ALN Student Support Systems The GME Core Curriculum Experience at UIC Gerald R. Stapleton, MS Joseph W. York, PhD Leslie J. Sandlow, MD Department of Medical Education University of Illinois at Chicago College of Medicine

ALN Student Support Systems: The GME Core Curriculum Experience at UIC Key contributions by members of the Online Development and Support Staff Department of Medical Education Balusubramian Swaminathan, MBA, MIS Lisa McKamy, MPA Memoona Hasnain, MD, PhD Bhaskar Darbha, BS Mahesh Kaleru, BS KayC Pincuspy, BA

First, a little background… The GME Core Curriculum Furthermore… The Accreditation Council for Graduate Medical Education (ACGME) In the interest of assuring that each resident is prepared to deal with medical and professional issues that exceed the limits of their clinical specialty, the ACGME requires that each residency program include a… "regular review of ethical, socioeconomic, medical / legal, and cost-containment issues that affect GME and medical practice.”

First, a little background… The GME Core Curriculum Each module… 13 Modules Medical Professionalism The U.S. Health Care System Management of the Health Care Team Quality Management in Medical Practice Regulatory Systems and Agencies Life Long Learning & Evidence Based Medicine Teaching and Learning Skills Managing a Successful Practice Health Care Information Systems Topics in Research Communication Skills Medical and Clinical Ethics Medicine and Culture

First, a little background… The GME Core Curriculum Each resident… Is available on the Web. Requires reading, research or reflection, and participation in an asynchronous online discussion. Is followed by an evaluation. Is reviewed by a faculty moderator. Is available for a period of 3 months each year. Is designed to take about 5 hours to complete. ( 65 hours total). Is subdivided into 4-8 sessions. ( 30-60 minutes each). Each Module…

Is available on the Web.

Requires reading, research or reflection, and participation in an asynchronous online discussion.

Is followed by an evaluation.

Is reviewed by a faculty moderator.

Is available for a period of 3 months each year.

Is designed to take about 5 hours to complete. ( 65 hours total).

Is subdivided into 4-8 sessions. ( 30-60 minutes each).

First, a little background… The GME Core Curriculum The numbers… Is assigned to a discussion group with a faculty moderator. Must be signed off for each module by the faculty moderator. Is expected to complete all 13 modules over a 3 year period. Must complete the program in order to receive their certificate for completion of their residency. Each Resident…

Is assigned to a discussion group with a faculty moderator.

Must be signed off for each module by the faculty moderator.

Is expected to complete all 13 modules over a 3 year period.

Must complete the program in order to receive their certificate for completion of their residency.

First, a little background… The GME Core Curriculum Now, with that background… 60 Programs 20 Locations Approximately 900 Residents Enrolled in GME Core (October 1, 2000 – September 30, 2001) UIC Residents

60 Programs

20 Locations

Approximately 900 Residents Enrolled in GME Core (October 1, 2000 – September 30, 2001)

Now, with that background… Let’s take a look at Student Support Systems For the GME Core Curriculum The UIC Experience

Student Support Systems: The Need “ Despite the many advantages of online learning, feelings of isolation and frustration with technology continue to be reported.” (Cobb & Mueller – Nurse Educator Sept 1998) Furthermore…

“ Despite the many advantages of online learning, feelings of isolation and frustration with technology continue to be reported.”

(Cobb & Mueller – Nurse Educator Sept 1998)

Student Support Systems: The Need “ Students have voiced satisfaction with their courses, but have also registered dissatisfaction with course delivery, including difficulty with the establishment and maintenance of connectivity with the Internet.” (Mills, Fisher & Stair – Nursing & Health Care Perspective Sept/Oct 2001) The aim of support…

“ Students have voiced satisfaction with their courses, but have also registered dissatisfaction with course delivery, including difficulty with the establishment and maintenance of connectivity with the Internet.”

(Mills, Fisher & Stair – Nursing & Health Care Perspective Sept/Oct 2001)

Student Support Systems: The Goal “ the aim in providing support is not simply to enable students to survive, but to ensure that they derive maximum benefit from their course.” (Earwaker – Society for Research into Higher Education 1992) Support systems defined…

“ the aim in providing support is not simply to enable students to survive, but to ensure that they derive maximum benefit from their course.”

(Earwaker – Society for Research into Higher Education 1992)

Student Support Systems: Definition “ various activities that enable students to advance through a programme in a satisfactory way.” (Bailey & Moore – The Open University (England) 1989) The Supportive Learning Model… “ aid for the learner to achieve the goals of the programme and independence...” (Lebel – Journal of Distance Education 1989)

“ various activities that enable students to advance through a programme in a satisfactory way.”

