Funded Projects
| Project Title | Overview of the Project |
|---|---|
| Curriculum Development in Pediatric Global Health Education Shane Quinonez Medical School Hilary Haftel Medical School $6000.00 |
Interest in global health amongst learners at all levels has experienced a rapid rate of growth over the last decade. Unsurprisingly, pediatric residents in the University of Michigan Pediatric Residency Program and across the country have mirrored this interest and frequently arrange their own international medical elective (IME) as a means to improve their global health education. Previous research has shown that with poorly structured IMEs there is potential for medical tourism, raising concerns for creating burden or harm to the host institution. To improve the educational value and ethical education of pediatric residents we propose the creation of a formalized IME at St. Paul’s Hospital Millennium Medical College (SPHMMC) in Addis Ababa, Ethiopia. The formalization of the IME will be accomplished by the following aims: 1) The creation of site-specific goals and objectives designed through collaboration with SPHMMC pediatricians who will eventually be on-site mentors; 2) Pre-travel orientation for residents aimed at better preparing residents for their elective; 3) Improved site-specific assessment tools for SPHMMC faculty mentors evaluating residents; 4) Assessment of our program’s impact on SPHMMC and their pediatric residency program. Formal evaluation of the program will consist of baseline interviews and surveys of stakeholders at UM and SPHMMC and after curriculum implementation. Multiple data sources will be used to evaluate the downstream educational benefit including resident assessments of the experience, faculty member assessments of the experience and performance of the learners. Program evaluation will be used to inform the curriculum to make experiences over time. |
| Preparing the future leaders of dental medicine in a diverse and global society Theodora Danciu Dentistry Vidya Ramaswamy Dentistry $10000.00 |
Language barriers in health care including dentistry, contribute to health disparities including decreased access to preventive services, poor adherence to treatment, and overall decreased satisfaction with care. To address the health care needs of a diverse US population, we propose a pilot intervention program for improving Spanish language competency at the School of Dentistry with the following specific aims: (1) to initiate a Spanish learning program that is in alignment with current dental curriculum to provide opportunities for dental students to apply their knowledge to actual patient cases while enhancing their Spanish communication skills, and (2) to provide a Spanish-language interprofessional learning experience where dental students work in close collaboration with medical students to evaluate patient cases. As published studies from medicine using similar interventional programs and our student survey suggest, official academic recognition of this program would motivate sustained participation and allow students to demonstrate involvement on academic transcript; funding through CRLT would allow us to implement and evaluate a pilot program that can inform curricular change. |
| The Hidden Curriculum⎯Experiential Learning in Socially and Economically Contrasting Health Care Settings and Influence on Residency Competency Development in Delivering Care to Diverse Populations Adrianne Haggins Medical School Laura Hopson Medical School Michael Clery Medical School $2600.00 |
Emergency medicine (EM) physicians are clinically trained to encounter and provide care for a myriad of acute and life-threatening medical conditions for anyone that seeks care for conditions believed by the patient to be a medical emergency. The mandate to care for this broad swath of the population is irrespective of insurance status, immigration, English proficiency, or race/ethnicity. The inability to be sensitive to the needs of diverse populations has been attributed to adverse effects on patient adherence and health outcomes. Cultural competency curriculum may enhance a physician’s ability to effectively engage with diverse populations. However, little practical guidance has emerged to provide post-graduate educators with a framework to instruct resident education. Given the limited dedicated health disparities or cultural competency curriculum in residency training, it is imperative to explore whether resident experiences in contrasting social and economic (minority, low-resource vs. non-minority, higher resource) clinical settings, and serving diverse patient populations, affects communication and professional values competency development. We will examine resident trainee attitudes related to their exposure to diverse socio-cultural clinical settings and their patient-provider interactions, as well as how these experiences influence their understanding of health disparities and ability to provide care to diverse patient populations. We anticipate that this project will inform formal and informal strategies to develop cultural competency curricula for our residents. These results will also be used to design a survey instrument to gauge the impact of adapted educational curriculum on resident competency development. |
