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Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products.

ABSTRACT: Background:Cost is a barrier to creating educational resources, and new educational initiatives are often limited in distribution. Medical training programs must develop strategies to create and implement cost-effective educational programming. Objective:We developed high-quality medical programming in procedural instruction with efficient economics, reaching the most trainees at the lowest cost. Methods:The Just-In-Time online procedural program was developed at the University of Toronto in Canada, aiming to teach thoracentesis, paracentesis, and lumbar puncture skills to internal medicine trainees. Commercial vendors quoted between CAD $50,000 and $100,000 to create 3 comprehensive e-learning procedural modules-a cost that was prohibitive. Modules were therefore developed internally, utilizing 4 principles aimed at decreasing costs while creating efficiencies: targeting talent, finding value abroad, open source expansion, and extrapolating efficiency. Results:Procedural modules for thoracentesis, paracentesis, and lumbar puncture were created for a total cost of CAD $1,200, less than 3% of the anticipated cost in utilizing traditional commercial vendors. From November 2016 until October 2018, 1800 online instructional sessions have occurred, with over 3600 pageviews of content utilized. While half of the instructional sessions occurred within the city of Toronto, utilization was documented in 10 other cities across Canada. Conclusions:The Just-in-Time online instructional program successfully created 3 procedural modules at a fraction of the anticipated cost and appeared acceptable to residents based on website utilization.

SUBMITTER: Kaplovitch E

PROVIDER: S-EPMC6919162 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature

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Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products.

Kaplovitch Eric E Otremba Mirek M Morgan Matthew M Devine Luke A LA

Journal of graduate medical education 20191201 6

<h4>Background</h4>Cost is a barrier to creating educational resources, and new educational initiatives are often limited in distribution. Medical training programs must develop strategies to create and implement cost-effective educational programming.<h4>Objective</h4>We developed high-quality medical programming in procedural instruction with efficient economics, reaching the most trainees at the lowest cost.<h4>Methods</h4>The Just-In-Time online procedural program was developed at the Univer ...[more]

PMID: 31871575

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Project description:ObjectiveThe aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course.DesignThe form of the study discussed is an observational study.SubjectsThe subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401).MethodsSecond-year medical students participated in a 1-week "flipped classroom" ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior.Main outcome measuresThe main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions.ResultsOver the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34.ConclusionThe flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

Project description:Medical school curricula strives to teach as much material as can be retained in a limited amount of time. A common "gold standard" resource used building curricula are medical objectives suggested by national societies. Unfortunately these objectives suffer from several functional limitations such as limited accessibility to society members, non-searchable formats (such as nested tables or pdf images), and inability to compare and search across societal objectives for redundancy or gaps. The shift towards integrated curriculums in medical school also highlights the need to access suggested content across classical discipline categories.We have codified recommendations from national societies in the United States for medical school objectives in a common tabular format and developed an open access database which can be searched across disciplines and societies. A front end website that allows for searching objectives by keyword while filtering on society or discipline was created. The objectives returned from the initial search can be subsearched by a second term. There is a large range in the format, age, breadth, quantity, and quality of objectives from different societies. Some unique disciplines have overlapping suggested content though most of the content does seem "binnable" by discipline. The choice of metadata for objectives from each given society was also very inconsistent.A free and searchable database of medical content to deliver during medical school has been developed with over 13,000 objectives from 18 societies and 22 disciplines at http://data.medobjectives.marian.edu/ . The normalization of the different disciplines' objectives into a common database allows a platform to standardize objectives moving forward. Future work could include adding user accounts to access the database, submission of new objectives, voting up and down suggested objectives, and adding "answers" mapped to objectives. Keyword tagging could allow import of content (e.g. PowerPoints) and outputting of suggested objectives, which would also allow comparison of curriculum across medical schools.

