Using a Simulated Practice to Improve Practice Management Learning

Size: px
Start display at page:

Download "Using a Simulated Practice to Improve Practice Management Learning"

Transcription

1 640 October 2009 Family Medicine Practice Management Using a Simulated Practice to Improve Practice Management Learning Leigh LoPresti, MD; Patrick Ginn, MD, MBA; Robert Treat, PhD Background and Objectives: Practice management education is required in family medicine residencies, and requirements have recently been expanded. Surveys show that graduates feel unprepared to address practice management after graduation, so it is an aspect of training in need of improvement. Methods: We substituted a simulated practice for part of an established didactic program in practice management. The curriculum included 20 modules with specific practice management tasks to be completed by the residents. An objective examination covering a broad range of practice management topics was created and given twice to residents, once early in their second year and again at the end of third year. One group of residents participated in the simulated practice curriculum, and a comparison group participated in a standard didactic curriculum. Results: Our pre-test and post-test examinations each produced reliable data. Residents with simulated practice training had statistically significant increases in exam scores while the comparison group did not. The simulated practice group also increased scores on every subsection of the exam, while the comparison group increased scores on only half of the subsections. However, only one resident (in the intervention group) achieved >60% correct answers on the post-test examination. Conclusions: The increased learning demonstrated by improved test performance suggests that a simulated practice approach is more helpful than a standard didactic curriculum for teaching residents about practice management, but it still does not yield knowledge scores at an optimal level. (Fam Med 2009;41(9):640-5.) Family medicine was the first specialty to require practice management training for residents. 1 There are a number of recommendations about what practice management topics should be taught and the amount of time that should be devoted to that training. For example, the Accreditation Council for Graduate Medical Education (ACGME) recently increased the requirement for practice management by 67%, to 100 hours, and the ACGME lists specific knowledge and skills to be included in that training. 2 The American Academy of Family Physicians (AAFP) also outlines desired knowledge, skills, and attitudes in practice management. 3 Halpern et al combined nine reports on curricular reform for the emerging practice environment and included yet another list of recommended topics From the Department of Family and Community Medicine (Drs LoPresti and Ginn) and Office of Educational Services (Dr Treat), Medical College of Wisconsin. in practice management. 4 Despite this attention to the content of practice management training, surveys show that graduates of family medicine residency programs feel poorly prepared to address practice management issues. 5,6 While they are the best prepared among all specialties in medicine, only 12% felt well prepared. 7 In addition to diverse recommendations for what should be taught about practice management, there are also no universally accepted methods for how to teach this topic. Lectures are still the predominant form of practice management education for most family medicine residents. However, lectures alone may not be optimal because lectures often result in non-maintained increases in knowledge, 8,9 and they do not appear to change behavior, even in the short run. 10 Research has shown that students clearly prefer interactive approaches, but even interactive learning has not been proven superior for achieving knowledge increases. 6,11-13 One study of an interactive format showed improvements over a 1-month testing interval, 14 but studies looking at retention of knowledge show deterioration over 4 8 months. 15,16

2 Practice Management Vol. 41, No Several programs have reported a more hands-on approach for practice management education A limitation in assessing the success of many of these approaches, however, is a reliance on subjective outcomes. Surveys of residents, program graduates, and program directors are the most commonly reported evaluation tools in these studies. For example, Bayard et al reported on residents learning practice management by developing mock practices. They evaluated their approach with pre- and post-experience resident self-assessments of practice management knowledge by topic. All of the residents agreed or strongly agreed that the course had been useful in increasing their knowledge, but there was no objective assessment of whether the residents knowledge actually did increase. 20 Indeed, there are few high-quality studies that include objective evaluations of residents knowledge gains following any form of practice management education. Babitch developed a 9-month curriculum and compared pretests and immediate posttests, but that study reported neither reliability nor any other psychometric properties of the test methods used. 23 Crites created a 12-month curriculum and used a 12-question true/false test given as a pretest with a posttest immediately after the last session. They reported face validity for their exam but were not able to report reliability due to sample size. 21 Given these limitations, the effectiveness of the many recommended practice management curricula is unclear. Practice management is not reported as a separate category for the in-training or board certification exams, and there are no widely accepted objective measurements of success. Thus, prior literature provides little evidence that any approach to practice management education has succeeded. Four family medicine residencies, including our program, share a lecture series on practice management. All of the programs provide additional practice management education. We converted our residency s additional education time to a simulated practice approach. We created a more extensive experiential curriculum than any that had been previously evaluated. Bayard et al reported work equivalent in scope, but they did not fully evaluate their curriculum. 20 We report here on both our simulated practice curriculum and the first reliable examination of practice management knowledge. The exam fills a gap in the literature: a reliable, objective test for the subject of practice management. Using the exam in a pretest/ posttest design, we compare the new curriculum in our program, which includes both the lecture series and the simulated practice, to the curriculum used by the other three programs in our group that shared the lecture series. Methods Overview The four residency programs involved in this study shared a core lecture series on practice management. Each program then added its own materials and teaching sessions to reach the required total of 100 hours of practice management education. Second-year residents in our program (the intervention group) used the simulated practice curriculum. Second-year residents in the three other programs (the comparison group) received their additional hours through course offerings provided by their individual residencies, none of which involved a simulated practice experience. Our research methods were designated as exempt by our Institutional Review Board. The Simulated Practice Experience The simulated practice part of our practice management curriculum involved 60 hours of education packaged into 20 modules (Table 1). Each module included a lecture of about 1 hour, and 19 of the 20 modules also involved 2 hours that were dedicated to projects. For 11 of the modules, the projects were completed by residents who worked in teams of two. Six modules had individual projects, and two had in-class exercises conducted by the entire group of residents. The projects were intended to simulate decisions they would make in practice, in accordance with the principles of adult learning 24 in which projects are designed around reallife issues. Some references were provided, but full answers required the residents to search out their own resources to answer the question(s). Module leaders (faculty members) provided support as needed. Participants Residents from all four programs were recruited to participate in the study during their second year of residency, and participation continued into the third year. Consent was sought from 24 residents, of whom 20 consented (six in the intervention-group program and 14 in the three comparison-group programs). We paid residents $25 for completing a pre-course examination, $25 for completing a post-course examination, and an additional $25 if they completed both examinations. Examination We created a practice management examination with 46 questions involving 14 topic areas (Table 2). Item construction used the guidelines of the National Board of Medical Examiners (NBME). 25 The examination contained both multiple choice and pick N questions. Per the NBME guidelines, test items were designed to assess application of knowledge, not recall of an isolated fact. One author who has 15 years of full-time practice with practice management responsibilities in a variety of settings wrote the examination. It was re-