| Observed Structured Teaching Encounters (OSTEs) to Improve Pediatric Cardiology Faculty and Fellow Teaching Skills Sonal Owens Medical School David Werho Medical School $6000.00 |
OSTEs are a tool in which a teacher interacts with a "standardized learner" in a scripted scenario to assess their teaching skills broadly and within a specific difficult situation as well as to improve their teaching skills by providing clear, immediate, and structured feedback. Initially, we will implement an OSTE program within the Pediatric Cardiology Fellowship Program at The University of Michigan. Using this program, we will assess and improve the teaching skills of first-year fellows, with the immediate goal of improving medical student and resident education. In addition, we will assess the role that OSTEs have in improving the education of these residents and students. Finally, we aim to more broadly implement this program as a part of the faculty development program for pediatric cardiology faculty. |
| Keep Psychiatry in Mind: Integrating Psychiatry into the General Medical Curriculum with Emails Mary Blazek Medical School $6000.00 |
Keep Psychiatry in Mind: Integrating Psychiatry into the General Medical Curriculum with Emails Background: There is growing consensus in medication education regarding the importance of integrating training across fields of medicine. In traditional clinical clerkships, medical student teaching is compartmentalized, with little integration between disciplines. Building on a prior project with an established collaboration, educators from University of Michigan, University of Iowa Carver College of Medicine and Rush Medical College will design a simple intervention using email to promote integration of psychiatry into medical school clinical curricula. Methods: We will develop a series of emails relating key psychiatric concepts to other medical fields, and distribute them during non-psychiatric clerkships to 170 third year medical students at the University of Michigan. Assessment will include a survey evaluating attitude and confidence regarding implementation of behavioral principles in medical practice and a knowledge retention instrument. Results/Conclusion: Results will be analyzed at the conclusion of the academic year and will provide further insight into both the utility of emails in delivering educational material and the impact of integration of psychiatric concepts during other clerkships. |
| Interactive Web-Based Module Creation to Improve the Social Work Evaluation Course Janet Ray Social Work Maureen Okasinski Social Work $8115.00 |
The project lead by three LEO Lecturers called Interactive Web-based Module Creation to Improve the Social Work Evaluation Course will create six interactive educational web-based modules that increase in difficulty so that even with no prior knowledge of evaluation, students will have the scaffolding supports to practice the skills needed until they can demonstrate mastery of the competency area. Project will benefit 668 graduate students and cost $8115. An additional $3547 will be leverage as matched funds by the School of Social Work. The cost per student would be $12.15. The module topics correspond with the course objectives and Council on Social Work Education Commission on Accreditation are: choosing evaluation design, developing a hypothesis/evaluation question, determining degree of rigor, data collection methods/sampling, instrumentation and type of variables, and selecting the appropriate statistical test. This is an improvement since it adds a progressive level of difficulty for students, as well as, a different learning style method. Using web-based software with personal feedback from classroom professors responds to new generation learning medium, through the internet, handheld devices and mobile tablets. Our Evaluation in Social Work course will intentionally include discussions of privilege/oppression and real world relevant case studies based on the interest of the students. |
| Creation of Integrated Surgical & Neurophysiologic Video Data Streams to Enhance Student Visual Learning Joshua Mergos Kinesiology $6000.00 |
The outcome of this project will be the creation of cutting-edge lecture materials that integrate both screen-captured neurophysiologic video and microscope-recorded surgical video. The materials created will be used in courses developed for the Intraoperative Neurophysiological Monitoring (IONM) program in the Movement Science major, which is the first academic program of its kind in the nation. The content created will far surpass any educational materials currently available to field of IONM. Furthermore, the materials created have a strong potential to impact other programs of study that lack education in the field of IONM as well as those that could benefit from well-edited high-resolution surgical video. A few of these schools of study include the School of Nursing, Engineering, and Medicine. This project will demonstrate the effectiveness of surgical and neurophysiologic video in the enhancement of education for allied health students. As a multi-phase project, screen-captured video from neurophysiologic monitoring equipment integrated with high-resolution surgical video will be used to create learning materials which allow the student to see how structural maneuvers effect functional neurophysiology. Improvements in student comprehension will be assessed compared to performance of prior course cohorts. Used during courses which are pre-requisite to a clinical rotation experience in the operating room, the improvements made will better prepare the student for his or her field experience. |
