scholarly journals Strategies to Improve Annual Diabetic Foot Screening Compliance at a Family Clinic

2020 ◽  
Author(s):  
Carlie Cooksey
Keyword(s):  
Learning Experience ◽  
The United States ◽  
Care Practice ◽  
Medical Assistants ◽  
Southeast Texas ◽  
Front Desk ◽  
Office Manager ◽  
Project Site ◽  
Diabetic Foot Screening ◽  
Diagnosed Diabetes

The project site is a primary care practice in Southeast Texas that provides efficient and easily accessible preventive care to patients of all ages and demographics. Given that Texas has the highest uninsured rate in the United States, this clinic also prides itself on offering affordable options for self-pay patients. The clinic is staffed by two providers, an office manager, two medical assistants, a biller, and a front desk clerical staff member. This family clinic is unique in that it serves as a teaching clinic for medical, nurse practitioner, and physician assistant students. Healthcare professional trainees are directly supervised by licensed providers during their learning experience. The clinic treats ~2,000 patients annually, 156 of which have been diagnosed with diabetes. Of those with diagnosed diabetes, 70% are >50 years of age.

scholarly journals Strategies to Improve Annual Diabetic Foot Screening Compliance at a Family Clinic

2020 ◽  
Author(s):  
Carlie Cooksey
Keyword(s):  
Learning Experience ◽  
The United States ◽  
Care Practice ◽  
Medical Assistants ◽  
Southeast Texas ◽  
Front Desk ◽  
Office Manager ◽  
Project Site ◽  
Diabetic Foot Screening ◽  
Diagnosed Diabetes

The project site is a primary care practice in Southeast Texas that provides efficient and easily accessible preventive care to patients of all ages and demographics. Given that Texas has the highest uninsured rate in the United States, this clinic also prides itself on offering affordable options for self-pay patients. The clinic is staffed by two providers, an office manager, two medical assistants, a biller, and a front desk clerical staff member. This family clinic is unique in that it serves as a teaching clinic for medical, nurse practitioner, and physician assistant students. Healthcare professional trainees are directly supervised by licensed providers during their learning experience. The clinic treats ~2,000 patients annually, 156 of which have been diagnosed with diabetes. Of those with diagnosed diabetes, 70% are >50 years of age.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change

2013 ◽  
Vol 94 (10) ◽  
pp. 1501-1506 ◽  
Author(s):  
Bradley G. Illston ◽  
Jeffrey B. Basara ◽  
Christopher Weiss ◽  
Mike Voss
Keyword(s):  
Cultural Change ◽  
State Of The Art ◽  
Learning Experience ◽  
The United States ◽  
Higher Learning ◽  
Educational Tool ◽  
Web Interfaces ◽  
Wind Speeds ◽  
University Of Oklahoma ◽  
The University

The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.

scholarly journals IMPACT OF GERIATRIC INTERPROFESSIONAL TRAINING ON ADVANCE CARE PLANNING IN GERIATRIC PRIMARY CARE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S151-S152
Author(s):  
Maureen E Barrientos ◽  
Anna Chodos ◽  
Alicia Neumann ◽  
Yvonne Troya ◽  
Pei Chen
Keyword(s):  
Primary Care ◽  
Social Work ◽  
Advance Care Planning ◽  
Health Resources ◽  
The United States ◽  
Care Practice ◽  
Care Planning ◽  
Office Visits ◽  
Advance Care ◽  
Telephone Calls