3 642 October 2009 Family Medicine Table 1 Project Topics for the 20 Modules in the Simulated Practice Curriculum Topic Project Assignment Question Category on Test Projects completed by two-resident teams Market analysis and strategic planning Office space and office design Office equipment Information systems Policy and procedure manuals Staffing an office and personnel management Leadership Continuous Quality Improvement (CQI) Marketing Scheduling and triage Reading insurance contracts Alphabet soup (government agencies and your practice) Professional relationships Interviewing Paying providers and reading employment contracts Financial planning and personal finance Personal and professional success Pick a specific site in which to practice, and do a market analysis and strategic planning for your practice. Given a shell of set dimensions, design an office layout that maximizes use of space and customer comfort. Choose equipment for your office and choose buying versus leasing. Do return on investment analysis on three items of capital equipment in both purchase and lease scenarios. Choose an electronic medical record vendor and discuss the positives and negatives of your choice; determine your network configuration and what security it will require. Write procedures on payroll, telephone calls, medication refills, and lab and X-ray results for your office manual. Decide what kind of staff and how many of each you will hire for your office. Defend your choices. Identify a problem in the residency practice and identify: What leadership position you hold with regard to the issue(s) Who the stakeholders are What are the specific issues Who has to change to successfully resolve the issue The level of stress the problem is creating In what order you would address the issues Use CQI approaches to map out the process and issues for the problem chosen in leadership (if appropriate). Design a data collection you would do to get the most information. Develop a seven-word or less marketing core idea. Develop a marketing strategy to convey that core idea (identify media to be used, frequency and reach if applicable). State how this fits your practice and strategic plan. Choose one of the strategic items and prepare either a Web page, a radio ad (actually record it!), or a print ad. Design a schedule for your office. Consider scheduling style (eg, open access versus fixed appointments), types/lengths of appointments, use of limited facilities (procedure room, single pieces of equipment purchased earlier), hospital rounds/ deliveries if appropriate to strategic plan, and call schedules. Analyze a provided contract, pick out a defect, and outline your approach to negotiating this Projects completed by individual residents Choose an agency and report on agency and its impact on medical practice. Pick a professional from the list provided (eg, accountant, attorney, etc) and report on criteria and mechanisms for choosing as well as estimated costs. Each resident prepares a curriculum vitae and is interviewed for a job by a faculty member. Analyze a provided contract, pick out a defect, and outline your approach to negotiating this. Generate a 5-year financial plan. Find an approach to this that appeals to you. Market analysis and strategic planning Office space and office design Office space and office design; practice finance Computer technology Staff hiring and management; policies and procedures Staff hiring and management; policies and procedures Leadership Continuous Quality Improvement Marketing Office scheduling Negotiation and contracting Federal agencies, laws, and regulations Insurance and personal finance No questions on this Negotiation and contracting Insurance and personal finance No questions on this Topics with in-class exercises Negotiation Conduct a faculty supervised negotiation, followed by lecture, then re-do negotiation. Negotiation and contracting Practice finance Using an internally developed spreadsheet, explore the parameters of practice finance: Practice finance how many patients per day do you need to see to make certain levels of income? How do extra staff impact your income? How does hiring a partner or a physician extender affect your income? Topics with no project Taxation None Taxation

4 Practice Management Vol. 41, No viewed by family physicians with knowledge of practice management to validate the content of the test. The examination was challenging, and we estimated that the average pre-test score would be 30% 35% correct responses. The pretest was given between September 1 and October 17, 2005 (early in second year of residency). The posttest was given between April 13 and June 10, 2007 (late in third year). During the inter-exam interval, the answers to one computer technology question changed, and an additional answer was accepted as correct on the posttest. The test was administered using an online electronic testing system available to all residents (ANGEL Learning Management Suite by ANGEL Learning, Inc, Indianapolis). Using ANGEL allowed both the test questions and the answers to questions to be presented in random order. Data Analysis The original examination had 46 questions. Test questions were examined for internal consistency with Cronbach s alpha. The original Cronbach alphas on the pretests and posttests were.67 (n=17) and.66 (n=11), respectively. Six questions with negative item discrimination values were found to decrease the Cronbach alpha and were removed from analysis, and the Cronbach alpha values increased to satisfactory levels of 0.72 for both pretests and posttests. More detailed pretest/posttest reliability testing was precluded by the anonymous nature of the testing. The six questions eliminated were all multiple-choice questions. Examinations were re-scored with the six questions removed, and we report the results for the 40-question exam. Of the 40 questions, 25 were multiple choice, and 15 were Pick N type questions. There were one to five questions per topic on the exam (Table 2). All topics Table 2 Comparison of Pretest and Posttest Scores in the Intervention and Comparison Groups Question Category # of Questions Intervention Group Comparison Group Pretest (n=6) Posttest (n=5) Difference Pretest (n=11) Posttest (n=6) Difference Topics with only team projects Market Analysis and Strategic Planning 4 54% 83% +29% 47% 46% -1% Office Space and Design 2 47% 60% +13% 36% 47% +11% Computer Technology 3 38% 44% +6% 27% 26% -1% Staff Hiring and Management; Policies and Procedures 5 69% 71% +2% 60% 59% -1% Leadership 2 39% 40% +1% 42% 39% -3% Continuous Quality Improvement 2 17% 30% +13% 23% 25% +2% Marketing 2 33% 50% +17% 32% 25% -7% Office Scheduling 1 67% 70% +3% 55% 25% -30% Topics with only individual projects Federal Agencies, Laws, and Regulations 1 17% 100% +83% 0% 17% +17% Insurance and Personal Finance 3 8% 45% +37% 23% 25% +2% Mixed approaches Negotiation and Contracting 5 52% 63% +11% 39% 43% +4% Practice Finance 4 43% 53% +10% 31% 24% -7% No project Taxation 2 33% 35% +2% 36% 46% +10% Not taught in simulated practice curriculum Coding and Billing 4 50% 65% +15% 32% 33% +1% Overall exam Overall exam 40 41% 56% +15% 35% 36% +1% Percentages indicate the percentage of correct responses to questions on the examination.

