Educational Innovation Institute - Augusta University · University health sciences educational community in the development or enhancement of educational research, scholarship, curricula,

Table of Contents

ANNUAL REPORT JULY 1, 2015 - JUNE 30, 2016

Institute Innovation Educational

Empowering Educators to be Innovators

Educational Innovation Institute | 2016 Annual Report 2

Table of Contents

I. Overview……………………………………………………………………………………………………………………………………………………………..3

II. EII Leadership, Faculty, & Staff……………………………………………………………………………………………………………………………..4

III. 2015-2016 Highlights …………………………………………………………………………………………………………………………………………..5

IV. EII Programs and Services

Academy of Health Sciences Educators………………………………………………………………………………………………………………..7

Consultation Services……………………………………………………………………………………………………………………………………………9

EAT: Education and Treats………………………………………………………………………………………………………………………………….10

Faculty Development Fellowship Program………………………………………………………………………………………………………….11

Health Sciences Education Grand Rounds………..…………………………………………………………………………………………………13

Health Sciences Education Day…………………………………………………………………………………………………………………………..15

Interactive Website for Educational Research……………………………………………………………………………………………………16

Journal Scout……………………………………………………………………………………………………………………………………………………..17

Mentoring Faculty Educators……………………………………………………………………………………………………………………………..18

Mentoring in Educational Research across the Learner Continuum……………………………………………………………………19

Program Evaluation……………………………………………………………………………………………………………………………………………20

Research and Scholarship Summary…………………………………………………………………………………………………………………..21

Visiting Professors………………………………………………………………………………………………………………………………………………22

Workshops…………………………………………………………………………………………………………………………………………………………23

V. Appendix: EII and Affiliated Faculty Peer Reviewed Educational Research Citations………….……………………………….25


I. Overview

The mission of the Educational Innovation Institute (EII) at Augusta University is to champion Excellence and Innovation in health sciences education and educational scholarship that enhances learning and develops educational leaders locally and globally. The Educational Innovation Institute was founded as the Education Discovery Institute in 2008 under the visionary leadership of Dr. Ruth-Marie E. Fincher, retired Vice Dean of Academic Affairs and former Co-Director of the EII.

What we do: 1. Inspire and facilitate the reframing of educational problems and challenges to meet the needs of today’s health

professions education learners and educators.

2. Support the professional and educational leadership development of health professions educators.

3. Provide health professions educators with time-tested and/or innovative processes, technologies or select content to address today’s educational problems and challenges.

Who we serve: 1. Primary: Augusta University health professions educators

2. Secondary: The broader health professions educational community

How we do it: 1. Provide services that are timely, professional, personal, participatory, and development-oriented.

2. Application of team-member competencies in: educational assessment, faculty development, program

development, program evaluation, and educational research.


II. EII Leadership, Faculty, & Staff

Kelli Braun, MD

EII Faculty Member Fellowship Director

Educational Research Track

Ralph Gillies, PhD EII Faculty Member

Fellowship Director Teaching Scholars Track

MCG Associate Dean of Faculty Development

Jillian Oliver, BA Admin Assistant II

Andria Thomas, PhD EII Faculty Member

MCG Associate Dean for Evaluation

Mitch Toomey, BA Educational Research Associate

Tasha Wyatt, PhD

EII Faculty Member Educational Researcher

Dena Henry, BS Educational Research Intern

Sarah Mendenhall, BS Educational Research Intern

PAUL M. WALLACH, MD FACP CO-DIRECTOR OF THE EII

VICE DEAN OF ACADEMIC AFFAIRS PROFESSOR OF MEDICINE, MCG DR. WALLACH BRINGS KNOWLEDGE, INSIGHT AND PASSION FOR MEDICAL EDUCATION. AS A MEDICAL EDUCATOR AND EDUCATIONAL ADMINISTRATOR, HE FOSTERS AN EXCELLENT EDUCATIONAL ENVIRONMENT CONDUCIVE TO LEARNING, INNOVATION AND CREATIVITY. HE WORKS COLLABORATIVELY WITH MULTIPLE CONSTITUENTS INCLUDING FACULTY, STUDENTS, STAFF, ALUMNI, AND THE COMMUNITY TOWARD A VISION OF EXCELLENT HEALTH PROFESSIONS EDUCATION.

LARA M. STEPLEMAN, PHD CO-DIRECTOR OF THE EII

PROFESSOR OF PSYCHIATRY & HEALTH BEHAVIOR, MCG DR. STEPLEMAN HAS EXPERTISE IN THE DESIGN AND IMPLEMENTATION OF SURVEY RESEARCH. SHE IS PARTICULARLY INTERESTED IN THE INVESTIGATION OF NOVEL EDUCATIONAL METHODS TO IMPROVE PHYSICIAN COMMUNICATION SPECIFIC TO SEXUAL HEALTH, SEXUAL FUNCTIONING, AND SEXUAL IDENTITY. HER OTHER RESEARCH INTERESTS INCLUDE MENTAL HEALTH IDENTIFICATION AND INTERVENTION IN MEDICAL SETTINGS, ESPECIALLY WITH REGARD TO DEVELOPING TRAINING TO IMPROVE BEST PRACTICES AND ISSUES RELATED TO CULTURAL DIVERSITY AND COMPETENCE.


III. 2015 – 2016 Highlights • 460 AU faculty, staff, or students participated in at least one EII educational event or program during the 2016

academic year.

• The EII sponsored of co-sponsored 35 community educational events and programs this year, including workshops, grand rounds, and faculty trainings.

• Dr. Ralph Gillies was appointed the MCG Associate Dean of Faculty Development.

• Dr. Tasha Wyatt was awarded the Seed Grant from the Alliance in Academic Internal Medicine (AAIM) for her work with Internal Medicine faculty at AU in which she is studying the process of taking ownership in the 3rd year of medical school.

• Dr. Kelli Braun awarded SGEA 2015 Medical Education Scholarship Award for Outstanding Presentation- Graduate Medical Education.

• The EII welcomed ten Teaching Scholar Fellows, two Educational Research Fellows and graduated five Teaching

Scholars Fellows and one Educational Research Fellow.

• Health Sciences Education Day a success with an average crowd of thirty individuals for the each event and nearly seventy people attending the concluding poster session.

• Dr. Lara Stepleman was selected to co-edit a special issue on LGBT Health Education Competencies in the Journal of Homosexuality to be released by the end of 2016.

• The EII is collaborating as educational evaluators on several newly funded federal projects this year, including a training grant for health professions students in a patient intervention for drugs and alcohol (PI: Aaron Johnson, PhD) and the Women’s Reproductive Health Research Career Development Program project (PI: with Dr. Michael Diamond, MD, Professor and Chair, Department of Obstetrics and Gynecology, Associate Dean for Research, Medical College of Georgia and Vice President for Clinical and Translational Sciences).

• Dr. Tasha Wyatt’s "Taking Ownership in the 3rd Year of Medical School: A Pilot Study," is featured in Teaching & Learning in Medicine's 2016 Conversation Starters series.

• Dr. Lara Stepleman was awarded 2016 Augusta University Service Award.

• Hosted two visiting Professors: Kim LeBlanc, MD, a Professor at LSU School of Medicine, who discussed current trends in clinical skills training and evaluation, and Anne Marie Liebel, EdD, an Assistant Professor at Clemson University, who discussed health literacy.

• Amber Clemmons, Pharm D received the 2016 EII Health Science Scholarship Award for her peer-reviewed manuscript, “Development and Implementation of a Writing Program to Improve Resident Authorship” published in the American Journal of Health-System Pharmacy.