Abstract Currently, an important measure of Advance Care Planning (ACP), Advance Health Care Directives (AHCD) documentation rate, is at 33% for older adults in the United States. To address this disparity, geriatric faculty in an academic geriatric primary care practice aimed to train geriatrics fellows and other interprofessional (IP) learners to engage patients in ACP. As part of a Geriatric Workforce Enhancement Program funded by the Health Resources and Services Administration, geriatrics faculty and the Medical Legal Partnership for Seniors based at University of California Hastings College of Law provided ACP training to fellows and IP learners, including social work interns. In practice, the fellows and social work interns collaborated to incorporate ACP into patient visits and follow-up telephone calls. To monitor ACP progress, research staff reviewed patients’ electronic health records and performed descriptive analysis of the data. In 21 months, 4 geriatrics fellows built a panel of 59 patients who on average had 3 office visits and 7 telephone calls per person. Prior to clinic enrollment, 12 (20.3%) patients had preexisting AHCD, and 47 lacked AHCD documentation. After ACP intervention, 42 of 47 patients without AHCD documentation engaged in ACP discussion. Of those who engaged in ACP discussion, 24 completed AHCD, raising AHCD completion rate to 61%, or 36 patients in the panel of 59. ACP is a complex process that benefits from skilled communication among interprofessional providers and patients. Findings underscore the potential advantages of IP training and engaging patients in ACP discussion in an academic primary care setting.

1020-P: Diabetes Phenotypes among Women with Diagnosed Diabetes in the United States

Diabetes ◽  
2021 ◽  
Vol 70 (Supplement 1) ◽  
pp. 1020-P
Author(s):  
SHIVANI A. PATEL ◽  
DAESUNG CHOI
Keyword(s):  
United States ◽  
The United States ◽  
Diagnosed Diabetes

Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community

2021 ◽  
pp. 088307382110402
Author(s):  
Maria Valicenti-McDermott ◽  
Molly O’Neil ◽  
Amy Morales-Lara ◽  
Rosa Seijo ◽  
Tammy Fried ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Low Income ◽  
Learning Experience ◽  
The United States ◽  
Structured Interview ◽  
Learning System ◽  
Therapeutic Services ◽  
K 12 ◽  
Children With Developmental Disabilities ◽  
Remote Learning

Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.

scholarly journals Envisioning the Graduate of the Future: In Review 2018

2018 ◽  
Author(s):  
Alyssa Napier ◽  
Elizabeth Huttner-Loan ◽  
Josh Littenberg-Tobias ◽  
Garrett Beazley ◽  
Justin Reich
Keyword(s):  
United States ◽  
High School ◽  
Learning Experience ◽  
The United States ◽  
High School Graduate ◽  
Online Course ◽  
School Graduate ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
The Future

Envisioning the Graduate of the Future (March 8 to April 5, 2018) was an experiment in rapidly producing a compelling, open, online learning experience. This massive open online course (MOOC) featured schools at various stages of developing their vision of a high school graduate. Over 2,000 educators and others from across the United States and 100+ countries registered for a collaborative and exploratory design process to develop a graduate profile, a shareable document that conveys what a community and/or school believes a high school graduate should know and be able to do.

Approaches for Addressing Student Barriers to Collaborative Learning Success

2018 ◽  
pp. 23-43
Author(s):  
Robert F. Houghton ◽  
Kevin R. Parker ◽  
Bill Davey ◽  
Karoly Bozan
Keyword(s):  
United States ◽  
Environmental Factors ◽  
Learning Experience ◽  
Collaborative Work ◽  
Effective Means ◽  
The United States ◽  
Collaborative Group ◽  
Collaborative Tools ◽  
Learning Success ◽  
Student Profiles

Collaborative work can provide a valuable learning experience, especially for those preparing to enter the information systems workforce. There have been numerous papers that discuss various effective means of realizing the benefits of collaborative group learning, but the approach still experiences issues stemming from pragmatic environmental factors such as the non-traditional nature of many students. This chapter has identified a range of problems and reports on a longitudinal Action Research study in two universities in Australia and the United States. Over three semesters problems were identified and methods tested using various approaches. Several promising remedies to the identified problems are suggested, including the use of student profiles, ePortfolios, project milestones, and freely available online collaborative tools.

Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers

2010 ◽  
pp. 1-38
Author(s):  
Robson Marinho
Keyword(s):  
Instructional Technology ◽  
Learning Styles ◽  
Learning Experience ◽  
The United States ◽  
Faculty Members ◽  
Institutional Barriers ◽  
North Carolina State University ◽  
Personal Approach ◽  
Context Of Learning ◽  
Academic Rewards

This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: Time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.

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