(Bailey & Moore – The Open University (England) 1989)

Student Support Systems: The Supportive Learning Model The Three Phases of the Supportive Learning Model The Meeting Phase (Orientation) The Guiding Phase (Participation) The “Moving On” Phase (Feedback) (Lawton – Journal of Advanced Nursing 1997) First, the Meeting Phase…

The Three Phases of the

Supportive Learning Model

The Meeting Phase (Orientation)

The Guiding Phase (Participation)

The “Moving On” Phase (Feedback)

(Lawton – Journal of Advanced Nursing 1997)

The Supportive Learning Model: The Meeting Phase Orienting the Student F2F Orientation Presentation Personalized Packet / Brochure Session I Activity Online Tutorial FAQ The packet and brochure… The UIC Experience

Orienting the Student

F2F Orientation Presentation

Personalized Packet / Brochure

Session I Activity

Online Tutorial

FAQ

The Supportive Learning Model: The Meeting Phase Orienting the Student F2F Orientation Presentation Personalized Packet / Brochure Session 1 Activity Online Tutorial FAQ Session 1 activity… The UIC Experience

Orienting the Student

F2F Orientation Presentation

Personalized Packet / Brochure

Session 1 Activity

Online Tutorial

FAQ

The Supportive Learning Model: The Meeting Phase Orienting the Student F2F Orientation Presentation Personalized Packet / Brochure Session I Activity Online Tutorial FAQ Tutorial and FAQ… The UIC Experience

Orienting the Student

F2F Orientation Presentation

Personalized Packet / Brochure

Session I Activity

Online Tutorial

FAQ

The Supportive Learning Model: The Meeting Phase Orienting the Student F2F Orientation Presentation Personalized Packet / Brochure Session I Activity Online Tutorial FAQ Phase 2 – The Guiding Phase… The UIC Experience

Orienting the Student

F2F Orientation Presentation

Personalized Packet / Brochure

Session I Activity

Online Tutorial

FAQ

The Supportive Learning Model: The Guiding Phase Supporting Student Participation Help Desk Staff Toll Free Phone Assistance Email Support Team Support operations data… The UIC Experience

Supporting Student Participation

Help Desk Staff

Toll Free Phone Assistance

Email Support Team

The Supportive Learning Model: The Guiding Phase Supporting Student Participation The UIC Experience Support staff operations data October 1, 2000 – September 30, 2001 434 residents participated in 1-6 courses 192 different residents sought help (44%)* 310 individual issues addressed 538 separate contacts with students More support operations data…

Supporting Student Participation

Support staff operations data

October 1, 2000 – September 30, 2001

434 residents participated in 1-6 courses

192 different residents sought help (44%)*

310 individual issues addressed

538 separate contacts with students

The Supportive Learning Model: The Guiding Phase Supporting Student Participation The UIC Experience Support staff operations data October 1, 2000 – September 30, 2001 Average response time – 22.2 hours Average time to solve problem – 26.5 hours Percent incoming contacts by: Phone 52% Email 47% More support operations data…

Supporting Student Participation

Support staff operations data

October 1, 2000 – September 30, 2001

Average response time – 22.2 hours

Average time to solve problem – 26.5 hours

Percent incoming contacts by:

Phone 52%

Email 47%

The Supportive Learning Model: The Guiding Phase

The Supportive Learning Model: The Guiding Phase Incoming Requests for Assistance by Day of Week

The Supportive Learning Model: The Guiding Phase Phase 3: The “Moving On” Phase… Incoming Requests for Assistance by Hour of Day

The Supportive Learning Model: The “Moving On” Phase Feedback: It’s a two-way street. End-of-module Evaluation Summary Review by Faculty Facilitator Confirmation and direction Analysis Improvement End-of-module Evaluation Data… The UIC Experience

Feedback: It’s a two-way street.

End-of-module Evaluation

Summary Review by Faculty Facilitator

Confirmation and direction

Analysis

Improvement

Feedback, It’s a two-way street. The Supportive Learning Model: The “Moving On” Phase The UIC Experience End-of-module evaluation data Cumulative through November 10, 2001 592 EOM Evaluations were completed

Feedback, It’s a two-way street.

End-of-module evaluation data

Cumulative through November 10, 2001

592 EOM Evaluations were completed

How would you rate your skills with personal computers?

What was your experience with the technical aspects?

The Supportive Learning Model: The “Moving On” Phase What was your experience getting help from the support staff?

Where did you complete the bulk of the online module?

How many total hours did you spend completing this module?

The Supportive Learning Model: The “Moving On” Phase Analysis and Improvement Username and password Issues Promote earlier participation Simplify Build community Increase levels of integration Thank you… The UIC Experience

Analysis and Improvement

Username and password Issues

Promote earlier participation

Simplify

Build community

Increase levels of integration

ALN Student Support Systems The GME Core Curriculum Experience at UIC Thank you for your interest and input. Department of Medical Education University of Illinois at Chicago College of Medicine