The Use of ePortfolios and Digital Storytelling as Tools to Improve Pre-Health Professions Students’ Reflective Learning and Career Readiness

Suha Saleh (University of Central Florida)

Purpose: Digital resources including ePortfolios and reflective digital stories were utilized to build professional development skills among pre-health professions students.

Method: A capstone experience with focus on professional development/career readiness was created for Health Sciences seniors. Students received individualized mentoring and each prepared a professional ePortfolio and digital story where they reflected on their experiences, highlighted their skills and connected these experiences with their professional goals.

Observations: A total of 319 seniors completed the capstone experience and developed ePortfolios and digital stories. In their feedback, 82% reported significant improvement in their ability to self-reflect and prepare for their professional goals. 72% reported significant improvement in their confidence and ability to articulate their strengths and qualifications for their career path. Overall, 71% of students expressed that participation in this course significantly improved their professional preparation.

Conclusion: Reflective learning and utilization of digital tools such as ePortfolios and digital storytelling are useful in improving professional competence of pre-health professions students.

For more information, contact Dr. Suha Saleh at suha.saleh@ucf.edu.

Integrating COVID-19 Prevention into Your Clinical Research

Laura Bilek (University of NE Medical Center); Kara M Smith (University of NE Medical Center); Melissa Cole (University of NE Medical Center)

Issue: Reducing COVID risk in your human-subjects research The development of a research study requires investigators to minimize risk to human subjects. With the outbreak of COVID-19, this challenge is expanded.

Methods: Our Spry Belt study utilizes visits to a hospital-based radiology clinic and includes imaging, blood draws and an office meetings with a coordinator. To improve safety, the research team integrated clinic COVID-19 requirements and expert recommendations to prevent the spread of COVID.

Observations/Outcomes: Specific changes implemented include sending the COVID-19 symptom screening questionnaire to the subject the day prior to the study visit, minimizing face-to-face time between participant and coordinator, adding PPE for specific study events, and implementing enhanced, detailed cleaning protocols. Study visits were resumed upon permission from the university regulatory affairs office. Thirty-six in-person study visits were successfully completed within two weeks using the revised study protocol.

Conclusion: Detailed planning, teamwork, and quality COVID resources provided a smooth transmission to conduct safe clinical trial study visits. Subjects reported comfort with participation.

Download PowerPoint slides here. Recording will be available early next week.

Trauma Informed Education

Jessica Varghese (New York Institute of Technology)

Prolonged exposure to stressors can impact a student’s ability to learn and process information properly. As the global pandemic and racial tensions rise in the United States, it becomes important for educators to be better prepared to understand trauma informed teaching and trauma informed learning. The impact of trauma on child development has been studied a great deal. However, trauma can follow a person well into adulthood. The Adverse Childhood Experiences Study (ACES) found that persons who had more ACES events in childhood also had more health problems as adults. Traumatic events have lingering implications whether the trauma happened in childhood or adulthood. Understanding the various types of trauma is critical for the faculty. Faculty need to be aware of common manifestations of trauma in both a classroom and clinical setting. Faculty will be better equipped with some trauma informed teaching practices. Small changes in how we interact can make a big difference to students who have experienced trauma in their lives. Faculty need the tools necessary to be able to identify and adequately empower students who have been impacted by trauma. Trauma informed teaching practices need to become part of our professional toolkit.

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Leading and Managing Change with Resiliency and Optimism

Lori Anderson (Western Carolina University)

Issue to be addressed: Leading and managing change is challenging and appears to be becoming more of the norm rather than a unique circumstance. Leaders need to be equipped with a variety of skills that they can draw upon at a moment’s notice when faced with change. Change can manifest as something minuscule or colossal and when encountered can propel even the most experienced leader into a tailspin.

Method: The application of various frameworks and strategieswhen faced with change assist a leader to embrace and manage change. Realistic Optimism is a fundamental trait that leaders possess, and influences actions taken.

