Browsing by Author "Engle, Deborah"

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    A Breaking Bad News Exercise to Assess Student Competence Prior to Graduation
    (MedEdPORTAL, 2015-02-20) Clay, Alison; Ross, Elizabeth; Knudsen, Nancy; Chudgar, Saumil; Engle, Deborah; Grochowski, Colleen
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    Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.
    (Advances in physiology education, 2018-03) Roberts, John K; Chudgar, Saumil M; Engle, Deborah; McClain, Elizabeth K; Jakoi, Emma; Berkoben, Michael; Lehrich, Ruediger W
    The authors began a curriculum reform project to improve the experience in a Renal Physiology course for first-year medical students. Taking into account both the variety of learning preferences among students and the benefits of student autonomy, the authors hypothesized that adding digital chalk-talk videos to lecture notes and live lectures would improve student knowledge, course satisfaction, and engagement. The authors measured performance on the renal physiology exam before (the traditional curriculum) and for 2 yr after implementation of the new curriculum. During the traditional and subsequent years, students took a Q-sort survey before and after the Renal Physiology course. Satisfaction was assessed based on ranked statements in the Q sort, as well as through qualitative analysis of student commentary. Compared with the traditional curriculum, mean scores on the renal physiology final exam were higher after implementation of the new curriculum: 65.3 vs. 74.4 ( P < 0.001) with year 1 and 65.3 vs. 79.4 ( P < 0.001) in the second year. After the new curriculum, students were more likely to agree with the statement, "I wish other courses were taught like this one." Qualitative analysis revealed how the video-based curriculum improved student engagement and satisfaction. Adding digital chalk-talk videos to a traditional Renal Physiology course that included active learning led to improved exam performance and high levels of student satisfaction. Other preclinical courses in medical school may benefit from such an intervention.
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    Keepers of the House: A documentary.
    (The clinical teacher, 2022-02) Alexopoulos, Evangelia A; Guinee, Emily P; Stewart, Kearsley A; Brown, Candace S; Gold, Deborah T; Engle, Deborah; Talenti, Francesca; Klevansky, Rhonda; Barfield, Raymond; Ross, Elizabeth; Prose, Neil S

    Background

    Our documentary, Keepers of the House, highlights ways that hospital housekeepers, typically unnoticed care team members, provide emotional support for patients and their families. This film addresses a gap in education by emphasizing the importance of valuing and reflecting on the unique lived experiences of others.

    Approach

    We created this documentary to expose students to the experiences and perceptions of hospital housekeepers. A focus group with six hospital housekeepers informed an interview script for the film's creation. Nine additional housekeepers were then interviewed, which developed into a 15-min documentary. Healthcare students and educators from five disciplines viewed the documentary during their institution's Medical Education Day.

    Evaluation

    To expose students and educators to housekeepers' experiences, we designed our post-viewing survey to address whether the housekeepers' stories impacted their understanding of the role and value of these workers. Viewers were surprised by the depth and breadth of patient-housekeeper interactions, the trauma housekeepers experienced from patient loss and the pride housekeepers take in their work. The stories that touched the viewers varied but centred on connections between housekeepers and patients. Lessons learned focused on recognizing the contributions of unseen team members.

    Implications

    This innovative documentary amplifies the perspectives of voices rarely heard in healthcare. We aim to use this film, alongside its associated learning session, in education and grand round settings to foster discussion around empathy, valuing underrecognised team members and applying these insights in practice. This work can be disseminated to other institutions, further amplifying underrepresented narratives in healthcare.