECHNOLOGY INTO EXISTING AND FUTURE CURRICULA

2015 GOALS

INCREASE THE NUMBER OF HIGH QUALITY AWARD NOMINATIONS FROM INDIVIDUALS AT GRU CAMPUSES ACROSS THE STATE

2015 GOAL

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FACULTY DEVELOPMENT FELLOWSHIP PROGRAM Beginning in January 2014, the Teaching Scholars Fellowship and the Educational Research Fellowship were reorganized as the Faculty Development Fellowship Program with two tracks: the Teaching Scholars Track (TST) directed by Dr. Ralph Gillies and the Educational Research Track (ERT) directed by Dr. Lance Evans. The TST is a one-year fellowship experience designed to enhance the educational skills of early-mid career faculty. TST fellows meet weekly for two hours to discuss and learn about adult learning principles, teaching skills, learner and program assessment, educational technology, administrative skills, principles of educational research, and practical strategies for facilitating workshops, and delivering oral platform presentations. In addition, TST fellows develop, complete, and present a mentor-assisted educational project of their choice. Upon completion of the fellowship, faculty will have the knowledge and skills necessary to be educational leaders in their departments and colleges.

TST “I began the TST fellowship with a general expectation that it’d make me a better teacher. This fellowship has wowed me with morsels of information and resources that I never knew existed. It is an excellent way to grow and make new connections!”

Mission: The purpose of the TST is to facilitate participants’ formation and development as (a) health professions educators who are knowledgeable, purposeful, and skilled in teaching, learning, educational assessment, and educational scholarship and (b) educational experts and leaders within their own departments and the broader GRU community.

TST Fellows Mary Arthur, MD Anesthesiology &

Perioperative Medicine Resident Training in Double-Lumen Endotracheal

Tube for a One-Lung Ventilation

Amanda Behr, MA Medical Illustration Patient Evaluation of Medical Illustration Projects Related to Patient Education

Lindsay Blake, MLIS, AHIP Library Services Curriculum Development for Teaching Research Skills to 1

st and 2

nd Year Medical Students

Thad Carson, MD Medicine Implementing an Accessible and Effective Internal

Medicine Residency Noon Conference Curriculum

Ravindra Kolhe, MD, PhD Pathology Integrating Molecular Pathology and Cancer Cytogenetics into the Third and Fourth Year Medical Student Curriculum

Michael Toscano, MD Pathology Curriculum Development for Introducing Medical Students to Hematopathology including Clinical Anatomic Pathology

Lori Welch, PhD Psychiatry & Health Behavior

Assessing and Enhancing Professional Development in Clinical Psychology Residents Training in Applied Settings

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The ERT is a two-year fellowship experience designed to nurture the careers of mid-career faculty by providing training in health education research. ERT fellows focus on research activities for the equivalent of ½ day per week and attend weekly meetings with the fellowship director where they learn the basics of education research, develop research projects, and discuss professional development issues. Fellows complete at least one discovery project, suitable for peer review and publication or presentation, during their fellowship experience.

ERT “The opportunity to interact weekly with other amazing scholars interested in health professions education was priceless. The Fellowship helped me turn a hunch into a focused research question, and equipped me with the tools to critically analyze my idea and disseminate what I found.”

Mission: The purpose of the ERT is to facilitate participants’ formation and development as (a) producers of health professions educational research, (b) advocates for educational research within their own departments and the broader GRU community, and (c) coaches, mentors, and leaders to other GRU faculty who are interested in or engaged in health professions educational research.

ERT Fellows Charys Martin, PhD (ERT-1) Cellular Biology &

Anatomy Resident Training in Double-Lumen Endotracheal

Tube for a One-Lung Ventilation

Elena Wood, MD (ERT-1) Medicine (Center for TeleHealth)

Patient Evaluation of Medical Illustration Projects Related to Patient Education

Kelli Braun, MD (ERT-2) Obstetrics & Gynecology Teaching Pelvic Anatomy: A Pilot Study to Integrate Ob-Gyn Residents into an Established Medical School Anatomy Curriculum

A Pilot Study to Assess the Utility of the Fundamentals of Laparoscopic Surgery Curriculum with Gynecology Residents

Fellowship Statistics To-Date

15 Departments represented in the fellowship program 40 Presentations at national conferences 12 Manuscripts published or submitted for publication 2 Newly-acquired academic leadership positions

1. INVITE APPLICATIONS FROM FACULTY INTERESTED IN THE HEALTH SCIENCES FROM GRU CAMPUSES ACROSS THE STATE

2. BUILD A CADRE OF EDUCATIONAL RESEARCH & EDUCATOR MENTORS 3. REFINE FACULTY DEVELOPMENT FELLOWSHIP CURRICULA 4. RECRUIT A DIVERSE COHORT OF FACULTY WHO WILL SERVE AS FUTURE

EDUCATIONAL LEADERS 5. ASSESS THE IMPACT OF THE FELLOWSHIP ON INDIVIDUAL FELLOWS AND THE

INSTITUTION 6. EXPLORE THE CONNECTION BETWEEN THE FELLOWSHIP AND A HEALTH SCIENCES

2015 GOALS

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GRANTS, CONTRACTS, & MONETARY AWARDS The GRU EII is committed to becoming a nationally and internationally recognized entity for high-quality, influential health professions educational research. To meet that goal, the EII researchers have developed innovative programs of research that are externally funded and have promoted our Institute. The EII is determined to build a diverse grant portfolio from diverse funding sources. We have applied for a significant number of awards this year and achieved a number of EII external successes. We highlight a couple of our most recent successes below.

THE TIME PROJECT: CONSULTATION, 2012-2014 Total Award: $120,000

Description: As part of the Transformation in Medical Education (TIME) initiative, University of Texas educators identified 143 transition milestones for an innovative competency-based curriculum. In 2012, faculty from TIME at the University of Texas Medical Branch-Galveston and members of the Directory and Repository of Educational Assessment Measures (DREAM) team at Georgia Regents University forged a partnership to identify assessment instruments to capture these milestones. Together we have designed and executed a four-step systematic review of the assessment literature, including 1) review of our previously compiled instrument database; 2) a new literature search focused on TIME transition milestones; 3) a search of assessment resources in the Association of American Medical College’s MedEdPORTAL; and 4) targeted consultation with medical education experts. This project represents an innovative way of utilizing an existing educational resource, DREAM, to aid in curriculum development. Our lessons learned can be utilized by other institutions integrating competency-based assessment in their curricula.

