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Johnston LC, Falck AJ, Vasquez MM, Dadiz R, French H, Izatt S, Bonachea E, Karpen HE, Carbajal MM, Payne A, Gillam-Krakauer M, Gray MM. Flipping the Teachers: Impact of a Standardized Physiology Curriculum on Neonatology Medical Educators. Am J Perinatol 2024; 41:e755-e764. [PMID: 36041469 DOI: 10.1055/a-1933-4893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
OBJECTIVE Academic physicians must teach elements in an Accreditation Council for Graduate Medical Education (ACGME)-mandated curriculum while balancing career development and clinical workload. Exploring educator perceptions on the learning environment and comparing two instructional methods (traditional didactics [TD] vs. flipped classroom [FC]) in one pediatric subspecialty may elucidate current challenges, barriers, and strategies to optimize learning and educator satisfaction. STUDY DESIGN A randomized trial comparing effectiveness and learner preference for FC versus TD physiology teaching was conducted in ACGME-accredited neonatal-perinatal medicine (NPM) fellowship programs in 2018 to 2019. Educator preferences were elicited through online surveys pre- and postintervention. Free-text comments were provided for questions exploring strengths, challenges, and opportunities in fellowship education. Statistical analysis included comparisons of demographics and pre-post-intervention educator responses between groups. Thematic analysis of text responses was conducted to identify common subthemes. RESULTS From 61 participating programs, 114 FC educators and 130 TD educators completed surveys. At baseline, all educators experienced professional satisfaction from teaching fellows, but noted challenges with time available to create and/or deliver educational content, limited content expertise amongst faculty, colleagues' limited enthusiasm toward educating fellows, and lack of perceived value of education by institutions given limited protected time or credit toward promotion. Postintervention, educators in both groups noted a preference to teach physiology using FC due to interactivity, learner enthusiasm, and learner-centeredness. FC educators had a 17% increase in preference to teach using FC (p = 0.001). Challenges with FC included ensuring adequate trainee preparation, protecting educational time, and providing educators with opportunities to develop facilitation skills. CONCLUSION Overall, NPM educators in a trial evaluating a standardized, peer-reviewed curriculum report professional satisfaction from teaching, but described logistical challenges with developing/delivering content. Educators preferred instruction using FC, but identified challenges with learner preparedness and ensuring adequate educator time and skill. Future efforts should be dedicated to addressing these barriers. KEY POINTS · Many challenges exist for educators teaching neonatal-perinatal medicine fellows, including time, support, and recognition.. · Many educators preferred using flipped classroom methodology with a standardized curriculum due to interactivity and learner-centeredness.. · Benefits of a standardized, peer-reviewed curriculum include reduced preparation time, adaptability of content, and learning environment enhancement..
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Affiliation(s)
- Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, Connecticut
| | - Alison J Falck
- Department of Pediatrics, University of California-San Francisco School of Medicine, San Francisco, California
| | - Margarita M Vasquez
- Department of Pediatrics, University of Texas Health San Antonio, San Antonio, Texas
| | - Rita Dadiz
- Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
| | - Heather French
- Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pennsylvania
| | - Susan Izatt
- Department of Pediatrics, Duke University, Durham, North Carolina
| | - Elizabeth Bonachea
- Department of Pediatrics, University of Rochester Medical Center, Rochester, New York, NY
| | - Heidi E Karpen
- Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia
| | | | - Allison Payne
- Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, Ohio
| | - Maria Gillam-Krakauer
- Department of Pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee
| | - Megan M Gray
- Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington
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Mukthapuram S, Johnson BA, Slagle C, Erickson J, Kamath-Rayne BD, Brady JM. Design and Implementation of a Didactic Curriculum in a Large Neonatal-Perinatal Medicine Fellowship Program: A Single-center Experience. Am J Perinatol 2024. [PMID: 38490252 DOI: 10.1055/s-0044-1782599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/17/2024]
Abstract