5 644 October 2009 Family Medicine had at least two questions before the six questions were eliminated. Data were analyzed with SPSS The pretest and posttest exam scores were treated as independent groups as the data were collected anonymously, and pretest and posttest scores were not linked to individual participants. Statistically significant differences in scores were ascertained via Mann-Whitney U-test since there were small deviations in the scoring distributions from normality (Shapiro-Wilks W tests). The data analysis compared performance on pretests and posttests for the intervention group versus the three other residencies aggregated as the comparison group. Results Intervention group residents attended the seminars on an afternoon otherwise reserved for lectures. However, patient care responsibilities (eg, call, continuity deliveries) and administrative issues (eg, work-hour restrictions) took precedence and resulted in less than complete attendance. Attendance for individual residents ranged from 40% 80%, with an overall mean of 66%. Seventeen residents completed the pretest, and 11 completed the posttest. All 11 who completed the posttest had completed the pretest (five in the intervention group and six in the comparison group). One person in the intervention group completed the pretest, but not the posttest, because of maternity leave at the time of the posttest. The dropout rate (ie, failure to complete posttest after completing the pretest) was high in the comparison group, despite each resident receiving up to three reminders to complete the test and the offer of compensation. Reasons for noncompletion included early Table 3 Additional Comparison of Scores on the Pretest and Posttest Group and Test Between-group Comparison: Pretest Intervention Group (pretest; n=6) 41.0 (6.7) Comparison Group (pretest; n=11) 35.5 (12.3) Between-group Comparison: Posttest Intervention Group (posttest; n=5) 55.8 (3.6) Comparison Group (posttest; n=6) 36.1 (4.1) Within-group Comparison: Pretest/Posttest Comparison Group (pretest; n=11) 35.5 (12.3) Comparison Group (posttest; n=6) 36.1 (4.1) Within-group Comparison: Pretest/Posttest Intervention Group (pretest; n=6) 41.0 (6.7) Intervention Group (posttest; n=5) 55.8 (3.6) SD standard deviation Mean Test Score (SD) (% correct answers) P Value graduation from residency and nonresponse. Dropouts included both male and female residents. The intervention group and the comparison group performed similarly on the pretest. The intervention group s posttest performance exceeded their own performance on the pretest and also the performance of the comparison group (Table 3). Residents spent comparable amounts of time on each test; they averaged 22 minutes and 23 minutes to complete the pretest and the posttest, respectively. In pretest/posttest comparisons, the intervention group improved their overall scores in all of the tested topic areas. The comparison group improved in only seven of 14 areas. In the seven areas where they did better, their improvement exceeded that of the intervention group in only one topic (Taxation). For the topic not covered in our simulated practice curriculum (Coding and Billing), both groups improved. Resident scores in the intervention group improved more in the individual project group, suggesting this may be a better approach (Table 2). We believe this is an artifact of their poor pretest scores in those areas. The combined posttest scores for the team project, individual project, and mixed methods topics were each 59% Discussion Our practice management examination was judged to have content validity, and it demonstrated an adequate level of reliability in both pretest and posttest data. The intervention group, which took part in the simulated practice curriculum, had significant improvements in overall examination performance while the comparison group did not. Our findings are important to family medicine educators for several reasons. One is that ours is the first study to evaluate the outcomes of a practice management curriculum with a knowledge assessment that has good reliability and content validity. Another is that our simulated practice approach appeared to have resulted in better knowledge acquisition than standard teaching approaches. These findings suggest that the simulated practice approach to practice management education may have value and can be considered for implementation in other residency programs. Limitations Despite the positive findings, there are several limitations to our study methods. The limitations should be considered when interpreting the results of our study. First, while our simulated practice curriculum led to a statistically significant

6 Practice Management Vol. 41, No improvement in performance on a valid and reliable examination, only a single resident exceeded a score of 60% on the posttest. Thus, knowledge acquisition was not as great as we had hoped. Still, two of the three largest improvements in our residents test scores came in modules taught at least 15 months prior to the posttest. This is a substantial amount of time for knowledge retention based on prior experience. 15,16 We believe this may be our most significant finding, as acquisition of knowledge is not as important as acquiring and retaining knowledge. A second limitation is the small sample size and high drop-out rate in our study. This reduces generalizability and precludes the use of more powerful statistical tests. Further, the anonymous participation of residents in this study prevented the pairing of pretest and posttest datasets and reduced statistical power. Despite this limitation, however, we were able to demonstrate significant improvement in knowledge acquisition, suggesting that the simulated practice approach was generally successful though again, absolute levels of knowledge, with only one resident exceeding a score of 60%, were less than optimal. A third limitation is that while our examination questions had good content validity, a more powerful, data-dependent form of validity, which should be sought in a future analysis, is construct validity. Our review of the literature found two other published studies on practice management education that used a pretest/posttest design, 21,23 and neither of those studies report on the reliability or construct validity of their tests. Thus, no test of practice management knowledge in the literature, including ours, has reported construct validity of the data. Fourth, we did not perform a detailed review of the curriculum of the programs in the comparison group. We know that those programs did not use a simulated practice approach but do not know if the specific items taught to residents in those programs were a match for topics on the post-course examination. However, all of the topics on the test are found in the AAFP Recommended Curriculum Guidelines for Practice Management. 3 Conclusions Using our simulated practice approach to teach practice management improved residents knowledge and appeared to yield better results than standard educational approaches based on assessment with a knowledge examination that has good reliability and content validity. Residents knowledge, however, despite improving as a result of the simulated practice approach, was still not at an optimal level. Further work is needed to identify additional effective methods for teaching practice management. Corresponding Author: Address correspondence to Dr LoPresti, Medical College of Wisconsin, Waukesha Family Medicine Residency Program, 210 NW Barstow Street, Waukesha, WI Fax: leigh.lopresti@phci.org. Re f e r e n c e s 1. Rose EA, Neale AV, Rathur WA. Teaching practice management during residency. Fam Med 1999;31(2): Accreditation Council for Graduate Medical Education. Family Medicine Program Requirements. RRC_progReq/120pr pdf. Accessed February 13, American Academy of Family Physicians. Recommended curriculum guidelines for family practice residents in practice management. Reprint number 268. Leawood, Kan: American Academy of Family Physicians, Halpern R, Lee MY, Boulter PR, Phillips RR. A synthesis of nine major reports on physicians competencies for the emerging practice environment. Acad Med 2001;76(6): Norton P, Jones JE, Wang MQ, Tulli CG. Incongruence of existing practice management curricula content and actual medical practice need. Fam Med 1994;26(2): Stone MA. Family physicians evaluation of the practice management education received during residency training. Fam Med 1994;26(2): Cantor JC, Baker LC, Hughes RG. Preparedness for practice: young physicians views of their professional education. JAMA 1993;270(9): Winter R, Picciano A, Birnberg B, et al. Resident knowledge acquisition during a block conference series. Fam Med 2007;39(7): Picciano A, Winter R, Ballan D, Birnberg B, Jacks M, Laing E. Resident acquisition of knowledge during a noontime conference series. Fam Med 2003;35(6): Wendling A, Green B. The effect of a didactic lecture on resident behavior. Fam Med 2005;37(6): Costa ML, van Rensburg L, Rushton N. Does teaching style matter? A randomized trial of group discussion versus lectures in undergraduate teaching. Med Educ 2007;41: Fischer RL, Jacobs SL, Herbert WNP. Small-group discussion versus lecture format for third-year students in obstetrics and gynecology. Obstet Gynecol 2004;104: Beers GW, Bowden S. The effect of teaching method on long-term knowledge retention. J Nursing Educ 2005;44(11): Schackow TE, Chavez M, Loya L, Friedman M. Audience Response System: effect on learning in family medicine residents. Fam Med 2004; 36(7): Kaczorowski J, Levitt C, Hammond M, et al. Retention of neonatal resuscitation skills and knowledge: a randomized controlled trial. Fam Med 1998;30(10): Curran VR, Aziz K, O Young S, Bessell C. Evaluation of the effect of a computerized training simulator (ANAKIN) on the retention of neonatal resuscitation skills. Teach Learn Med 2004;16(2): Lawson JG, McConnell JW. Teaching practice management in a family practice residency. J Med Educ 1976;51: Aluise JJ. The physician as manager: what and how of practice management education. J Fam Pract 1977;4(2): Werblun MN, Martin LR, Drennan MR, Parker CE, Berggren RE. A competency-based curriculum in business practice management. J Fam Pract 1977;4(5): Bayard M, Peeples CR, Holt J, David DJ. An interactive approach to teaching practice management to family practice residents. Fam Med 2003;35(9): Crites GE, Schuster RJ. A preliminary report of an educational intervention in practice management. BMC Med Educ 2004;4: Taylor ML, Mainous AG III, Blue AV, Carek PJ. How well are practice management curricula preparing family medicine residents? Fam Med 2006;38(4): Babitch LA. Teaching practice management skills to pediatric residents. Clin Pediatr 2006;45: Kaufman DM. Applying educational theory in practice. BMJ 2003; 326: Case SM, Swanson DB. Constructing written test questions for the basic and clinical sciences, second edition. Philadelphia: National Board of Medical Examiners, 1998.