DREAM: SOUTHERN GROUP ON EDUCATIONAL AFFAIRS INNOVATION AWARD, 2014, Total Award: $5000

Description: Award for DREAM, a “one-stop shop,” peer-reviewed, searchable repository of assessments that have been used in a health science education sample, developed in collaboration with MedEdPORTAL. This award was created to recognize members who have developed an innovative approach to medical education and to support participation of SGEA members in activities that promote educational scholarship. The SGEA provides one award of $5000 each year to recognize an outstanding innovation in medical education. This project initially and continues to receive enthusiastic support as it has blossomed into a nationwide initiative through AAMC.

1. REFINE RESEARCH AGENDA, PROGRAMS OF RESEARCH, AND PRIORITIES

2. RECEIVE AT LEAST 1 ADDITIONAL SUCCESSFUL APPLICATION FOR EXTERNAL FUNDING

2015 GOALS

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TO CREATE AN OUTSTANDING HEALTH SCIENCES EDUCATION GRAND ROUNDS SERIES REFLECTIVING DIVERSE, TIMELY, EDUCATIONAL ISSUES AND INCREASED PARTICIPATION FROM STUDENTS, RESIDENTS, AND FACULTY AT GRU CAMPUSES ACROSS THE STATE

2015 GOAL

HEALTH SCIENCES EDUCATION GRAND ROUNDS Each month, the EII co-sponsors an Education Grand Rounds presentation with one of the clinical departments at the Medical College of Georgia or one of the other colleges. These host departments offer the Education Grand Rounds during one of their regularly scheduled grand rounds slots. This will ensure that faculty from that host department are available to attend and broaden the EII’s reach to educators.

Date Title Presenter

July 2013 Giving and Receiving Feedback Effectively: Formal and on the Fly

Amy House, PhD

Aug 2013 Bringing Consistent Evaluation to Clerkship Competencies

Pamela Fall, MD

Sept 2013 Student and Faculty Perceptions of Class Attendance

Andria Thomas, PhD

Oct 2013 Developing Interprofessional Sexual Health Competencies: Why We Should Care

Lara Stepleman, PhD

Nov 2013 Critical Thinking: Teaching and Measuring Lynne Jaffe, ScD, OTR/L

Dec 2013 Introversion and Medical Student Education: Challenges for Both Students and Educators

Ralph Gillies, PhD Allen Pelletier, MD Bernard Davidson, PhD

Jan 2014 Background Knowledge, Deliberate Practice, and Expertise

Rodway Mackert, DMD, PhD

Feb 2014 Using Mobile, Video Analysis Technology to Record and Evaluate Student Interviews: A Pilot Study

Marlene Rosenkoetter, PhD, RN, CNS, FAAN Deborah Smith, DNP, RN

Mar 2014 Passing on the Fundamentals of Patient Care in a Time of Information Overload

John Richard Pittman, MD

Apr 2014 Teaching Laparoscopic Skills through Validated Measures

Kelli Braun, MD

May 2014 Promoting Clinical Reasoning through Learner- Driven Case Presentations: The SNAPPS Model

Klara Papp, PhD

18 20 19 21 20 19 9

23 31

9

38 2 3 4 3 3 1

3

3

3

1

1 2 3 2 3

3

1

2

1 1 1

2

1 1

05

10152025303540

(n=22)Jul

(n=25)Aug

(n=28)Sep

(n=25)Oct

(n=27)Nov

(n=20)Dec

(n=15)Jan

(n=28)Feb

(n=38)Mar

(n=10)Apr

(n=38)May

Health Sciences Education Grand Rounds Attendees by College

Institutional other

Summerville campus

Dentistry

Nursing

Allied Health

MCG

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1. PROMOTE A CULTURE OF CAREER MENTORING AND WORK TOWARD THE DEVELOPMENT OF INSTITUTION-WIDE COLLEGE/DEPARTMENTAL MENTORING PROGRAMS

2. EXPLORE NEW WAYS OF PROVIDING FACULTY DEVELOPMENT TO FACULTY WITHIN THEIR DEPARTMENTS/COLLEGES FROM GRU CAMPUSES ACROSS THE STATE

3. CREATIVELY DEVELOP AND DISSEMINATE BRIEF TEACHING BEST PRACTICES TO FACULTY ACROSS THE HEALTH SCIENCES

2015 GOALS

MENTORING FACULTY EDUCATORS The EII provided GRU faculty with career mentoring via three programs: Career development 101, promotions workshops, and individual consults. Career Development 101 (CD 101) is an annual half-day program held in the fall of each year for newly appointed and/or newly arriving junior GRU health sciences faculty. Attendees are provided with a strategic view of the major components of a successful career in academic health science: teaching, research, and service. They also receive guidance on how to prepare an Educator’s Portfolio and how to be prepared for successful promotion and granting of tenure. Since its inception 11 years ago, the program has been highly valued by participants and their respective deans. CD 101 can serve as a means of introducing the concept of mentoring and linking junior faculty with willing mentors. COTE and Academy members can serve as role models and facilitators for Colleges/Departments wishing to develop their own mentoring programs. Through efforts of the Academy and the EII, we hope to develop and implement a peer review program enabling faculty to have their lecture, small group teaching session, ward rounds, etc, observed by a trained educator for the purpose of receiving formative feedback on their teaching. The EII provides annual workshops to the faculty on the preparation of an Educator’s Portfolio and preparing for promotion and tenure. These workshops are tailored to tenure and non-tenure track faculty to provide the most relevant information pertaining to the faculty member considering promotion. Two workshops were offered this year, with a total attendance of 46 faculty.