OBJECTIVE Although the Accreditation Council for Graduate Medical Education and American Board of Pediatrics (ABP) provide regulations and guidance on fellowship didactic education, each program establishes their own didactic schedules to address these learning needs. Wide variation exists in content, educators, amount of protected educational time, and the format for didactic lectures. This inconsistency can contribute to fellow dissatisfaction, a perceived poor learning experience, and poor attendance. Our objective was to create a Neonatal-Perinatal Medicine (NPM) fellow curriculum based on adult learning theory utilizing fellow input to improve the perceived fellow experience. STUDY DESIGN A needs assessment of current NPM fellows at Cincinnati Children's Hospital was conducted to guide the development of a new curriculum. Fellow perception of educational experience and board preparedness before and after introduction of the new curriculum was collected. Study period was from October 2018 to July 2021. RESULTS One hundred percent of the fellows responded to the needs assessment survey. A response rate of 100 and 87.5% were noted on mid-curriculum survey and postcurriculum survey, respectively. Key themes identified and incorporated into the curriculum included schedule structure, content, and delivery mode. A new didactic curriculum implementing a consistent schedule of shorter lectures grouped by organ system targeting ABP core content was created. After curriculum implementation, fellows had higher self-perception of board preparedness, and overall improved satisfaction. CONCLUSION Our positive experience in implementing this curriculum provides a framework for individual programs to implement similar curricula, and could be utilized to aid in development of national NPM curricula. KEY POINTS · Fellowship didactic education varies significantly resulting in learner dissatisfaction and poor attendance.. · Widespread need to restructure didactic curricula exists.. · Our study provides a framework for future curricula..
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Affiliation(s)
| | - Beth Ann Johnson
- The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Cara Slagle
- The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - John Erickson
- The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Beena D Kamath-Rayne
- Global Child Health and Life Support, American Academy of Pediatrics, Itasca, Illinois
| | - Jennifer M Brady
- The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
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Sawyer T, Gray MM. Competency-based assessment in neonatal simulation-based training. Semin Perinatol 2023; 47:151823. [PMID: 37748942 DOI: 10.1016/j.semperi.2023.151823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
Simulation is a cornerstone of training in neonatal clinical care, allowing learners to practice skills in a safe and controlled environment. Competency-based assessment provides a systematic approach to evaluating technical and behavioral skills observed in the simulation environment to ensure the learner is prepared to safely perform the skill in a clinical setting. Accurate assessment of competency requires the creation of tools with evidence of validity and reliability. There has been considerable work on the use of competency-based assessment in the field of neonatology. In this chapter, we review neonatal simulation-based training, examine competency-based assessment tools, explore methods to gather evidence of the validity and reliability, and review an evidence-based approach to competency-based assessment using simulation.
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Affiliation(s)
- Taylor Sawyer
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine, Seattle Children's Hospital, Seattle, Washington, United States; Neonatal Education and Simulation-based Training (NEST) Program, Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington, United States.
| | - Megan M Gray
- Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine, Seattle Children's Hospital, Seattle, Washington, United States; Neonatal Education and Simulation-based Training (NEST) Program, Division of Neonatology, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington, United States
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4
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Gray MM, Dadiz R, Izatt S, Gillam-Krakauer M, Carbajal MM, Johnston LC, Payne A, Vasquez MM, Bonachea EM, Karpen H, Falck AJ, Chess PR, Huber M, French H. Comparison of knowledge acquisition and retention following traditional didactic vs. flipped classroom education utilizing a standardized national curriculum: a randomized controlled trial. J Perinatol 2022; 42:1512-1518. [PMID: 35660790 DOI: 10.1038/s41372-022-01423-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 05/10/2022] [Accepted: 05/26/2022] [Indexed: 11/09/2022]
Abstract
OBJECTIVE Measure the effectiveness of and preference for a standardized, national curriculum utilizing flipped classrooms (FC) in neonatal-perinatal medicine (NPM) fellowships. STUDY DESIGN Multicentered equivalence, cluster randomized controlled trial of NPM fellowship programs randomized to receive standardized physiology education as in-class lectures (traditional didactic, TD arm) or as pre-class online videos followed by in-class discussions (FC arm). Four multiple-choice question quizzes and three surveys were administered to measure knowledge acquisition, retention, and educational preferences. RESULTS 530 fellows from 61 NPM fellowships participated. Quiz performance was comparable between groups at all time points (p = NS, TD vs FC at 4 time points). Post intervention, more fellows in both groups preferred group discussions (pre/post FC 42% vs. 58%, P = 0.002; pre/post TD 43% vs. 60%, P = < 0.001). FC fellows were more likely to rate classroom effectiveness positively (FC/TD, 70% vs. 36%, P < 0.001). CONCLUSIONS FCs promote knowledge acquisition and retention equivalent to TD and FC modalities are preferred by fellows.
