scholarly journals Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093661
Author(s):  
Julie S Byerley ◽  
Johanna H Foster ◽  
Gary L Beck Dallaghan
Keyword(s):  
Medical Schools ◽  
Narrative Review ◽  
Building Relationships ◽  
Regional Campuses ◽  
Branch Campuses ◽  
Relevant Evidence ◽  
Regional Medical ◽  
Regional Campus ◽  
Full Text Review ◽  
Medical Librarian

Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

scholarly journals A Regional Campus Approach to Interprofessional Education for Healthcare Students

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Angel Holland ◽  
Audra Butler ◽  
Pearl McElfish ◽  
Jonell Hudson ◽  
Leslie Jordan ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Learning Experiences ◽  
Limited Resources ◽  
Student Needs ◽  
Regional Campuses ◽  
Innovative Solutions ◽  
Regional Medical ◽  
Regional Campus

The purpose of this report is to describe and discuss the development and implementation of an interprofessional educational (IPE) program for students on a regional medical campus. IPE is important in training the next generation of health care professionals. Regional medical campuses often have reduced IPE activities due to limited resources and their distance from their main campuses. However, regional campuses can also provide opportunities for innovative solutions to provide IPE learning experiences. This article demonstrated how one regional campus created innovative opportunities to meet student needs.

scholarly journals Editor's Note

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Alan Johns
Keyword(s):  
Lessons Learned ◽  
Washington Dc ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Regional Campuses ◽  
Regional Medical ◽  
Regional Campus ◽  
The University

We are happy to publish our third issue of the Journal of Regional Medical Campuses. The response we have received has been excellent, both in numbers and quality of submissions. Our editorial board continues to meet regularly to discuss suggestions from our readers and future plans. Please continue to pass the word of our journal to your colleagues on our regional campuses.   I would like to acknowledge the article “Lessons learned through a partnership with Marshallese faith-based organizations to screen for hypertension and diabetes” by Dr. Pearl McElfish from the University of Arkansas for Medical Sciences Northwest Regional Campus. The program she describes was the winner of the 2017 AAMC Regional Medical Campus Star of Community Achievement Award. This award was presented at the GRMC Spring meeting in Washington, DC.   Alan Johns, MD, MEd Co-Editor, Journal of Regional Medical Campuses

scholarly journals Influence of distributed medical education on pre-clerkship elective use and utility

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Joshua Yu ◽  
Andrew P. Costa ◽  
Aaron Jones
Keyword(s):  
Conflicts Of Interest ◽  
Study Data ◽  
Sensitivity Analyses ◽  
Preparation Methods ◽  
Regional Campuses ◽  
Significant Difference ◽  
Regional Medical ◽  
Regional Campus ◽  
Ease Of Access ◽  
Mcmaster University

Purpose To explore differences in pre-clerkship elective (PCE) use and utility between main and regional campuses at McMaster University’s Michael G. DeGroote School of Medicine, in four main areas: ease of access to PCEs, volume and breadth of PCEs, helpfulness in choosing future specialties, and utility for clerkship preparation. Methods An anonymous and voluntary survey was distributed in early 2020 to McMaster University Michael G. DeGroote School of Medicine’s medical students across all three years of study. Data were analyzed for any significant differences between main and regional campuses, and post-hoc sensitivity analyses were used to account for non-response and self-selection bias. Results Regional campus students felt significantly less frustration around PCE availability (2.88 vs 4.16, p<0.001, scale 1(least) – 5(most)) and significantly greater ease of PCE scheduling than students at the main campus (3.50 vs 2.24, p<0.001, scale 1(least) – 5(most)). Regional campus students explored significantly fewer specialties (5.19 vs 6.19, p = 0.049) and there was no significant difference in the total number of PCE hours undertaken, nor hours spent with a single specialty. Overall, students in both campuses endorsed pressure to take PCEs and mixed benefits of PCEs for clerkship preparation. Students also found PCEs to be an important part of choosing a specialty independent of campus. Conclusion Regional medical campuses at McMaster University offer generally equal opportunities for PCE volume and breadth as main campuses, but with significantly lower barriers and frustrations around scheduling and availabilities. Conflicts of interest There are no conflicts of interest to report.

scholarly journals Evidence-based Faculty Development Programming for Regional Medical Campuses and the BASK Framework

2019 ◽  
Vol 2 (4) ◽  
Author(s):  
Ralitsa Akins
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Medical Schools ◽  
Evidence Based ◽  
Development Programs ◽  
Assessment Framework ◽  
Regional Campuses ◽  
Regional Medical ◽  
Development Programming ◽  
Effective Teaching And Learning

Medical schools’ regional campuses respond to vital needs in medical education. About one third of US medical schools have regional campuses. It is important to create and maintain, in all geographically separate locations, climate and culture conducive to effective teaching and learning. An evidence-based approach to designing and implementing faculty development programs for regional medical campuses is described, and the BASK assessment framework is introduced, recognizing the interconnectedness between desired changes in behaviors, and learners’ attitudes, skills and knowledge. IRB approval was obtained for the completion of this study.

scholarly journals Review of an Intensive Faculty Development Program Conducted at a Regional Medical Campus.