IV. EII Programs & Services


Academy of Health Sciences Educators The Academy of Health Sciences Educators (The Academy) is a health sciences college-wide organization of distinguished health sciences educators who have demonstrated sustained excellence in educational activities and scholarship within Augusta University. The Academy is a unique group of exceptional health sciences educators, educational scholars, and leaders selected through a rigorous process involving peer review by AU Academy members and nationally recognized leaders in health sciences education. Membership in the Academy is open to anyone with a faculty appointment in a health sciences college at Augusta University.

The goals of the Academy are:

I. To recognize faculty who have made outstanding contributions to health sciences education through excellence in teaching, innovation, and scholarship.

II. To establish a forum for faculty with recognized accomplishments in health sciences education to facilitate the exchange of ideas, career development, and collaboration across departments.

III. To improve the quality of health sciences education by fostering faculty development, curricular innovation, creating products that will advance the field, and developing educational leaders for the future Academy members have been active in planning or presenting at various AU events including Education Grand Rounds, Health Sciences Education Day, the Faculty Development Fellowship, and the Health Sciences Education Journal Club, Education and Treats (EAT).

T. Andrew Albritton, MD Medical College of Georgia

Lori Schumacher Anderson, PhD, RN College of Nursing

Julia Behr, DNP, FNP-C College of Nursing

Gayle Bentley, RN, DNP, PHCNS-BC College of Nursing

Christy Berding, DNP, MSN College of Nursing

Lori A. Bolgla, PT, PhD, ATC College of Allied Health Sciences

Shilpa P. Brown, MD, FACP Medical College of Georgia

Richard Callan, DMD, EdS Dental College of Georgia

Charlotte Chatto, PT, PhD College of Allied Health Sciences

Katharine Ciarrocca, DMD, MSEd College of Dental Medicine

Janis S. Coffin, DO Medical College of Georgia

Gerald E. Crites, MD Augusta University/UGA Medical Partnership

Anna C. Edmondson, PhD Medical College of Georgia

Mohammed E. Elsalanty, MD, PhD Dental College of Georgia

Ralph A. Gillies, PhD Medical College of Georgia

Hartmut Gross, MD Medical College of Georgia

Valera L. Hudson, MD Medical College of Georgia

Lisa E. Leggio, MD Medical College of Georgia

Donna Londino, MD Medical College of Georgia

Matthew L. Lyon, MD, FACEP Medical College of Georgia

CURRENT ACADEMY OF HEALTH SCIENCE EDUCATORS


Renuka Mehta, MBBS, MRCP, DCH, FAAP Medical College of Georgia

Jan K. Mitchell, DDS, MEd Dental College of Georgia

Walter J. Moore, MD Medical College of Georgia

Janet A. Munroe, MD Medical College of Georgia

Laura L. Mulloy, DO Medical College of Georgia

Marguerite Murphy, DNP, MS College of Nursing

Robert R. Nesbit, Jr., MD, FACS Medical College of Georgia

Carol Nichols, PhD Medical College of Georgia

Alyce M. Oliver, PhD, MD Medical College of Georgia

Kevin D. Plummer, DDS Dental College of Georgia

Mary Ellen Quinn, PhD, MS College of Nursing

Scott Richardson, MD Augusta University/UGA Medical Partnership

Vincent J. B. Robinson, MD, FRCP, FACC Medical College of Georgia

Barbara Russell, EdD, MLS (ASCP) CM,SH(ASCP)CM Medical College of Georgia

Judith B. Stallings, EdD, MHE, PA-C College of Allied Health Sciences

Andria Thomas PhD Medical College of Georgia

Christopher White, MD Medical College of Georgia

Stephanie M. Wright, DNP, RN, MSN, MBA College of Nursing

Julie K. Zadinsky, PhD, RN, CIP College of Nursing

The MCG Academy members promote a positive academic environment at MCG, serve on accreditation committees, and hold key Academic Affairs positions.

In AY2016, academy members contributed significantly to MCG’s LCME review preparation process, disseminated their education research at regional and national conferences, and facilitated a number of faculty development sessions locally and regionally.

The biennial call for new members will begin in July 2016.

2016-2017 Goals for the Academy: 1. Foster educational excellence at AU by serving as leaders and role

models in health sciences education. 2. Inspire and recruit new Academy members from all health sciences

disciplines. 3. Further integrate members into teaching and faculty development

programs across the university.


Consultation Services The EII Consultation Service was designed to actively engage the Augusta University health sciences educational community in the development or enhancement of educational research, scholarship, curricula, and teaching skills and competencies. Through consultation services, we are able to provide individually-tailored research and educational strategy assistance at any point in educational project development. We provided a total of 34 educational consultations for 26 different faculty, fellows, and students during AY 2016, with a total of over 92 service hours provided.

2016-2017 Goals for Consultation Services: 1. Offer at least 100 hours of educator development, research,

and statistical consultations through our consult service per year.

2. Continue to pursue internal and external opportunities to provide contractual and grant funded consultation services.

23, 68%1, 3%

9, 26%

1, 3%

No. of Consultations by Type, AY 2016

Educational Research

Curriculum/Teaching

Statistical

Educator Career Mentoring

Scope of Services

• Development & Refinement of Research Questions

• Research Study/Design • Quantitative & Qualitative

Data Collection & Analysis • Manuscript/Poster Review • Identification of Funding

Sources • Guidance of Grant

Preparation • Development of

Educational Curricula • Learner Assessment • Implementation of a

Teaching Strategy or Skill • Educational Evaluation • Power and Sample Size

Analysis • Data Analysis &

Interpretation • Career Development • Promotion & Tenure

n=34


Education And Treats: EAT Journal Club The purpose of EAT is to encourage a lively exchange of ideas around current topics in health professions education and educational research. Facilitators propose the topic for the discussion, select a relevant reading, and lead the discussion of the topic. The reading is intended to provide background for the discussion and address critical topics in health professions education. There were a total of 40 unduplicated EAT attendees for AY 2016, many of whom attended multiple sessions, demonstrating the value of this program to individuals on campus.

Month, Year Facilitator Topic August 2015 Dr. Tasha Wyatt, PhD

Keys to Successful Feedback

September 2015 Mitchell Toomey, BA

The Role of Sexual and Gender Diversity in Medicine: Implications for Providers and Educators

October 2015 Ralph Gillies, PhD

The Impact of Nurses in the Education of Medical Students and Residents

November 2015 J. Aaron Johnson, PhD

Preparing Professionals in Alcohol & Drug Screening and Brief Intervention: Implementation Barriers and Facilitators

December 2015 Michael Russell, PhD

12 Tips for Enhancing Learning Approaches

January 2016 Elena Wood, MD

Utilizing Inverted Classroom Approaches in Clinical Setting

February 2016 Alexis Rossi, PhD

Integrating the Social Sciences into the Preclinical Curriculum in the Health Sciences

March 2016 Lori Bolgla, PhD Applying Mobile Technology to Health Scare Education April 2016 Dena Henry, BS

Sarah Mendenhall, BS Examining the Impact of Fostering Emotional Intelligence in Medical School

May 2016 S. Jones Miller, MD Simulation in Medical Education

2016-2017 Goals for the EAT:

1. Offer at least 8 journal club meetings per year focused on national and local educational innovations.

2. Ensure EAT programs are offered to participants at regional campuses through web conferencing technology.

3. Disseminate key points from each session through the EII Bulletin and the Academic Affairs email group.

28, 70%2, 5%

5, 12%

3, 8%2, 5%

Attendance by College

MCG

Allied Health

Nursing

Other

Summerville

n=40


Faculty Development Fellowship Program Beginning in January 2014, the Teaching Scholars Fellowship and the Educational Research Fellowship were reorganized as the Faculty Development Fellowship Program with two tracks: the Teaching Scholars Track (TST) directed by Dr. Ralph Gillies and the Educational Research Track (ERT) directed by Dr. Kelli Braun. Teaching Scholars Track The Teaching Scholars Track (TST) is a one-year fellowship experience designed to enhance the educational skills of faculty. TST fellows meet weekly for two hours to discuss and learn about adult learning principles, teaching skills, learner and program assessment, educational technology, administrative skills, principles of educational research, and practical strategies for facilitating workshops, and delivering oral platform presentations. In addition, TST fellows develop, complete, and present a mentor-assisted educational project of their choice. Upon completion of the fellowship, faculty will have the knowledge and skills necessary to be educational leaders in their departments and colleges.