Outcomes: The purpose of this presentation will be to describe and share one leader's perspective on how change has been embraced and the lessons learned from colossal events such as a consolidation and the pandemic. The importance of Realistic Optimism will also be explored as it relates to the foundational principles of resiliency for leaders.

Conclusion: Change is inevitable, yet when encountered, a leader must be strong and equipped to lead and manage. Acquiring and applying proven lifelong skills and strategies to assist in handling change are essential for a leader today and the future

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Strategic Planning in the Middle of COVID-19

Caroline Mallory (Indiana State University College of Health and Human Services); Whitney Nesser (Indiana State University College of Health and Human Services)

Issue: Strategic planning (SP) is difficult, butthe COVID-19 pandemic further complicates efforts and jeopardizes the outcome. What is the best way to accomplish SP during the COVID-19 crisis?

Method: Indiana State University College of Health and Human Services developed a strategic plan in 2018. Using the Strengths, Opportunities, Aspirations, Results framework the College will revise the plan this year. Anticipated challenges to SP include the stress response of faculty, staff, and students that reduces efficiency and effectiveness, fewer resources and an increased workload, competing priorities, and perceived relevance of SP in the midst of overwhelming uncertainty. We will work to overcome these challenges by engaging our colleagues early, recognizing the challenges, adopting a solutions focused attitude, limiting the workload associated with SP, and implementing a practical project plan.

Outcomes: Our goal is to have a strategic plan approved by the College by April 2021.

Conclusion: The short-term (hopefully) COVID-19 pandemic cannot be allowedto derail our vision and mission. SP in an uncertain environment offers up a unique opportunity in which new ideas can form, mindsets can change, and innovation is accelerated.

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Impact On The Health And Wellness of Faculty And Students During The COVID-19 Pandemic

Ronda Sturgill (The University of Tampa); Suzanne Ensmann (The University of Tampa); Lina Gomez-Vasquez (The University of Tampa); Aimee Whiteside (The University of Tampa)

This presentation discusses the impact on health and wellness of faculty and students transitioning to remote learning during the COVID-19 pandemic. Faculty (N=242) and students (N=711) at a mid-sized southeastern private institution were surveyed midway through the Spring 2020 semester. Using exploratory research, participants answered closed and open-ended questions related to health, wellness, and overall experience. After the semester, faculty (34%) and students (46%) reported being worried, struggling, or in a dark place. Stress coping mechanisms, tools to support physical health and mindfulness strategies varied. A faculty member stated, “We had 2 different group projects across different student groups in my course to foster connections, and their exit essays identified that for most students, these groups were essential to managing their mental health as connected study groups.” A student responded, “When we did more discussions during video sessions, I felt more mentally engaged in class and less distractedby being home”. Only 37% of faculty and 29% of students used wearable technology (Fitbits) to support physical activity and mindfulness. Recommendations to support wellness in remote learning will be provided.

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Infusing Virtual Standardized Patient Simulations Into A Masters SLP Curriculum For Pediatric Diagnostic Skill Practice

Natalie Neubauer (Seton Hall University); Jennifer McCarthy MAS, NRP, CHSE

This presentation will discuss the framework of a virtual pediatric diagnostic Standardized Patient (SP) simulation designed for SLP graduate students. This activity was intended to measure student’s application of principles learned in the diagnostic course related to administering a portion of the CELF-5 language assessment section. Students gathered data independently from their SP encounter, then worked in dyads to score, interpret test data, and complete a written clinical evaluation summary. This allowed fordemonstration and practice of test execution skills, identification and analysis of assessment performance and synthesizing data into written form. Strategies for feedback included SP verbal feedback on professional interaction skills, a faculty rubric evaluating assessment competencies and student self-reflection via a plus delta form. The virtual simulation proved successful in providing a controlled atmosphere to evaluate student's diagnostic skills both in real time and through recordings. Students reported increased confidence in conducting assessment procedures through the use of remote simulation and the benefits of peer learning through collaboration. Prior video modeling also supported performance accuracy.

