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Berkheimer Faculty Education Scholar Grant Winners

2015 Grant Winners

Amit Pahwa
Brandyn Lau

 

Brandyn Lau, MPH, CPH
Co-Director, Analytics Leadership in Patient Safety Program
Instructor of Surgery
Instructor of Health Sciences Informatics

 

Project Title: Learner-centric Education Based on Student Performance

 

Abstract of Project

On the 2012-13 ACGME resident survey, only 38% of general surgery residents at the Johns Hopkins Hospital indicated that they were “provided data about practice habits”- by far, the lowest rated survey item both institutionally and nationally. Consequently, we began a pilot study focused on performance-based learning and improvement regarding appropriate venous thromboembolism (VTE) prophylaxis prescription on July 1, 2013. We sent emails to each resident containing a scorecard of their individual performance (linked to a unique identifier), ranked de-identified cohort performance, and general education about the harms of VTE and benefits of prophylaxis. Updated performance data and tailored education based on monthly performance were sent each month via email to all general surgery residents. Beginning on January 1, a single chief resident engaged in peer coaching with any resident who prescribed suboptimal prophylaxis during the prior month. Practice improved from 89% (baseline), to 95% (scorecard and tailored education, p<0.001), to 96% (scorecard, tailored education, and peer-coaching, p<0.001). On the 2013-14 ACGME resident survey, 87% (p<0.001) of general surgery residents reported being “given data about practice habits,” substantially outperforming the national mean for this measure. We will develop a user-authenticated, web-based application to provide individual performance feedback and tailored education to residents about their practice habits, and we will pilot test this application for all Internal Medicine residents at the Johns Hopkins Hospital.

Amit Pahwa
Michael T. Melia

 

Michael T. Melia, MD
Assistant Professor of Medicine
Division of Infectious Diseases

 

Project Title: Improving Resident Teaching Evaluations with a Smartphone App: Moving from the “End of the Rotation” to the “End of Morning Rounds”

Abstract of Project

Countless examples of bedside clinical teaching take place on a daily basis during the training of health professionals. Despite the ubiquity and importance of this teaching and learning within house staff and medical and nursing student education, evaluations of this teaching are heterogeneous; at present, such evaluations are typically embedded within composite, end-of-rotation evaluations. The paucity of such evaluation data is detrimental not only to intern and medical and nursing student learning, but also to the professional development of their respective teachers, many of whom will go on to (or maintain) careers in which teaching plays an integral role. Given their direct involvement in teacher-learner relationships, interns and medical and nursing students are well-positioned to provide informed teaching evaluations; studies have shown that students provide reliable evaluations of teaching quality and that timely feedback is optimal. This project aims to (1) To design, build, pilot, and implement a Smartphone app for use by interns and medical and nursing students to evaluate clinical teaching skills. (2) To develop a reliable and valid instrument optimized for real-time evaluation of clinical teaching in ambulatory and inpatient settings. (3) For ≥75% of interns and medical and nursing students to use the app instrument at least twice per week from 12/1/15 through 3/31/16. (4) To determine if teachers and training program directors prefer this mechanism of teaching feedback to the current standard of cumulative feedback. (5) To determine if interns and students prefer the provision of real-time feedback to the current cumulative standard.

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2014 Grant Winners

Amit Pahwa
Amit Pahwa

 

Hopkins Faculty Team

Amit K. Pahwa, MD
Assistant Professor of Medicine and Pediatrics
Danelle Cayea, MD, MS
Assistant Professor of Medicine
Associate Vice-Chair for Education, Department of Medicine

 

Danelle Cayea
Danelle Cayea

 

 

 

 

Project Title: Improving Medical Students' Practice of High Value Care

 

Abstract of Project

Medicare data shows that almost $750 billion dollars per year is spent on unnecessary services. Governing bodies of undergraduate and graduate medical education now want training at both levels to focus on educating trainees to reduce this waste through high value care. The AAMC expects students entering residency to perform cost effective testing but over half of students feel their training in medical economics is inadequate. In order to combat this, we propose an innovative curriculum to improve the practice of high value care through the Medicine Core Clerkship. The curriculum will use an online game with feedback and small group discussion to effect change in third year medical students' knowledge, attitudes, and skills in participating in high value care. Assessment will be through performance on a standardized patient, the game itself, and student survey.