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Affiliation(s)
- Megan M Gray
- Department of Pediatrics, University of Washington School of Medicine, 4800 Sand Point Way, Seattle, WA, 98105, USA
| | - Rita Dadiz
- Department of Pediatrics, University of Rochester School of Medicine and Dentistry, 601 Elmwood Avenue, Box 651, Rochester, 14642, Rochester, NY, USA
| | - Susan Izatt
- Department of Pediatrics, Duke University, DUMC Box 102509, Durham, NC, 27710, USA
| | - Maria Gillam-Krakauer
- Department of Pediatrics, Vanderbilt University Medical Center, 11112 Doctor's Office Tower, 2200 Children's Way, Nashville, TN, 37232, USA
| | - Melissa M Carbajal
- Department of Pediatrics, Baylor College of Medicine, Texas Children's Hospital, 6621 Fannin Street, W6104, Houston, TX, 77030, USA
| | - Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, 333 Cedar Street, New Haven, CT, 06510, USA
| | - Allison Payne
- Department of Pediatrics, Case Western Reserve University School of Medicine, 11100 Euclid Avenue, RBC Suite 3100, Mailstop 6010, Cleveland, OH, 44106, USA
| | - Margarita M Vasquez
- Department of Pediatrics, University of Texas Health San Antonio, 7703 Floyd Curl Drive, MSC 7812, San Antonio, TX, 78229, USA
| | - Elizabeth M Bonachea
- Department of Pediatrics, Ohio State University, 700 Children's Drive, FB 6th floor Neonatology, Columbus, OH, 43205, USA
| | - Heidi Karpen
- Department of Pediatrics, Emory University/Children's Healthcare of Atlanta, 2105 Uppergate Drive NE, Rm 324, Atlanta, GA, 30033, USA
| | - Alison J Falck
- Department of Pediatrics, University of Maryland School of Medicine, 110 South Paca 8th floor, Baltimore, MD, 21201, USA
| | - Patricia R Chess
- Departments of Pediatrics and Biomedical Engineering, University of Rochester School of Medicine and Dentistry, 601 Elmwood Avenue, Box 651, Rochester, NY, 14642, USA
| | - Matthew Huber
- Division of Neonatology, The Children's Hospital of Philadelphia, 3401 Civic Center Boulevard, Philadelphia, PA, 19104, USA
| | - Heather French
- Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA. .,The Children's Hospital of Philadelphia, 3401 Civic Center Boulevard, Philadelphia, PA, 19104, USA.
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Caruso C, Arias-Shah A, Rent S, Mukthapuram S, Dadiz R. Fellows as Teachers: Supporting Future Educators. Neoreviews 2022; 23:e438-e447. [PMID: 35773507 DOI: 10.1542/neo.23-7-e438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Teaching is inherent to the practice of medicine, as physicians are relied on to educate those around them, including staff, trainees, colleagues, and the patients and families for whom they provide care. Neonatal-perinatal medicine fellows uniquely serve as both trainee and subspecialty expert and are additionally expected to be strong teachers. In this article, the authors review the benefits of developing fellows as teachers, the challenges and potential mitigating strategies of fulfilling this objective, and the educational foundations and future directions that may inform the development of curricula for training fellows as teachers.