The patient-centered medical

The patient-centered medical Primary Care Residents Want to Learn About the Patient- Centered Medical Home Gerardo Moreno, MD, MSHS; Julia Gold, MD; Maureen Mavrinac, MD BACKGROUND AND OBJECTIVES: The patient-centered medical home

More information

Simulation in Radiology Education

Simulation in Radiology Education Simulation in Radiology Education Ellen C. Benya, MD Department of Medical Imaging, Ann & Robert H. Lurie Children s Hospital of Chicago Department of Radiology, Northwestern University Feinberg School

More information

Use of the Kalamazoo Essential Elements Communication Checklist (Adapted) in an Institutional Interpersonal and Communication Skills Curriculum

Use of the Kalamazoo Essential Elements Communication Checklist (Adapted) in an Institutional Interpersonal and Communication Skills Curriculum Use of the Kalamazoo Essential Elements Communication Checklist (Adapted) in an Institutional Interpersonal and Communication Skills Curriculum Barbara L. Joyce, PhD Timothy Steenbergh, PhD Eric Scher,

More information

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series RSS RSS Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series DEVELOPED BY the Accreditation council for continuing medical education December 2005; Updated JANUARY 2008

More information

DOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS?

DOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS? DOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS? M. Aichouni 1*, R. Al-Hamali, A. Al-Ghamdi, A. Al-Ghonamy, E. Al-Badawi, M. Touahmia, and N. Ait-Messaoudene 1 University

More information

Curriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs

Curriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs Curriculum Assessment Employing the Continuous Quality Improvement Model in Post-Certification Graduate Athletic Training Education Programs Jennifer C. Teeters, Michelle A. Cleary, Jennifer L. Doherty-Restrepo,

More information

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO ESTABLISHING A TRAINING ACADEMY ABSTRACT Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO. 80021 In the current economic climate, the demands put upon a utility require

More information

Clinical Quality in EMS. Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00)

Clinical Quality in EMS. Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00) Clinical Quality in EMS Noah J. Reiter, MPA, EMT-P EMS Director Lenox Hill Hospital (Rice University 00) Presentation Overview Rationale Definitions Philosophy Prerequisites for a Successful Program The

More information

INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM )

INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM ) INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM ) GENERAL INFORMATION The Internal Medicine In-Training Examination, produced by the American College of Physicians and co-sponsored by the Alliance

More information

RC-FM Staff. Objectives 4/22/2013. Geriatric Medicine: Update from the RC-FM. Eileen Anthony, Executive Director; ;

RC-FM Staff. Objectives 4/22/2013. Geriatric Medicine: Update from the RC-FM. Eileen Anthony, Executive Director; ; Geriatric Medicine: Update from the RC-FM American Geriatric Society 2013 Annual Meeting Grapevine, TX Peter J. Carek, MD, MS - Chair, RC - FM Eileen Anthony - Executive Director RC-FM Staff Eileen Anthony,

More information

A Game-based Assessment of Children s Choices to Seek Feedback and to Revise

A Game-based Assessment of Children s Choices to Seek Feedback and to Revise A Game-based Assessment of Children s Choices to Seek Feedback and to Revise Maria Cutumisu, Kristen P. Blair, Daniel L. Schwartz, Doris B. Chin Stanford Graduate School of Education Please address all

More information

Update on the Next Accreditation System Drs. Culley, Ling, and Wood. Anesthesiology April 30, 2014

Update on the Next Accreditation System Drs. Culley, Ling, and Wood. Anesthesiology April 30, 2014 Accreditation Council for Graduate Medical Education Update on the Next Accreditation System Drs. Culley, Ling, and Wood Anesthesiology April 30, 2014 Background of the Next Accreditation System Louis

More information

Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students

Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Critical Issues in Dental Education Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Naty Lopez, Ph.D.; Rose Wadenya, D.M.D., M.S.;

More information

A Retrospective Study

A Retrospective Study Evaluating Students' Course Evaluations: A Retrospective Study Antoine Al-Achi Robert Greenwood James Junker ABSTRACT. The purpose of this retrospective study was to investigate the influence of several

More information

Strategy for teaching communication skills in dentistry

Strategy for teaching communication skills in dentistry Strategy for teaching communication in dentistry SADJ July 2010, Vol 65 No 6 p260 - p265 Prof. JG White: Head: Department of Dental Management Sciences, School of Dentistry, University of Pretoria, E-mail:

More information

Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38

Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38 Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38 Introduction / Summary Recent attention to Veterans mental health services has again

More information

IMSH 2018 Simulation: Making the Impossible Possible

IMSH 2018 Simulation: Making the Impossible Possible IMSH 2018 Simulation: Making the Impossible Possible You do it every day. You tackle difficult - sometimes seemingly impossible circumstances as you work to improve patient care through simulation-based

More information

RCPCH MMC Cohort Study (Part 4) March 2016

RCPCH MMC Cohort Study (Part 4) March 2016 RCPCH MMC Cohort Study (Part 4) March 2016 Acknowledgements Dr Simon Clark, Officer for Workforce Planning, RCPCH Dr Carol Ewing, Vice President Health Services, RCPCH Dr Daniel Lumsden, Former Chair,

More information

ACADEMIC AFFAIRS GUIDELINES

ACADEMIC AFFAIRS GUIDELINES ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy

More information

PREPARING FOR THE SITE VISIT IN YOUR FUTURE

PREPARING FOR THE SITE VISIT IN YOUR FUTURE PREPARING FOR THE SITE VISIT IN YOUR FUTURE ARC-PA Suzanne York SuzanneYork@arc-pa.org 2016 PAEA Education Forum Minneapolis, MN Saturday, October 15, 2016 TODAY S SESSION WILL INCLUDE: Recommendations

More information

Program Change Proposal:

Program Change Proposal: Program Change Proposal: Provided to Faculty in the following affected units: Department of Management Department of Marketing School of Allied Health 1 Department of Kinesiology 2 Department of Animal

More information

Longitudinal Integrated Clerkship Program Frequently Asked Questions

Longitudinal Integrated Clerkship Program Frequently Asked Questions Longitudinal Integrated Clerkship Program Frequently Asked Questions The University of Vermont Larner College of Medicine offers a rural longitudinal integrated clerkship (LIC) at the Hudson Headwaters

More information

Women in Orthopaedic Fellowships: What Is Their Match Rate, and What Specialties Do They Choose?

Women in Orthopaedic Fellowships: What Is Their Match Rate, and What Specialties Do They Choose? Clin Orthop Relat Res (2016) 474:1957 1961 DOI 10.1007/s11999-016-4829-9 Clinical Orthopaedics and Related Research A Publication of The Association of Bone and Joint Surgeons SYMPOSIUM: WOMEN AND UNDERREPRESENTED

More information

ScienceDirect. Noorminshah A Iahad a *, Marva Mirabolghasemi a, Noorfa Haszlinna Mustaffa a, Muhammad Shafie Abd. Latif a, Yahya Buntat b

ScienceDirect. Noorminshah A Iahad a *, Marva Mirabolghasemi a, Noorfa Haszlinna Mustaffa a, Muhammad Shafie Abd. Latif a, Yahya Buntat b Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 2200 2204 3rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

AnMed Health Family Medicine Residency Program Curriculum and Benefits

AnMed Health Family Medicine Residency Program Curriculum and Benefits AnMed Health Family Medicine Residency Program Curriculum and Benefits Residents receive medical, dental and life insurance benefits. Resident salaries range from $55,500 to $58,000, depending on the year

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

Instructor: Mario D. Garrett, Ph.D. Phone: Office: Hepner Hall (HH) 100

Instructor: Mario D. Garrett, Ph.D.   Phone: Office: Hepner Hall (HH) 100 San Diego State University School of Social Work 610 COMPUTER APPLICATIONS FOR SOCIAL WORK PRACTICE Statistical Package for the Social Sciences Office: Hepner Hall (HH) 100 Instructor: Mario D. Garrett,

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD

More information

Department of Legal Assistant Education THE SOONER DOCKET. Enroll Now for Spring 2018 Courses! American Bar Association Approved

Department of Legal Assistant Education THE SOONER DOCKET. Enroll Now for Spring 2018 Courses! American Bar Association Approved Department of Legal Assistant Education THE SOONER DOCKET Enroll Now for Spring 2018 Courses! American Bar Association Approved Vol. 40, No. 2 November 2017 Legal Assistant Education Schedule SPRING 2018

More information

Tun your everyday simulation activity into research

Tun your everyday simulation activity into research Tun your everyday simulation activity into research Chaoyan Dong, PhD, Sengkang Health, SingHealth Md Khairulamin Sungkai, UBD Pre-conference workshop presented at the inaugual conference Pan Asia Simulation

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.

More information

1GOOD LEADERSHIP IS IMPORTANT. Principal Effectiveness and Leadership in an Era of Accountability: What Research Says

1GOOD LEADERSHIP IS IMPORTANT. Principal Effectiveness and Leadership in an Era of Accountability: What Research Says B R I E F 8 APRIL 2010 Principal Effectiveness and Leadership in an Era of Accountability: What Research Says J e n n i f e r K i n g R i c e For decades, principals have been recognized as important contributors

More information

Meet the Experts Fall Freebie November 5, 2015

Meet the Experts Fall Freebie November 5, 2015 Meet the Experts Fall Freebie November 5, 2015 Presented by: PARTNERS IN MEDICAL EDUCATION, INC. Today s Experts: Christine Redovan, MBA Heather Peters, M.Ed, Ph.D Candace DeMaris, MAIS Lauren McGuire,

More information

Developing skills through work integrated learning: important or unimportant? A Research Paper

Developing skills through work integrated learning: important or unimportant? A Research Paper Developing skills through work integrated learning: important or unimportant? A Research Paper Abstract The Library and Information Studies (LIS) Program at the Durban University of Technology (DUT) places

More information

How to Judge the Quality of an Objective Classroom Test

How to Judge the Quality of an Objective Classroom Test How to Judge the Quality of an Objective Classroom Test Technical Bulletin #6 Evaluation and Examination Service The University of Iowa (319) 335-0356 HOW TO JUDGE THE QUALITY OF AN OBJECTIVE CLASSROOM

More information

Mayo School of Health Sciences. Clinical Pastoral Education Residency. Rochester, Minnesota.

