UA OMSE Med/Ed eNews v2 No. 05 (Dec 2013)

8/13/2019 UA OMSE Med/Ed eNews v2 No. 05 (Dec 2013)

1/6M e d E d / e N e w s [1]

Electronic Newsletter onElectronic Newsletter on

faculty & residentfaculty & residentinstructional developmentinstructional development ||| Med / / / Ed eNews

S coop New instruc onal development

program for a liate faculty. The

A liate Clinical Educator (ACE)

program will provide instruc onaldevelopment support to clinical

faculty a liated with UA COM

ocated at community -based sites

hroughout Arizona.

Read more

C heck out these

online tools for

enhancing learner

engagement:

Poll Everywhere

Doceri

Socra ve

Video resources

Instruc onal resources

EBM Search Tools

Issue 05 DEC 2013

Editor Karen Spear Ellinwood, PhD, JD, EdSEditor Karen Spear Ellinwood, PhD, JD, EdS

Con nued on page 5

Vo l u m e 2

2.052.052.05

T he University of Arizona College of Medi-cine is in its third year of the iPad pro-gram. The Arizona Health Sciences Center(AHSC) BioCommunications office provides tech-nical support and instruction to faculty and stu-dents upon request. Each year, Mike Griffith, Asso-ciate Director AHSC BioCommunications, volun-teers to present the AMES/OMSE FID Series semi-nars on smart apps in medicine. Dr. Moynahan co -

presented in 2012 and 2013, lending the cliniciansperspective on the use of smart apps for teachingand professional learning.

Dr. Moynahan and Mr. Griffith organized theirpresentation this year into three parts:

1) Apps for learning;

2) Apps for teaching; and

3) Apps for the bedside.

This article summarizes the use of the iPad andexamples of recommended apps in each of theseareas.

iPads in Medicine: Smart Apps forTeaching & Learning

For those who want to delve deeper, Mr. Griffithalso created an iTunes U course for UA COM facul-ty, adding other smart apps for productivity ankeeping current . Click on the image at left to go tothe course. Some of the apps recommended arehelpful in collecting data in education researchprojects as well (e.g., Notability).

Apps for Learning

Based on professional and personal use and feed-back from UA COM students, Mr. Gi th recom-mends three apps for professional learning as wellas student learning. These are: 1) iAnnotate; 2)

this issuCover: Smart Apps for iPads in Medi

The Scoop: Introducing the ACE Program

Resident Development with Dr. Pritchard

Cover [Smart Apps] contnued

Save the dateKaren Spear Ellinwood, PhD, JD, EdS
http://omse.medicine.arizona.edu/TWTarshttp://omse.medicine.arizona.edu/TWTarshttps://vimeo.com/58654310https://vimeo.com/58654310http://omse.medicine.arizona.edu/TWTarshttp://omse.medicine.arizona.edu/TWTarshttp://omse.medicine.arizona.edu/TWTresourceshttp://omse.medicine.arizona.edu/TWTresourceshttp://omse.medicine.arizona.edu/edtechhttp://omse.medicine.arizona.edu/edtechhttps://itunes.apple.com/us/course/ipads-in-medical-education/id777821835?ls=1http://c/Users/kse/Documents/Add-in%20Expresshttp://omse.medicine.arizona.edu/edtechhttp://omse.medicine.arizona.edu/edtechhttp://omse.medicine.arizona.edu/TWTresourceshttp://omse.medicine.arizona.edu/TWTarshttps://vimeo.com/58654310http://omse.medicine.arizona.edu/TWTars


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Contact

Karen Spear Ellinwood, PhD, JD

Ph. 520.626.1743

T. Gail Pritchard, PhD

520.626.2390

Med Ed eNews has 2,245reads through Scribd.com,our publishing host!, inaddi on to the UA COMfaculty readers. If youwould like to submit apiece, please follow theseguidelines:

1) 1000 words maximum;

2) Address issuesrelevant to teaching,assessment or technologyin classroom or clinicalse ngs;

SUBMISSION GUIDELINES

M e d E d / e N e w s [2]

Cont act OMSE

F or one-on-one

& group in-

st ruct ional deve

lopment f or

depart ment s or

individual

f acult y, including

preceptors

& resident s!