16

8

2

3 1

2013 CD-101: Attendees by College

MCG

Dentisty

Allied Health

Nursing

Library

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MENTORING IN EDUCATIONAL RESEARCH ACROSS THE LEARNER CONTINUUM

In addition to the Educational Research Fellowship, the EII offers a variety of research mentoring services to address the needs of learners across the educational continuum. The goal of the various research mentoring programs is to provide students, interns, residents, and postdoctoral fellows with the opportunity to learn, design, and participate in impactful scholarship related to education.

2013-2014 Learners Student Training Level Mentor Example Project

Jessica Le Undergrad-Summerville Campus

Lara Stepleman Program Evaluation of the Medical School/Dentistry Pre-Matriculation Program

Kathryn Macapagal

Resident Lara Stepleman Student Attitudes about HIV/AIDS

Lauren Penwell Waines Postdoctoral Lara Stepleman Interprofessional Sexual Health Education

Jennifer Simpliciano Medical Student Christie Palladino How Students See the Value in a Doctoring Curriculum

Abbey Valvano Postdoctoral Lara Stepleman Student Attitudes on Sexual Health and Disability

Example Scholarship Macapagal, K., Valvano, A., Penwell-Waines, L., Wilson, C., West, L., & Stepleman, L. Attitudes toward HIV/AIDS patient care among health professions students in the Southeastern United States: Implications for interprofessional education. Health and Interprofessional Practice. 2014. Penwell-Waines, L, Wilson, C. K, Macapagal, K. R., Valvano, A. K., Waller, J. L., West, L. M., & Stepleman, L. M. Student perspectives on sexual health: implications for interprofessional education. Journal of Interprofessional Care, (0), 1-6. 2014 Simpliciano J, Wallach P, Palladino C. How Students See the Value in a Doctoring Curriculum. Poster presentation. Southern Group on Educational Affairs Annual Meeting. March 12-15, 2014. Valvano, A., West, L., Wilson, C., Macapagal, K., Penwell-Waines, Waller, J., & Stepleman, L. Health Professions Students' Perceptions of Sexuality in Patients with Physical Disability. Sex and Disability. 2014

PROGRAM EVALUATION: 1. INCREASE LEARNER PARTICIPATION IN EDUCATIONAL RESEARCH 2. DISSEMINATION OF RESULTS FROM FORMAL AND INFORMAL

MENTORING, INCLUDING THE PRODUCTION OF PEER-REVIEWED SCHOLARSHIP

2015 GOALS

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PROGRAM EVALUATION: GEORGIA REGENTS UNIVERSITY & HEALTH SYSTEM LEADERSHIP ACADEMY

The EII had the opportunity to develop and facilitate a program evaluation under the leadership of EII faculty member Lance Evans, PhD. GRU enterprise leadership has committed to growing and developing leaders within GRU and GRHS via the newly-established (2013) GRU-HS Leadership Academy (GRLA). The GRLA is a comprehensive, intramural, multi-year initiative that will ultimately provide enterprise-wide leadership training and development for all levels of the GRU-HS community. For its first year, the GRLA has concentrated its first-year efforts on the Executive Leadership Excellence (ELE) program. The ELE is a 9-month voluntary educational training experience for enterprise leaders with challenging accountabilities and mandates (e.g., department chairs, deans, administrators, directors). For its inaugural year (September 2013-May 2014), the ELE was designed, organized, and led by Dr. Marc Miller (Dean, Hull College of Business) and Ms. Kathi Becker (leadership and organizational development consultant). To evaluate the educational efficacy of the inaugural ELE, a program evaluation was conducted, and key findings were presented to GRU leadership and will be used to inform further curricular enhancements.

A Few Key Findings

Program instructors identified four major areas that they hoped would show improvement as a result of participating in the ELE: innovativeness, cognitive style as it relates to decision-making, leadership self-efficacy, and strategic thinking. Participants were assessed on these areas both pre- and post-programs; however, results from paired sample t-tests indicate that only leadership self-efficacy showed statistically significant improvement at post-program evaluation.

. The ELE utilized five major activities to facilitate learning: monthly group meetings, self-awareness

exercises including the use of the Strengths Deployment Inventory, group projects, mentoring-advising, and online modules. Ratings on these activities indicated that the monthly group meetings and self-awareness exercises received broad support, while the group projects, mentoring-advising, and online modules received mixed-low support.

The top four ELE topics that participants rated as important to their own personal leadership development (over the course of the ELE program) were building high-performing team, financials, leading change, and data-drive decision-making.

Participants’ post-program attitudes toward the ELE program and its future were generally positive; however, attitudes toward the need for revisions or the ability of the ELE to meet leadership learning needs were more modest or mixed.

TO PARTICIPATE IN THE PEER-REVIEWED DISSEMINATION OF THE FINDINGS FROM THE YEAR-ONE EVALUATION AND FACILITATE TRANSITION OF ONGOING PROGRAM EVALUATION TO THE DIRECTOR OF LEADERSHIP DEVELOPMENT WITHIN THE GRLA

2015 GOAL

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RESEARCH & SCHOLARSHIP SUMMARY The EII research portfolio consists of studies by our internal group of investigators as well as participation in campus-wide and multisite collaborations. Thematically, our research can be summarized as related to: 1) the advancement of valid assessment methodologies, 2) examination of the learning environment, 3) the acquisition and retention of health professions educational competencies, and 4) development of educational methods to impact provider behavior change in healthcare delivery. During this year, we have become quite well known at regional and national conferences for our prominent presence throughout the conference program and our active involvement as research reviewers and in related research committees and section groups.

0

5

10

15

20

25

30

35

40

45

No. PublishedAbstracts

No. PosterPresentations

No. OralPresentations

No. PaperPresentations

No. Workshops,Discussions, etc.