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Workforce Ready Solutions to Treating Patients Post COVID-19

Bari Hoffman Ruddy (University of Central Florida); Vicki Lewis, MS CCC-SLP

A new course titled: Clinical Practice in Medical Speech-Language Pathology was developed at the University of Central Florida geared toward preparing workforce ready professionals to meet the complex needs of medically compromised patients, including those with COVID-19. The purpose of the course was to prepare both students enrolled in theMaster’s program in Communication Sciences and Disorders at UCF and community-based certified speech-language pathologists with a foundation to work as part of an interdisciplinary team with complex patients in various medical settings throughout the continuum of care. A foundation of applied physiology and the impact of impairment on communication, breathing and swallowing function was covered. Medical interventions across complex medical conditions was emphasized along with palliative care and ethical concerns infused across the curriculum. This fully online course implemented simulation activities mailing enrolled students a ‘kit’ to practice tracheostomy, speaking valve care and infection prevention. Discussion focuses on course development, outcomes and workforce ready solutions.

Questions? Contact Dr. VIcki Lewis at Vicki.Lewis@ucf.edu.

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Interinstitutional Simulated Telemedicine Collaboration To Provide Athletic Training Clinical Experiences

Dorice Hankemeier (Ball State University); Stacey Gaven (University of Indianapolis)

Issue to Be Addressed: The COVID-19 pandemic called for new modes of clinical education; simulated telemedicine encounters allowed students to utilize their clinical skills while adjusting to new methods of patient care delivery.

Method: Two athletic training programs worked together to create standardized cases for a variety of medical conditions including orthopedic, general medical, and psychosocial. Students from one institution were trained to serve as a standardized patient for students from the other institution. Students were then given the contact information for their patient and set up a telemedicine consult. Students conducted patient evaluations via a telemedicine platform and created a plan of care for the patient.

Outcomes: Students wereable to demonstrate patient care skills in a telemedicine encounter and also learned by serving as the patient. Student self-reflection indicated that they learned the importance of clear communication when unable to physically evaluate a patient.

Conclusion: Collaboration among programs at different institutions allows students to interact with each other and allowed them to learn as both the patient and the clinician.

Download PowerPoint slides here and their Telemedicine Encounter Instructions for Clinicians and Patients.

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Fostering Intra-Professional Teamwork And Communication Through A Collaborative, Virtual Simulation Experience For DPT and PTA Students

Jillian Duff (Seton Hall University); Marcia Downer (Seton Hall University)

Purpose: Evaluate effects of a virtual intra-professional simulation experience on perceptions of PTA roles and collaborative competency in DPT and PTA students.

Methods: A cohort of DPT and PTA students received a synchronous online lecture on the Role of the PTA followed by a training session on the use of the SBAR (Situation-Background-Assessment-Recommendation) tool and orientation to the EHRgo Case platform. Small groups of students worked together to virtually manage the care of two concurrent patient cases during a subsequent remote simulation event. All students completed the PTA Roles Survey prior to and on completion of the sevent. Students also completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS).Pre and post test data from the PTA Roles Survey will be analyzed using t-tests (p < .05). Non parametric Mann Whiney / Wilcoxen tests will be used to analyze the ICCAS responses (p < .05).

Results: A pilot study found significantly increased DPT student scores on a PTA roles test (p < .02). 88% reported the experience contributed to their ability to communicate and practice collaboratively. Unfortunately, COVID 19 caused postponement of the 2020 event and data analysis is ongoing.

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COVID-19 Related Innovation: Journal Club Assignments

Gail Orum (Keck Graduate Institute School of Pharmacy and Health Sciences)

Hypothesis/Issue to be addressed: The issue was to develop a journal club assignment using Zoom rather than face-to-face, to improve students' presentation skills and prepare them for advancement to the Advanced Pharmacy Practice Experiences (APPE).