Find out more

T he Clinical Educator Development(CED) program is a voluntary, instruc-onal development program for a li-

ate, community based faculty. The program isnew this academic year (2013 -14) and wasdeveloped by Karen Spear Ellinwood, PhD,associate specialist for FID, and Gail Pritchard,PhD, interim senior learning specialist for resi-dent development. The purpose is to provide

exible, responsive and evidence -based in-struc onal development programming forcommunity based community -based faculty.

The O ce of Medical Student Educa on incollabora on with the O ce of Graduate Medi-cal Educa on provides instruc onal develop-ment ac vi es for residents and fellows who

teach medical students at the two primary UAcampuses: UMC University campus and UMCSouth Campus. We recognize there is greatvaria on in the availability of instruc onal de-velopment resources for community -basedfaculty who are located at various sites acrossTucson and throughout Arizona.

all for submissions

Would you like to share your ide-

as or experiences about developing

or enhancing clinical or classroom

teaching and assessment practices?

Please submit your

manuscript to Karen

Spear Ellinwood.

T he RAE Program has

got -

t en of f t o a gre

at st art

wit h 5 depart m

ent s devel-

oping resident s

as educat ors

programming.

Find out more

>>>

Scoop | Af iliate Clinical Educator Program

Therefore, the CED Program o ers educa onalinterven ons targeted to respond to the spe-ci c concerns and needs of community -basedfaculty and their prac ce sites. Program facultywill work in partnership with clerkship co -

directors and other clinical faculty to iden fystrengths and needs for improvement. We willconduct a careful review of de -iden fed stu-dent feedback surveys or evalua ons of in-structors, make direct observa ons of a liateteaching, and request input from clerkshipdirectors and community -based faculty to as-sess strengths and focus educa onal interven-

ons on the areas in need of improvement.

Instruc onal development ac vi es may beconducted with individual a liate faculty orprovide clerkship level support for developingand enhancing teaching and assessment skills.

Target Audience

The CED Program is open to all faculty andpreceptors who teach UA COM medical stu-dents at community -based a liated sites.

Program purpose

The CED Program aims to strengthen the

teaching and assessment skills of all UA COM

faculty at a liate sites and provide support for

clerkship and course directors in sa sfying UA

COM policy requirements. Clerkship co -

directors may refer any or all community -based

faculty who teach in clerkship to par cipate in

CED program.

V isit our NEW website!
mailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultyhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://omse.medicine.arizona.edu/RAEprogramhttp://fid.medicine.arizona.edu/clinical-educators/affiliate-facultyhttp://fid.medicine.arizona.edu/clinical-educators/affiliate-facultyhttp://fid.medicine.arizona.edu/clinical-educators/affiliate-facultymailto:[email protected]?subject=Submission%20for%20Med/Ed%20eNewshttp://omse.medicine.arizona.edu/fidcalendarhttp://fid.medicine.arizona.edu/clinical-educators/affiliate-facultyhttp://fid.medicine.arizona.edu/clinical-educators/affiliate-facultyhttp://omse.medicine.arizona.edu/RAEprogrammailto:[email protected]?subject=Submission%20for%20MedEd%20eNewshttp://omse.medicine.arizona.edu/FIDreferralhttp://omse.medicine.arizona.edu/fidcalendarmailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20facultymailto:[email protected]?subject=Inquiry%20about%20CED%20Program%20for%20affiliate%20faculty


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ffective Exam Prepara-

tion &

P rofessional LearningSupport

M e d E d / e N e w s [3]

F acilitatorCBIR esources There are a variety of

resources online forfacilitators of case -based instruc-

on (CBI), including links to short

videos demonstra ng ThinkShare-Pro (formerly ThinkSpace), a facili-

tator guide to the developmental

curriculum for CBI in the rst two

years of the undergraduate curric-

ulum, and examples of student

work using the eTools ThinkShare

(Formerly GroupShare) and

ThinkShare Pro.

