ALN Student Support Systems The GME Core Curriculum Experience at UIC

1. ALN Student Support SystemsThe GME Core CurriculumExperience 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

2. ALN Student Support Systems:The GME Core CurriculumExperience at UIC Key contributions by members of theOnline Development and Support StaffDepartment of Medical Education Balusubramian Swaminathan, MBA, MISLisa McKamy, MPAMemoona Hasnain, MD, PhDBhaskar Darbha, BSMahesh Kaleru, BSKayC Pincuspy, BA

3. First, a little background…The GME Core Curriculum 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.” Furthermore…

4. First, a little background…The GME Core Curriculum 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 Each module…

5. First, a little background…The GME Core Curriculum 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). Each resident…

6. First, a little background…The GME Core Curriculum 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. The numbers…

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

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

9. 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…

10. 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…

11. 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…

12. 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) “aid for the learner to achieve the goals of the programme and independence...” (Lebel – Journal of Distance Education 1989) The Supportive Learning Model…

13. 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…

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

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

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

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

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

19. 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…

20. 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…

21. The Supportive Learning Model:The Guiding Phase

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

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

24. 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 The UIC Experience End-of-module Evaluation Data…

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

26. How would you rate your skills with personal computers?

27. What was your experience with the technical aspects?

28. The Supportive Learning Model:The “Moving On” Phase What was your experience getting helpfrom the support staff?

29. Where did you complete the bulk of the online module?

30. How many total hours did you spend completing this module?

31. 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 The UIC Experience Thank you…

32. ALN Student Support SystemsThe GME Core CurriculumExperience at UIC Thank you for your interest and input. Department of Medical Education University of Illinois at Chicago College of Medicine