| Ross - Integrative Core Course Semester Dana Muir Business $9990.00 |
The Ross School of Business (Ross) has completely redesigned its Bachelor of Business Administration (BBA) program. Beginning in Fall 2015, BBA students (~500/year) will be required to take newly integrated core courses during Fall semester of their junior year. The curriculum will comprise four courses: Behavioral Theory in Management, Business Communication, Business Law and Ethics, and Operations Management. One of the four pillars of the Ross philosophy is that business issues are boundaryless (e.g. that they cross business disciplines and cultures). The integrative semester is the second of three curricular efforts to develop students' abilities to evaluate and address issues from a boundaryless perspective. In the Fall sophomore semester students will take an introductory course that integrates business with the liberal arts and students' life and career goals. The junior Fall curriculum will encourage integrated learning across functional business areas. Third, each senior will complete a capstone project that integrates students' university experiences in an action-based learning project. This proposal seeks funding to develop and assess the integrative components of the Fall junior curriculum. The project will challenge faculty to collaborate on integrated learning goals, appropriate course materials, and new teaching methodologies. An important part of the planned project is a two-part assessment to determine the success of the integrated approach and refine it for the future. |
| Advanced Modeling of Electronic Devices to Enhance Student Learning in EECS Becky Peterson Engineering Fred Terry Engineering $6000.00 |
We propose the preparation of electronic device models to enhance in-class interactive learning and independent student work, using the industry-standard Synopsys TCAD software, for two graduate courses and one undergraduate course in the Electrical Engineering and Computer Science Department (EECS). The simulations, which have not been used before in these courses, will provide direct illustration of concepts that cannot be solved analytically, and will deepen student engagement through experimental design. Simulations will also provide important "real world," up-to-date training to help retain a diverse student body. The average annual enrollment in the courses impacted is 35-40 graduate and 180 undergraduate students. Funding is proposed for four months support of a graduate student to develop these materials during Spring/Summer 2014, who will be co-supervised by the two PIs. The required Synopsys software is already available via the College of Engineering's Computer Aided Engineering Network (CAEN). |
| Muscle Function as Thread: Stitching Together the Kinesiology Curriculum Using Shared Digital Resources in Required Core Courses Pete Bodary Kinesiology Scott McLean Kinesiology Melissa Gross Kinesiology $6000.00 |
Muscle function is a fundamental concept in Kinesiology that students need to master for advanced courses and professional applications. Muscle function is taught in several required core courses across the curriculum, but faculty tend to focus on only their own courses, resulting in curricular redundancy and missed opportunities for sharing best practices related to teaching and learning concepts of muscle function. The purpose of this project is to examine curricular design related to muscle function in the School of Kinesiology and to develop new digital learning resources for teaching and learning that can be shared across several courses in the curriculum. Specifically, the faculty team will describe specific learning objectives and outcomes related to muscle function and map them to the core classes, create new digital learning resources to deliver course content before and during class and engage students in learning, and flip at least one class session in related to muscle function in each of the core courses. The project will address weaknesses in the Movement Science program that were identified in a curriculum evaluation conducted by CRLT. The project will also improve existing practice by establishing a new way for faculty teams to work together to improve teaching and learning in Kinesiology. By focusing on implementation of one curriculum objective (muscle function), we hope to improve learning outcomes for students but also to establish a viable new approach to course design and curriculum implementation in Kinesiology. |
| Leveraging online technologies to facilitate intercultural learning with students studying abroad $5900.00 |