Learn more:

A structured approach to medi-

cal problem -solving

Re ec ve Teaching/Learning

CBIe Tools

The O ce of Resident and Fellow Develop-ments mission is to provide educa onal sup-port in a structured environment for helpingResidents and Fellows achieve their educa on-al goals. The ORD provides individual supportfor developing:

A curriculum vitae and cover le er

An appropriate study schedule for STEP 3,in-Service exams, and specialty boards

Communica on skillsi.e. Giving/receiving feedback, developing presenta onskills

Projectsi.e. E ciently reading and re-viewing research ar cles; synthesizing litera-ture into comprehensive reviews; e ec veprepara on for group presenta ons

Strategies for learning content materialrelated to exams

Resident evelopment

Gail Pritchard, PhD Senior Interim Learning Specialist

O ces of Medical Student Educa on and Graduate Medical Educa on

[520.626.2390]

This session will introduce a variety of prac caltechniques for assessing student performance inclassroom contexts, how to translate these toclinical contexts and use them for self -

assessment of teaching. Dr. Grall will provideupdate on Emergency Medicines use of acon nuous developmental scale for assessment.

Formative Assessment in Preclinical &

Clinical Education Contexts

FID Series #6

Date : January 23, 2014

Time : 8:30 am10:00 am

Loca on : COM-3230

RSVPKaren Spear Ellin-wood, PhD, JD

Refreshments will beserved.

Strategies for test -taking

The ORD also provides department level sup-port by conduc ng workshops for residentsand fellows that focus on developing learningstrategies, test -taking strategies, and organiza-

on and me management strategies, andenhancing presenta on skills, such as in learn-ing strategies fro improving how to presentGrand Rounds.

Visit the Resident Development site
http://omse.medicine.arizona.edu/CBIproblemsolvinghttp://omse.medicine.arizona.edu/CBIproblemsolvinghttp://omse.medicine.arizona.edu/CBIproblemsolvinghttp://omse.medicine.arizona.edu/CBIproblemsolvinghttp://omse.medicine.arizona.edu/CBIproblemsolvinghttp://omse.medicine.arizona.edu/CBIreflectionhttp://omse.medicine.arizona.edu/CBIreflectionhttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/CBIetoolsmailto:[email protected]?subject=RSVP%20FID%20Series%20%236-January%2023%20(Ellis%20&%20Grall)%20(8:30-10am,%20COM-3230)mailto:[email protected]?subject=RSVP%20FID%20Series%20%236-January%2023%20(Ellis%20&%20Grall)%20(8:30-10am,%20COM-3230)mailto:[email protected]?subject=RSVP%20FID%20Series%20%236-January%2023%20(Ellis%20&%20Grall)%20(8:30-10am,%20COM-3230)mailto:[email protected]?subject=RSVP%20FID%20Series%20%236-January%2023%20(Ellis%20&%20Grall)%20(8:30-10am,%20COM-3230)http://fid.medicine.arizona.edu/resident-development/homemailto:[email protected]?subject=RSVP%20FID%20Series%20Dec.%209%20Kevin%20Moynahan,%20MD%20&%20Mike%20Griffith,%20MSmailto:[email protected]?subject=RSVP%20FID%20Series%20%236-January%2023%20(Ellis%20&%20Grall)%20(8:30-10am,%20COM-3230)mailto:[email protected]?subject=RSVP%20FID%20Series%20%236-January%2023%20(Ellis%20&%20Grall)%20(8:30-10am,%20COM-3230)mailto:[email protected]?subject=I%27d%20like%20to%20know%20more%20about%20the%20Office%20of%20Resident%20Developmenthttp://omse.medicine.arizona.edu/CBIetoolshttp://omse.medicine.arizona.edu/CBIreflectionhttp://omse.medicine.arizona.edu/CBIproblemsolvinghttp://omse.medicine.arizona.edu/CBIproblemsolving


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[Con nued from page 1|COVER]

M e d E d / e N e w s [4 ]

Notability; and 3) Anki Flash Card app.Mike Gri th pointed out that learning to read the app informa on is cri cal to choosing a reliable app. Using iAnnotate as an example (Figure1, below), note that every app provides the iden ty of the developer (e.g., Branch re, Inc.), and informa on as to the version, features or up-dates made, ra ngs, and its compa bility with mobile devices (Figure 2). Note that the ra ngs are only for the most recent version. Thus, iAn-notates version 3.0.1 received 112 ra ngs since its publica on November 1, 2013. Prior versions received a cumula ve ra ng of 4+ on a 5 -

point scale, which is noted below the 3 startra ng for version 3.0.1 (Figure, le ).Below is a summary of features for apps in

each of the 3 categories: Learning, Teaching,Bedside.

iAnnotate [$10cumula ve ra ng 4+]

