Physical Electronics and Surface Physics

Contains report on one research project.Joint Services Electronics Program (Contract DA36-039-AMC-03200(E)

Tilapia Culture.

2 p

Tilapia Culture.

2 p

Plasma Magnetohydrodynamics and Energy Conversion

Contains reports on four research projects.National Science Foundation (Grant G-24073)United States Air Force, Aeronautical Systems Division, Aeronautical Accessories Laboratory, Wright-Patterson Air Force Base (Contract AF33(616)-7624

Plasma Magnetohydrodynamics and Energy Conversion

Contains reports on four research projects.U. S. Air Force (Research and Technology Division) under Contract AF33(615)-1083 with the Air Force Aero Propulsion Laboratory, Wright-Patterson Air Force Base, Ohi

Physical Electronics and Surface Physics

Contains research objectives and reports on four research projects.Joint Services Electronics Programs (U. S. Army, U. S. Navy, and U. S. Air Force) under Contract DA 36-039-AMC-03200(E)National Aeronautics and Space Administration (Grant NGR-22-099-091)National Aeronautics and Space Administration (Grant NsG-496

Plasma Magnetohydrodynamics and Energy Conversion

Contains research objectives and reportsU. S. Air Force (Aeronautical Systems Division) under Contract AF33 (615)-1083 with the Air Force Aero Propulsion Laboratory, Wright-Patterson Air Force Base, OhioNational Science Foundation (Grant GK-57

Development of a Certificate in Healthcare Improvement for Inter-Professional Teams

Introduction To address gaps in care team improvement-science education and connect geographically dispersed learners, we created a healthcare improvement certificate program, now completing the third program year, for inter-professional (IP) healthcare teams, including third year medical students. Methods This hybrid learning program consists of five modules: Learning Healthcare Systems, Improvement Science, Patient Safety and Diagnostic Error, Population Health and Health Equity and Leading Change. The curricular materials are comprised of focused readings, concise videos, faculty-moderated discussion boards, weekly synchronous calls of participants with faculty, and a longitudinal improvement project. The faculty are content experts, and worked with a curricular designer to define learning objectives and develop content. Results We have completed three years of this six-month program, training 61 participants (17 of whom were medical students) at 14 sites. In the third year, several medical students participated without an IP team. Development of the materials has been iterative, with feedback from learners and faculty used to shape the materials. Discussion We demonstrate the development and rollout of a hybrid-learning program for diverse and geographically dispersed IP teams, including medical students. Time restrictions limited the depth of topics, and scheduling overlap caused some participants to miss the interactive calls. We plan to evaluate the utility of the program for participants over time, using qualitative methods. Conclusion This educational model is feasible for IP teams studying improvement science and implementing change projects, and can be adopted to dispersed geographic settings