Methods: The PHAR 588 Geriatric Patient Care elective course enrolled 32 third year (P3) pharmacy students in Spring 2020. Due to the online format, the journal club assignment was modified to two journal club assignments in teams, with pre-selected articles. The presentation rubrics included written and presentation skills totaling 36 points. Teams had ten minutes for presentation and five minutes for question and answer.Each student was required to speak. There were four teams total.

Observations/Outcomes: The class mean between the first and second journal clubs was 28/36 and 31.75/36, respectively. Teams that performed poorly in the first journal club, demonstrated thegreatest improvement in the second. For example, team A scored 20/36 on the first journal club, but scored 33/36 on the second. Teams with high scores in the first journal club, showed 1-2 point drop in scores.

Conclusion: Virtual journal clubs can be effective in improving students' presentation skills.

Download PowerPoint slides here and the rubric from the presentation.

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The COVID-19 IPE Pivot: Building Interprofessional Teams Through Online Non-Technical Skill (ONTS) SIM-IPE

Judi Schack-Dugré (University of Florida);Jennifer Jordan Utley (CIPE); Karen Snyder (University of St. Augustine for Health Sciences)

Hypothesis: COVID-19 forced a pivot of IPE to online delivery globally. Online non-technical SIM-IPE is a scalable, low-cost educational strategy that lacks representation in the literature. This study measured the effectiveness of online non-technical skill (ONTS) SIM-IPE to change attitudes toward interprofessional teams and team approach to care. Methods: A quasi-experimental pre/post-test design using the SPICE-R2 explored the effectiveness of ONTS SIM-IPE to change attitudes toward team-based care in graduate health professions students. Outcomes: Post-test scores on the SPICE-R2 revealed significant differences in the following subscales: Roles/Responsibility (Z=-.313, p<.002), Patient Outcomes (Z=-.347, p<.001). Conclusion: Based on these results, ONTS SIM-IPE is an effective instructional method that isscalable to meet the global needs of contemporary graduate health professions’ education. The novel nature of these results leads to the need for standardization in ONTS SIM-IPE pedagogies and research designs. This pedagogical agenda is a necessity as global health crises requires social distancing in the delivery of interprofessional education.

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Implementation of HyFlex Professional Physical Therapy Education within the COVID-19 Blindspot

Lisa Dorsey (Saint Louis University); Ginge Kettenbach (Saint Louis University), Carol Beckel (Saint Louis University), Tricia M. Austin (Saint Louis University)

Issue: The COVID-19 pandemic ignited rapid change in higher education (ed) delivery. Physical Therapy (PT) ed faced the challenges of pivoting to remote pedagogy for didactic coursework and interruption of clinical ed. Immediate items to address during change included maintaining shared governance, Program strategic plan alignment and trust of university leadership for flexible curricular delivery. Method: Implementing HyFlex curricular models for professional courses including didactic and clinical experiences for over 240 PT students in three cohorts. Unique scheduling of courses allowed for complementary timing between didactic and clinical courses. Outcomes: Continued cohort progression toward on-time graduation occurred, in part, due to strong clinical partnerships, university-level collaboration,and collective faculty and staff willingness to quickly pivot and consider all options in our professional curriculum. Conclusion: The silver lining to crisis management was the opportunity for innovative faculty thought around curricular delivery, creating a technologically sophisticated educational model that may continue to prevail in the coming years, complementing traditional psychomotor skill development and delivery.

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A Multi-Layer Model of Clinical Skill Training Using Virtual Simulation Technology

Natalie Neubauer (Seton Hall University); Vikram Dayalu (Seton Hall University); Caryn Grabowski (Seton Hall University)