Project description:BackgroundIn our ever-increasingly multicultural, multilingual society, medical interpreters serve an important role in the provision of care. Though it is known that using untrained interpreters leads to decreased quality of care for limited English proficiency patients, because of a short supply of professionals and a lack of formalized, feasible education programs for volunteers, community health centers and internal medicine practices continue to rely on untrained interpreters.ObjectiveTo develop and formally evaluate a novel medical interpreter education program that encompasses major tenets of interpretation, tailored to the needs of volunteer medical interpreters.DesignOne-armed, quasi-experimental retro-pre-post study using survey ratings and feedback correlated by assessment scores to determine educational intervention effects.ParticipantsThirty-eight students; 24 Spanish, nine Mandarin, and five Vietnamese. The majority had prior interpreting experience but no formal medical interpreter training.Outcome measuresStudents completed retrospective pre-test and post-test surveys measuring confidence in and perceived knowledge of key skills of interpretation. Primary outcome measures were a 10-point Likert scale for survey questions of knowledge, skills, and confidence, written and oral assessments of interpreter skills, and qualitative evidence of newfound knowledge in written reflections.ResultsAnalyses showed a statistically significant (P <0.001) change of about two points in mean self-ratings on knowledge, skills, and confidence, with large effect sizes (d?>?0.8). The second half of the program was also quantitatively and qualitatively shown to be a vital learning experience, resulting in 18 % more students passing the oral assessments; a 19 % increase in mean scores for written assessments; and a newfound understanding of interpreter roles and ways to navigate them.ConclusionsThis innovative program was successful in increasing volunteer interpreters' skills and knowledge of interpretation, as well as confidence in own abilities. Additionally, the program effectively taught how to navigate the roles of the interpreter to maintain clear communication.

Project description:Background/Objective People with spinal cord injury (SCI) access educational resources during their inpatient rehabilitation, but they can be overwhelmed by the amount of information they need to assimilate during ever-shorter stays. This project created e-learning courses to fill the knowledge needs of SCI consumers and evaluated user satisfaction and knowledge transfer. Methods/Overview A needs assessment of 83 consumers and 99 staff identified information needs for people with SCI (Toronto Rehabilitation Institute – UHN and CPAO, 2008). Key topics were selected for the creation of 10 online patient education courses, collectively called Spinal Cord Injury – University (SCI-U), and housed on the Spinal Cord Connections website (www.spinalcordconnections.ca/sci-u). Course content was developed collaboratively by over 100 consumers and professionals, from healthcare and community service organizations across Canada. Each course uses adult learning principles and presents key information on healthy living with SCI, in an accessible and engaging way. A team of professionals created multimedia courses using Articulate software, incorporating video, animation and interactivity. The courses show the positive faces of SCI, each one featuring 3 video presenters (all people with SCI), and video testimonials where consumers talk about their experience living with SCI and managing their health. Users are encouraged to complete course quizzes to reinforce their learning. A pilot study enrolled consumers and clinicians (n = 25) and evaluated knowledge acquisition and retention, as well as perceived utility and satisfaction with the first 3 courses in the series: SCI and You, Bladder and Bowel. Results Knowledge acquisition and retention: across-group mean pre-course, post-course and 1-month post-course scores were “SCI & You” (score/14) 8.19, 10.67, 10.75; “Bladder” (score/13) 5.73, 8.69, 7.09; and “Bowel” (score/12) 6.68, 9.23, 9.00. Perceived utility and satisfaction: across-group mean global satisfaction scores (/5) were “SCI & You” 4.25, “Bladder” 3.89, and “Bowel” 3.94. Across-group mean global effectiveness scores (/5) were “SCI & You”? 4.16, “Bladder” 4.36, and “Bowel” 4.28. Visits to the SCI-U home page were 773 (2010), 2084 (2011) and 803 (as of March 2012). Conclusions SCI-U is an effective tool for patient education, and integrating e-learning into SCI rehabilitation programs has the potential to improve the effectiveness of knowledge transfer. Acknowledgements Rick Hansen Institute Grant Number: 2010-77.

Dataset Information

Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products.

Publications

Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products.

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