No. PublishedManuscripts

No. BookChapters

EII Member & Affiliate Peer Reviewed Educational Research & Scholarship: AY 2014

1. INITIATE AT LEAST ONE NEW GRU MCG CURRICULA-BASED RESEARCH PROJECT 2. ASSESS WAYS TO INCREASE THE RESEARCH MENTOR CADRE AND MENTEE

CAPACITY

2015 GOALS

EII Exemplar Publication Series "Developing Health Professions Student Competencies in Sexual Health: An

Interprofessional Perspective" This is a series of 5 published peer-reviewed journal articles and across manuscript commentary from our study of 475 health professions students at GRU (of which almost 300 were medical students) that examined relationships among student demographics, educational and clinical experiences, and perceived competencies related to a variety of sexual health topics, including sexual and gender identity, sexual functioning, sexual health for people with disabilities, and HIV/STI prevention among others. Health professions students often receive little training on sexual health issues. To date, few studies have tackled the complex issues of sexual health in interprofessional education, particularly as it relates to working with marginalized patient populations such as sexual and gender minorities, as well as individuals with disabilities and HIV/AIDS. Our hope is that this work ignites innovative curriculum building within and between health professions on campus.

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VISITING PROFESSORS The EII Visiting Professor program was established as a vehicle to bring national and international experts in education and educational research to the GRU community. Through their campus-wide presentations, one-on-one consultations, and group discussions with GRU educational leaders, we believe these visiting professors help provide education, inspiration, and collaboration in the development of innovative teaching methods and educational research at GRU.

TO INCREASE THE NUMBER OF ANNUAL EII VISITING PROFESSORS IN ORDER TO FACILITATE TIMELY INFUSION OF CRITICAL EDUCATION TRENDS INTO THE GRU COMMUNITY

2015 GOAL

Klara Papp, PhD Associate Dean for Assessment and Program Evaluation Penn State College of Medicine May 13, 2014 Education Grand Rounds: “Promoting Clinical Reasoning through Learner-Driven Case Presentations: The SNAPPS Model

Richard Pittman, Jr., MD Assistant Professor of Medicine Emory University School of Medicine March 7, 2014 Education Grand Rounds: “Passing on the Fundamentals of Patient Care in a Time of Information Overload.”

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WORKSHOPS The EII hosts frequent workshops on a diverse array of topics relevant to educators and educational researchers. Most workshops currently are held on the Augusta campus with the ability to link to other campuses, such that all faculty members are able to access these learning opportunities. We are also able to provide technology-assisted workshops and onsite workshops to all campuses contingent on a minimum number of confirmed participants. Educator Skills Workshops Faculty and Career Development Workshops are offered to GRU faculty in a variety of venues to enhance productivity in teaching, research, or other aspects of their academic careers. Each of these faculty development sessions is approximately one hour and is designed to be relevant, practical, and interactive with opportunities for questions and answers as well as group discussion. GRU has more than 500 volunteer community-based faculty who teach medical and allied health sciences students throughout Georgia. These faculty are required to receive faculty development in order for our training programs to be fully accredited. Members of the Academy of Educators play an increasingly important role in this statewide faculty development initiative. Research Workshops: The EII currently hosts workshops that engage participants in discussing various research topics that revolve around new or developing study projects. Workshop participants have an opportunity to seek guidance for planned or ongoing projects.

Date Workshop Topic Workshop Facilitator (S)

Dec 2013 An Invitation to DREAM Christie Palladino, MD, MSc

Mar 2014 The Educator’s Portfolio: Documenting Your Teaching Efforts for Promotion

Christopher White, MD

Apr 2014 DREAMing about Validity Christie Palladino, MD, MSc Lara Stepleman, PhD Lance Evans, PhD

May 2014 Development Questionnaires for Survey Research: Measuring the Right Thing

Christie Palladino, MD, MSc Deborah Richardson, PhD

June 2014 Avoiding Death by PowerPoint Christopher White, MD

“EII workshops provide resources and new ideas” --GRU Faculty Workshop Attendee

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10

15

8

2

9

5

1

4

1

1 2

1

2

2

2

2

2

2

0

2

4

6

8

10

12

14

16

18

(n=17) Dec (n=15) Mar (n=10) Apr (n=12) May (n=17) Jun

No. of Workshop Attendees by College

Institutional other

Summerville campus

Dentistry

Nursing

Allied Health

MCG

1. INCREASE THE NUMBER AND TYPES OF FACULTY DEVELOPMENT WORKSHOPS TO MEET THE NEEDS OF GRU FACULTY AND PART-TIME CLINICAL FACULTY

2. IMPLEMENT ADDITIONAL VIDEO-CONFERENCING AND EDUCATIONAL TECHNOLOGY OPTIONS TO PROVIDE FACULTY DEVELOPMENT PROGRAMS TO FACULTY WITHIN THEIR DEPARTMENTS/COLLEGES FROM GRU CAMPUSES ACROSS THE STATE

2015 GOALS

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APPENDIX: EII PEER REVIEWED EDUCATIONAL V.RESEARCH CITATIONS AY 2013-2014

*EII Member/Affiliate in Bold

Published Abstracts (3) Braun KM, Palladino C, Parnell BA, Ray CB, Evans L. Assessing the Utility of the Fundamentals of Laparoscopic Proficiency Curriculum in Obstetrics and Gynecology Residents. Abstract from the 42nd American Association of Gynecologic Laparoscopists Global Congress on Minimally Invasive Gynecology; Washington, DC. Journal of Minimally Invasive Gynecology, 20(6, Suppl):S26. 2013. Braun KM, Palladino C, Parnell BA, Ray CB, Evans L. The Fundamentals of Laparoscopic Surgery: A Validated Curriculum to teach Laparoscopic Skills and Knowledge in Obstetrics and Gynecology Residents. Abstract from the 69th Annual Meeting of the American Society for Reproductive Medicine; Boston, MA. Fertility & Sterility. 100(3, Suppl):S73-S74. 2013 Gordon R, LaRavia L, Zevallos E, Lyon M. A comparison of US guided to landmark guided arthrocentesis of ankle, elbow and wrist. Annals of Emergency Medicine. 62(4):s40. 2013

Publications (29)