This presentation describes a virtual simulation curriculum supporting final semester SLP masters students in attaining clinical competency for entry-level practice in lieu of in-person clinicals during COVID-19. Group 1 (>30 hours needed) & Group 2 (< 30 hours needed): Over 8 or 6 weeks, respectively, students completed virtual assessments, "task trainers", and interventions. Extent of case practice was contingent on prior skill exposure and hours needed. Group 3 (Required no clinical hours): Student teams completed cases aligned with clinical externship caseload (e.g. adult vs. pediatric). SLP’s lead collaborative student debriefs focused on peer modeling, problem-based and reflective learning. Formative assessments included simulation “scores”, clinical documentation, and case discussions. A summative competency assessment was used to measure student clinical skills (e.g. interprofessional practice, differential diagnosis) for pediatric and adult cases. All students met or exceeded competencies required of entry level clinicians. A prescriptive virtual simulation curriculum supplementing in-person skill learning proved to be effective for students to meet program completion and professional credentialing requirements.

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Inclusion of Marginalized Groups in Nursing Education

Laura Barrow (Jacksonville State University); Serena Gramling (Jacksonville State University)

The diversity is today's general population produces students who present to healthcare programs with value systems differing from their predecessors. Those values may include issues such as religious preferences, ethnicity, and sexual orientation. Faculty are often limited in their understanding of the diverse background of their student population and that diversity’s influence on how students view the world. The challenge for faculty to help these students grow in their ability to develop a moral guide based on the ethical principles of healthcare providers, insteadof outside forces, is larger than ever. It is essential for educators to acknowledge and address this issue in a proactive manner in order to meet the demands of the future.This is an educational model that can be adopted by institutions of higher learning in order to promote inclusion and positive student outcome. This will result in providers who are more capable of caring for the current population. This discussion addresses only a few of the marginalized groups within the population and expresses the need for inclusion and celebration of those groups. It will provide readers with an understanding of evolving faculty requirements.

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Jump Into Health Care (JIHC): Design of a Problem-Based Summer Enrichment Pipeline Program

Katherine Beissner (Upstate Medical University); Eunice Choe (Upstate Medical University); Danielle Fuller-Sincock (Upstate Medical University); Deashia McAlphine (Upstate Medical University); Jisung Shin (Upstate Medical University)

Hypothesis/Issue: The healthcare workforce does not reflect the racially/ethnically diverse US population, contributing to disparities in health care outcomes. Schools in Syracuse, NY serve a diverse student body, including potential future therapists, nurses, physicians and other health professionals. Method: JIHC uses a clinical vignette-style curriculum to expose students to the range of health professions while building knowledge, introducing clinical skills and improving learning strategies. Due to the pandemic the inaugural program offering was canceled, so the JIHC team created manuals to guide future program offerings. Patient cases developed to require student-directed problem solving, interprofessional perspectives and public health content are augmented by ancillary learning opportunities (e.g., job shadows, simulations). Over the summer 4 students from the target population worked through the program with the JIHC team.Observations/Outcomes: Student feedback helps to refine case materials to ensure appropriate levels of complexity and clarity of writing. Conclusion: Engaging enrichment programs for diverse minority students may increase academic skills, and broaden perspectives of potentialhealth care careers.

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Health Care Disparities, Bias, Diversity: How to Affect Change

Saje Davis-Risen (Pacific University); Brandy Pestka (Pacific University); Bjorn Bergstrom (Pacific University)

Issue to be addressed: The purpose of this study was to evaluate the impact of an online diversity course on physician assistant student bias and cultural competency.Method: Pre/Post survey scales were used to asses for change in cultural attitudes and competency of 54 PA students: Healthcare Professionals-Student Version (IAPCC-SV). Demographic, personality and critical thinking scales were utilized to evaluate group level factors that may moderate group outcomes. To evaluate this further the following assessments were used: NEO Five-Factor Inventory (NEO-FFI-3), Watson-Glaser II (WG-II), Curiosity Scale (CEI-II), Ethnocentrism Scale, Dogmatism Scale (DOG Scale), and self-report on qualitative questions and course outcome evaluations.Outcomes: The average score on the CEI-ii was Moderately Curious. Variables evaluated for moderation did not appear to impact course outcomes. Qualitative responses indicated a decreased self-perception of being culturally agile, while also endorsing greater intentionality for cultural agility. Objective assessment results indicate that there was an aggregate improvement from “Culturally Aware” (CA) to “Culturally Competent” (CC) as measured on the IAPCC-SV.