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Steven Craig
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Faculty Development Program ◽  
Senior Faculty ◽  
Main Campus ◽  
Regional Campuses ◽  
Faculty Teaching ◽  
Regional Medical ◽  
Regional Campus ◽  
Senior Faculty Member

Purpose: The process of attracting, training, and retaining adjunct clinical faculty can be a challenge for regional medical campuses. It is important to have a faculty development program that addresses the specific needs of community-based faculty members. However, there is a shortage of literature on how to best develop and deliver such programs at regional campuses. Objective: to describe the development and implementation of a comprehensive faculty development program at a regional medical campus. Method: An intensive faculty development program was developed at the regional medical campus of a large US Midwestern medical school. The faculty development program was directed by a senior faculty member at the regional medical campus working with a senior educator from the medical education office on the main campus. The program expanded the number of yearly faculty development workshops offered to all faculty at the regional campus and specifically included an intensive two-year program for 12 faculty teaching scholars. The two-year Teaching Scholars program entailed additional meeting sessions along with assignments, readings, and the scholars’ commitment to incorporate session content into practice. Results: Teaching scholars maintained regular session attendance. Self-assessed knowledge and skills in completing common teaching activities improved for participating faculty across the study period. All participating faculty rated the program good (18%) to excellent (82%) and all indicated they would recommend the program to colleagues. Conclusions: The described program can be accomplished by any regional medical campus working with faculty experts at the main campus. The financial costs of the program were minimal, and data from the program supported its benefits.

scholarly journals The Ophthalmological Manifestations of Various Inborn Errors of Metabolism: A Narrative Review

2021 ◽  
Vol 9 (2) ◽  
pp. 137-144
Author(s):  
Abdolreza Medghalchi ◽  
◽  
Afagh Hassanzadeh Rad ◽  
Setila Dalili ◽  
◽  
...  
Keyword(s):  
Inborn Errors Of Metabolism ◽  
Genetic Disorders ◽  
Single Gene ◽  
Scientific Information ◽  
Narrative Review ◽  
Inborn Errors ◽  
Relevant Evidence ◽  
Ocular Manifestations ◽  
Inherited Metabolic Disorders

Context: Inborn errors of metabolism or Inherited Metabolic Disorders (IMD) are a class of genetic disorders that occur because of single-gene defects. Evidence Acquisition: In this narrative review article, the authors searched Institute for Scientific Information (ISI), Web of Science, PubMed, and Google Scholar for the relevant evidence. Results: The ocular manifestations of IMDs can be distinguished in different diseases such as Albinism, Cystinosis, Homocystinuria, and Sulfite oxidize deficiency, Mannosidosis, Fucosidosis, Sialidosis, etc. Conclusions: Due to the direct toxic mechanisms of abnormal metabolites on eyes and regarding the effect of eye monitoring on the follow-up, management, and treatment, a detailed ophthalmological assessment is essential.

scholarly journals Medical Student Selection

2019 ◽  
Author(s):  
Leila E Harrison ◽  
Radha Nandagopal
Keyword(s):  
Conflicts Of Interest ◽  
Human Subjects ◽  
Medical Schools ◽  
Candidate Selection ◽  
Student Selection ◽  
Community Members ◽  
Medical Student Selection ◽  
Holistic Review ◽  
Regional Campus ◽  
Admissions Process

This is included in the attached word document   Many medical schools rely solely on their Admissions Committee members or core faculty for all aspects of the admissions process. In a distributed campus model, involving stakeholders from different contexts and campuses, can help medical schools diversify the participants in each step of the admissions process, from recruitment, to screening, to interviewing, to selection. Using the regional campus structure poses an advantage to embed multiple constituents, including faculty, staff, and community members, into the entire process supporting collective input in training future physicians for those communities and provides the opportunity for more people to become aware of institutional missions and to become invested in the holistic review framework used for candidate selection. The authors declare no conflicts of interest. This work does require human subjects review.

scholarly journals A Regional Campus Approach to Culinary Medicine for Interprofessional Students

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Angel Holland ◽  
Jonell Hudson ◽  
Lauren Haggard-Duff ◽  
Christopher Long ◽  
Linda Worley ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Qualitative Data ◽  
Local Community ◽  
Learning Experience ◽  
Skills Training ◽  
Case Scenario ◽  
Culinary Medicine ◽  
Regional Medical ◽  
Regional Campus ◽  
Imaging Science

