20: Graduate Student Mentors: Meeting the Challenges of the Ongoing Development of Graduate Student Instructors

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138841/1/tia200418.pd

Effectiveness of Bed Alarms on Falls

Objective: To determine the effectiveness of bed alarm implementation on lowering fall rates Design: Quantitative experimental Setting: Long-term care facilities in Hays, Kansas Participants: 30 patients selected from the chosen long-term care facilities Methods: The efficiency of bed alarms will be evaluated with a independent t-test Results/Conclusions: Pending data collectio

A Preclinical Curriculum for Professional Identity Formation through Reflection, Social Analysis, Team Orientation and Enrichment

Objective or purpose of innovation Our SOM has one of the most diverse student bodies in the country; we are committed to ensuring that students have similar baseline opportunities. We developed a required, innovative, longitudinal preclinical course to develop reflective practices and critically analyze the historical and social contexts underpinning medical practice in the US. We explicitly discuss the “hidden curriculum” and provide credit for work previously done as extra-curricular by some resourced and informed students, not accessible to all. Background and/or theoretical framework and importance to the field The I-RESTORE (Identity Formation through Reflection, Social Analysis, Team Orientation and Enrichment) course is informed by professional identity formation literature and draws on structural competency training, emphasizing concepts including structural inequality and racism. Design Structure: two weeks in the first year, four week block during the summer after, two weeks in the second year. Includes mandatory sessions on communication, advocacy in medicine, and group coaching sessions, in addition to elective sessions on career exploration, leadership and personal development, life-long learning, and inter-professional experiences. The summer block is a selective, focused experience in research, community engagement, lifestyle medicine, global health, or an externship. Outcomes Survey results: students appreciate panel discussions on career exploration and roles in healthcare teams, self-reflection exercises, coaching sessions, and opportunities to engage in activities including yoga and nutrition-focused cooking classes. Students expressed disappointment that elective sessions were scheduled simultaneously, forcing them to make selections. Innovation's strengths and limitations Students value this novel curriculum and identify the need for careful logistics management to optimize opportunities for varied experiences. We will continue to collect student surveys and observe impact on student well-being and patient care in the clinical years. Feasibility and generalizability LCME standards include competencies on professional identity formation, structural competency, and inter-professional work; this course represents a model to integrate theses skills into the preclinical curriculum. We recommend that social scientists and medical anthropologists inform program design to ensure conceptual rigor. References Please list references below. Kalet, Adina, Lynn Buckvar-Keltz, Verna Monson, Victoria Harnik, Steven Hubbard, Ruth Crowe, Tavinder K. Ark, Hyuksoon S. Song, Linda Tewksbury, and Sandra Yingling. ""Professional identity formation in medical school: one measure reflects changes during pre-clerkship training."" MedEdPublish 7, no. 41 (2018): 41. Lovell, Ben. ""What do we know about coaching in medical education? A literature review."" Medical education 52, no. 4 (2018): 376-390. Metzl, Jonathan M., and JuLeigh Petty. ""Integrating and assessing structural competency in an innovative prehealth curriculum at Vanderbilt University."" Academic Medicine 92, no. 3 (2017): 354. Morse, Robert, Eric Brooks, Kenneth Hines, and Daniel Lara-Agudelo. ""Most Diverse Medical Schools."" US News and World Report. 2022. https://www.usnews.com/best-graduate-schools/top-medical-schools/medical-school-diversity-rankings. Neff, Joshua, Seth M. Holmes, Kelly R. Knight, Shirley Strong, Ariana Thompson-Lastad, Cara McGuinness, Laura Duncan et al. ""Structural competency: curriculum for medical students, residents, and interprofessional teams on the structural factors that produce health disparities."" MedEdPORTAL 16 (2020): 10888. Sarraf-Yazdi, Shiva, Yao Neng Teo, Ashley Ern Hui How, Yao Hao Teo, Sherill Goh, Cheryl Shumin Kow, Wei Yi Lam et al. ""A scoping review of professional identity formation in undergraduate medical education."" Journal of general internal medicine 36, no. 11 (2021): 3511-3521. Toubassi, Diana, Carly Schenker, Michael Roberts, and Milena Forte. ""Professional identity formation: linking meaning to well-being."" Advances in Health Sciences Education (2022): 1-14