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Affiliation(s)
- Catherine Caruso
- Division of Neonatology, Department of Pediatrics, Oregon Health and Science University, Portland, OR
| | - AnnaMarie Arias-Shah
- Division of Neonatology, Department of Pediatrics, Children's Hospital of Orange County, Orange, CA
| | - Sharla Rent
- Division of Neonatology, Department of Pediatrics, Duke University School of Medicine, Durham, NC
| | - Shanmukha Mukthapuram
- The Perinatal Institute, Section of Neonatology, Perinatal and Pulmonary Biology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH.,Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH
| | - Rita Dadiz
- Division of Neonatology, Department of Pediatrics, University of Rochester Medical Center, Rochester, NY
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6
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Essentials of neonatal-perinatal medicine fellowship: innovations in medical education. J Perinatol 2022; 42:677-682. [PMID: 34230605 DOI: 10.1038/s41372-021-01126-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 05/12/2021] [Accepted: 05/21/2021] [Indexed: 11/08/2022]
Abstract
Due to the changing complex healthcare environment, educational innovation is essential to meet the needs of current and future neonatal-perinatal medicine (NPM) leaders. Greater clinical demands, decreased academic funding, and expanded graduate medical education program requirements have negatively impacted time for teaching and educational scholarship potentially limiting innovation in the field. By focusing on adult learning principles, embracing technology, and promoting collaboration, today's educators are preparing the next generation of neonatologists. Current innovations include regionalizing simulation boot camps, leveraging virtual learning to increase accessibility, developing niche training opportunities, and incorporating population health principles within existing quality initiatives. Areas in need of additional innovation include faculty and fellow development for teaching skills, expansion of educational networks, and dissemination and financial support of educational scholarship. These efforts and future innovations will require medical institutions and national NPM organizations to further invest in the medical educator as part of their missions.
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Gillam-Krakauer M, Sharma J, Myers P, Bonachea EM, Cicalese E, Lawrence K, Bauserman M, Good M, Schwarz B, Payne A, Carbajal M, Angert R, Trzaski J, Johnston L, Chess P, Dadiz R, Enciso J, Falck A, Frost M, Gray M, Izatt S, Kane S, Kiefer A, Leeman KT, Malik SK, Nair J, O’Reilly D, Sawyer T, Smith MC, Stanley K, Vasquez M, Wambach JA, Wraight CL, Bonachea EM. Part 6: Essentials of Neonatal-Perinatal Medicine fellowship: program administration. J Perinatol 2022; 42:976-981. [PMID: 35082429 PMCID: PMC8790011 DOI: 10.1038/s41372-022-01314-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Revised: 05/20/2021] [Accepted: 01/04/2022] [Indexed: 11/24/2022]
Abstract
A successful Neonatal-Perinatal Medicine fellowship (NPM-F) program requires presence and insight of national and institutional supervisory organizations as well as effective program-specific leaders: program director (PD), associate program director (APD), program coordinator (PC), and core faculty. It is becoming more common for PDs and APDs to have advanced training in medical education and conduct medical education research. While NPM-F program leaders benefit from a strong national NPM educator community, they face challenges of increased regulatory burden and unclear national guidelines with variable local interpretation for protected time. National and local organizations can support program leaders and promote their academic success while reducing burnout and turnover by providing leadership training, academic mentoring, and adequate protected time for research and program-specific tasks.
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Affiliation(s)
- Maria Gillam-Krakauer
- Mildred T Stahlman Division of Neonatology, Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA.