The University of Michigan aspires to send all students on some type of international experience, whether it be study, intern, volunteer, or research abroad. Yet there is a growing concern in the field of international education that the focus on increasing access to study abroad opportunities is not enough. Recent studies have shown that many students who participate in international experiences don't show any significant gains in intercultural learning or if they do, the gains are limited. Many faculty who lead student groups abroad are not trained in the kinds of guided reflection that support integrative intercultural learning. This project will design a course that leverages synchronous and asynchronous, interactive, online platforms to deliver just-in-time intercultural education that facilitates students' sensemaking and growth as they navigate immersive intercultural experiences. This is one of only a few courses using an online critical reflective seminar that brings together students currently studying in a variety of other countries. Once we have a model of how to remotely facilitate intercultural learning on-site, we would invite other Colleges to participate in our courses or consider adapting our best practices. Making a reflective course available to students studying, interning, or volunteering abroad will allow programs to gain from the value of intercultural reflective learning—such as improved efficacy of interactions between students and host site partners—while allowing faculty to maintain focus on their scholarly priorities. This course could significantly contribute to an area that is just beginning to develop in the field of international education. |
| Integrating Case Studies into the Dental School Petros Papagerakis Dentistry $6000.00 |
The goal of this project is to enhance the learning experience for pediatric dentistry students at the UM School of Dentistry. The specific aims of this proposal are (1) to learn designing and constructing relevant subject-specific cases to replace the current teaching material taught to dental residents and dental undergraduate students; (2) to evaluate if the use of clinical cases improves student learning; (3) to encourage, mentor and guide young faculty members to increase interactive teaching by including cases in their lectures. Dr. Papagerakis will attend the Workshop of the National Center for Case Study Teaching in Science to be trained in writing and implementing case studies. In addition to learning how to design relevant cases in this unique workshop all participants are required to teach a case before a student audience using a case they have developed during the workshop. Furthermore, workshop participants are expected to produce a case study within six months of the workshop for our national, peer-reviewed case collection. After the workshop Dr. Papagerakis will design case studies for the 596 graduate course that he directs and it is addressed to Pediatric Dentistry residents. He will use also similar cases for undergraduate teaching to reduce the amount of power point material and to increase critical thinking and student participation. Cases would also be available to the class in the piazza platform to encourage larger participation of students. Piazza allows communication between faculty and students on line and students could remain anonymous when post a comment or a question. Evaluation of this novel method of teaching in these courses will be performed by using polls into the ctools site and also by comparing student grades before and after the implementation of the cases into the course material. It is anticipate that case introduction into the pediatric dentistry curriculum will increase critical thinking and will enhance assimilation of the teaching material. Dr. Papagerakis will also serve as a role model faculty and mentor in the Department of Orthodontics and Pediatric Dentistry. This project will also help addressing key issues and help our school in preparing the incoming accreditation scheduled for 2015. |
| Building Active and Multicultural Teaching Strength for Student Learning Today and Future Faculty Tomorrow Judy Lawson Information Eric Cook Information $7700.00 |
We are interested in "raising the game" of our GSIs and Intermittent lecturers in terms of their confidence and skills to infuse class sessions, group or lab sessions, tutoring sessions, and office hours interactions with intentional use of active and multicultural teaching strategies. To accomplish this, we aim to further develop the training and mentorship provided to GSIs and Intermittent Lecturers at UMSI. The primary goal is to improve the student learning experience through use of active and multicultural learning pedagogies. We hope our investment in the professional development of GSIs and Intermittent Lecturers will strengthen their teaching and learning capabilities, not only for their work at UMSI, but for their work as instructors throughout their careers. Thus our overall purpose is to have short term, internal impact as well as long term, external impact on the teaching and learning environment at UM and beyond. |
| Action-Based-Learning Redesign: Quantitative Methods of Program Evaluation Susan Dynarski Public Policy $5900.00 |