This app costs roughly $10 but, according to Mike Gri th, is widely used by undergraduate medical students, who use iAnnotate(Figure 1, above) to add their own notes to the o cial notes they download from ArizonaMed. They also annotate ar cles orrequired texts and use the app to upload their annotated materials to their preferred cloud storage provider (e.g., Microso sSkydrive, Box, Dropbox or Google drive). Basic and clinical science faculty are professional lifelong learners and may nd iAnno-tate helpful in making sense of scholarly ar cles. For clinicians, having a choice of mul ple cloud storage providers is important,especially for those with HIPAA restric ons on wireless or internet service at hospitals or private clinics. Box, for example, is theonly cloud storage that has received HIPAA approval ( read more ). This app allows the reader to highlight in yellow or other col-ors, to add handwri en marginalia or to type comments or underline textall the same annota on you would make on a printedcopy.

Notability [$3, cumula ve ra ng 4+] Notability is a produc vity app, that is, you can use it to create documents. Unlike Pages or other note -takingapps, Notability allows the user to create audio recordings that are connected with markers to the place in theirnotes related to the recording. This app is great for note taking or brainstorming sessions. Users can also drawwith a nger or a stylus. The app has versions for iPhone and iPad and can become any researchers friend, mak-

ing it possible to take notes and record interviews or focus groups.

AnkiMobile Flashcards [$25, cumula ve ra ng 4+] This app is FREE on the web . But the mobile app costs money. Despite the cost, medical students use this app

for studying for block exams or Step 1. AnkiMobil allows for med repe on. If the user indicates they knowthe content of a par cular card well, AnkiMobil Flashcards will open the card less frequently to quiz the user. Ifyou indicate you do not know the content well, that ash card will appear more o en. This no on of "spacedrepe on" is cri cal for all learners. According to Mike Gri th, UA COMs medical students are using it as a

core tool, adding, one student made 5000 cards in the rst year. If you are teaching medical students in lecture, case -basedinstruc on, team learning or clerkship, let them know this app can help them to build medical knowledge and, because it allo wsthem to create their own cards, they can specify the knowledge they most need to learn or that you need them to know.

Apps for Teaching [continued on page 5]
https://www.box.com/enterprise/security-and-architecture/https://www.box.com/enterprise/security-and-architecture/http://ankisrs.net/http://ankisrs.net/http://ankisrs.net/https://www.box.com/enterprise/security-and-architecture/


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[con nued from page 4|COVER]

M e d E d / e N e w s [7 ]

Apps for Teaching

Doceri [ FREE & $ versions, cumula ve ra ng 4+]

Doceri is an app primarily used for teaching in classroom situa ons but it can be used for teaching in clini-cal contexts as well. Doceri also has two lives: one as a remote control of presenta ons and the other asan app to create mul -media presenta ons. The big di erence between the free and paid versions, saysMike Gri th, is the free version carries the logo in the lower right hand corner of the screen. For $30, theuser can eliminate the logo. UA COM faculty have already started using Doceri to create presenta ons forstudents to review before coming to lecture and have reported it successful and the learning curve not

too di cult to manage. Faculty can create presenta ons and record their voice to accompany them andstart ipping their classrooms. The Doceri audio accompanied presenta ons ream to YouTube or iTunes.UA COM anatomy instructors use it extensively for students to view before going into the lab. They nd itan e ec ve way to prepare for lecture and nd they do not spend as much me explaining the basics.

There are addi onal apps for crea ng presenta ons, such as Panopto, and for engaging the audienceduring lecture, such as Socra ve or Poll Everywhere. The icons at right have live hyperlinks to the websitesfor each applica on so you can learn more about these and how you might use them in your teaching. Inaddi on, prior issues of this publica on have more detailed informa on on audience response systems.