Auerbach M, Chang T, Fein D, White M, Mehta R, et al. A Comprehensive Infant Lumber Puncture Novice Procedural Skills Training Package: An INSPIRE Simulation-Based Procedural Skills Training Package. 2014 https://www.mededportal.org/publication/9724. Brown, S. Critical Synthesis Package: Family Conference OSCE. MedEdPORTAL; 2013 Chang TP, Kessler, David, McAninch, BB, Fein D M, Scherzer, D.J Seelbach, E, Zaveri P, Jackson J M, Auerbach M, Mehta R, et al. "Script Concordance Testing demonstrates increasing Clinical Decision Making Skills in Residents for Infant Lumbar Punctures.” Acad Med. 89: 1-8, 2014: Chauhan B, Coffin J, How Sequestration Cuts Affect Primary Care Physicians and Graduate Medical Education. The Journal of Medical Practice Management, 12-13. Jul/Aug 2013. Chauhan B, Coffin J, The New Era of Health Care incorporating Patients’ Rights and Responsibilities in Diabetes Management. The Journal of Medical Practice Management,29(4), 245-247. Jan/Feb 2014 Chauhan B, George, RS, Coffin, JS, Social Media and You: Here’s What Every Physician Needs to Know. Podiatry Management, 129-134. Jun/Jul 2013. Coffin J, Duffie C, Furno M, The Patient-Centered Medical Home and Meaningful Use: A Challenge for Better Care. The Journal of Medical Practice Management, 331-334. Mar/Apr 2014

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Coffin J, Duffie C, Pelletier A, Medicare Fraud and Abuse: Are You Or Your Practice at Risk. Medical Economics. July 2013. Coffin, J; Duffie C, Gorrell S, Hatch P, Group Identifies Efficiencies in Consult Tracking and Follow-Up. MGMA Connexion, May/June 2014; 28 – 31. Evans L. Critical synthesis package: Peer assessment of medical lecturing instrument (PAMLI). MedEdPORTAL; 2014. Available from: www.mededportal.org/publication/9767. Foster A, Hines C, Davidson B, Johnson T. Post-Traumatic Stress Disorder: A Self-Directed Learning Module. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9325 Foster A. Critical Synthesis Package: Attitudes Towards Homelessness Inventory (ATHI). MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9343 Fowler L, Saucier A, Coffin J, CG-CAHPS: Implications for the Primary Care Physician. Journal of the American Osteopathic Association, 5(4), 153-157. July 2013. George R, Coffin J, Sustainability in Medicine. Journal of Medical Practice Management,1-3. Sep 2013 Krans E, Davis M, Palladino CL. Disparate patterns of prenatal care utilization stratified by medical and psychosocial risk. Maternal Child Health Journal. 17:639-45. 2013 Macapagal, K., Valvano, A., Penwell-Waines, L., Wilson, C., West, L., & Stepleman, L. Attitudes toward HIV/AIDS patient care among health professions students in the Southeastern United States: Implications for interprofessional education. Health and Interprofessional Practice. 2014. Novak M, Palladino C, Ange B, Richardson D. Measuring Health Professions Students' Orientation Toward Lifelong Learning. Journal of Allied Health [in press]. Novak M, Palladino C, Ange B, Richardson D. Jefferson Scale of Lifelong Learning-Health Professions Students Version (JeffSLL-HPS): An Instrument to Measure Health Professions Students’ Orientation Toward Lifelong Learning. MedEdPORTAL; 2014. Available from: www.mededportal.org/publication/9671 Novak M. DREAM: Critical Synthesis Package of Jefferson Scale of Physician Lifelong Learning. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9493 Palladino C, Ange B, Richardson D, Casillas R, Decker M, Gillies R, House A, Rollock M, Salazar W, Waller J, Zeidan R, Stepleman L. Measuring Psychological Flexibility in Medical Students and Residents: A Psychometric Analysis. Medical Education Online. 2013;18:20932-http://dx.doi.org/10.3402/meo.v18i0.20932. Palladino C. The other side of the hospital bed. Clinical Teacher [in press]. Palladino C. Critical Synthesis Package: Physician Values in Practice Scale (PVIPS). MedEdPORTAL. 2013; Available from: www.mededportal.org/publication/9377

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Penwell-Waines, L, Wilson, C. K, Macapagal, K. R., Valvano, A. K., Waller, J. L., West, L. M., & Stepleman, L. M. Student perspectives on sexual health: implications for interprofessional education. Journal of Interprofessional Care, (0), 1-6. 2014 Penwell-Waines, L, Stepleman L. Critical Synthesis Package: Seasonal Pattern Assessment Questionnaire (SPAQ). MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9622 Stallworth L, Palladino C, Leggio L, Hudson V, Elam R, Richardson D. Senior Student Goal Setting During Sub-Internship: A Mixed Methods Study. Teaching and Learning in Medicine [in press]. Valvano A, Stepleman L. Critical Synthesis Package: Brief COPE Questionnaire . MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9453 Valvano, A., West, L., Wilson, C., Macapagal, K., Penwell-Waines, Waller, J., & Stepleman, L. Health Professions Students' Perceptions of Sexuality in Patients with Physical Disability. Sex and Disability. 2014 White CB. A Standardized Approach to Grading Clerkships: Hard to Achieve and Not Worth It Anyway. Academic Medicine;88(3):295. 2013 (Letter to the Editor) Wilson, C. K., West, L. M., Stepleman, L. M. Villarosa, M., Bodie, B., Decker, M., Waller, J. (2014). Attitudes towards LGBT patients among students in the health professions: influence of demographics and discipline. LGBT Health.

Poster Presentations (40)

Allen JT, Lue JR, Emmi AM, Braun KM. Conservative Management of Cervical Ectopic Pregnancy: A Case Series. Georgia Obstetrics and Gynecologic Society, August 2013 Ange B, Thomas A, Wallach P. How do engineering majors perform in the pre-clinical years of medical school compared to their peers? Southern Group on Educational Affairs Annual Meeting. Poster. March 12-15, 2014 Berding, C, and Nutt, D. Learning Partners: Peer Tutoring with CNL and BSN students. Georgia Association for Nursing Education (GANE) 2014 Annual Conference, Buford, GA, February 2014 Brown, Shilpa. Capitalizing on Interprofessional Partnerships to Improve the Healthcare Climate for Women in the LGBTQ Community, Poster presentation, AAMC, November 2013 Burns, C., Nichols, CA, and Newton, B. Coordinating multiple types of feedback, assessment, and evaluation throughout a course or a curriculum. International Association of Medical Science Educators St. Andrews, Scotland. 2013. Chatto, C. & Jaffe, L. Building a brain: Development of a neuroanatomy educational application. American Physical Therapy Association NEXT Conference, Charlotte, NC. *Selected for Abstract Special Recognition. June, 2014.