2016 Teaching Scholars Track Fellows

Jennifer Allen, MD Assistant Professor

Dept. of Obstetrics and Gynecology

Shannon Black, BA Clerkship Coordinator

Dept. of Surgery

Chelsea Carson, MD Assistant Professor

Dept. of Psychiatry & Health Behavior

Monica Chana, DMD Assistant Professor

Dept. General Dentistry

Gaston Kapuku, MD, PhD Associate Professor Dept. of Pediatrics

Erin Mundy, MPA Assistant Professor

Dept. of Family Medicine

Dayna Seymore, BA

Grant Development Specialist Dept. of Family Medicine

Huda Tawfik, PhD Assistant Professor

Dept. of Pharmacology and Toxicology

Mary L. Gregory, MD Assistant Professor Dept. of Pediatrics

“The Teaching Scholars Fellowship fosters growth in the academic and leadership arenas and allows one to achieve knowledge and skills beyond what is taught in the ordinary curricula of undergraduate, postgraduate and residency training programs. I am a better teacher, mentor, student and researcher because of this program.” - Jennifer T. Allen, MD


Educational Research Track Fellows The Educational Research Track (ERT) is a two-year fellowship experience designed to nurture the careers of early and mid-career faculty by providing training in health sciences education research. During the first year, ERT fellows focus on research activities for the equivalent of ½ day per week and attend weekly meetings with the fellowship director where they learn the basics of education research: defining research and scholarship, the research process, developing a research question, study designs, measurements, reliability and validity, data management/analysis, introduction to statistics, dissemination of scholarly work, educational theory, and navigating the Institutional Review Board (IRB). They develop and complete at least one discovery project, suitable for peer review and publication or presentation, during this year. The second year fosters further development as an educational researcher through monthly two hour sessions which focus on manuscript writing, presentation of scholarly work, collaboration with other educational researchers, and serving as a mentor to the incoming fellows, as well as members of the participant’s designated department. In addition, fellows develop and complete a second discovery project during this time.

2016 Educational Research Track Fellows First Year Second Year

Amber McCall, PhD Assistant Professor Dept. Physiological

Nursing

Jake Turrentine, MD Assistant Professor

Dept. of Dermatology

Tanna Boyer, DO Assistant Professor

Dept. of Anesthesiology and Perioperative

Medicine

Alexis Rossi, PhD Director of Diversity

Training and Evaluation

Michael Russell, PhD Associate Professor

AU/UGA Medical Partnership

2015 Faculty Development Fellowship Graduation

L-R: Lara Stepleman, PhD, EII Co-Director, Kelli Braun, MD, ERT Fellowship Director, Elena Wood, MD, ERT 2nd yr., Alexis Rossi, PhD, ERT 1st yr., Michael Russell, PhD, ERT 1st yr., Lori Bologla, PhD, TST, S. Jones Miller, PhD, MD, TST, Peter Shipman, MLIS, TST, Ralph Gillies, PhD, TST Fellowship Director. Not pictured: Nita Maihle, PhD, TST, Dale Peeples, MD, TST, Tanna Boyer, DO, ERT 1st year.

2016-2017 Goals for the Fellowship:

1. To offer teaching and research fellowships to at least 8-10 people per year across both fellowships. 2. Encourage applications from faculty interested in health sciences education from all AU campuses

across the state. 3. Build a cadre of educational research & educator mentors. 4. Recruit a diverse cohort of faculty who will serve as future educational leaders. 5. Assess the impact of the fellowship on individual fellows and the institution.


Health Sciences Educational Grand Rounds (HS-EGR) Each month, the EII co-sponsors an Education Grand Rounds presentation with one of the clinical departments at the Medical College of Georgia or one of the other colleges. These host departments offer the Education Grand Rounds during one of their regularly scheduled grand rounds slots. This ensures that faculty from that host department are available to attend and broaden the EII’s reach to educators. There were a total of 251 unduplicated HS-EGR attendees for annual year 2015.

Date Title Facilitator(s) July 2015 Resident Training in Bronchial Blocker Placement for One-Lung

Ventilation Mary Arthur, MD

August 2015 Incorporating Simulation into Residency Training Kelli Braun, MD

September 2015

Implementing an Accessible and Effective Internal Medicine Residency Noon Conference Curriculum

Thad Carson, MD

October 2015 Clinical Nurses in Medical Education Ralph A. Gillies, PhD

November 2015

“ABCDE” Format for Students to Organize Preparation/Presentation of Case Studies in the Clinical Setting

Cynthia Chernecky, PhD, RN, AOCN, FAAN Kitty Garrett, MSN

December 2015

Verification of Bedside Competence by Surgery Residents Using Personal Video Devices

Steven B. Holsten Jr., MD, FACS

January 2016 Teaching How To Teach Christopher Pelic, MD February 2016 Improving Critical Analytical Thinking Skills: Study Results from Medical

Student Workshop Michael Russell, PhD

March 2016 Instructional Technology: Looking Ahead to the Digital Learning Horizon Doug Blackburn, Wendy Cullum Jeff Mastromonico, Jennifer Rose, Davina Smalley

March 2016 Assessing an Interprofessional Education Exercise with Medicine & Pharmacy Students

S. Jones Miller PhD, MD Susan Fagan, Pharm D

April 2016 Health Literacy: Getting the Intended Message Across Anne Marie Liebel, EdD May 2016 Teaching Medical Learners about Substance Abuse Screening, Brief

Intervention, and Referral to Treatment Aaron Johnson, PhD

June 2016 Developing an iBook to Enhance Clinical Instruction Lori Bolgla, PT, PhD, MAcc, ATC

2016-2017 Goals for Health Science Education Grand Rounds:

1. Create an outstanding HS-EGR series reflecting diverse, timely, educational issues. 2. Ensure HS-EGR are recorded and posted to the EII website and offered to participants at regional

campuses through web conferencing technology.

68

161

3341

3320

3948

21

3

8

2

2

51

91

2

14

3

AUGUST (N=68)

OCTOBER (N=17)

NOVEMBER (N=12)

DECEMBER (N=33)

JANUARY (N=43)

FEBRUARY (N=33)

MARCH (N=34)

APRIL (N=49)

MAY (N=48)

JUNE (N=15)

Health Sciences Education Grand Rounds Attendees by College

MCG DCG SAHS CON Other



Health Sciences Education Day This year’s Health Sciences Education Day highlighted instructional technology in health sciences education. The day began with an invigorating panel discussing some of the in Instructional Technology at Augusta University. Presenters not only demonstrated the current capabilities of the technology utilized on campus, but showed how replacing old instructional models with interactive, technology-savvy modules can enhance the overall learning experience. Health science educators on campus offered their firsthand experience introducing and integrating instructional technology into their health sciences curriculum. This provided a real world perspective on the impact instructional technology has on learners. Oral presentations highlighted research projects completed by former Fellows from the EII’s Teaching and Research Fellowship tracks. The day concluded with a poster session where 23 educational research and scholarship projects were presented by faculty and students. During the poster session, graduating EII Fellows and the Scholarship Award recipient were honored.