Quantitative Methods for Program Evaluation (Public Policy 639), previously an elective for students with an intense interest in learning advanced quantitative methods, has transitioned to the capstone course required of all Master of Public Policy candidates at the Ford School of Public Policy. The course introduces students to the use and interpretation of multiple regression analysis and program evaluation. The goals of the class are to train students to critically consume and thoughtfully produce empirical, policy-relevant research. The course covers multiple regression, fixed effects, instrumental variables, regression discontinuity, panel data, differences-in-differences and propensity-score matching. This proposal addresses the challenge of maintaining a high level of engagement and learning while reaching a broader set of students. The redesigned course will "flip" instruction to focus on team-based problem solving. Students will watch short, online video lectures prior to class; I will conduct in-class clicker quizzes for immediate feedback on comprehension and then clarify any muddy concepts. The bulk of class time will focus on action-based learning, in which students will solve problems and conduct data analysis in groups. The problems they tackle in class will closely resemble the real-world problems they will encounter in their professional lives. The project evaluation plan includes ongoing testing of new resources (videos, problems, quizzes), and feedback in the form of student academic engagement (accessing the online materials, ability to respond to quizzes, in-class participation, completion of assignments), CRLT midterm evaluation, and end-of-term assessment. Through CRLT I will share my experience with interested faculty. |
| Communicating with Families of Patients with Dementia: Enhancing Learners’ Skills through an Interdisciplinary Approach Erika Manu Medical School $6000.00 |
In an effort to improve the care of patients with advanced dementia, we intend to create a new educational module for medical students and house staff. This training module will consist of a small group workshop using a trigger video illustrating the myriad of care needs and caregiver concerns that commonly arise in patients with advanced dementia. The module will focus on how best to communicate with and advise the families about care needs and nutritional concerns that arise in the late stages of dementia. We know from research that this area is one that many house staff that is training in Internal Medicine and Family Medicine feels unprepared. Specifically, eating and swallowing difficulties are common complications in advanced stages of dementia and are common sources of concern among families of patients with advanced dementia. It is paramount that medical students and house staff develop excellent communication skills and become comfortable discussing the expected course of advanced dementia with family members. Providers' unfamiliarity with the progressive course of dementia is cited as the most important barrier in providing optimal care to these patients. The video will be used both to elicit learners' knowledge of evidence-based approaches to eating problems and to provide evidence-based interdisciplinary expert opinion on the topic. Our intervention is innovative because we use an interactive small group seminar format to illustrate a true interdisciplinary approach to a problem that needs involvement of a team of healthcare providers to be successful. |
| FACULTY DEVELOPMENT IN INTERPROFESSIONAL EDUCATION IN HEALTH SCIENCE COMMUNICATION SKILLS Monica Lypson Medical School $9948.00 |
Patient-centered communication is critical to improving healthcare outcomes. Working collaboratively will enable us to create a standardized model that could be used across health professional schools on campus. The World Health Organization defines interprofessional education as "When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes". Interprofessional communication has also been identified as one of three core interprofessional education competency domains by the IPE Collaborative Expert Panel. To this end, health sciences education is rapidly moving toward interprofessional learning to ensure all trainees are prepared to work collaboratively to provide optimal care. Despite the call for IPE competency, few faculty receive formal training across interprofessional lines which has been found to enhance true collaboration and promote positive attitudes toward members of other disciplines (Silver & Leslie, 2009). Currently the Schools of Medicine, Pharmacy and Dentistry all utilize the Standardized Patient Program as part of their clinical skills education. While there is modest standardization through the usage of training, personal, and facilities, there is no consensus across these fields on best-practices for patient-centered communication skills. One way to enhance our educational effectiveness as a University using standardized patients and improve the skills of faculty on IPE principals is to undergo a joint faculty development that improves the standardized patient training and student assessment process on campus. |