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2013 Grant Winner

Scott Stephens
Scott Stephens

 

R. Scott Stephens, MD
Assistant Professor, Medicine, Division of Pulminary and Critical Care Medicine

 

 

Project Title: Educational Efficacy of a Required Clerkship in Critical Care Medicine

 

Abstract of Project

The skills learned in an ICU are widely applicable to nearly all fields of medicine, and most residents must rotate through an intensive care unit during their traning. Despite this, few medical schools provide structured instruction in critical care medicine to medical students. The required Advanced Clerkship in Critical Care was instituted at Johns Hopkins to fill this need. Though completion of this clerkship has increased selfperceived student comfort with critically ill patients, there are no objective data to confirm the effectiveness and long-term impact of this clinical experience. Similarly, there are no current data on undergraduate critical care education at other US medical schools. Therefore, we propose to study the effect of this clerkship on important knowledge and skills outcomes. Specifically, we will use validated test data and scored medical and communication simulations to determine the efficacy of this clerkship. We will also design and perform a survey of United States medical schools to determine the current status of undergraduate education in critical care. Objective 1 and 2 will document and disseminate the design and short-term effectiveness of our curriculum for an advanced clerkship in critical care medicine. Objective 3 will document critical care training needs in US medical schools. These data will be of vital importance in improving curricula for undergraduate critical care education here and disseminating them to other medical schools.

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2012 Grant Winners

Berkheimer Winners
Robert Dudas
Barry Solomon
Michael Barone
 

Hopkins Faculty Team

Robert A. Dudas, MD
Assistant Professor, Pediatrics
Attending Pediatrician, Johns Hopkins Bayview Medical Center and Johns Hopkins Hospital
Director, Pediatric Hospitalist Program, Johns Hopkins Baview Medical Center
Barry Solomon, MD, MPH
Associate Professor, Pediatrics
Medical Director, Harriet Lane Clinic
Faculty Co-Leader, Helen B. Taussig College, Colleges Advisory Program
Core Faculty, Women's & Children's Health Policy Center and�Adjunct Faculty, Center for Injury Research & Policy, Johns Hopkins Bloomberg School of Public Health
Michael A. Barone, MD, MPH
Associate Professor, Pediatrics
Director of Medical Student Education, Department of Pediatrics
Assistant Dean for Student Affairs, Johns Hopkins University School of Medicine
Attending Pediatrician, Johns Hopkins Hosptial, St. Agnes Hospital and Johns Hopkins Bayview Medical Center

 

 

 

 

 

Project Title: Interprofessional Learning in Child Health: Developing, Implementing and Evaluating an Innovative Curriculum for Medical and Nursing Students at Johns Hopkins University 

  

Abstract of Project

National health reforms are increasingly requiring health professionals to collaborate in teams.  New accreditation standards require evidence that professional schools are preparing their graduates with interprofessional experiences to better prepare them for this newly emerging health environment. Interprofessional education is believed to be a necessary step along the path toward improved interprofessional collaboration and ultimately improved patient outcomes. This proposed educational project is the first of its kind at the Johns Hopkins University and seeks to develop, implement and evaluate novel curricular interventions to engage students from the JHU Schools of Nursing and Medicine. By utilizing multiple educational strategies based upon sound adult learning theory principles, these learning methods (high-fidelity simulation, standardized patient scenarios and team-based learning) will be designed to promote collaboration in the healthcare setting with the potential to improve the quality of care delivered to patients.

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2011 Grant Winner

Susan Lehmann
Susan Lehmann
 
Susan W. Lehmann, MD
Associate Professor, Psychiatry and Behavioral Sciences
Director, Geriatric Psychiatry Day Hospital Program
Director, Geriatric Psychiatry Clinic at Johns Hopkins Hospital
Director, Psychiatric Clerkship
Co-Director, Psychogeriatric Clinic, Johns Hopkins

 

Project Title: Development of a Geriatric Psychiatry Curriculum for Medical Students in the Clinical Years

 

Abstract of Project

Currently, 13% of the U.S. population is 65 or older, but this number is anticipated to grow to 20% over the next 20 years. As a result, the mental health needs of older adults are expected to increase significantly in the coming decades. Despite reports from the Institute of Medicine and other professional groups about the need to expand geriatric education, there is growing concern that the numbers of geriatricians and geriatric psychiatrists will be grossly inadequate to meet national clinical needs. Indeed, most mental health care for older Americans will be provided by physicians who are not trained geriatric specialists. Thus, it is of paramount importance for medical school educators to ensure that all medical students have a firm grounding in the basic principles of geriatric mental health care and in the psychiatric assessment of older adults. However, an appropriate curriculum in geriatric mental health for medical students has yet to be defined and currently does not exist. As a geriatric psychiatrist for over 20 years and psychiatry clerkship director for over 7 years I have presented nationally about the need for medical educators to address this curricular deficiency, and I have worked to enhance to geriatric mental health education within the Johns Hopkins University School of Medicine psychiatry clerkship. However, I have not had the resources or the time to devote to creating such a curriculum, which is sorely needed on the national level. As a Berkheimer Education Scholar, I will deepen my own knowledge and skills in curriculum development and will use them to create a workable geriatric psychiatry medical student curriculum and educational modules that can be implemented by clerkship directors nation-wide to improve the education of medical students and better prepare them for the older patients they will care for in the future.

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