scholarly journals Promoting Regional Campus Excellence: The Scholarly Concentrations Program at Indiana University School of Medicine

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Paul M. Wallach, MD ◽  
Deborah R. Birnbaum, MBA ◽  
Bradley L. Allen, MD, PhD ◽  
Daniel R. Corson-Knowles, MD ◽  
Elizabeth R. Ryan, EdD ◽  
...  
Keyword(s):  
Indiana University ◽  
Main Campus ◽  
Regional Campuses ◽  
School Of Medicine ◽  
Regional Campus ◽  
Scholarly Concentration ◽  
Early Decision ◽  
One Year ◽  
Clerkship Education ◽  
Admissions Process

While Indiana University School of Medicine has had multiple regional campuses delivering the pre-clerkship phase of the education for 50 years, since 2008, all four years of medical education, including clinical, have also been available at the eight regional campuses statewide. While 67 percent of admitted students designate a preference for the Indianapolis main campus, 60 percent of students are assigned to a regional campus for pre-clerkship education. Of those, 32 percent chose to be at their assigned campus. Students are often not able to identify a compelling reason to choose a regional campus. Despite data to the contrary, including our own, a majority of students continue to believe the path to success is through the main campus in Indianapolis, and as a result, transfer to the main campus for clerkships. In 2019, the school launched a Scholarly Concentrations Program as a key strategy to address this problem. The program leverages the unique expertise and resources at its diverse campuses and shines a spotlight on them to attract and retain students at regional campuses through educational enhancement and engaged community scholarship. While still in pilot phase, significant progress has been realized. With faculty statewide, 11 concentrations launched in less than one year; 17 in two years. About 220 students are enrolled in concentrations statewide; about half at regional campuses. A special program through the admissions process resulted in 9 percent of the Class of 2024, with an average GPA of 3.8 and 512 MCAT, choosing to enroll at a regional campus and its associated scholarly concentration. Immediate plans revolve around supporting concentration growth, building systems and processes to support a sustainable program, and monitoring results of the three pilot phases to inform future development and implementation. In addition, students are being recruited to regional campuses through an Early Decision Program.

scholarly journals Do Regional Medical Campuses Contribute to the Production of General Surgeons? A Study of 789 Medical School Graduates from 3 Campuses Who Matched into General Surgery Residencies over 40 Years: 1974 to 2015

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Daniel Avery
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Surgery ◽  
University Of Alabama ◽  
Main Campus ◽  
School Of Medicine ◽  
Regional Medical ◽  
Regional Campus ◽  
General Surgeons ◽  
The University

Background A Regional Medical Campus (RMC) is a medical school campus separate from the main medical school at which a portion of preclinical or clinical training of medical students is carried out. The College of Community Health Sciences of The University of Alabama in Tuscaloosa, Alabama is the Tuscaloosa Regional Campus of the University of Alabama School of Medicine (UASOM). The question we sought to answer with this study is whether or not regional campuses produce general surgeons. Design, Setting and Participants Publicly available data for 6271 graduates of the University of Alabama School of Medicine from the Birmingham, Tuscaloosa and Huntsville campuses from 1974 to 2015 was obtained by using Google Search Engine. The list was expanded to include the data described by the variables in Table 1. Results Between 1974 and 2015, 789 graduates of the University of Alabama School of Medicine assigned to the Birmingham, Tuscaloosa and Huntsville Campuses matched into Categorical Surgery. All three campuses matched similar percentages of students ranging from 10.4% to 13.3% (Table 2). The main campus at Birmingham matched 599 medical students into general surgery and 202 practice general surgery. The Tuscaloosa Regional Campus matched 88 medical students into general surgery and 47 practice general surgery. The Huntsville Regional Campus matched 103 medical students into general surgery and 41 practice general surgery (Table 2). Conclusions A comparable percentage of medical students at each campus matched into general surgery. The main campus contributed a larger absolute number of practicing general surgeons while regional medical campuses contributed a higher percentage of practicing general surgeons. Regional medical campuses contribute significantly to the deficit of general surgeons in this country.

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 One Room Schoolhouse: A Novel Intervention for Inspired Academic Half-Day Learning in Distributed Campus Settings

2021 ◽  
Vol 8 ◽  
pp. 238212052110294
Author(s):  
Sheila Harms ◽  
Anita Acai ◽  
Bryce JM Bogie ◽  
Meghan M McConnell ◽  
Ben McCutchen ◽  
...  
Keyword(s):  
Clinical Experiences ◽  
Pedagogical Strategies ◽  
Main Campus ◽  
Self Confidence ◽  
Significant Difference ◽  
Regional Campus ◽  
Educational Engagement ◽  
Learner Agency ◽  
Multi Method Approach ◽  
The One