Complexity in the Classroom Workshop: Teaching and Learning the Cynefin Framework by Applying it to the Classroom

Complex adaptive systems are both an important fundamental principle in systems engineering education and a reality of all engineering education. The Cynefin framework, as created by Snowden and Boone (2007), is a decision-making tool that helps the engineer recognize the type of system within which they are operating and then respond in a manner that is appropriate for the cause-and-effect relationships associated with that system type. The types of system, or the domains, fall into five categories and their liminal spaces: obvious, where the cause-and-effect relationships are clear to everyone involved; complicated, where the cause-and-effect relationships are clear to those who have appropriate expertise; complex, where the cause-and-effect relationships are not predictable or necessarily even visible; chaos, where there are no cause-and-effect relationships; and disorder, where it is unclear what system context should be the focus. In this hands-on SPECIAL SESSION, participants will explore a new way to teach complex adaptive systems by experiencing it. The new pedagogical application is to use a variation on the collaborative inquiry technique where learners move through one or more cycles of delving into a system (collecting evidence), experience discussion guided through the Cynefin framework, and shared reflection on the meaning of the systems domain knowledge to operating and thriving in the system. The system we will use in the special session is a multi-institutional course wherein participants will be able to explore how additional layers of complexity and their changing cause-and-effect relationships impact pedagogical decisions to create different learning experiences. The course, cardio-vascular engineering, is an example of systems engineering topics taught in a biomedical engineering environment. The facilitators of this special session include two faculty who have experience in both teaching systems engineering and in collaborative inquiry, as well as two faculty who are part of the creation and delivery of the cardio-vascular engineering course. The course is offered simultaneously over multiple institutions with a unified syllabus that accounts for learning needs and contexts of all the students. Learning objectives for the special session include: • Increase knowledge of the Cynefin framework of complex systems; • Practice a pedagogical technique for teaching systems engineering concepts; • Reflect on using systems engineering fundamental knowledge to create learning environments in different ways, particularly as the context needs of learners and industry continue to change; and • Gain exposure to a successful course taught simultaneously across multiple institutions and student levels

Laying the Foundation for Education 4.0: Access, Value and Accountability

The complexity of the global problems engineers are working to solve has long been discussed in both engineering and engineering education circles. The Grand Challenges for Engineering are grand because of the complexity of the challenges. While the challenges stand over a decade later, the speed at which the terms in which they are described, the shift from Industry 3.0 to Industry 4.0, has been slow. As the world becomes more deeply connected, as the internet of things becomes more commonplace in all parts of our lives, as technologies like machine learning and cyber physical systems become accessible to even small businesses, the potential solutions to the current and future grand challenges change in ways we cannot yet predict and will require language to describe what we have not yet invented. Engineering education is living in a similar period of tumult. Many of the engineering tools and methods we have been relying on and teaching are of limited use in the Industry 4.0 and 5.0 worlds. Over the past few years, a sprinkling of scholarship has begun to define Engineering Education 4.0 in terms of teaching Industry 4.0 concepts and/or as pedagogical techniques such as video-based internet accessible instruction and collaborative virtual learning environments. This paper advances engineering education through laying out a a series of questions of what Engineering Education 4.0 means beyond a bundle of tools. This foundation includes the themes of access, value, and accountability. Access considers how Engineering Education 4.0 has the potential to increase equitable access to engineering education at all levels and varieties, including formal education, continuous lifelong learning, and informal learning within society. Value describes the benefits to the student, the learning environment (including the teacher), the institution, and society from the activities and results of engineering education. Value is generated through every course or set of micro-credentials in Engineering Education 4.0 and is explicitly articulated as part of the learning process. Accountability is the need at all units of analysis to demonstrate appropriate stewardship of resources to achieve the access and value promise of Engineering Education 4.0. Accountability is part of the credentialing process as well as part of the faculty and institutional evaluation systems. These three foundations will form the core of a paradigm that is intended to begin a scholarly dialogue to define Engineering Education 4.0