Mayo School of Health Sciences. Clinical Pastoral Education Residency. Rochester, Minnesota. Mayo School of Health Sciences Clinical Pastoral Education Residency Rochester, Minnesota www.mayo.edu Clinical Pastoral Education Residency PROGRAM DESCRIPTION The Clinical Pastoral Education (CPE) Residency

More information

Surgical Residency Program & Director KEN N KUO MD, FACS

Surgical Residency Program & Director KEN N KUO MD, FACS Surgical Residency Program & Director KEN N KUO MD, FACS 1 Taiwan Surgical Association Residency Director Meeting September 17, 2011 November 5, 2011 2 Three Stages of Education Undergraduate medical education

More information

The Good Judgment Project: A large scale test of different methods of combining expert predictions

The Good Judgment Project: A large scale test of different methods of combining expert predictions The Good Judgment Project: A large scale test of different methods of combining expert predictions Lyle Ungar, Barb Mellors, Jon Baron, Phil Tetlock, Jaime Ramos, Sam Swift The University of Pennsylvania

More information

Firms and Markets Saturdays Summer I 2014

Firms and Markets Saturdays Summer I 2014 PRELIMINARY DRAFT VERSION. SUBJECT TO CHANGE. Firms and Markets Saturdays Summer I 2014 Professor Thomas Pugel Office: Room 11-53 KMC E-mail: tpugel@stern.nyu.edu Tel: 212-998-0918 Fax: 212-995-4212 This

More information

Envision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals

Envision Success FY2014-FY2017 Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Strategic Goal 1: Enhancing pathways that guide students to achieve their academic, career, and personal goals Institutional Priority: Improve the front door experience Identify metrics appropriate to

More information

November 6, Re: Higher Education Provisions in H.R. 1, the Tax Cuts and Jobs Act. Dear Chairman Brady and Ranking Member Neal:

November 6, Re: Higher Education Provisions in H.R. 1, the Tax Cuts and Jobs Act. Dear Chairman Brady and Ranking Member Neal: The Honorable Kevin Brady The Honorable Richard Neal Chairman Ranking Member Ways and Means Committee Ways and Means Committee United States House of Representatives United States House of Representatives

More information

Assessment and Evaluation for Student Performance Improvement. I. Evaluation of Instructional Programs for Performance Improvement

Assessment and Evaluation for Student Performance Improvement. I. Evaluation of Instructional Programs for Performance Improvement Assessment and Evaluation for Student Performance Improvement I. Evaluation of Instructional Programs for Performance Improvement The ongoing evaluation of educational programs is essential for improvement

More information

Beyond the Blend: Optimizing the Use of your Learning Technologies. Bryan Chapman, Chapman Alliance

Beyond the Blend: Optimizing the Use of your Learning Technologies. Bryan Chapman, Chapman Alliance 901 Beyond the Blend: Optimizing the Use of your Learning Technologies Bryan Chapman, Chapman Alliance Power Blend Beyond the Blend: Optimizing the Use of Your Learning Infrastructure Facilitator: Bryan

More information

Prevalence of Oral Reading Problems in Thai Students with Cleft Palate, Grades 3-5

Prevalence of Oral Reading Problems in Thai Students with Cleft Palate, Grades 3-5 Prevalence of Oral Reading Problems in Thai Students with Cleft Palate, Grades 3-5 Prajima Ingkapak BA*, Benjamas Prathanee PhD** * Curriculum and Instruction in Special Education, Faculty of Education,

More information

An Introduction to Simio for Beginners

An Introduction to Simio for Beginners An Introduction to Simio for Beginners C. Dennis Pegden, Ph.D. This white paper is intended to introduce Simio to a user new to simulation. It is intended for the manufacturing engineer, hospital quality

More information

SESSION III: Training on Conducting the Informed Consent Process

SESSION III: Training on Conducting the Informed Consent Process SESSION III: Training on Conducting the Informed Consent Process Jennifer Lentz, Eli Lilly & Co. March 10, 2015 Session III Objectives! Present examples of innovative informed consent training programs!

More information

Understanding Fair Trade

Understanding Fair Trade Prepared by Vanessa Ibarra Vanessa.Ibarra2@unt.edu June 26, 2014 This material was produced for Excellence in Curricula and Experiential Learning (EXCEL) Program, which is funded through UNT Sustainability.

More information

RESEARCH ARTICLES Objective Structured Clinical Examinations in Doctor of Pharmacy Programs in the United States

RESEARCH ARTICLES Objective Structured Clinical Examinations in Doctor of Pharmacy Programs in the United States RESEARCH ARTICLES Objective Structured Clinical Examinations in Doctor of Pharmacy Programs in the United States Deborah A. Sturpe, PharmD American Journal of Pharmaceutical Education 2010; 74 (8) Article

More information

The Ohio State University Library System Improvement Request,

The Ohio State University Library System Improvement Request, The Ohio State University Library System Improvement Request, 2005-2009 Introduction: A Cooperative System with a Common Mission The University, Moritz Law and Prior Health Science libraries have a long

More information

THE BROOKDALE HOSPITAL MEDICAL CENTER ONE BROOKDALE PLAZA BROOKLYN, NEW YORK 11212

THE BROOKDALE HOSPITAL MEDICAL CENTER ONE BROOKDALE PLAZA BROOKLYN, NEW YORK 11212 THE BROOKDALE HOSPITAL MEDICAL CENTER ONE BROOKDALE PLAZA BROOKLYN, NEW YORK 11212 AGREEMENT made this day of, 200, between BROOKDALE HOSPITAL MEDICAL CENTER, a not-for-profit Hospital corporation, hereinafter

More information

Update on the Affordable Care Act. Association of Business Administrators September 24, 2014

Update on the Affordable Care Act. Association of Business Administrators September 24, 2014 Update on the Affordable Care Act Association of Business Administrators September 24, 2014 1 Planning Assumptions Collaborative effort with Provost Office and School Working Group Affordable Care Act

More information

2. Related Documents (refer to policies.rutgers.edu for additional information)

2. Related Documents (refer to policies.rutgers.edu for additional information) Policy Name: Clinical Affiliation Agreements Approval Authority: RBHS Chancellor Originally Issued: Revisions: 6/20/13 1. Who Should Read This Policy All Rutgers University research faculty and staff within

More information

Application Guidelines for Interventional Radiology Review Committee for Radiology

Application Guidelines for Interventional Radiology Review Committee for Radiology Application Guidelines for Interventional Radiology Review Committee for Radiology The new interventional radiology residency will replace the current one-year vascular and interventional radiology (VIR)

More information

For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio

For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio Facilities and Technology Infrastructure Report For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio Introduction. As Ohio s national research university, Ohio State

More information

King-Devick Reading Acceleration Program

King-Devick Reading Acceleration Program King-Devick Reading Acceleration Program The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial David Dodick, MD*,1;