| | - Jotishna Sharma
- grid.239559.10000 0004 0415 5050Children’s Mercy Hospital, Kansas City, MO USA
| | - Patrick Myers
- grid.413808.60000 0004 0388 2248Ann and Robert Lurie Children’s Hospital, Chicago, IL USA
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8
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Gray MM, Dadiz R, Izatt S, Gillam-Krakauer M, Carbajal MM, Falck AJ, Bonachea EM, Johnston LC, Karpen H, Vasquez MM, Chess PR, French H. Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum. Am J Perinatol 2021; 38:e187-e192. [PMID: 32276279 DOI: 10.1055/s-0040-1709145] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
OBJECTIVE This study aimed to determine the value, strengths, and challenges of implementing an e-learning based flipped classroom (FC) educational modality as part of the standardized physiology National Neonatology Curriculum (NNC), created for neonatal-perinatal medicine (NPM) fellow learners and faculty educators. STUDY DESIGN This is a cross-sectional study of NPM fellows and faculty educators who utilized at least one of the e-learning based NNC FC respiratory physiology programs between May and September 2018. Participants were surveyed anonymously regarding their experiences participating in the NNC, including measures of preparation time. A combination of descriptive statistics and proportion comparisons were used for data analysis. RESULTS Among 172 respondents, the majority of fellow and faculty respondents reported positive attitudes toward the educational content and case discussions, and the majority supported national standardization of NPM physiology education (92%). Fellows reported greater preclass preparation for their FC compared with previous didactic lectures (30-60 vs. 0-15 minutes, p < 0.01). Faculty facilitators reported less preparation time before facilitating a FC compared with the time required for creating a new didactic lecture (median: 60 vs. 240 minutes, p < 0.01). Both fellows and faculty respondents preferred the FC approach to traditional didactics, with fellows showing a greater degree of preference than faculty (68 vs. 52%, respectively, p = 0.04). CONCLUSION Fellows and faculty educators supported the FC learning, reporting peer-to-peer learning, and the establishment of a learning community which promotes adult learning and critical thinking skills. A national physiology curriculum creates equitable and engaging educational experiences for all NPM fellows while reducing individual program burden of content creation. Our findings further supported the development of an NNC using a flipped classroom modality.
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Affiliation(s)
- Megan M Gray
- Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington
| | - Rita Dadiz
- Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
| | - Susan Izatt
- Department of Pediatrics, Duke University Medical Center, Durham, North Carolina
| | - Maria Gillam-Krakauer
- Division of Neonatology, Department of Pediatrics, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Melissa M Carbajal
- Section of Neonatology, Department of Pediatrics, Baylor College of Medicine/Texas Children's Hospital, Houston, Texas
| | - Alison J Falck
- Department of Pediatrics, University of Maryland, Baltimore, Maryland
| | | | - Lindsay C Johnston
- Department of Pediatrics, Yale University School of Medicine, New Haven, Connecticut
| | - Heidi Karpen
- Department of Pediatrics, Emory Children's Pediatric Institute, Atlanta, Georgia
| | - Margarita M Vasquez
- Department of Pediatrics, University of Texas Health San Antonio, San Antonio, Texas
| | - Patricia R Chess
- Division of Pediatrics and Biomedical Engineering, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
| | - Heather French
- Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania
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Wang X, Liu XY, Jia S, Jiao R, Zhang Y, Tang L, Ni X, Zhu H, Zhang F, Parpura V, Wang YF. TESOT: a teaching modality targeting the learning obstacles in global medical education. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:333-341. [PMID: 33886395 DOI: 10.1152/advan.00191.2020] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Accepted: 02/24/2021] [Indexed: 06/11/2023]
Abstract
In higher education, it is a great challenge for instructors to teach international medical students (IMSs) efficiently. These students usually have different learning obstacles and learning style preferences from domestic students. Thus it is necessary to use teaching modalities targeting the specific characteristics of IMSs. Accordingly, we have developed a teaching modality composed of classical teacher-centered approach (TCA), enriched with components of student-centered approach (SCA) and online interactions targeting the learning characteristics of IMSs, which we defined as TESOT (an acronym made of the underlined words' initials). Aside from the online interactions that provide both answers to questions raised by students and guidance throughout a course, this modality contains additional in-classroom components (i.e., pre-lecture quiz, student-led summary, and post-lecture quiz). The effectiveness of this modality was tested in the nervous system module of the Physiology course for IMSs. The final exam scores in the nervous system module in the year taught with TESOT were higher than those earned by students taught with a classical TCA modality in preceding 2 yr. The improvement of teaching effectiveness is attributable to increasing communication, bridging course contexts, and meeting diverse learning style preferences. These results indicate that TESOT as an effective teaching modality is useful for enhancing efficiency of teaching IMSs.