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Chen, V, Martin, CM, Nichols, CA, Edmondson, AC. Gender differences in opposite dissection group peer feedback among interprofessional allied health students in the gross anatomy lab. Selected for Poster Presentation at the American Association of Anatomists Annual meeting, San Diego, CA, 2014. Ciarrocca, Katharine, The Flipped Classroom: An Approach to Medically Complex Patients. American Dental Education Association (ADEA) Annual Session & Exhibition. March 2014. Ciarrocca, Katharine, Integrating Geriatric Oral Health into Multiple Education Settings. American Dental Education Association (ADEA) Annual Session & Exhibition. March 2014. Coffin, Janis Strickland, Physician Quality Reporting System (PQRS) - Does the PQRS Improve the Quality of Diabetic Care? North American Primary Care Research Group, 41st Annual Meeting. Ottawa, Ontario. November 9 - 13, 2013. D’Amico, M. Sexuality and the roles of occupational therapy. GOTA Annual State Conference, Savannah GA, September 21. D’Amico, M. Sexuality: What is OT’s role working with individuals with developmental disabilities and their families? WFOT/JOTC Congress, Yokohama, Japan, June 21. Edmondson, AC, Mackey, JE, Shelley, R, Nichols, CA. Student Peer Review and Self-Reflection in the Gross Anatomy Laboratory: Identifying Student Perceived Strengths and Areas for Improvement. Poster Presentation at the American Association of Anatomists Annual meeting, Boston, MA, 2013. Evans L, Stepleman LM, Palladino C. The Development and evolution of a consultation service for educators and educational researchers: Needs, challenges, and opportunities. Poster accepted for presentation at the Annual Meeting of the International Association for Medical Education; Milan, Italy. August‐September 2014. Foster A, Klapheke M, Johnson T, Liu H, Marcangelo M, Cluver J, Johnson S, Williams T, Rosenthal R, Palmeira M, Davidson B, A Multi-Institutional Study of Student Surveys for Psychiatry Clinical Simulation Initiative (CSI) Teaching Modules, poster presented at ADMSEP annual meeting, Williamsburg, VA, 2013. Jaffe L., Gibson R, & D’Amico M. Process oriented guided inquiry learning: A natural fit for occupational therapy education. American Occupational Therapy Association Educational Summit, Atlanta, GA. October, 2013 Jaffe L., Gibson R, & D’Amico M. Process oriented guided inquiry learning: A natural fit for occupational therapy education. World Federation of Occupational Therapy Conference, Yokohama, Japan. June, 2014. Kreisle, R and Nichols, CA. Remediation of Core Medical Competencies. International Association of Medical Science Educators Nashville, TN. 2014. Leggio L, Stallworth L, Hudson V, Ange B, Richardson D. A Validated Tool to Evaluate Verbal Handovers in a Clinical Setting. AAMC MedEdPortal Poster Session. November 1-6, 2013. Martin, K. Integrating public health into the medical school curriculum; Georgia Public Health Association annual conference. March 10-11, 2014, Atlanta GA.

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Martin, K. Virtual Patient Tool to Enhance Communication of “Asthma Action Plan" Between Parents and Providers. IPPSW, Vienna. April 2014. Martin, K. You can be a successful educational Scholar. Collaboration between the APPD Research and Scholarship & Faculty Development Taskforces. Chicago. APPD April, 2014 McLeod K, Cameron K, Ange B, Thomas A. Development and Evaluation of a Video Breastfeeding Curriculum across Multi-Specialty Residency Programs. American Academy of Pediatrics (AAP) National Conference and Exhibition. October 26-29, 2013. Mehta R, Bhatta M, Palladino C, Johnsen K. et al. Development of a Virtual Reality Human Simulation Training Intervention for Health literacy Appropriate Communication. PEEAC. Oct 2013. Mehta R, C Braun C, Kessler DO, Auerbach M, MD, Scalzo AJ, Gerard JM, MD, Validation Of a Global Rating Scale and Checklist Instruments for the Infant Lumbar Puncture Procedure among Resident raters. APPD, Chicago. April 2014 Mehta R, John J, Jones C, Johnsen K. A Creation of Virtual Patient Simulation tool to train Healthcare Providers and Enhance Communication of the "Asthma Action Plan" in educating parents of patient admitted or seen with asthma. IMSH. Jan 2014 Mehta R, Jones C, John J, Johnsen K. A Comprehensive Tracheostomy Tool Kit For Healthcare Providers in Hospital And Community Settings. IPPSW, Vienna. April 2014. Monteil M, Hill JR, Schuster BL, Gillies RA. Teaching basic science to medical students in a dynamic scientific environment: Educator perceptions and practices. Research poster at Southern Group on Educational Affairs Annual Conference, Miami, FL. March, 2014 Nichols, CA. Teaching Anatomy in an Integrated Medical Curriculum: Getting to the Heart of the Matter. American Association of Anatomists San Diego CA. 2014. Novak M, Palladino C, Ange B, Richardson D. Assessing Health Professions Students’ Orientation Toward Lifelong Learning. AAMC MedEdPortal Poster Session. November 1-6, 2013. Novak M, Palladino C, Ange B, Richardson D. Assessing Health Professions Students’ Orientation Toward Lifelong Learning. American Physical Therapy Association Education Leadership Conference. October 4-6, 2013. Novak M, Palladino C, Richardson D. Physical Therapist Students’ Orientation Toward Lifelong Learning. American Physical Therapy Association Combined Sections Meeting, Las Vegas, NV. February 2014 Palladino C, Halbert J, Smith M, Davies K, Blake L, Lieberman S, Stepleman L. Quality Gaps in the Use of Objective Structured Clinical Examinations: A Literature Review. Poster presentation. Association of American Medical Colleges Annual Meeting. November 4, 2013. Rao, C, Palladino C. Knowledge and Confidence of Depression Management by Ob/Gyn Residents. Poster presentation. Council of Resident Education in Obstetrics & Gynecology (CREOG) & Association of Professors of Gynecology & Obstetrics (APGO) Annual Meeting. February 26- March 1, 2014.