2016 Health Sciences Education Day March 24th Noon – 5:00PM

Instructional Technology in Health Sciences Education Presenters Teaching Roundtable: Instructional Technology – In the Next Decade

• Trends and fads • Bridges within and across institutions • Enhancing or replacing current teaching activities

Doug Blackburn Ashley Cullum

Jeff Mastromonico Davina Smalley

Teaching Roundtable: Instructional Technology across the Health Sciences Colleges • Theory and evidence supporting the use of instructional technology • What’s happening at the health sciences colleges?

Lori Bolgla Allison Buchanan

Sajitha Kalathingal Amber McCall

Oral Presentations Education Scholarship and Curriculum Projects from EII Faculty Development Fellowship

EII Faculty Development Fellows

Poster Session • Completed and In Progress Education-Related Scholarship and Projects

AU Faculty and Students

Awards Ceremony • EII Faculty Development Fellowship Graduates • EII Education Scholarship Award • Reception

Ralph Gillies Lara Stepleman

2016-2017 Goals for Health Sciences Education Day:

1. Create an outstanding education event for health sciences educators and educational researchers with increase participation from students, residents, and faculty at AU campuses across the state.

2. Highlight national health sciences education trends with invited visiting professors. 3. Expand inclusion of learners in the discussion and examination of health sciences education and

research.

Dr. Lara Stepleman, Co-Director of EII, presenting Dr. Amber B. Clemmons with her EII 2016's Health Science Educational Scholarship Award. Dr. Clemmons award winning piece was selected among many nominations for its exemplary demonstration of health sciences educational scholarship.


Interactive Website for the Educational Research Process The EII is committed to making educational research in the health sciences a priority. As such, we have been working with the Department of Instructional Design and Development on an interactive website designed to assist faculty, staff and students with the navigation of AU's educational research process. To make the process more manageable, the website will provide users with descriptions, links, and videos that help with the preparation, execution, and dissemination of educational research. While we expect to launch our new website on October 1st, here is a sneak preview of what it looks like! At the touch of their fingertips, users will be able to locate websites for such things as CITI training, creating an IRBnet profile, identifying training and funding opportunities within and outside AU, locating various offices around campus that assist with grant writing and acquisition, conducting research with medical students, and utilizing EII services. Users will also be able to explore health professions education conferences, journals, and other options for disseminating scholarship.


Journal Scout In November 2014, Journal Scout was launched at MCG as a means to increase the awareness of AU’s health sciences faculty on the latest innovations and findings in health sciences education and research literature. These include advances and concepts that could potentially impact how faculty teach or the future directions they may take in their own teaching scholarship. Journal Scout is disseminated quarterly in a blog format and includes a 250-500 word impression summary of the article as well as links to the article itself. Journal Scout readers can post comments about the articles or the reviews as well as search for archived reviews.

After the first issue, medical students became interested in serving as reviewers, and now Journal Scout includes reviews by student-faculty pairs who offer two perspectives on the same article. In fact, the May 2016 issue features reviews completed entirely by students which reflected their perspectives and vision for medical education. Earlier issues included reviews by student, faculty, and faculty/student pairs. Instructional technology was a common topic under review but a variety of other educational themes were considered including diversity, curriculum redesign, peer learning, feedback and milestones.

Examples of Journal Scout Reviews

• Scholarship and Clinical Residency Program: A Win-Win Initiative

• Integrating LGBT Issues Across the Curriculum

• Bringing Competition Into Simulation

• Avoiding Shame and Guilt in the Feedback Cycle

• Practical Tips to Enhance Deeper Learning in an Integrated Curriculum

• The Use of iBooks in Health Sciences Education…A One-Stop Shop

• Teaching in the OR and Driving on Ice – One Step at a Time

• The 12 “Must Knows” of Simulation

• ACGME Milestones: A Great Idea Falling Short of its Potential

• Moving Beyond the One-Way Stream of Feedback

• Practical Tips for Creating Procedural Educational Videos

• Team Based Learning – Teamwork Makes the Dream Work

2016-2017 Goals for Journal Scout:

1. To offer at least 4 issues of Journal Scout per year with maximum involvement from MCG faculty. 2. Expand the cadre of reviewers to include students, residents, and faculty across MCG campuses and AU

health sciences colleges. 3. Increase dissemination of Journal Scout to more faculty.

https://grujournalwatch.wordpress.com/2016/01/27/scholarship-and-clinical-residency-program-a-win-win-initiative/

https://grujournalwatch.wordpress.com/2016/01/27/integrating-lgbt-issues-across-the-curriculum/

https://grujournalwatch.wordpress.com/2016/01/27/bringing-competition-into-simulation/

https://grujournalwatch.wordpress.com/2015/10/29/avoiding-shame-and-guilt-in-the-feedback-cycle/

https://grujournalwatch.wordpress.com/2015/10/29/practical-tips-to-enhance-deeper-learning-in-an-integrated-curriculum/

https://grujournalwatch.wordpress.com/2015/10/29/the-use-of-ibooks-in-health-sciences-educationa-one-stop-shop/

https://grujournalwatch.wordpress.com/2015/10/29/teaching-in-the-or-and-driving-on-ice-one-step-at-a-time/

https://grujournalwatch.wordpress.com/2015/07/31/the-12-must-knows-of-simulation-2/

https://grujournalwatch.wordpress.com/2015/07/31/acgme-milestones-a-great-idea-falling-short-of-its-potential-2/

https://grujournalwatch.wordpress.com/2015/07/31/moving-beyond-the-one-way-stream-of-feedback-2/

https://grujournalwatch.wordpress.com/2015/07/31/practical-tips-for-creating-procedural-educational-videos-2/

https://grujournalwatch.wordpress.com/2015/07/31/team-based-learning-improved-or-comparable-performance-through-engagement-2/


Mentoring Faculty Educators The EII provided AU faculty with career mentoring via multiple programs: Career Development 101, MCG Educator Faculty support, promotions workshops, and individual consults. Career Development 101 (CD 101) is an annual half-day program held in the fall of each year for newly appointed and/or newly arriving junior AU health sciences faculty. Faculty can to attend one of two Career Development events: Career Development 101 for Clinician Educators or Career Development 101 for Early Career Investigators. At Career Development 101 for Clinician Educators, attendees are provided with a strategic view of the major components of a successful career in academic health science: teaching, research, and service. They also receive guidance on how to prepare an Educator’s Portfolio and how to be prepared for successful promotion and granting of tenure. Since its inception 11 years ago, the program has been highly valued by participants and their respective college deans. CD 101 serves as a means of introducing the concept of mentoring and linking junior faculty with participating mentors. At Career Development 101 for Early Career Investigators, faculty with strong research interests meet with a variety of campus research-related resources ranging from IRB to grants and contracts. The event serves both as an opportunity for informative dissemination and for junior faculty to network with colleagues who have similar interests. In AY 2016, a number of MCG faculty were hired to be MCG Educator Faculty who split their time between teaching and other services and have significant allocation of time devoted to their development and contributions as educators. To foster the academic and research development and success of this group, Dr. Paul Wallach, Vice Dean for Academic Affairs and EII Co-Director, and EII faculty began hosting monthly meetings to discuss trends in educational research and to plan educational innovations. Through efforts of the Academy and the EII, we plan to develop and implement a peer review program enabling faculty to have their lecture, small group teaching session, ward rounds, and other educational settings observed by a trained educator for the purpose of receiving formative feedback on their teaching. The EII also provides annual workshops to the faculty on the preparation of an Educator’s Portfolio and preparing for promotion and tenure. These workshops are tailored to both tenure and non-tenure track faculty to provide the most relevant information pertaining to the faculty member considering promotion. One workshop was offered this year, with a total attendance of 16 faculty.