Apps for Bedside Practice & Teaching

Kevin Moynahan, MD, Deputy Dean of Educa on, highlighted apps he nds useful for teaching in clinical contexts, such as on hospital rounds or

in clinic. Some of his favorites include: 1) Sound Builder; 2) Radiology 2.0; and 3D Brain. Sound Builder [FREE & $ versions, cumula ve ra ng 4+] There are other apps out there [that enable you to build heart sounds] but this is currently the best one we have, reportsDr. Monyanhan. This app allows the user to add third heart sounds, for example, and generates a di eren al diagnosis basedupon the sounds created. Instructors can use the Sound Builder to enable students to hear sounds they nd di cult to detectin pa ents or to guide them in knowing what sounds to listen for when examining pa ents. Mr. Gri th advises that the Lit-man stethoscope sound builder records sounds that you can import to this app for analysis. This is a handy tool for hospital-ists or other physicians who teach in clerkships but also for pa ent educa on. Radiology 2.0: One Night in the ED [Daniel Cornfeld, MD] [FREE, cumula ve ra ng 4+] This app contains images based on real medical cases. There is no iPad version yet; but it is usable on the iPhone. Dr. Moyna-han runs the app on his iPad and enlarges the images using the 2x bu on to double the size. Dr. Moynahan indicates thatthis app can be helpful in genera ng a di eren al diagnosis. Instructors could ask students to use Radiology 2.0 to refreshtheir recall of brain structures and func ons and to ar culate reasoning for inclusion or exclusion of condi ons in the di eren-

al. 3D Brain [FREE, cumula ve ra ng 4+] Cold Spring Harbor Laboratory develops this app for teaching neuroanatomy. The app includesscien c references and allow for an op on to upgrade to a higher resolu on images and extrafeatures. Both Dr. Moynahan and Mr. Gri th indicate there is no no ceable di erence in func-

on between the free and paid versions. This app helps iden fy poten al cogni ve disordersassociated with the brain; students or instructors can post pins on a speci c area of the brainto iden fy speci c regions. Students can use this app to study medical knowledge, while instructors can use this as a mobile

app during rounds or in clinic to teach neuro content or to explain brain func on and condi ons to pa ents and their families.

Web- based tools forteaching & learning

Please check out our NEW website for faculty instruc onal development! More resources; new look & feel! Click the image below
http://fid.medicine.arizona.edu/http://www.panopto.com/http://doceri.com/http://www.socrative.com/http://localhost/var/www/apps/conversion/tmp/scratch_3/polleverywhere.com


6/6Office of Medical Student Education ~ 1501 N Campbell Avenue ~ Tucson AZ 85724 ~ 520 626 1743 ~ Omse medicine arizona edu

P rofessionalDevelopment

The AMES\OMSE FID Series presents a topicrelevant to teaching, assessment and/or medical

education research from August through May

each year. Please subscribe to our newsletter for

current information on topics, presenters, and

special events.

Save the date!

MedEd eNews Volume 02 Issue 05 December 2013

Director, Faculty Instruc onal Development

Chris Cunni , MD O ce of Medical Student Educa on (Comstock House)

Em. ccunni @peds.arizona.edu

Ph. 520.626.5173

Instruc onal Development for al l teaching faculty

Karen Spear -Ellinwood, PhD, JD, EdS

Associate Specialist for Faculty Development

O ce of Medical Student Educa on (COM -3215)

Em. [email protected]

Ph. 520.626.1743

Educa onal Support for Residents and Fellows

T. Gail Pritchard, Ph.D.

Interim Senior Learning Specialist



Ph. 520 -626 -2390

Assessment of Student Performance

Susan Ellis, EdS, MA

Program Manager for Assessment of Student Performance



Ph. 520.626 -3654

C OM accreditation self -study summary reportavailable

Accred ita on visit da te s: January 12 -15, 2014

Meet the FID team!

Date/Time Presenta on Title Presenters

23 January 20148:30 -10:00 am [COM -230]

FID Series Forma veevalua on

Susan Ellis, EdS, & KrisGrail, MD

P receptorR esources There are a variety of resources

online for clinical and classroom educators,

ncluding links to learning modules, a guide for

engaging students in inquiry learning, Micros-

kills for teaching, and encouraging students toexamine for cogni ve error.

The 2012 -13 AMES\OMSE Faculty Instruc onal

Development (FID) Series has come to a close,

but you can access recordings of all 13 seminars

onlinesimply Click&Go! - Use your UA NetID

o access the videos!

Find out more about team learning , CBI and

other instruc onal methods and the recentlydeveloped e tools , ThinkShare (formerly

GroupShare) and ThinkSharePro (formerly,

ThinkSpace).

Check out our Faculty Instruc onal Devel-

opment Calendar online!
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UA OMSE Med/Ed eNews v2 No. 05 (Dec 2013)

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Transcript of UA OMSE Med/Ed eNews v2 No. 05 (Dec 2013)