Addressing the systems-based practice requirement with health policy content and educational technology

Nagler, Alisa; Andolsek, Kathryn M.; Dossary, Kristin; Schlueter, Joanne

doi:10.3109/0142159x.2010.528809

Cited by 11 publications

(8 citation statements)

References 23 publications

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“…• Projects are being shared and published in peer-reviewed venues and academic journals, [9][10][11][12][13][14][15][16][17][18][19][20] and several others are in preparation for submission or awaiting journal decisions. A few institutions have responded by providing seed money to allow teaching faculty time for educational innovation.…”

Section: Impactsmentioning

confidence: 99%

Fostering Creativity

et al. 2013

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The Duke Medicine Graduate Medical Education Quasi-Endowment, established in 2006, provides infrastructure support and encourages educational innovation. The authors describe Duke's experience with the "grassroots innovation" part of the fund, the Duke Innovation Fund, and discuss the Innovation Fund's processes for application, review, and implementation, and also outcomes, impact, and intended and unintended consequences.In the five years of the Innovation Fund described (2007-2011), 105 projects have been submitted, and 78 have been funded. Thirty-seven projects have been completed. Approved funding ranged from $2,363 to $348,750, with an average award of $66,391. This represents 42% of funding originally requested. Funding could be requested for a period of 6 months to 3 years. The average duration of projects was 27 months, with a range from 6 months to 36 months. Eighty percent of projects were completed on time. Two projects were closed because of lack of progress and failure to adhere to reporting requirements. Thirty-nine are ongoing.Program directors report great success in meeting project outcomes and concrete impacts on resident and faculty attitudes and performance. Ninety-two percent report that their projects would have never been accomplished without this funding. Projects have resulted in at least 68 posters, abstracts, and peer-reviewed presentations. At least 12 peer-reviewed manuscripts were published.There has been tremendous diversity of projects; all 13 clinical departments have been represented. Interdepartmental and intradepartmental program cooperation has increased. This modest seed money has resulted in demonstrable sustainable impacts on teaching and learning, and increased morale and scholarly recognition.

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Section: Impactsmentioning

confidence: 99%

Fostering Creativity

et al. 2013

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“…Few publications describe existing health policy curricula at the undergraduate medical education or GME level (Bischof, et al, 1996;Short & Hodgetts, 1997;Furin, et al, 2006;Foster, et al, 2008;Strelnick, et al, 2008;Nagler, et al, 2010;Chick, et al, 2014). Despite calls for more emphasis on the "social, economic, and political aspects of health care delivery" from medical educators (Cooke, et al, 2006) and recent interest in learning health policy, leadership, and medical economics by students, perceived education in health policy remains unacceptably low (Patel, et al, 2014).…”

Section: Lack Of Medical Education In Health Policymentioning

confidence: 99%

Teaching Health Policy in Graduate Medical Education: Proposed Curricular Components

Dark¹,

Pillow²,

Haddock³

2018

MedEdPublish

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The layers of systems affecting patient care, including that of clinic and hospital policy as well as state and federal laws, are the topic of one of the Accreditation Council for Graduate Medical Education's six Core Competencies. Health policy, a key aspect of Systems Based Practice, often receives limited exposure in graduate medical education (GME). Evidence A 15-point framework for teaching health policy in undergraduate medical education was published earlier this decade. At the GME level, several programs-both institutional and specialty-specific-have described their experience teaching health policy to their own learners. We therefore expand on the previously described framework adapting it for the development of a GME curriculum focused on U.S. domestic health policy. In addition, we analyze how well the currently employed Milestones address important health policy concepts. Implications Review of the Milestones of across all specialties reveal that four components-health insurance, history and consequences of major health care legislation, health disparities, and U.S. healthcare system, financing, and payment-remain underrepresented in the current approach to teaching health policy in graduate medical education. We recommend a centralized approach from institutional GME programs to address shared curricular needs in health policy supplemented by tailored content designed to solidify these concepts with a specialty-specific focus.

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“…However, Hadley et al, Nagler et al, and Vogt et al, reported no significant differences in exam scores between students receiving in-person and online content delivery. (Hadley et al, 2010;Nagler, Andolsek, Dossary, Schlueter, & Schulman, 2010;Vogt et al, 2010) While the student viewpoint and opinions of these technologies have been frequently studied, to date there has been little reported on how faculty perceive these technologies. One faculty concern is decreased student attendance in class.…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty perceptions of webcasting in health sciences education

Gushrowski

Romito

2014

JoTLT

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Pre-recorded lectures (podcasts) and recordings of live lectures (lecture-capture) are now everyday occurrences on many college campuses. Student use and opinions of these technologies have been frequently studied. However, there has been little reported on how faculty perceive these technologies. This article reports the results from a 2010 survey of dental, medical, and nursing faculty about their experiences with podcast/lecture capture technologies as teaching tools. A 46-item survey was distributed electronically to full-time faculty at the schools of Dentistry, Medicine, and Nursing on the campus of Indiana University-Purdue University Indianapolis (IUPUI) in Fall 2010 to determine their experiences and perceptions of podcast/lecture capture technologies as teaching tools. Of the 398 respondents, 32% employed lecture capture while only 2% used podcasting. Of those faculty not currently recording materials, 83 (68%) stated that they plan to do so in the next 2 years. Lack of time, 26 (24%) and training, (22%) are major reasons stated for not recording course content. Although a large number of faculty believe student learning has improved through the use of these technologies (74%, n=86), few stated that test scores have improved following implementation of electronic delivery of course materials (29%, n=34). There was no correlation between the use of podcast/lecture capture technologies and faculty gender, school, or years of teaching. A wide array of technologies to record lectures and present additional course materials electronically are in use at the health sciences programs on the IUPUI campus. Overall, faculty view these technologies in a favorable light.

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Addressing the systems-based practice requirement with health policy content and educational technology

Cited by 11 publications

References 23 publications

Fostering Creativity

Fostering Creativity

Teaching Health Policy in Graduate Medical Education: Proposed Curricular Components

Faculty perceptions of webcasting in health sciences education

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