2016-2017 Goals for Mentoring Faculty Educators:

1. Promote a culture of career mentoring and work toward the development of institution-wide college/departmental mentoring programs

2. Explore new ways of improving faculty development to faculty within their departments/colleges from AU campuses across the state.

3. Creatively develop and disseminate brief teaching best practices to faculty across the health sciences.


Mentoring in Education across the Learner Continuum In addition to the Educational Research Fellowship, the EII offers a variety educational research mentorship opportunities to address the needs of learners across the educational continuum. The goal of the various research mentoring programs is to provide students, interns, residents, and postdoctoral fellows with the opportunity to learn, design, and participate in impactful scholarship related to education.

Student Training Level Mentor Example Project

Dena Henry Psychology Intern Tasha Wyatt Utilizing Open-Response Peer Feedback as a Supplement to Resident Evaluation in a Family Medicine In-Service Program (Manuscript submitted to the Journal of Graduate Medical Education)

Shirin Khazvand Volunteer Researcher Lara Stepleman Alexis Rossi

Come out for Health Week: Analysis of the Effectiveness of an Institutional LGBT Awareness Program

Eliot Lopez Postdoctoral Fellow Lara Stepleman Contextualizing Competence: Language and LGBT-Based Competency in Healthcare.

Sarah Mendenhall Psychology Intern Tasha Wyatt The Development of Educational Researchers: A Five-Year Retrospective Analysis

Samantha Murdaugh Public Health Intern Lara Stepleman Assessing the Community We Serve: Equality Clinic of Augusta (LGBT Health Needs Assessment)

Lauren Smith Public Health Intern/Entering Medical Student

Lara Stepleman Assessing the Community We Serve: Equality Clinic of Augusta (LGBT Health Needs Assessment)

Jiby Yohannan Arnold P. Gold Summer Medical Student Scholar/ MCG Student

Lara Stepleman Assessing the Community We Serve: Equality Clinic of Augusta (LGBT Health Needs Assessment)

Example Scholarship:

Rossi, A.L., & Lopez, E.J. (under review). Contextualizing competence: Language and LGBT-based competency in healthcare. Under review at Journal of Homosexuality.

Spellicy, H., Eichenbaum, H., Truitt, B., Robertson, K., Rossi, A., Stepleman L.M., (2015, November). Georgia Equality Clinic: Teaching Interprofessional Health Care in an LGBT Free Clinic. Annual Meeting of the Association of American Medical Colleges, Baltimore, MD.

Wyatt, T.R., Mendenhall, S., Stepleman, L., Braun, K., Evans, L., Rossi, A., Wallach P., (2016, April). The Development of Educational Researchers: A Five-Year Retrospective Analysis. Poster presentation at the Southern Group on Educational Affairs Conference in Austin, TX.

Wyatt, T. R., Mendenhall, S. & Wood, E. (2016, April). Evaluating Evidence-Based Practice Curriculum: A Guide for Educators in Healthcare Settings. Poster presented at the annual meeting of the Southern Group on Educational Affairs (SGEA), Austin, TX.

2016-2017 Goals for Mentoring Students across the Learner Continuum:

1. Offer educational research summer internships, 4th year research rotations, and other opportunities to medical and health professions students with a minimum of 2 medical students involved with the EII each year.

2. To develop the Medical Education Leadership track/certificate in collaboration with the AU & Health System Leadership Academy.


Program Evaluation The EII is continuing to grow its role to support evaluation of capacity-building training and education efforts that develop, enhance, and diversify the scientist and health care provider workforce. We support initiatives across the learner continuum focused on:

• Engagement and retention of high school students, undergraduates, graduate students, residents, postdoctoral fellows, and early career faculty in productive health sciences careers, particularly in areas of high need (scientific, clinical, geographic)

• Implementation of new or redesigned education and training curricula for scientists and health care providers in response to the evolving complex challenges within health care and their scientific study.

Project: The Virtual Ovarian Cancer Academy Principal Investigator: Nita Maihle, PhD Funder: Department of Defense, 2015-2020 The goal of this project is to foster the scientific maturation of early career investigators (ECIs) by administering a leadership curriculum that promotes professional success. It also assists ECIs in learning how to engage with consumers and provide solutions to overcoming challenges and barriers to career development and translational science. The EII’s role on this project is to assess trainees’ scientific progress and leadership/professional skill development during the period of their participation in the training program. Project: PRIDE-Functional and Translational Genomics of Blood Disorders training program Principal Investigator: Betty Pace, PhD Funder: National Heart, Lung, and Blood Institute (NHLBI): 2015-2019 PRIDE is designed to assist ECIs with developing functional and translational genomics research projects related to blood disorders. The overall goal of this program is for participants to submit a grant application focusing on a HLBS disorder within 2 years of program completion. To achieve this goal, project directors have instituted an innovative peer mentorship program. The EII’s role on this project is to continually assess the effectiveness of the program by monitoring the mentees’ perceptions of the curriculum, the number of publications and external funding participants receive, the efficacy of the peer mentorship relationship, and other measures to ensure continuous improvement. Project: GRISAT- Georgia Regents University Interprofessional Substance Abuse Training (GRISAT) Principal Investigator: J. Aaron Johnson, PhD Funder: Substance Abuse and Mental Health Services Administration (SAMHSA) GRISAT is a 3-year training project addressing substance use throughout Georgia. GRISAT was awarded to AU’s Institute of Public and Preventive Health under J. Aaron Johnson, PhD (PI) to training health professional students and medical and psychology residents on how to screen patients and provide brief intervention for those who may have issues with drug and alcohol use. The EII’s role on this project will be to collect and analyze data to measure participants’ changes in knowledge, attitude, and clinical competency after receiving training. We will also be following participants over time to determine whether the program promotes screening in their clinical practice. Project: Women’s Reproductive Health Research Career Development Program (WRHR-CDP) Principal Investigator: Michael Diamond, MD Funder: National Institutes of Health (NIH) The goal of this project is to develop a new generation of Obstetrician/Gynecologist physician-scientists who can independently support and sustain careers in multidisciplinary research related to women’s reproductive health. This new training program will significantly and positively impact the field of women’s reproductive health research, by helping to build a national pool of well-trained physician scientists who are committed to improving the health care of all women, and particularly those from underserved communities.

2016-2017 Goals for Program Evaluation: 1. Develop promotional materials for educators and administrators related to educational evaluation

services and distribute via website, email, and visits to key departments. 2. Explore opportunities for the creation of an AU health sciences educational evaluation core service. 3. Survey current PIs of funded educational evaluation projects on our services and areas for growth.


Research & Scholarship Summary The EII research portfolio consists of studies by our internal group of investigators as well as participation in campus wide and multisite collaborations. Thematically, our research can be summarized as related to: 1) The advancement of valid assessment methodologies. 2) Examination of the learning environment. 3) The acquisition and retention of health professions educational competencies. 4) Development of educational methods to impact provider behavior change in healthcare delivery. The EII has become a fixture at regional and national medical education conferences, with prominent presence throughout the conference program and our active involvement as research reviewers and in related research committees and section groups. In fact, at the 2016 Southern Group on Educational Affairs conference in Austin, the only medical school participant with more peer-reviewed posters was the host institution.

2016-2017 Goals for Research and Scholarship:

1. Hire one additional educational research faculty member. 2. To have at least 2 research projects related to educational innovations at MCG ongoing at all times. 3. Support at least 3 educator faculty at MCG per year as co-investigators on educational research projects. 4. Provide consultation on at least 10 educational research projects per year.