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Affiliation(s)
- Xiaoran Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Xiao-Yu Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Shuwei Jia
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Runsheng Jiao
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Yunhong Zhang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Liyong Tang
- Department of Education, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Xiaoli Ni
- Department of Foreign Language, Heilongjiang Institute of Technology, Harbin, China
| | - Hui Zhu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Fengmin Zhang
- Department of Microbiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Vladimir Parpura
- Department of Neurobiology, The University of Alabama at Birmingham, Birmingham, Alabama
| | - Yu-Feng Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
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10
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Sawyer T, Stavroudis TA, Ades A, Dadiz R, Dammann CEL, Halamek LP, Moussa A, Soghier L, Gupta A, Aliaga S, Umoren R, French H. Simulation in Neonatal-Perinatal Medicine Fellowship Programs. Am J Perinatol 2020; 37:1258-1263. [PMID: 31307105 DOI: 10.1055/s-0039-1693465] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
OBJECTIVE This study aimed to investigate the use of simulation in neonatal-perinatal medicine (NPM) fellowship programs. STUDY DESIGN This was a cross-sectional survey of program directors (PDs) and simulation educators in Accreditation Council for Graduate Medical Education (ACGME) accredited NPM fellowship programs. RESULTS Responses were received from 59 PDs and 52 simulation educators, representing 60% of accredited programs. Of responding programs, 97% used simulation, which most commonly included neonatal resuscitation (94%) and procedural skills (94%) training. The time and scope of simulation use varied significantly. The majority of fellows (51%) received ≤20 hours of simulation during training. The majority of PDs (63%) wanted fellows to receive >20 hours of simulation. Barriers to simulation included lack of faculty time, experience, funding, and curriculum. CONCLUSION While the majority of fellowship programs use simulation, the time and scope of fellow exposure to simulation experiences are limited. The creation of a standardized simulation curriculum may address identified barriers to simulation.
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Affiliation(s)
- Taylor Sawyer
- Division of Neonatology, Department of Pediatrics, Seattle Children's Hospital, University of Washington School of Medicine, Seattle, Washington
| | - Theodora A Stavroudis
- Division of Neonatology, Department of Pediatrics, Children's Hospital Los Angeles, Keck School of Medicine, Fetal and Neonatal Institute, University of Southern California, Los Angeles, California
| | - Anne Ades
- Division of Neonatology, Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Rita Dadiz
- Division of Neonatology, Department of Pediatrics, University of Rochester Medical Center, Rochester, New York
| | - Christiane E L Dammann
- Division of Newborn Medicine, Floating Hospital for Children at Tufts Medical Center, Boston, Massachusetts
| | - Louis P Halamek
- Division of Neonatal and Developmental Medicine, Department of Pediatrics, Stanford University School of Medicine, Palo Alto, California
| | - Ahmed Moussa
- Division of Neonatology, Department of Pediatrics, Sainte-Justine Hospital University Center, University of Montreal, Montreal, Canada
| | - Lamia Soghier
- Department of Neonatology, Children's National Health System, Washington, District of Columbia
| | - Arika Gupta
- Department of Pediatrics, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Sofia Aliaga
- Department of Pediatrics, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Rachel Umoren
- Division of Neonatology, Department of Pediatrics, Seattle Children's Hospital, University of Washington School of Medicine, Seattle, Washington
| | - Heather French
- Division of Neonatology, Department of Pediatrics, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
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11
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Beer L, Gray M, Carbajal MM, French H, Vasquez M, Bauserman M, Bonachea EM. "Megaflip," a Novel Approach to National Collaboration for Flipped Classroom Education. Acad Pediatr 2020; 20:758-759. [PMID: 32502533 PMCID: PMC7265824 DOI: 10.1016/j.acap.2020.05.027] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Accepted: 05/22/2020] [Indexed: 11/22/2022]
Affiliation(s)
- Lindsey Beer
- Department of Pediatrics, The Ohio State University College of Medicine (L Beer and EM Bonachea), Columbus, Ohio.