More information

The role of the physician primarily

The role of the physician primarily ORIGINAL ARTICLES Incorporating Population Medicine Into Primary Care Residency Training Wayne S. Dysinger, MD, MPH; Valerie King, MD, MPH; Tina C. Foster, MD, MPH; Dominic Geffken, MD, MPH BACKGROUND

More information

REGULATION RESPECTING THE TERMS AND CONDITIONS FOR THE ISSUANCE OF THE PERMIT AND SPECIALIST'S CERTIFICATES BY THE COLLÈGE DES MÉDECINS DU QUÉBEC

REGULATION RESPECTING THE TERMS AND CONDITIONS FOR THE ISSUANCE OF THE PERMIT AND SPECIALIST'S CERTIFICATES BY THE COLLÈGE DES MÉDECINS DU QUÉBEC (This version is offered as a courtesy and holds no official value.) Professional Code (R.S.Q., c. C-26, s. 93, sub. c and c.1, 94 par. i and 94.1) DIVISION I GENERAL PROVISIONS 1. The purpose of this

More information

The My Class Activities Instrument as Used in Saturday Enrichment Program Evaluation

The My Class Activities Instrument as Used in Saturday Enrichment Program Evaluation Running Head: MY CLASS ACTIVITIES My Class Activities 1 The My Class Activities Instrument as Used in Saturday Enrichment Program Evaluation Nielsen Pereira Purdue University Scott J. Peters University

More information

Friday, October 3, 2014 by 10: a.m. EST

Friday, October 3, 2014 by 10: a.m. EST REQUEST FOR PROPOSALS FOR MARKETING/EVENT PLANNING/CONSULTING SERVICES RFP No. 09-10-2014 SUBMISSIONS ARE DUE AT THE ADDRESS SHOWN BELOW NO LATER THAN Friday, October 3, 2014 by 10: a.m. EST At Woodmere

More information

Mayo School of Health Sciences. Clinical Pastoral Education Internship. Rochester, Minnesota.

Mayo School of Health Sciences. Clinical Pastoral Education Internship. Rochester, Minnesota. Mayo School of Health Sciences Clinical Pastoral Education Internship Rochester, Minnesota www.mayo.edu Clinical Pastoral Education Internship PROGRAM DESCRIPTION The Clinical Pastoral Education (CPE)

More information

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper

More information

Paramedic Science Program

Paramedic Science Program Paramedic Science Program Paramedic Science Program Faculty Chair Michael Mikitish Chair, Emergency Services Department Emergency Medical Services (EMS) An Associate of Science degree in Paramedic Science

More information

FINAL EXAMINATION OBG4000 AUDIT June 2011 SESSION WRITTEN COMPONENT & LOGBOOK ASSESSMENT

FINAL EXAMINATION OBG4000 AUDIT June 2011 SESSION WRITTEN COMPONENT & LOGBOOK ASSESSMENT L-UNIVERSITÀ TA MALTA Msida Malta SKOLA MEDIKA Sptar Mater Dei Prof. Charles Savona-Ventura MD, DScMed, FRCOG, AccrCOG, MRCPI Head Department of Obstetrics & Gynaecology UNIVERSITY OF MALTA Msida Malta

More information

Request for Proposal UNDERGRADUATE ARABIC FLAGSHIP PROGRAM

Request for Proposal UNDERGRADUATE ARABIC FLAGSHIP PROGRAM Request for Proposal UNDERGRADUATE ARABIC FLAGSHIP PROGRAM Application Guidelines DEADLINE FOR RECEIPT OF PROPOSAL: November 28, 2012 Table Of Contents DEAR APPLICANT LETTER...1 SECTION 1: PROGRAM GUIDELINES

More information

Enhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Introduction Research purpose Significance of study

Enhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Introduction Research purpose Significance of study Poh & Leong 501 Enhancing Van Hiele s level of geometric understanding using Geometer s Sketchpad Poh Geik Tieng, University of Malaya, Malaysia Leong Kwan Eu, University of Malaya, Malaysia Introduction

More information

Summary / Response. Karl Smith, Accelerations Educational Software. Page 1 of 8

Summary / Response. Karl Smith, Accelerations Educational Software. Page 1 of 8 Summary / Response This is a study of 2 autistic students to see if they can generalize what they learn on the DT Trainer to their physical world. One student did automatically generalize and the other

More information

GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION

GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION PREAMBLE This document is intended to provide educational guidance to program directors in pediatrics and

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

Planning a research project

Planning a research project Planning a research project Gelling L (2015) Planning a research project. Nursing Standard. 29, 28, 44-48. Date of submission: February 4 2014; date of acceptance: October 23 2014. Abstract The planning

More information

Guide for Fieldwork Educators

Guide for Fieldwork Educators Guide for Fieldwork Educators Guide for Fieldwork Educators The Department of Occupational Therapy at Tennessee State University appreciates your willingness to provide clinical education for our students

More information

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS

PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,

More information

Georgia Tech College of Management Project Management Leadership Program Eight Day Certificate Program: October 8-11 and November 12-15, 2007

Georgia Tech College of Management Project Management Leadership Program Eight Day Certificate Program: October 8-11 and November 12-15, 2007 Proven Methods for Project Planning, Scheduling and Control Managing Project Risk Project Managers as Agents of Change and Innovation Georgia Tech College of Management Project Management Leadership Program

More information

Montana's Distance Learning Policy for Adult Basic and Literacy Education

Montana's Distance Learning Policy for Adult Basic and Literacy Education Montana's Distance Learning Policy for Adult Basic and Literacy Education 2013-2014 1 Table of Contents I. Introduction Page 3 A. The Need B. Going to Scale II. Definitions and Requirements... Page 4-5

More information

Interprofessional educational team to develop communication and gestural skills

Interprofessional educational team to develop communication and gestural skills Title Interprofessional educational team to develop communication and gestural skills Authors Annamaria Bagnasco 1, Giancarlo Torre 2, Nicola Pagnucci 3, Angela Tolotti 3, Francesca Rosa 3, Loredana Sasso

More information

Lisa Forster Student Functional Group - ITS. SI-net: Student Placements

Lisa Forster Student Functional Group - ITS. SI-net: Student Placements Lisa Forster Student Functional Group - ITS SI-net: Student Placements First: a bit about me Lisa Forster Business Analyst - Student Functional Group Commenced at UQ - July 2013 Commenced SI-net Placements

More information

A Comparison of the Effects of Two Practice Session Distribution Types on Acquisition and Retention of Discrete and Continuous Skills

A Comparison of the Effects of Two Practice Session Distribution Types on Acquisition and Retention of Discrete and Continuous Skills Middle-East Journal of Scientific Research 8 (1): 222-227, 2011 ISSN 1990-9233 IDOSI Publications, 2011 A Comparison of the Effects of Two Practice Session Distribution Types on Acquisition and Retention

More information

IS FINANCIAL LITERACY IMPROVED BY PARTICIPATING IN A STOCK MARKET GAME?