1

13

29

19

3 3

PUBLISHED ABSTRACTS

PUBLICATIONS POSTER PRESENTATIONS

ORAL PRESENTATIONS

PAPER PRESENTATIONS

WORKSHOPS/SMALL GROUP DISCUSSIONS

EII Member & Affiliate Peer-Reviewed Educational Research & Scholarship: AY 2016

N=58 Pieces of Educational Peer Reviewed Scholarship


Visiting Professors The EII Visiting Professor program was established as a vehicle to bring national and international experts in education and educational research to the AU community. Through their campus-wide presentations, one-on-one consultations, and group discussions with AU educational leaders, we believe these visiting professors help provide education, inspiration, and collaboration in the development of innovative teaching methods and educational research at AU

Kim E. LeBlanc, MD, PhD, FAAFP, FACSM Executive Director of Clinical Skills, Professor and Department Head Emeritus LSU School of Medicine Evaluation Collaboration (CSEC)

Current Trends in Clinical Skills Training and Evaluation August 26, 2016

Anne Marie Liebel, EdD Clinical Assistant Professor School of Education, Clemson University Reliable Consulting LLC

Health Literacy: Getting the Intended Message Across April 22, 2016

2016-2017 Goals for Visiting Professors:

1. Maintain and expand the number of nationally prominent visiting professors for the academic year. 2. Solicit recommendations from MCG Vice Dean’s staff on educational domains to be prioritized for

selection of visiting professors and target visiting professor invitations accordingly.


Workshops The EII hosts frequent workshops on a diverse array of topics relevant to educators and educational researchers. Most workshops currently are held on the Augusta campus with the ability to link to other campuses, such that all faculty members are able to access these learning opportunities. We are also able to provide technology-assisted workshops and onsite workshops to all campuses contingent on a minimum number of confirmed participants. We offer two types of workshops to maximize faculty development offerings. First, we provide formal workshops independent of other EII learner activities. Second, we open a number of the Teaching Scholars Track sessions to all AU faculty, recognizing the need to provide more faculty development with limited resources. There were a total of 63 unduplicated workshop attendees for annual year 2015.

Educator Skills Workshops Educator skills workshops are offered to MCG faculty in a variety of venues to enhance productivity in teaching, research, or other aspects of their academic careers. Each of these faculty development sessions is designed to be relevant, practical, and interactive with opportunities for questions and answers as well as group discussion. MCG has more than 500 volunteer community-based faculty who teach medical and allied health sciences students throughout Georgia. These faculty are required to receive faculty development in order for our training programs to be fully accredited. Members of the Academy of Educators play an increasingly important role in this statewide faculty development initiative. Research Skills Workshops The EII currently hosts workshops that engage participants in interactive skill-building around various research topics relevant to new or developing educational research projects. Participants have an opportunity to seek guidance for planned or ongoing projects during the workshop and afterwards through our consultation service.

Date Workshop Title Facilitator(s) November 3, 2015 Logic Models Alexis Rossi, PhD Tasha Wyatt, PhD January 11, 2016 Qualtrics Mitchell Toomey

Sarah Mendenhall Lauren Smith Samantha Murdaugh

February 12, 2016 SPSS For Educational Research & Scholarship Session 1 Eliot Lopez, PhD March 11, 2016 SPSS For Educational Research & Scholarship Session 2 Eliot Lopez, PhD April 20, 2016 Program Evaluation Sarah Mendenhall Tasha Wyatt, PhD May 3, 2016 Survey Design Tasha Wyatt, PhD Kelli Braun, MD June 27, 2016 Qualitative Research Tasha Wyatt, PhD

Workshop Feedback From Participant Evaluation Forms: “Dr. Wyatt was very knowledgeable on her subject. I found this class extremely helpful.” “Make this qualitative Research workshop into a series across the semesters. Develop classes to educate/teach how to use NVIVO. Develop qualitative interest groups. Tasha was an inspiration!” “Enjoyed very much & learned a lot!”


“Would love, love, love, more, more, more…presentation on developing constructs, and more in-depth discussion on program evaluation. “Thoroughly enjoyed this exercise.”

2016-2017 Goals for Workshops:

1. Provide at least six educational workshops (a minimum of 3 will be new offerings for AY2017)

2. Record at least 50% of our workshops and post online for viewing and ensure workshops are available in real time to regional campuses.

4.92

4.74

4.86

4.65

4.7

4.75

4.8

4.85

4.9

4.95

QUALITATIVE RESEARCH SURVEY DESIGN PROGRAM EVALUATION

Mean Level of Agreement of the Quality of the Workshop Presentation and Content

n=9 SD=.22 n= 7 SD=.06 n=11 SD=.21

5

1112 10

11 5

2

0

00 0

10

1

0

01

1

00

0

0

0 33

00

3

0

6 63 3 2 3

NOVEMBER (N=5)

JANUARY (N=17)

FEBRUARY (N=22)

MARCH (N=17)

APRIL (N=15)

MAY (N=7)

JUNE (N=9)

No. of Workshops Attendees by College

*Metrics indicate attendees’ overall agreement regarding of the quality of workshop content and presentation on a 1-5 scale from strongly disagree to strongly agree. Evaluation forms were changed in April of 2016; evaluation metrics are not provided for workshops predating this.

EII Workshop Evaluation Metrics

MCG Allies Health Sciences Dental Medicine College of Nursing Other


V. Appendix: EII Peer-Reviewed Educational Research Citations AY 2015-2016 *EII Member/Affiliate in Bold

Published Abstracts (1)

1. Braun K.M., Stager R.D., Ray C.B., Rungruang B.J. (2015). Development of a low fidelity model to teach laparoscopic salpingostomy and salpingectomy. Abstract from the 44th AAGL Global Congress of Minimally Invasive Gynecology, Las Vegas NV. Journal of Minimally Invasive Gynecology. 22(6, Suppl):S33.

Publications (13) 1. Anders, R., Edmondson, A., Martin, C., & Wheeler, K. (2016). Gross anatomy dissection improves exam scores

amongst medical and allied health students. The FASEB Journal, 30(1 Supplement), 567-8. 2. Blake, L., Balance, D., Burchfield, V., Davies, K., Mears, K., Shipman, P., Conolly-Brown, M., Gaines, J. (2016). Patron

perception and utilization of an embedded librarian program. Journal of the Medical Library Association, 104 (3), 226-230.

3. Byrd, B., Martin, C., Nichols, C., & Edmondson, A. (2015). Examination of the quality and effectiveness of peer

feedback and self-reflection exercises among medical students. The FASEB Journal, 29(1 Supplement), 690-12. 4. Crites, G., Murrow, L., Gaines, J., Stowe, J., Richardson, W. (2016). Using randomized controlled trials for treatment

decisions. MedEdPORTAL Publications. Available from: : https://www.mededportal.org/publication/10328 5. Crites, G., Stowe, J., Murrow, L., Gaines, J., Richardson, W. (2015). Using evidence to inform prognosis decisions.

