Case Study of a Basic Course: Using Assessment to Legitimize Innovation

As public higher education enters an era of increasing demand, shrinking resources, increased competition, and restructuring (Hebel, Schmidt, & Selingo, 2002; Schmidt, 2002), many colleges and universities will turn to measures of productivity and quality to decide what new efforts will be funded and what efforts will be discontinued. Because change will be necessary for public universities to thrive (Yudof, 2002), basic courses may be increasingly called upon to prove their efficacy and/or shift their focus to meet new demands. The following case study describes the five-year process through which a two-semester first-year communication sequence was accepted into the general education curriculum of a major research institution as equivalent to the freshman composition sequence taught by the Department of English. The Communication Skills courses (COMM 1015-16) at Virginia Tech were developed in response to numerous institutional demands. The sequence, which integrates oral and written communication, satisfied many stakeholders within the university, but did not fit easily within traditional structures on campus

Redesigning Public Speaking: A Case Study in the Use of Instructional Design to Create the Interchange Model

This case study describes the redesign of Public Speaking at a Research I institution. An instructional analysis revealed strengths of and concerns about the existing model--large lecture with small lab sections. Criteria for a new model emerged from that analysis, all of which hinged on an overarching goal: The course should incorporate learning theory and disciplinary theory and should result in student learning, student skill development, and enhanced satisfaction among stakeholders. The Interchange Model, which included some online delivery, was developed to meet identified needs and was fleshed out with course materials and semester plans. The model was piloted and then fully implemented with positive results

Color–Coded Course Design: Educating and Engaging Faculty to Educate and Engage Students

In a weeklong seminar, “Course Design to Foster Student Engagement and Learning,” faculty created course charts to reflect their various plans for an upcoming semester. With colorful Post-it Notes, they applied theoretical principles of course design. Participating in the kind of active environment they might want to create for students, faculty constructed their charts, rearranged the components to achieve balance across the semester, and discussed the plans with their colleagues. This case study includes the rationale for and description of “Color-Coded Course Design,” a process that allows faculty to recognize and experience the power of an active classroom

Pain, Analgesic Use, and Patient Satisfaction With Spinal Versus General Anesthesia for Hip Fracture Surgery : A Randomized Clinical Trial.

BACKGROUND: The REGAIN (Regional versus General Anesthesia for Promoting Independence after Hip Fracture) trial found similar ambulation and survival at 60 days with spinal versus general anesthesia for hip fracture surgery. Trial outcomes evaluating pain, prescription analgesic use, and patient satisfaction have not yet been reported. OBJECTIVE: To compare pain, analgesic use, and satisfaction after hip fracture surgery with spinal versus general anesthesia. DESIGN: Preplanned secondary analysis of a pragmatic randomized trial. (ClinicalTrials.gov: NCT02507505). SETTING: 46 U.S. and Canadian hospitals. PARTICIPANTS: Patients aged 50 years or older undergoing hip fracture surgery. INTERVENTION: Spinal or general anesthesia. MEASUREMENTS: Pain on postoperative days 1 through 3; 60-, 180-, and 365-day pain and prescription analgesic use; and satisfaction with care. RESULTS: A total of 1600 patients were enrolled. The average age was 78 years, and 77% were women. A total of 73.5% (1050 of 1428) of patients reported severe pain during the first 24 hours after surgery. Worst pain over the first 24 hours after surgery was greater with spinal anesthesia (rated from 0 [no pain] to 10 [worst pain imaginable]; mean difference, 0.40 [95% CI, 0.12 to 0.68]). Pain did not differ across groups at other time points. Prescription analgesic use at 60 days occurred in 25% (141 of 563) and 18.8% (108 of 574) of patients assigned to spinal and general anesthesia, respectively (relative risk, 1.33 [CI, 1.06 to 1.65]). Satisfaction was similar across groups. LIMITATION: Missing outcome data and multiple outcomes assessed. CONCLUSION: Severe pain is common after hip fracture. Spinal anesthesia was associated with more pain in the first 24 hours after surgery and more prescription analgesic use at 60 days compared with general anesthesia. PRIMARY FUNDING SOURCE: Patient-Centered Outcomes Research Institut

Analysis of Outcomes in Ischemic vs Nonischemic Cardiomyopathy in Patients With Atrial Fibrillation A Report From the GARFIELD-AF Registry

IMPORTANCE Congestive heart failure (CHF) is commonly associated with nonvalvular atrial fibrillation (AF), and their combination may affect treatment strategies and outcomes