| | - Megan Gray
- Department of Pediatrics, University of Washington School of Medicine (M Gray), Seattle, Wash
| | - Melissa M. Carbajal
- Department of Pediatrics, Baylor College of Medicine (MM Carbajal), Houston, Tex
| | - Heather French
- Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania (H French), Philadelphia, Pa
| | - Margarita Vasquez
- Department of Pediatrics, University of Texas Health Science Center at San Antonio (M Vasquez), San Antonio, Tex
| | - Melissa Bauserman
- Department of Pediatrics, University of North Carolina School of Medicine (M Bauserman), Chapel Hill, NC
| | - Elizabeth M. Bonachea
- Department of Pediatrics, The Ohio State University College of Medicine (L Beer and EM Bonachea), Columbus, Ohio
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12
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French H, Eichenwald E. The Maturation of a Proficient Neonatologist: From the Delivery Room to Independent Practice. Pediatrics 2020; 146:e20200212. [PMID: 32532793 DOI: 10.1542/peds.2020-0212] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/24/2020] [Indexed: 11/24/2022] Open
Affiliation(s)
- Heather French
- Division of Neonatology, Department of Pediatrics, Children's Hospital of Philadelphia and Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Eric Eichenwald
- Division of Neonatology, Department of Pediatrics, Children's Hospital of Philadelphia and Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
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Current training in percutaneously inserted central catheter (PICC) placement and maintenance for neonatal-perinatal medicine fellows. J Perinatol 2020; 40:589-594. [PMID: 31932714 DOI: 10.1038/s41372-019-0587-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 12/05/2019] [Accepted: 12/21/2019] [Indexed: 11/08/2022]
Abstract
OBJECTIVE To describe the current educational status of percutaneously inserted central catheter (PICC) insertion/ maintenance training for neonatal-perinatal medicine (NPM) fellows in the United States. STUDY DESIGN A cross-sectional 34-question survey was electronically distributed to NPM fellowship training program directors (PDs) in the United States. RESULTS The response rate was 81.8% (81/99 PD). Most PDs (68.5%) reported that their neonatal intensive care unit has a PICC team. Fellows were PICC team members in 72%. Only 52% of programs offer formal training in PICC placement to fellows; 61.5% of these utilize a standardized curriculum. Dedicated PICC team existence was negatively associated with formal training for PICC insertion and maintenance for fellows (42.0% with PICC team vs. 73.91% without, p = 0.01). CONCLUSIONS Wide variation exists in fellow's exposure, education, and competency assessment in PICC-related activities nationally. Development of a standardized curriculum would be beneficial.
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French H, Arias-Shah A, Gisondo C, Gray MM. Perspectives: The Flipped Classroom in Graduate Medical Education. Neoreviews 2020; 21:e150-e156. [PMID: 32123119 DOI: 10.1542/neo.21-3-e150] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Andragogy, the art and science of helping adults learn, is a learner-centric conceptual framework that considers adult learner characteristics and their motivations for learning. These motivations range from internal will, readiness to learn, and relevance to one's own life. The flipped classroom, an increasingly popular educational method for both learners and educators, aligns with an andragogical approach as it uses classroom time for application of knowledge and critical thinking rather than for a passive didactic lecture. The growing body of educational research demonstrating increased performance and knowledge retention using this method has led to its incorporation into graduate medical education materials, including the National Neonatology Curriculum. In this article, the authors review how the flipped classroom, an active educational method that embraces the tenets of adult learning theory, may be more effective in graduate medical education compared with traditional lecture.
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Affiliation(s)
- Heather French
- Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA
| | - AnnaMarie Arias-Shah
- Division of Neonatology, Department of Pediatrics, Baylor College of Medicine, Houston, TX
| | - Carly Gisondo
- Division of Neonatology, Department of Pediatrics, University of Michigan, Ann Arbor, MI
| | - Megan M Gray
- Division of Neonatology, University of Washington School of Medicine, Seattle, WA
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