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Simpliciano J, Wallach PM, Palladino C. How Students See the Value in a Doctoring Curriculum. Southern Group on Educational Affairs Annual Meeting, March 2014. Edwards C, Chu EK, Lewis K, Waller J, White C. Significance of the Physical Exam in the Timely Diagnosis of Infantile Hypertrophic Pyloric Stenosis. Accepted for poster presentation at the 2013 Annual AAP National Pediatric Hospital Medicine Conference, New Orleans, LA, August 1-4, 2013. Simpliciano J, Wallach P, Palladino C. How Students See the Value in a Doctoring Curriculum. Poster presentation. Southern Group on Educational Affairs Annual Meeting. March 12-15, 2014. Stepleman L, Evans L, Palladino C. The Development and Evolution of a Consultation Service for Educators and Educational Researchers: Needs, Challenges, and Opportunities. Poster presentation. Southern Group on Educational Affairs Annual Meeting. March 12-15, 2014. Stepleman, L. M., Valvano, A., & Penwell-Waines, L. Student explanations for declining participation in an educational survey: A qualitative analysis. AAMC Annual Meeting: Research in Medical Education (RIME) Poster Session, Philadelphia, PA. November, 2013 Valvano, A., Penwell-Waines, L., Wilson, C., West, L., & Stepleman, L. Sexual Health Education in a Sample of Psychology Trainees in the Southeastern United States. Poster accepted for presentation at the 35th Annual Meeting of the Society of Behavioral Medicine, Philadelphia, PA. April, 2014 Valvano, A., Stepleman, L., Penwell-Waines, L., & West, L. Students’ Perspectives on Sexuality in Patients with Physical Disabilities. American Psychological Association Annual Convention, Honolulu, Hawaii. August, 2013.

Oral Presentations (20)

Ange B, Thomas A. Medical Students’ Attitudes and Learning Approaches: The Impact of Time and an Integrated Curriculum. Southern Group on Educational Affairs Annual Meeting. Oral Presentation. March 12-15, 2014. Braun K, Palladino C, Parnell B, Ray C, Evans L. Fundamentals of Laparoscopic Surgery: A Pilot Study to Test the Transferability to Obstetrics and Gynecology Residents. Oral Presentation. Southern Group on Educational Affairs Annual Meeting. March 12-15, 2014. Braun K, Palladino C, Parnell B, Ray C, Evans L. Assessing the utility of the fundamentals of laparoscopic proficiency curriculum in obstetrics and gynecology residents. Podium presentation at the 42nd American Association of Gynecologic Laparoscopists Global Congress on Minimally Invasive Gynecology; Washington, DC. November 2013. Braun K, Palladino C, Parnell B, Ray C, Evans L. Fundamentals of laparoscopic surgery: A pilot study to test the transferability to obstetrics and gynecology residents. Podium presentation at the Annual Meeting of the Southern Group on Educational/Student Affairs; Miami, FL. March 2014 Braun K, Palladino C, Parnell B, Ray C, Evans L. Fundamentals of laparoscopic surgery: Evaluating the resources needed for successful implementation. Podium presentation at the Annual Meeting of the Council on Resident

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Education in Obstetrics and Gynecology and the Association of Professors of Gynecology and Obstetrics; Atlanta, GA. February 2014 Braun K, Palladino C, Parnell B, Ray C, Evans L. The fundamentals of laparoscopic surgery: A validated curriculum to teach laparoscopic skills and knowledge in obstetrics and gynecology residents. Podium presentation at the 69th Annual Meeting of the American Society for Reproductive Medicine; Boston, MA. October 2013 Dowdy, J, Martin, CM, Nichols, CA, Edmondson, AC. Peer feedback among interprofessional allied health students in the anatomy lab. Selected for Oral & Poster Presentations at the American Association of Anatomists Annual meeting, San Diego, CA, 2014. *Finalist for the AAA/ASE Student/Postdoctoral Education Research Poster Award. Edmondson, AC, Nichols, CA, Turnbull D. The Role and Effectiveness of Performance Improvement Plans in the Preclinical Curriculum.” Oral Presentation at the International Association of Medical Science Educators Annual meeting, St. Andrews, Scotland, 2013. Edmondson, AC, Nichols, CA, Turnbull D. Peer Evaluation in the 1st and 2nd year. Oral Presentation at the Group for Research in Pathology Education Winter Meeting, Augusta, GA, 2013. Gottlieb, Martin, CM, Nichols, CA, Edmondson, AC. Student peer teaching in the anatomy lab enhances anatomy performance in the lowest quartile of allied health students. Selected for Oral Presentation at the American Association of Anatomists Annual meeting, San Diego, CA, 2014. *Finalist for an American Association of Anatomists Educational Research Platform Presentation Award. Klapheke, M. Foster A. , Johnson T., Assessment of Psychiatry Clinical Simulation Teaching Modules by Student Surveys, Short Communication presented at the Association of Medical Education in Europe Annual Conference, Prague, Czech Republic, August 28, 2013. Mam M, Gordon R, Looney S, Hall P, Lyon M. The effects of positional change on Inferior Vena Cava diameter in the euvolemic and volume-depleted subjects. Oral Presentation. Second World Congress: Ultrasound in Medical Education. Columbia SC, 2013. Martin, CM, Edmondson, AC, Nguyen, N. The influence of spatial ability on high and low order anatomy examination questions in a first year integrated medical curriculum. Selected for Oral Presentation at the American Association of Anatomists Annual meeting, San Diego, CA, 2014. Nichols, CA and Edmondson, AC, Turnbull D. Using Performance Improvement Plans to Assess Competencies. Oral Presentation at the Group for Research in Pathology Education Winter Meeting, Augusta, GA, 2013. Novak M, Palladino C, Richardson D. Physical Therapist Students’ Orientation Toward Lifelong Learning. Oral presentation. American Physical Therapy Association Combined Sections Meeting. February 3-6, 2014.

