Poster Session
A Novel Simulation-Based Interprofessional Simulation Experience for Graduate Medical Education
Joseph Turner, IU School of Medicine, Indianapolis
Interprofessional education (IPE) occurs when students from multiple professions learn about, from and with each other. IPE is required in residency curricula and across healthcare disciplines. A team of faculty designed an IPE simulation experience for emergency residents, nursing students, pharmacy residents, respiratory therapists, and paramedic students. Following each case, learners participated in a debriefing using Interprofessional Education Collaborative domains.
Capturing What Works: A System for Continuous Course Improvement
Susan Larimer, School of Social Work, IUPUI
Each time you teach a course, you think a lot about what worked and what flopped. Often that wisdom and experience is not captured in an organized way and results in vague memories (or none at all) of what happened. This poster presents a systematic way to capture your experience so that you can build on it the next time around.
Development of an Oral Pathology/Radiology Spaced Repetition System Mobile Device Optimized Cross Platform App for Dental Education
Wisam Al-Rawi, School of Dentistry, University of Detroit Mercy
Lauren Easterling, Center for Teaching and Learning, IUPUI
Paul Edwards, School of Dentistry, IUPUI
In the health sciences, the ability to effectively apply didactic information into clinical practice is critical. We developed an oral pathology/radiology database for use with Anki software, a cross platform application/program that allows for the creation of fully customizable electronic flashcards. Preliminary perception-based findings on the use of this approach among sophomore dental and dental hygiene students will be reviewed.
Fostering Critical Teacher Identities through Unconventional Activities
Craig Willey, School of Education, IUPUI
Paula Magee, School of Education, IUPUI
Jane Leeth, School of Education, IUPUI
It is becoming increasingly clear that conventional college assignments do not support, nor provide insights into, pre-service teachers’ (PSTs) teacher identity development. This project introduced alternative forms of assessments, ones that invited PSTs to show what they have learned while attempting to transcend the notion of assignments as necessary “hoops” to jump through to earn a grade.
GREAT Expectations: Promoting Active and Collaborative Learning in Online and Face-to-Face Courses
Liugen Zhu, School of Informatics and Computing, IUPUI
Sara Anne Hook, School of Informatics and Computing, IUPUI
GREAT Expectations stands for Group work, Reflection, Evaluation of self and peers, Application of course content to real-world problems and Testing (pre- and post-testing). It encompasses all of the techniques and technologies that the presenters use to promote active and collaborative learning in their online and face-to-face courses and to encourage students to take more responsibility for their own learning.
Holistic Service Learning Curriculum Design Projects: Personal & Professional Growth Through Theory & Practice
Marsha Heck, College of Liberal Arts & Sciences, IU South Bend
Krista Bailey, College of Liberal Arts & Sciences, IU South Bend
Service Learning Internships are successful tools for student personal and professional growth and development when part of holistic curricula integrating theory and practice through reading, reflection, inquiry, and experiential learning. This interactive poster session outlines approaches to service learning curriculum planning which led to the growth of partnering departments by creating and supporting students’ opportunities to experience interdisciplinary transformative opportunities.
Interprofessional Lerning: A Case-Based Pilot
Heather McCabe, School of Social Work, IUPUI
Carol Clark, School of Nursing, IUPUI
Laura Romito, School of Dentistry, IUPUI
Richard Jackson, School of Dentistry, IUPUI
The activity was formulated and supervised by faculty from four schools. Students were provided a multifaceted hypothetical patient case of sufficient complexity so that no single discipline could address all issues. Students met in small interdisciplinary groups and developed a comprehensive care plan. Comments, afterwards, were favorable. Many participants stated an increased appreciation of the expertise brought by other professions.
Introducing biology honors undergraduates to authentic research in the context of environmental effects on development and disease in Zebrafish
Swapnalee Sarmah, School of Science, IUPUI
Grady Chism, School of Science, IUPUI
Martin Vaughan, School of Science, IUPUI
James A. Marrs, School of Science, IUPUI
Kathleen A. Marrs, School of Science, IUPUI
To increase student excitement/engagement in science, a course-based undergraduate research experience (CURE) was introduced into the Biology Honors lab. Students developed research projects to investigate prenatal nicotine and caffeine exposure effects on development of zebrafish embryos. In documenting the developmental effects, students gained experience with authentic research methods, laboratory techniques, microscopy, image analyses, statistical analyses, scientific writing and presentation skills.
Investigating the Use of Quick Response (QR) Codes in the Gross Anatomy Labratory
Courtney Traser, IU School of Medicine, Indianapolis
Leslie Hoffman, IU School of Medicine, Indianapolis
Adam Wilson, IU School of Medicine, Indianapolis
This project examined student perceptions of the usefulness of quick response (QR) codes as study-aids in a medical gross anatomy course and statistically analyzed whether this resource impacted student performance. A demonstration of QR code usage will presented alongside the study's findings.
Mentoring Residents-As-Teachers
Morhaf Al Achkar, IU School of Medicine, Indianapolis
Teaching is recognized as one of the main responsibilities of medical residents. Residents teach their peers, junior residents, medical students, and patients. Improving teaching skills for residents makes them better teachers and better physicians. The IU Family Medicine Residency provides a unique mentorship opportunity for residents-as-teachers. This poster presents the experience of preparing residents for in-class peer teaching.
Preparing for the Next Step: Developing Courses at Key Transition Points of an Undergraduate Medial Curriculum
Cory Pitre, IU School of Medicine, Indianapolis
Laurie Wilkie, IU School of Medicine, Indianapolis
Victoria Palmer-Smith, IU School of Medicine, Indianapolis
Aloysius (Butch) Humbert, IU School of Medicine, Indianapolis
The goal in developing the Transitions Courses at IUSM is to provide just-in-time learning at three key points in undergraduate medical education. This session will focus on the process used by a team of faculty and students to accomplish this goal and will identify how this process can be applied to course development in other professional school settings.
Providing Interactive and In-Class Student Presentation Solutions in Distance Education
Stephen LeBeau, School of Liberal Arts, IUPUI
Angela Sisson, School of Liberal Arts, IUPUI
Christopher Fox, School of Liberal Arts, IUPUI
This poster session illustrates various technologies used to fulfill traditional classroom activities (such as presentations) in an online learning environment.
Setting the Stage For Inter-Professional Learning with a Team Building Exercise
Susan Hendricks, School of Nursing, IUPUI
Lisa Maxwell, School of Dentistry, IUPUI
Beth Townsend, School of Nursing, IUPUI
Mary Mueller, School of Nursing, IUPUI
This project demonstrates how faculty from multiple professions came together to plan and implement an interactive learning beginning with an interactive team building exercise that set the stage for effective working relationships.