IS FINANCIAL LITERACY IMPROVED BY PARTICIPATING IN A STOCK MARKET GAME? 21 JOURNAL FOR ECONOMIC EDUCATORS, 10(1), SUMMER 2010 IS FINANCIAL LITERACY IMPROVED BY PARTICIPATING IN A STOCK MARKET GAME? Cynthia Harter and John F.R. Harter 1 Abstract This study investigates the

More information

Robot manipulations and development of spatial imagery

Robot manipulations and development of spatial imagery Robot manipulations and development of spatial imagery Author: Igor M. Verner, Technion Israel Institute of Technology, Haifa, 32000, ISRAEL ttrigor@tx.technion.ac.il Abstract This paper considers spatial

More information

Cooking Matters at the Store Evaluation: Executive Summary

Cooking Matters at the Store Evaluation: Executive Summary Cooking Matters at the Store Evaluation: Executive Summary Introduction Share Our Strength is a national nonprofit with the goal of ending childhood hunger in America by connecting children with the nutritious

More information

Global Health Interprofessional Program Summer Zambia

Global Health Interprofessional Program Summer Zambia Global Health Interprofessional Program Summer 2018 - Zambia Title of Proposed Project School Faculty name Appointed department(s) Assessment of medical and pharmacy student knowledge of antimicrobial

More information

ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus

ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus HEALTH CARE ADMINISTRATION MBA ACCOUNTING FOR MANAGERS BU-5190-AU7 Syllabus Winter 2010 P LYMOUTH S TATE U NIVERSITY, C OLLEGE OF B USINESS A DMINISTRATION 1 Page 2 PLYMOUTH STATE UNIVERSITY College of

More information

Introduction to Questionnaire Design

Introduction to Questionnaire Design Introduction to Questionnaire Design Why this seminar is necessary! Bad questions are everywhere! Don t let them happen to you! Fall 2012 Seminar Series University of Illinois www.srl.uic.edu The first

More information

Key words: Educational outcomes, the average normalized gain, hybrid curriculum.

Key words: Educational outcomes, the average normalized gain, hybrid curriculum. bü z ÇtÄ TÜà väx of content knowledge from a blood and lymph course Nazik Elmalaika Obaid Seid A Husain 1 and Ihsan Mohamed Osman Abdelhalim 2 Abstract Background: There is an increased interest in programme

More information

SERVICE-LEARNING Annual Report July 30, 2004 Kara Hartmann, Service-Learning Coordinator Page 1 of 5

SERVICE-LEARNING Annual Report July 30, 2004 Kara Hartmann, Service-Learning Coordinator Page 1 of 5 Page 1 of 5 PROFILE The mission of the Service-Learning Program is to foster citizenship and enhance learning through active involvement in academically-based community service. Service-Learning is a teaching

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in

More information

Ecosystem: Description of the modules:

Ecosystem: Description of the modules: Nanotechnology Solutions to Engineering Grand Challenges Edward W. Davis Auburn University Polapradada Raju Auburn University Virginia Davis Auburn University Abstract: Nanotechnology is becoming, and

More information

ACTL5103 Stochastic Modelling For Actuaries. Course Outline Semester 2, 2014

ACTL5103 Stochastic Modelling For Actuaries. Course Outline Semester 2, 2014 UNSW Australia Business School School of Risk and Actuarial Studies ACTL5103 Stochastic Modelling For Actuaries Course Outline Semester 2, 2014 Part A: Course-Specific Information Please consult Part B

More information

NDPC-SD Data Probes Worksheet

NDPC-SD Data Probes Worksheet NDPC-SD Data Probes Worksheet This worksheet from the National Dropout Prevention Center for Students with Disabilities (NDPC- SD) is an optional tool to help schools organize multiple years of student

More information

Medical student research at Texas Tech University Health Sciences Center: Increasing research participation with a summer research program

Medical student research at Texas Tech University Health Sciences Center: Increasing research participation with a summer research program Medical education Medical student research at Texas Tech University Health Sciences Center: Increasing research participation with a summer research program Jannette M. Dufour PhD, Ernestine Gregorcyk,

More information

SHEEO State Authorization Inventory. Kentucky Last Updated: May 2013

SHEEO State Authorization Inventory. Kentucky Last Updated: May 2013 SHEEO State Authorization Inventory Kentucky Last Updated: May 2013 Please note: For purposes of this survey, the terms authorize and authorization are used generically to include approve, certify, license,

More information

Trends in College Pricing

Trends in College Pricing Trends in College Pricing 2009 T R E N D S I N H I G H E R E D U C A T I O N S E R I E S T R E N D S I N H I G H E R E D U C A T I O N S E R I E S Highlights Published Tuition and Fee and Room and Board

More information

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION

SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION SASKATCHEWAN MINISTRY OF ADVANCED EDUCATION Report March 2017 Report compiled by Insightrix Research Inc. 1 3223 Millar Ave. Saskatoon, Saskatchewan T: 1-866-888-5640 F: 1-306-384-5655 Table of Contents

More information

PATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY

PATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY PATTERNS OF ADMINISTRATION DEPARTMENT OF BIOMEDICAL EDUCATION & ANATOMY THE OHIO STATE UNIVERSITY OAA Approved 8/25/2016 PATTERNS OF ADMINISTRAION Department of Biomedical Education & Anatomy INTRODUCTION

More information

A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING

A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING Yong Sun, a * Colin Fidge b and Lin Ma a a CRC for Integrated Engineering Asset Management, School of Engineering Systems, Queensland

More information

The SREB Leadership Initiative and its

The SREB Leadership Initiative and its SREB LEADERSHIP INITIATIVE SREB s Leadership Curriculum Modules Engage Leaders in Solving Real School Problems Every school has leadership that results in improved student performance and leadership begins

More information

Major Milestones, Team Activities, and Individual Deliverables

Major Milestones, Team Activities, and Individual Deliverables Major Milestones, Team Activities, and Individual Deliverables Milestone #1: Team Semester Proposal Your team should write a proposal that describes project objectives, existing relevant technology, engineering

More information

Executive Guide to Simulation for Health

Executive Guide to Simulation for Health Executive Guide to Simulation for Health Simulation is used by Healthcare and Human Service organizations across the World to improve their systems of care and reduce costs. Simulation offers evidence

More information