Palladino C, Halbert J, Davies K, Blake L, Lieberman S, Stepleman L. Professionalism: Can we Assess its Many Facets? Oral presentation. Southern Group on Educational Affairs/Southern Group on Student Affairs Annual Meeting. March 12-15, 2014.

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Pelletier A, Richardson D, Palladino C. What We've Got Is Failure to Communicate: Physical Exam Presentation In a Second Year Osce. Oral presentation. Society for Teachers in Family Medicine Conference on Medical Student Education. January 30 - February 2, 2014. Pelletier, A. Southern Group on Educational Affairs (SGEA) Regional Meeting, Savannah, GA. What We Have is Failure to Communicate: Comparison of History vs Physical Exam Communication in a Second Year Medical Student OSCE. Oral Presentation. March 2013 Thomas, A.M. Competency-tracking and program evaluation: Using a web-based dashboard and a longitudinal data-warehouse to know how your students are performing. Association of American Medical Colleges (AAMC) Southern Group on Educational Affairs Annual Meeting. Oral Presentation. Miami, FL. 2014 Zevallos E, Farmer Z, Lyon M. Accuracy of Ultrasound as a Tele-medicine component using a commercially available Tele-conference System. Oral Presentation. SAEM National Convention. Atlanta, 2013.

Paper Presentations (4)

Bandy, S., Cutshall, T., Mears, K., Blake, L., Ballance, D., Shipman, P., Davies, K., & Seago, B. The Art and Science of Assisting Researchers with NIH Public Access Compliance. Paper Presentation. Southern Chapter - Medical Library Association. October 17-20, 2013. Blake, L. & Davies, K. Building a DREAM: Medical Librarians Collaborate to Create a Health Sciences Assessment Tools Database. Paper Presentation. Medical Library Association. May 17-21 2014. Davies, K., & Blake, L. Designing a DREAM Database and Delivering TIME Competency Measures: Library Faculty Integration in Medical Education Assessment. Paper Presentation. Southern Chapter - Medical Library Association. October 17-20, 2013. Mears, K., Blake, L., Gaines, J.K., Davies, K., Shipman, P., & Seago, B. The Art of Embedded Librarianship at Georgia Regents University: Collaborations in Research and Teaching. Paper Presentation. Southern Chapter - Medical Library Association. October 17-20,

Workshops/Roundtables/Small Group Discussions (13)

Foster, A, Murphy J, Teaching Mental Health Evaluation and Treatment: A Guide to New Simulation Tools, Workshop presented at the Royal College of Physicians and Surgeons of Canada Simulation Summit, Vancouver, Canada, November 9, 2013 Gillies RA, Davidson B, Pelletier AL. Introversion and medical student education: Challenges for both students and educators. Lecture discussion at 2014 Society of Teachers of Family Medicine’s Predoctoral Conference, Nashville TN. January, 2014 Gillies RA, Davidson B, Pelletier AL. Introversion and medical student education: Challenges for both students and educators. Small group discussion at Southern Group on Educational Affairs Annual Conference, Miami, FL. March, 2014

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Johnson S, Foster A, Klapheke M, Johnson T, Liu H, Marcangelo M, Cluver J, Williams T, Rosenthal R, Palmeira M, Ton, Hawa R, Davidson B, Psychiatry Clinical Simulation Initiative Teaching Modules for Medical Students: Demonstration of New Modules for 2013, Workshop at ADMSEP annual meeting, Williamsburg, VA, 2013. Johnson, S, Cluver, J, Foster, A, Liu H, Engaging the Dot.Com Generation: A Beginner’s Guide to Utilizing Technology and Clinical Simulation Modules to Enhance Psychiatric Education, workshop presented at the Association for Academic Psychiatry Annual Meeting, Charleston, South Carolina, October 17, 2013. Palladino C, Halbert J, Davies K, Blake L, Lieberman S, Stepleman L, Nash J, Cahill E, Evans L, Candler C, Kittel K. DREAM: The Directory and Repository of Educational Assessment Measures. Demonstration. Southern Group on Educational Affairs/Southern Group on Student Affairs Annual Meeting. March 12-15, 2014. Pelletier, A. Society of Teachers of Family Medicine, Conference on Medical Student Education, Nashville, TN. “Introverted Medical Students: Their Challenges and Strengths in Medical Training”. Lecture/workshop, with Dr. Ralph Gillies January 2014 Pelletier, A. Southern Group on Educational Affairs (SGEA) Regional Meeting,. “Introverted Medical Students: Their Challenges and Strengths in Medical Training”. Lecture/workshop, with Dr. Ralph Gillies and Dr. Bernard Davidson. Miami, FL. March 2014 Rocha M, Jirasevijinda TJ, Thyssen EA, Palladino C, Tewksbury L, Hanson JL. D.R.E.A.M.ing About Validity in Educational Assessment. Workshop Presentation. Council on Medical Student Education in Pediatrics. March 27, 2014. Rocha M, Stamos JK, Thyssen EA, Jirasevijinda TJ, Khidir AM, Hanson JL, Tewksbury L, Palladino C. D.R.E.A.M.ing About Validity in Educational Assessment. Workshop Presentation. Pediatric Academic Societies and Asian Society for Pediatric Research Joint Meeting. May 4, 2014. Rocha ME, Palladino C, Evans L, Stepleman LM. D.R.E.A.M.ing about validity in educational assessment. Workshop at the Annual Meeting of the Southern Group on Educational/Student Affairs; Miami, FL. March 2014. Seelbach EB, MD, Kessler DO, Mehta R. Script Concordance Testing and Lumbar Puncture variation between Residents + Fellow/Attending. PEEAC Oct 2013. Zaveri P, Agarwal D, Auerbach M, Kessler, DO, Chang TP, Mehta R et al. Does a Just-In-Time simulation Based Competency assessment improve trainee clinical success with their first Infant Lumbar Puncture? PEEAC Oct 2013.