MedEdPORTAL Publications. Available from: https://www.mededportal.org/ /10280 6. Dowdy, J., Martin, C., Nichols, C., & Edmondson, A. (2016). The anatomy of healthcare student perceptions. The

FASEB Journal, 30(1 Supplement), 784-1. 7. Garvin, B., McCall, A., Stallings, D. (2016). Dissemination Research. Practice-based clinical inquiry in nursing:

Looking beyond traditional methods for PhD and DNP research. Springer Publishing Company. http://www.springerpub.com/practice-based-clinical-inquiry-in-nursing.html 8. Phelps, T., Nguyen, N., Edmondson, A., & Martin, C. (2015). The influence of spatial ability on high and low order

anatomy examination Questions.The FASEB Journal, 29(1 Supplement), 689-3. 9. Willis, A., Edmondson, A., & Martin, C. (2016). The influence of spatial ability on medical student performance in

the basic sciences. The FASEB Journal, 30(1 Supplement), 570-5. 10. Wyatt, T.R. & Chapman De-Sousa, E. (2015). Teaching as interaction: The challenge of transitioning teachers’

instruction to small groups. Early Childhood Teacher Education. DOI: 10.1007/s10643-015-0758-6. 11. Wheeler, K., Martin, C., & Edmondson, A. (2015). Evaluation of the impact of peer teaching within the gross

anatomy laboratory on student academic performance. The FASEB Journal, 29(1 Supplement), 690-14. 12. Xiong, J., Edmondson, A., & Martin, C. (2016). The Influence of spatial ability on anatomy examination questions in

an integrated medical curriculum. The FASEB Journal, 30(1 Supplement), 570-4.

https://www.mededportal.org/publication/10328

https://www.mededportal.org/publication/10280

http://www.springerpub.com/practice-based-clinical-inquiry-in-nursing.html


Poster Presentations (29)

1. Blake, L., Stepleman, L., Kriegel, D. (2016, April). Facilitating Access to LGBT Specific Health Information for

Educating Patients and Providers. SGEA Annual Conference, Austin TX. 2. Blake, L., Stepleman, L., Kriegel, D. (2016, May). Facilitating Access to LGBT Specific Health Information for

Patients and Providers. Poster presented at Joint Annual Meeting of the Medical Library Association, Canadian Health Libraries Association, and International Clinical Librarian Conference, Toronto, Canada.

3. Boyer, T., Braun, K., Chhatbar, P., Kumar, V., Steine, M., Arthur, M. (2016, March). Breathing New Life into

an Old Curriculum: Ideas for Curriculum Improvement in the First Month of Clinical Training; What Does the Search Process Look Like? Poster presented at Health Sciences Education Day, Augusta University, Augusta, GA.

4. Boyer, T., Braun, K., Chhatbar, P., Kumar, V., Steine, M., Arthur, M. (2016, April). Breathing New Life into

an old Curriculum: Ideas for Curriculum Improvement in the First Month of Clinical Training. Southern Group on Educational Affairs (SGEA) annual meeting, Austin, TX.

5. Braun K.M., Latif E.Z. (2016, April). Does Student Performance on Mid-Rotation Examination Predict End of

Clerkship NBME Exam Performance? SGEA Annual Conference, Austin TX. 6. Braun K.M., Stepleman L, Swift S. (2016, April). Development of a Milestones Based Needs Assessment Tool

to Guide Surgical Training. SGEA Annual Conference, Austin TX. 7. Braun K.M., Stepleman, Swift S. (2016, March). Development of a Needs Assessment Tool to Guide Surgical

Training. 2016 CREOG & APGO Annual Meeting. New Orleans, LA. 8. Crites, G., Gaines, J., Murrow, L. (2016, April). Speededness effects in medical school tests may impact

learners unequally. Poster presented at Southern Group on Educational Affairs (SGEA) annual conference, Austin, TX.

9. Etheridge, R., Rawson, J., Rossi, A., Mam, M., Klein, K., Wallach, P. (2016, November). Integrating Point-of-

Care Ultrasound into a Four-Year Curriculum for Medical Students. Association of American medical Colleges annual meeting, Seattle, WA.

10. Evans, L., Hess, C., Stepleman, L., Caughman, G., Buckley, P. (2015, November). Women’s Performance in a

Leadership Development Course: A Pilot Study investigating Predictors of Growth. Poster presented at the AAMC Group on Women in Medicine and Science, Baltimore, MD.

11. Everett, R., Brown, S. (2016, March). Beyond the H&P: Writing clinical notes as a junior medical student.

Health Sciences Education Day, Augusta University, Augusta, GA. 12. Garcia-Cardenas, E., Brown, S. (2016, March). Preparing first year medical students for gynecological

exams. Health Sciences Education Day, Augusta University, Augusta, GA. 13. Glasser, J., Litton, J., McLear, B., NeSmith, E., Newman, L., Page, R., Brown, S. (2016, March). Impact of mini

OSCE collaborative experience on nursing and medical students’ attitudes towards inter-professional collaboration. Health Sciences Education Day, Augusta University, Augusta, GA.


14. Latif E.Z., Braun K.M. (2016, March). Does Midterm Exam Performance Predict Shelf Exam Performance on the OB-GYN Clerkship? 2016 CREOG & APGO Annual Meeting. New Orleans, LA.

15. Leggio, L., Ryan, M., Barone, M., Peltier, C., Belkowitz, J., Chatterjee, A., Nakamura, K., Rabalais, G. (2016,

November). Defining and Creating Solutions to the Shortage of Community preceptors: Results of a Survey of US and Canadian Pediatric Department Chairs. Accepted for presentation at the Association of American Medical Colleges (AAMC) annual conference, Seattle, WA.

16. McCall, A. (2016, March). Early Assessment of Cohort Learning Preferences and Impact on Learner

Outcomes and Student Satisfaction. Poster presented at Health Sciences Education Day at Augusta University, Augusta, GA.

17. McCall, A. (2016, February). Early Assessment of Cohort Learning Preferences and Impact on Learner

Outcomes and Student Satisfaction. Poster presented at Concept-Based Learning Institute at NurseTim, Inc., Altamonte Spring, FL.

18. Mears, K., Blake, L. (2016). Piloting an Online Evidence-Based Practice Course for Nurses. Poster presented

at the Joint Annual meeting of the Medical Library Association, Canadian Health Libraries Association, and International Clinical Librarian Conference, Toronto, Canada.

19. Mears, K., Blake, L. (2015). Piloting an Online Evidence-Based Practice Course for Nurses. Poster presented

at the Southern Chapter – Medical Library Association. 20. Mendenhall, S., Wyatt, T.R., & Wood, E. (2016, April). Evaluating Evidence-Based Practice Curriculum: A

Guide for Educators in Healthcare Settings. Poster presentation at the Southern Group on Educational Affairs (SGEA), Austin, TX.

21. Ray C.B., Ferris D., Braun K.M. (2016, April). Expanding the Global Health Workforce through Resident

Education in Obstetrics & Gynecology: The Medical College of Georgia Experience'. CUGH 2016 Conference, San Francisco, CA.

22. Ray C.B., Zertuche A., Byck D., Braun K.M. (2016, March). Collaborative Curriculum Development for

Teaching Women's Health Advocacy. 2016 CREOG & APGO Annual Meeting. New Orleans, LA. 23. Shipman, P., Wyatt, T., Zadinsky, J. (2016, May). Field study of the evidence-based dentistry activity of

predoctoral students and preceptors at off-campus dental offices. Poster presented at the Joint Meeting of the Medical Library Association/ Canadian Health Sciences Association/ International Clinical Librarian Conference, Toronto, Ontario, Canada.

24. Smith, P., Hudson, V., Leggio, L., Stallworth, L., Blake, L., Mehta, R. (2016, April). Physicians in Training with

Physical Disabilities: Removing Barriers through Cultural Competency and Adaptive Strategies. Poster presented at Pediatrics Academic Society Annual Meeting, Baltimore, MD.

25. Stuart, A., Balance, D., Blake, L., Burchfield, V., Davies, K., Mears, K. (2016). Library on Demand: Developing

an Education Outreach Webinar Series. Poster presened at the Joint Annual Meeting of the Medical Library Association, Canadian Health Libraries Association, and International Clinical Librarian Conference, Toronto, Canada.

26. Wood, E., Simpson, T. (2016, June). An Electronic Guide to Physical Examination in Pre-Clerkship Medical

Education: Design and Pilot. Poster presented at the AAMC GOR meeting, Toronto ON, Canada.