Purpose The purpose of this report is to describe and discuss an innovative culinary medicine interprofessional student educational project through collaboration with community partners.     Method After adapting the culinary medicine program to meet interprofessional education requirements, students from interprofessional graduate healthcare programs on a regional medical campus participated in a culinary medicine active learning experience utilizing the Goldring© curriculum.  For this project, students completed assigned readings prior to the hands-on culinary experience which utilized a patient case scenario and an educational debrief.  Anonymous post-survey quantitative and qualitative data was collected to determine the students’ opinions of the learning experience and the application of the information learned for patient care.   Results Thirty-three students from medicine, pharmacy, physical therapy, nursing, radiologic imaging science, and genetic counseling participated.  The project consisted of three separate events, entailing the same learning experience.  The students reported the learning experience to be highly valuable.  Qualitative data analysis revealed three general themes:  1) the novelty of the information learned, 2) the relevance of the information for patients from the perspective of all disciplines represented in the learning experience, and 3) the value of teamwork.    Conclusions Collaboration with a local community culinary arts school provided a unique and innovative learning opportunity for regional campus healthcare students.  The focus of the culinary medicine learning experience to include interprofessional students created a rich learning environment allowing students to learn from, with, and about other healthcare disciplines in addition to practical application of culinary medicine.  The culinary medicine program’s combination of didactic and culinary skills training was well received by students. Students had a positive response to the curriculum and experience stating that they learned information that they were excited to implement with their patients.  To our knowledge UAMS Northwest Regional Campus is the first to implement culinary medicine curriculum with IPE requirements, and it is the first regional medical campus to implement the Goldring© curriculum.

scholarly journals The Diffusion of an Innovation: Implementing an Ultrasound Curriculum Across a State-Wide Campus

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Tasha Wyatt ◽  
Rebecca J Etheridge ◽  
Paul M Wallach ◽  
Matthew Lyon
Keyword(s):  
Diffusion Of Innovation ◽  
Human Subjects ◽  
Point Of Care ◽  
New Technology ◽  
Strong Support ◽  
Medical Schools ◽  
Adoption Process ◽  
Point Of Care Ultrasound ◽  
Regional Campuses ◽  
Medical College

Introduction Implementation of point-of-care ultrasound (POCUS) has expanded exponentially in the last 10 years. However, much of the published literature describes the design and delivery process within centralized U.S. medical schools, leaving regional campuses guessing on how best to approach their efforts. Methods Using the Diffusion of Innovation Theory, this article describes the Medical College of Georgia’s (MCG) two-year effort to implement and disseminate a POCUS curriculum in both UME and GME across three regional campuses and a partnership campus in Athens. This framework was chosen because it makes visible the adoption process of a new technology within our distributed medical campus system. Results Implementation at MCG occurred in three distinct phases. Phase one focused on implementing ultrasound training in 1st and 2nd year of medical school. Phase two included an expansion into GME and the creation of the Center for Ultrasound where dedicated resources were made available to support a unified curriculum. Phase three integrated POCUS into the 3rd & 4th year clerkships. The last phase was unequivocally the most difficult phase to implement, given the amount of complexity in coordinating and assessing ultrasound competence in students spread out across the state. Discussion                 Given our success in implementing ultrasound across training levels and geographical locations, we have several key insights that may be helpful to other medical schools with a distributed campus system. Key insights include the need for a strong support system for the adoption and integration of POCUS, a team of clinicians/practitioners interested in the innovation’s diffusion across regional and clinical sites, and packaging ultrasound education as a teaching tool, rather than a separate and distinct skill. Conflict of Interest: None Human Subjects: Not applicable Treatment of Animal Subjects: Not applicable 

scholarly journals Tailoring the Professional Development of Volunteer Clinical Faculty at Regional Medical Campuses:

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Krista Hoffmann-Longtin ◽  
Laura Torbeck ◽  
Peter Nalin ◽  
Stephen John Cico
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Time Pressure ◽  
Teaching Style ◽  
The United States ◽  
Limiting Factor ◽  
Clinical Faculty ◽  
Regional Campuses ◽  
Academic Center ◽  
Regional Medical

Volunteer Clinical Faculty (VCF) are essential for the education of medical students at most medical schools with regional campuses. Indiana University School of Medicine is the largest medical school in the United States, with over 1,400 medical students experiencing part or all of their medical education at nine campuses (one academic center and eight regional medical campuses). Given the large number of students learning in the community, we surveyed our VCF in 2016 to better understand their characteristics, reasons for teaching, and professional development needs. Survey participants reported personal enjoyment from teaching as their primary reason for continuing to teach, but time pressure as a limiting factor. They identified faculty development opportunities in areas of efficient teaching, giving feedback, and adapting teaching style for various learners. Interventions were designed to create a unique, state-wide model of both face-to-face and online professional development to ensure the success of our VCF.

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