scholarly journals COVID-19 Impact on Regional Medical Campus Education: Student Perspectives

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Obed Barkus ◽  
Dorothy Hughes
Keyword(s):  
Phase I ◽  
Clinical Skills ◽  
Study Time ◽  
Skills Development ◽  
Exam Performance ◽  
University Of Kansas ◽  
Curriculum Changes ◽  
Regional Medical ◽  
The University ◽  
Detrimental Impact

Due to social distancing precautions and the desire to protect clinical learners, the COVID-19 pandemic forced medical schools everywhere to implement more distanced and virtualized learning in their educational curriculums. More specifically, at the University of Kansas School of Medicine-Salina, a regional medical campus, the impact of some of these changes were also seen and felt. The purpose of this study was to investigate the downstream effects of these curriculum changes from the perspectives and opinions of medical students attending a regional medical campus. To explore the study purpose, a mixed-methods, cross-sectional study that used an online survey with closed and open-ended questions was used. Additionally, because of unique curriculum characteristics depending on the year of the student, 1st and 2nd year students (phase I) were asked slightly different questions than students in their 3rd and 4th years (phase II). Closed-ended questions asked students about lecture experience, clinical learning development and time, study time, exam performance, collaborative learning experiences, and socialization/interactions with colleagues. Students answered in range of -3 to +3, negative numbers meaning a detrimental impact (or decrease in study time), and positive numbers being beneficial impact (or increase in study time). Open-ended questions asked students about improvements that could be made, unique class circumstances during the pandemic and any other relevant impact not covered in closed-ended questions. For phase I students, lecture experience, study time and exam performance resulted in no impact. However, collaborative learning and socialization with colleagues did result in a detrimental impact that was significant. For phase II learners, clinical skills development, time spent in clinical skills development and socialization with colleagues were detrimentally impacted. However, the amount of time spent on studying increased and exam performance benefited. These findings suggest that pandemic-related curriculum changes impact learners differently depending on the phase of medical they are in.               There are no conflicts of interest by either of the authors. This study has been approved by the University of Kansas Medical Center Institutional Review Board.

scholarly journals Producing Physicians for Rural Kansas

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
William Cathcart-RAke
Keyword(s):  
Primary Care ◽  
Conflict Of Interest ◽  
Rural Areas ◽  
Primary Care Physicians ◽  
Physician Workforce ◽  
University Of Kansas ◽  
School Of Medicine ◽  
Early Success ◽  
Regional Medical ◽  
The University

Abstract             Physician workforce shortages in rural areas are well-documented problems. The University of Kansas School of Medicine (KUSM) established the Salina regional medical campus (RMC) in response to the need to train more physicians interested in primary care in rural Kansas. Since its founding in 2011, thirty-eight students have completed their training on the Salina RMC and received their M.D. Twenty-eight graduates (74%) matched in primary care residencies; eighteen (44%) in family medicine. Eleven of the first sixteen graduates have finished residency and entered practice; nine are in Kansas, and seven of those are in rural Kansas. The Salina RMC has had early success in producing primary care physicians to serve rural Kansas.   The author has no conflict of interest to report.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

With Plenty of Elbow Room: Planning New and Upgraded Spaces for Library and Archives Conservation and Audiovisual Preservation

Collections ◽  
2021 ◽  
pp. 155019062098784
Author(s):  
Whitney Baker
Keyword(s):  
Planning Process ◽  
Lessons Learned ◽  
University Of Kansas ◽  
Special Collections ◽  
Student Employees ◽  
The University ◽  
Film And Video

In 2018, the University of Kansas (KU) Libraries upgraded from a tired, twenty-year-old basement space to a new, purpose-built conservation lab for library and archives collections. The new conservation lab, which is housed in the special collections and archives library, quadrupled available lab space for its conservators and fleet of student employees. The move afforded Conservation space in the same library as the most vulnerable collection materials. In addition, rooms in the special collections and archives library were repurposed for audiovisual (AV) preservation, creating two new spaces for film and video workflows and upgrading an existing small audio room. This paper will discuss the conservation and preservation lab construction literature and will serve as a practical exemplar of the challenges and successes of the planning process, including lessons learned and unexpected benefits.

Expert consensus on Didactic Clinical Skills Development for orthodontic curricula

2021 ◽  
Author(s):  
Vesna Lea S. Ferrer ◽  
Christopher Van Ness ◽  
Laura R. Iwasaki ◽  
Jeffrey C. Nickel ◽  
Shankar Rengasamy Venugopalan ◽  
...  
Keyword(s):  
Clinical Skills ◽  
Expert Consensus ◽  
Skills Development

The University of Kansas Museum of Art

Art Journal ◽  
1971 ◽  
Vol 30 (4) ◽  
pp. 386-391
Author(s):  
Bret Waller
Keyword(s):  
University Of Kansas ◽  
The University

Beyond the border war : student civil rights activism at the University of Kansas and the University of Missouri, 1946-1954

2020 ◽  
Author(s):  
◽  
Mary Beth Brown
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Race Relations ◽  
Student Activism ◽  
University Of Kansas ◽  
University Of Missouri ◽  
Effect Change ◽  
Student Activists ◽  
The University ◽  
The 19Th Century

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT REQUEST OF AUTHOR.] This dissertation examines post-World War II student civil rights activism at two Midwestern college campuses, the University of Missouri (MU) and the University of Kansas (KU). Missouri and Kansas have conflicting histories concerning race dating back to Bleeding Kansas and the history of race relations on the campuses of KU and MU. This history is especially complicated during the period between 1946 and 1954 because of heightened student activism that challenged racial injustices. Race relations on campus largely mirrored that of the state's political environment, with KU having integrated in the 19th century, whereas MU did not desegregate until 1950. However, the same did not apply to the success of student activists at each school where MU students found success fighting against discriminatory practices in Columbia, whereas local business leaders and the university administration stymied KU students. The dissertation examines the exchange of ideas and strategy among students, which occurred through athletics, debates, guest speakers, and various regional and national groups. In particular, the study argues that campus spaces, such as residential co-ops and student organizations, were deeply significant because they served as incubators of activism by offering students a place to talk about racial and social injustice and plan ways to challenge these inequalities and effect change on campus and in the broader community.

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