27. Wood, E. (2016, April). Evaluating Second Year Medical Students’ Utilization of Evidence Based Medicine

Literature in the Problem-Based Learning Class (A Pilot Study). Poster presented at Southern Group on Educational Affairs (SGEA), Austin, TX.

28. Wyatt, T.R., Braun, K., Evans, L., Rossi, A., Wallach, P., Mendenhall, S. & Stepleman, L. (2016, April). The Development of Educational Researchers: A Five-Year Retrospective Analysis. Poster presentation at the Southern Group for Educational Research (SGEA), Austin, TX.

29. Wyatt, T.R. & Chapman-DeSousa, B. (2016, April). CREDE Teachers as Cultural Brokers. Poster presented at

the annual American Psychological Association, Chicago, IL.

Oral Presentations (19)

1. Arthur, M., Odo, N., Dawkins, S., Boyer, T., Meiler, S. (2015, April). One-month intensive training improves AKT

scores and clinical performance of CA-1 residents at an academic medical center. Society for Education in Anesthesia, Seattle, WA.

2. Blake, L., Stepleman, L., Kriegel, D. (2016, April) Facilitating Access to LGBT Specific Health Information for

Educating Patients and Providers. Southern Group on Educational Affairs Meeting, Austin, Texas. 3. Boyer, T., Braun, K., Odo, N., Arthur, M. (2016, November). New Orientation Curriculum with Simulation

and Contest Improves Background Knowledge and Clinical Training Experience. Health Sciences Education Day, Augusta University, Augusta, GA.

4. Braun K.M., Stager R.D., Ray C.B., Rungruang B.J. (2015, November). Development of a Low Fidelity Model to Teach

Laparoscopic Salpingostomy and Salpingectomy. The 44th AAGL Global Congress of Minimally Invasive Gynecology, Las Vegas NV.

5. Braun K.M., Stager R.D., Ray C.B., Rungruang B.J. (2016, March). Flips and Flops of Low Fidelity Models for

Simulation. Small Group presentation, 2016 CREOG & APGO Annual Meeting, New Orleans, LA. 6. Braun K.M., Swift S, Stepleman L. (2016, March). Do Faculty and Residents Agree on Obstetrics and Gynecology

Surgical Training Needs? 2016 CREOG & APGO Annual Meeting. New Orleans, LA. 7. Braun K.M., Swift S, Stepleman L. (2016, April). Do Faculty and Residents Agree on Surgical Training Needs? SGEA

Annual Conference, Austin, TX. 8. Boyer, T., Braun, K., Chhatbar, P., Kumar, V., Arthur, M., Steine, M. (2016, March). Breathing new life into an old

curriculum: Ideas for curriculum improvement in the first month of clinical training, what does the search process look like? Health Sciences Education Day, Augusta University, Augusta, GA.

9. Crites, G., Gaines, J., Murrow, L. (2016, April). Speededness effects may be evident in high-stakes medical school

tests. Oral presentation at Southern Group on Educational Affairs (SGEA) annual conference, Austin, TX. 10. Etheridge, R., Russell, B., Waller, J., Brown, S., Wallach, P. (2016, April). The Impact of Ultrasound Education and

Training on Student Confidence in Performing Diaphragmatic Excursion. Southern Group on Educational Affairs (SGEA) annual conference, Austin, TX.


11. Etheridge, R. (2016, June). Use of Ultrasound in Pediatric Practice: A “New” Tool for Practitioners. Pediatrics by the Sea Conference, Amelia Island, FL.

12. Hurtubise, L., Crites, G., Souza, K., Crow, S., Berry, A., McKenzie, S., Kay, D., Gaines, J. (November, 2015). New

strategies to collaborate, innovate, and disseminate at a distance. Small group discussion at Annual Generalists in Medical Education Conference, Baltimore, MD.

13. Newton, B., Nichols, C., van Hoeij, M. (2016, June). How to be an effective course coordinator. International

Association of Medical Science Educators, Leiden, Netherlands. 14. Rossi, A., Neisler, J., Toomey, T., Lopez, E., Khazvand, S., Loomer, K., Stepleman, L. (2016, April). Come Out 4 Health

Week: Evaluation of an LGBT Health Awareness Week’s Impact on Awareness and Knowledge. SGEA Annual Conference, Austin, TX.

15. Russell, M., Rossi, A., Gaddy, T., Gallman, E., Braun, K. (2016, April). Use of a Validated Assessment Tool of Critical

Analytical Thinking Abiliity to Foster Academic Success in First- and Second-Year Medical Students. SGEA Annual Conference, Austin, TX.

16. Russell, M., Rossi, A., Gaddy, T., Gallman, E., Braun, K. (2016, April). Development, Implementation, and

Assessment of a Focused Intervention for Critical Analytical Thinking (FICAT) Workshop for First- and Second-Year Medical Students. SGEA Annual Conference, Austin, TX.

17. Spellicy, H., Eichenbaum, B., Truitt, Robertson, K., Rossi, A., Stepleman, L. (2015, November). Georgia Equality

Clinic: Teaching Interprofessional Health Care in an LGBT Free Clinic. Annual Meeting of the Association of American medical Colleges, Baltimore, MD.

18. Wood, E. (2016, March). Medical Information Utilization by Medical Students. Oral presentation at Health Sciences

Education Day at Augusta University, Augusta, GA. 19. Wyatt, T.R. (2016, April). Taking Ownership in the 3rd Year of Medical School: A Pilot Study. Oral presentation at the

Southern Group for Educational Research (SGEA), Austin, TX.

Paper Presentations (3)

1. Blake, L., Balance, D., Burchfield, V., Conolly-Brown, M., Davies, K., Gaines, J., Mears, K., Shipman, P. (2016, May). Evaluating an embedded program: Increasing awareness, expanding services, and fulfilling patron needs. Paper presented at the Joint Meeting of the Medical Library Association/ Canadian Health Sciences Association/ International Clinical Librarian Conference, Toronto, Ontario, Canada.

2. Blake, L., Balance, D., Burchfield, V., Davies, K., Conolly-Brown, M., Gaines, J., Mears, K., Shipman, P. (2015).

Evaluation of an Embedded Librarian Program: Patron Use and Perception. Paper presented at the Southern Chapter – Medical Library Association.

3. Smith, P., Blake, L., Leggio, L., Hudson, V., Stallworth, L., Mehta, R. (2016). Physicians in Training with

Physical Disabilities: Removing Barriers through Cultural Competency and Adaptive Strategies. Paper presented at Southern Regional Meeting—American Federation for Medical Research.


Workshops/Roundtables/Small Group Discussions (3) 1. Borges, N., Crites, G., Crandall, S., Thomas, A., Piskurich, J., Miller, K., Kreutzer, K. (2016, April). Educational grant

writing workshop: Creating grant proposals that reflect best practices. Workshop presented at Southern Group on Educational Affairs (SGEA) annual conference, Austin, TX.

2. Brownfield, E., Stoddard, H., Allen, S., Thomas A., Wallach, P., Krane, K., Woodley, K., Mechaber, A., Byerly, J.

(2015, November). A smorgasbord of issues and perspectives on continuous quality improvement in education. Workshop presented at the American Association of Medical Colleges (AAMC) annual meeting, Baltimore, MD.

3. Nichols, C. (2016). Teaching (and learning) to prepare the next generation of undergraduate students for

professional healthcare programs. University of Georgia Scientists Engages in Education Research Center Panelist, Athens, GA.

Documents

Educational Innovation Institute - Augusta University · University health sciences educational community in the development or enhancement of educational research, scholarship, curricula,