Leading Large-Scale Change in an Engineering Program

While many efforts have been made to improve technical and professional skills in engineering graduates, there has been little comprehensive change in the pedagogy of most engineering education institutions in the U.S. Many of these efforts involve changing only one or two aspects of the curriculum, and therefore are less likely to make significant changes in the student learning outcomes. For better success, engineering curricular changes will need to address the entire education system. In order to see real, sustainable improvement in engineering education practice, both the behaviors of the participants and the systems within which these participants act must have change. Changes in education practices are unlikely to develop and persist without concurrent and structural changes at the administrative level; thus this study focuses on understanding the activities of individuals during an administrative change. Further, this study highlights the importance of how change agents work with the various groups, or sub-cultures, within universities as well as the opportunity for leadership from the faculty and department chair ranks. This study seeks to better understand the change management activities and opportunities that occurred as the Iron Range Engineering program was developed and implemented. Iron Range Engineering (IRE) is a two-year, project-based program that allows students with two-year college degrees to complete a bachelor’s degree in engineering. The program is a partnership between a community college and a state university, separated geographically by several hundred miles. The program takes place at the community college, targeting students in that part of the state and responding to the needs of local industries. Because of the complex nature of the institutional partnership, as well as the project-based, team-focused emphasis, the program serves as an innovative model for engineering education

The first nationwide survey of MD-PhDs in the social sciences and humanities: training patterns and career choices

Abstract Background While several articles on MD-PhD trainees in the basic sciences have been published in the past several years, very little research exists on physician-investigators in the social sciences and humanities. However, the numbers of MD-PhDs training in these fields and the number of programs offering training in these fields are increasing, particularly within the US. In addition, accountability for the public funding for MD-PhD programs requires knowledge about this growing population of trainees and their career trajectories. The aim of this paper is to describe the first cohorts of MD-PhDs in the social sciences and humanities, to characterize their training and career paths, and to better understand their experiences of training and subsequent research and practice. Methods This paper utilizes a multi-pronged recruitment method and novel survey instrument to examine an understudied population of MD-PhD trainees in the social sciences and humanities, many of whom completed both degrees without formal programmatic support. The survey instrument was designed to collect demographic, training and career trajectory data, as well as experiences of and perspectives on training and career. It describes their routes to professional development, characterizes obstacles to and predictors of success, and explores career trends. Results The average length of time to complete both degrees was 9 years. The vast majority (90%) completed a clinical residency, almost all (98%) were engaged in research, the vast majority (88%) were employed in academic institutions, and several others (9%) held leadership positions in national and international health organizations. Very few (4%) went into private practice. The survey responses supply recommendations for supporting current trainees as well as areas for future research. Conclusions In general, MD-PhDs in the social sciences and humanities have careers that fit the goals of agencies providing public funding for training physician-investigators: they are involved in mutually-informative medical research, clinical practice, and teaching – working to improve our responses to the social, cultural, and political determinants of health and health care. These findings provide strong evidence for continued and improved funding and programmatic support for MD-PhD trainees in the social sciences and humanities.https://deepblue.lib.umich.edu/bitstream/2027.42/136187/1/12909_2017_Article_896.pd

Reviving ghost alleles: Genetically admixed coyotes along the American Gulf Coast are critical for saving the endangered red wolf

The last known red wolves were captured in southwestern Louisiana and eastern Texas in 1980 to establish a captive breeding population. Before their extirpation, gene flow with coyotes resulted in the persistence of endangered red wolf genetic variation in local coyote populations. We assessed genomic ancestry and morphology of coyotes in southwestern Louisiana. We detected that 38 to 62% of the coyote genomes contained red wolf ancestry acquired in the past 30 years and have an admixture profile similar to that of the canids captured before the extirpation of red wolves. We further documented a positive correlation between ancestry and weight. Our findings highlight the importance of hybrids and admixed genomes as a reservoir of endangered species ancestry for innovative conservation efforts. Together, this work presents an unprecedented system that conservation can leverage to enrich the recovery program of an endangered species