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Implementation of an Interprofessional 1-800-Covid-19 Hotline Call Center Training Simulation

Layla Simmons (University of Arkansas Medical Sciences); Karhryn Neill (University of Arkansas for Medical Sciences); Jared Gowen (University of Arkansas for Medical Scicences); Kristen Sterba (University of Arkansas for Medical Sciences); Megan Lane (University of Arkansas for Medical Sciences)

On March 13th, 2020 an academic health center suspended onsite classes due to the first confirmed case of COVID-19 in the state. Faculty across 5 colleges and the graduate school rapidly implemented alternative methods of instruction to complete coursework for the spring semester. Concurrent to suspension of onsite classes, the health center instituted a 1-800 COVID-19 Hotline to support the public health emergency. The hotline provided rapid access to a health screening algorithm via a telehealth platform.On-campus IPE simulations were converted to an online platform and a new simulation was developed to address COVID-19 disease information, screening algorithm and decision tree tools, and telemedicine care. The simulation format consisted of orientation, IP team review of screening algorithm and decision tree for preparation for patient encounter, standardized patient interaction, and debriefing. Three trainings were completed via Zoom™ with 95 interprofessional students. Evaluation metrics include pre/post Interprofessional Collaborative Competencies Attainment Survey (ICCAS), evaluation of learning objectives via Likert scale, and identification of themes from qualitative response items. Descriptive statistics will be shared.

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Transition of an In-Person Culinary Program to Remote Delivery During The Covid-19 Pandemic For Adolescents With Autism Spectrum Disorder

Jeanette Garcia (University of Central Florida); Keith Brazendale (University of Central Florida); Eunkyung Lee (University of Central Florida)

Issue addressed: Five student researchers and four faculty members collaborated with a Central Florida school to deliver an 8-week culinary course to high school participants (n=11) with Autism Spectrum Disorder (ASD). The course consisted of two sessions per week of nutrition education and cooking demonstrations. The COVID-19 pandemic ended the in-person program after six weeks; however, after a 2-week preparation period, the team transitioned the remaining sessions to Zoom.

Methods: To assess program feasibility, participants, their teacher, and the student researchers completed interviews and surveys.

Outcomes: The participant attendance rate was 97% over four weeks, with 91% reporting an interest in participating in a similar program format in the future. The teacher noted that the transition to Zoom was particularly beneficial for participants who displayed high levels of anxiety during the pandemic. All student researchers reported that the transition provided them with a better understanding of the need to adapt community programs and the importance of strong community partnerships.

Conclusion: Delivering remote culinary sessions during the pandemic was feasible and beneficial for both participants and student researchers.

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Taking Clinical Instructors Out of the Clinic: Virtual Small Group Discussions

Darryl Young (SUNY Upstate Medical University) and Marissa Hanlon (SUNY Upstate Medical University)

The terminal clinical experience for the DPT Class of 2020 was postponed due to COVID-19. The situation required a solution to address lost clinic time while providing students with clinically relevant material to address their knowledge gaps and improve their clinical reasoning skills. The course was revised to include virtual clinical instructor (CI) led small group discussions, 1-2 times a week, for 9 weeks. CIs implemented 1-hour sessions, with guidance from the academic faculty, that were setting-specific and individualized to the objectives for the student group. A survey was sent to student and CI participants to gather feedback about the effectiveness of the discussions after 9 weeks. Students and CIs agreed that the small group sessions were helpful in developing the students’ clinical reasoning skills (86% and 100%) and in identifying setting-specific student knowledge gaps (75% and 100%). Additionally, 80% of CIs indicated that the sessions were helpful in further developing their skills as a CI and 61% of students recommended that similar sessions be incorporated into the curriculum for future cohorts. CI guided small group sessions may be an effective way to engage and prepare students for future clinical experiences.

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