Introduction: Some studies on academic half days (AHDs) suggest that learning in this context is associated with a lack of educational engagement. This challenge may be amplified in distributed campus settings, where geographical disadvantages demand reliance on videoconferencing or considerable time spent travelling to in-person learning events. Concerns about the educational effectiveness of AHDs by learners within our distributed campus setting led to the development and evaluation of the One Room Schoolhouse (ORS), a unique, evidence-informed, community-based curriculum that partially replaced the AHD sessions delivered at the main campus. It was hypothesized that creating an AHD experience that was clinically reflective of the community in which residents practiced and where residents were given the autonomy to implement novel pedagogical elements would result in better test scores and improved learner satisfaction among ORS learners. Methods: The ORS was implemented at McMaster University’s Waterloo Regional Campus in 2017. Residents across training cohorts (N = 9) engaged in co-learning based on scenarios co-developed from clinical experiences within the region. The learning approach relied on multiple, evidence-informed pedagogical strategies. A multi-method approach was used to evaluate the ORS curriculum. Between-subject analyses of variance were used to compare scores on practice exams (COPE and PRITE), in-training assessment reports (ITARs), and objective structured clinical exams (OSCEs) between learners who took part in the ORS and learners at the main campus. A semi-structured focus group probing residents’ experiences with the ORS was analyzed using interpretive description. Results: ORS learners significantly outperformed learners at the main campus on the November OSCE ( p = .02), but not on the COPE, PRITE, ITARs, or September OSCE ( p’s < .05). Qualitative themes suggested advantages of the ORS in inspiring learning, engaging learners, and improving self-confidence in knowledge acquisition. These findings are aligned with the broader literature on learner agency, social development, and communities of practice. Conclusion: While the quantitative data only showed a significant difference between the 2 curricula on 1 measure (ie, the November OSCE), the qualitative findings offered an opportunity for educators to reimagine what medical education might consist of beyond the confines of a “traditional” AHD. Creating opportunities to enhance personal agency when acquiring knowledge, inspiring engagement about patient-related problems, and incorporating interdisciplinary learning through community engagement were critical pedagogical elements that were attributed to the success of the ORS.

In Memoriam

PEDIATRICS ◽  
1950 ◽  
Vol 5 (4) ◽  
pp. 764-764
Author(s):  
E. B. SHAW
Keyword(s):  
Alma Mater ◽  
City Hospital ◽  
Professional Career ◽  
Contagious Diseases ◽  
School Of Medicine ◽  
In Memoriam ◽  
One Year ◽  
A Minor ◽  
Associate Director ◽  
Western Reserve

JOHN TOOMEY died January 1, 1950. Born May 25, 1889, his preliminary education was in law, in which he received the degree of LL.B. and he practiced law for one year. Forsaking law for medicine, he entered medical school and received his medical degree from Western Reserve University in 1919. His entire professional career was devoted to the service of his Alma Mater where, beginning in a minor capacity, he had steadily increasing responsibilities to be finally Professor of Clinical Pediatrics and Contagious Diseases, Western Reserve University School of Medicine, and Associate Director of Pediatrics and Contagious Diseases and Associate Director in the Department of Pediatrics, Out Patient Department, City Hospital of Cleveland.

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 Postgraduate trainee views on eHealth at a distributed medical campus.

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sophiya Benjamin ◽  
Joanne Ho ◽  
Jeff Alfonsi ◽  
Hugh Kellam
Keyword(s):  
Needs Assessment ◽  
Online Survey ◽  
Perceived Knowledge ◽  
Residency Programs ◽  
School Of Medicine ◽  
Resident Physicians ◽  
Postgraduate Trainee ◽  
Regional Campus ◽  
Evaluation Of Training ◽  
Interdisciplinary Setting

Purpose: e-Health is a rapidly evolving field that cuts across specialties however; there is a gap in development and evaluation of training for postgraduates in residency programs. This is a multicentre, collaborative effort among faculty from the departments of Psychiatry, Geriatrics and Internal Medicine in partnership with Ontario Telehealth Network to assess the needs of postgraduate residents in ehealth and build a pilot program to address identified learning gaps. Methodology: We conducted a needs assessment (Appendix A) through an online survey to investigate the self-perceived knowledge, gaps and barriers to eHealth of medical resident physicians at the McMaster University DeGroote School of Medicine Waterloo Regional Campus (WRC), Kitchener, Ontario, Canada Results: All respondents identified that they would be interested in education in telehealth and all of them felt that they would have to use telehealth in their future practices. However, 83.3% did not feel confident using telemedicine in clinical practice. Based on the results of the needs assessment, we have built a pilot rotation in which postgraduate trainees can practice telehealth skills in an interdisciplinary setting.

scholarly journals Indiana University School of Medicine

2020 ◽  
Vol 95 (9S) ◽  
pp. S175-S179
Author(s):  
Bradley L. Allen ◽  
Maureen A. Harrington ◽  
Jennifer Schwartz ◽  
Paul Ko ◽  
Paul Wallach
Keyword(s):  
Indiana University ◽  
School Of Medicine
Sign in / Sign up

Export Citation Format

Share Document