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DEVELOPMENT OF AN ONLINE WEIGHT MANAGEMENT TOOL TO FACILITATE COLLABORATIVE GOAL SETTING FOR VETERANS IN PRIMARY CARE [Meeting Abstract]
Mateo, Katrina F; Berner, Natalie; Vabrinskas, William; Kalet, Adina; Sherman, Scott; Jay, Melanie
ISI:000358386900210
ISSN: 1525-1497
CID: 1730042
PATIENT-REPORTED BARRIERS TO SHARED DECISION-MAKING (SDM): TARGETS FOR BEHAVIORAL INTERVENTION [Meeting Abstract]
Plaksin, Joseph; Kundrod, Sarita; Hu, Helen; Wallach, Andrew B; Zabar, Sondra; Kalet, Adina; Altshuler, Lisa
ISI:000358386901011
ISSN: 1525-1497
CID: 1730072
TRAINING THE NEXT GENERATION OF PHYSICIANS: HOW EFFECTIVE ARE RESIDENTS AT DIAGNOSING AND TREATING DEPRESSION? [Meeting Abstract]
Zabar, Sondra; Hanley, Kathleen; Altshuler, Lisa; Shaker-Brown, Amara; Nudelman, Irina; Wagner, Ellen; Porter, Barbara; Wallach, Andrew B; Kalet, Adina; Naidu, Mrudula; Gillespie, Colleen
ISI:000358386901146
ISSN: 1525-1497
CID: 1730112
THE EDUCATIONAL HANDOFF: BLENDING DIGITAL LEARNING AND STANDARDIZED PATIENT-BASED ASSESSMENT TO MEASURE AND ENHANCE CORE ENTRUSTABLE PROFESSIONAL ACTIVITIES (EPA'S) FOR ENTERING RESIDENCY [Meeting Abstract]
Kalet, Adina; Yavner, Steve; Song, Hyuksoon; Szyld, Demian; Pusic, Martin V; Ng, Grace; Nick, Mike; Riles, Thomas
ISI:000358386902159
ISSN: 1525-1497
CID: 1730352
CHAOS AND CLINICAL COMPETENCE: ASSESSING THE INFLUENCE OF THE "BUSY-NESS" OF THE CLINIC ON RESIDENT PHYSICIANS' CORE CLINICAL COMPETENCE: USING UNANNOUNCED STANDARDIZED PATIENTS [Meeting Abstract]
Gillespie, Colleen; Nudelman, Irina; Hanley, Kathleen; Shaker-Brown, Amara; Wagner, Ellen; Altshuler, Lisa; Kalet, Adina; Zabar, Sondra
ISI:000358386900168
ISSN: 1525-1497
CID: 1730362
DEVELOPMENT OF A PATIENT EMPOWERMENT PROGRAM(PEP) BASED ON STANDARDIZED PATIENT (SP) METHODOLOGY [Meeting Abstract]
Altshuler, Lisa; Plaksin, Joseph; Kundrod, Sarita; Zabar, Sondra; Kalet, Adina
ISI:000358386902201
ISSN: 1525-1497
CID: 1730412
Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners
Yavner, Steven D; Pusic, Martin V; Kalet, Adina L; Song, Hyuksoon S; Hopkins, Mary Ann; Nick, Michael W; Ellaway, Rachel H
Abstract Using educational technology does not necessarily make medical education more effective. There are many different kinds of technology available to the contemporary medical teacher and what constitutes effective use may depend on the technology, the learning situation and many other factors. Web-based multimedia instruction (WBMI) provides learners with self-directed independent learning opportunities based on didactic material enhanced with multimedia features such as video and animations. WBMI may be used to replace other didactic events (e.g. lectures) or it may be provided in addition to other learning opportunities. Clinical educators looking to use WBMI need to make sure that it will meet both their learners' needs and the program's needs, and it has to align to the contexts in which it is used. The following 12 tips have been developed to help guide faculty through some of the key features of the effective use of WBMI in clinical teaching programs. These tips are based on more than a decade developing, using and appraising WBMI in support of surgical clerkship education across the USA and beyond and they are intended both to inform individual uses of WBMI in clinical training and to guide the strategic use of WBMI in clinical clerkship curricula.
PMID: 25109353
ISSN: 0142-159x
CID: 1141532
Conceptualizing Interprofessional Teams as Multi-Team Systems-Implications for Assessment and Training
West, Courtney; Landry, Karen; Graham, Anna; Graham, Lori; Cianciolo, Anna T; Kalet, Adina; Rosen, Michael; Sherman, Deborah Witt
SGEA 2015 CONFERENCE ABSTRACT (EDITED) Evaluating Interprofessional Teamwork During a Large-Scale Simulation Courtney West, Karen Landry, Anna Graham, and Lori Graham. Construct: This study investigated the multidimensional measurement of interprofessional (IPE) teamwork as part of large-scale simulation training. BACKGROUND: Healthcare team function has a direct impact on patient safety and quality of care. However, IPE team training has not been the norm. Recognizing the importance of developing team-based collaborative care, our College of Nursing implemented an IPE simulation activity called Disaster Day and invited other professions to participate. The exercise consists of two sessions: one in the morning and another in the afternoon. The disaster scenario is announced just prior to each session, which consists of team building, a 90-minute simulation, and debriefing. Approximately 300 Nursing, Medicine, Pharmacy, Emergency Medical Technicians, and Radiology students and over 500 standardized and volunteer patients participated in the Disaster Day event. To improve student learning outcomes, we created 3 competency-based instruments to evaluate collaborative practice in multidimensional fashion during this exercise. APPROACH: A 20-item IPE Team Observation Instrument designed to assess interprofessional team's attainment of Interprofessional Education Collaborative (IPEC) competencies was completed by 20 faculty and staff observing the Disaster Day simulation. One hundred sixty-six standardized patients completed a 10-item Standardized Patient IPE Team Evaluation Instrument developed from the IPEC competencies and adapted items from the 2014 Henry et al. PIVOT Questionnaire. This instrument assessed the standardized or volunteer patient's perception of the team's collaborative performance. A 29-item IPE Team's Perception of Collaborative Care Questionnaire, also created from the IPEC competencies and divided into 5 categories of Values/Ethics, Roles and Responsibilities, Communication, Teamwork, and Self-Evaluation, was completed by 188 students including 99 from Nursing, 43 from Medicine, 6 from Pharmacy, and 40 participants who belonged to more than one component, were students at another institution, or did not indicate their institution. The team instrument was designed to assess each team member's perception of how well the team and him- or herself met the competencies. Five of the items on the team perceptions questionnaire mirrored items on the standardized patient evaluation: demonstrated leadership practices that led to effective teamwork, discussed care and decisions about that care with patient, described roles and responsibilities clearly, worked well together to coordinate care, and good/effective communication. RESULTS: Internal consistency reliability of the IPE Team Observation Instrument was 0.80. In 18 of the 20 items, more than 50% of observers indicated the item was demonstrated. Of those, 6 of the items were observed by 50% to 75% of the observers, and the remaining 12 were observed by more than 80% of the observers. Internal consistency reliability of the IPE Team's Perception of Collaborative Care Instrument was 0.95. The mean response score-1 (strongly disagree) to 4 (strongly agree)-was calculated for each section of the instrument. The overall mean score was 3.57 (SD = .11). Internal consistency reliability of the Standardized Patient IPE Team Evaluation Instrument was 0.87. The overall mean score was 3.28 (SD = .17). The ratings for the 5 items shared by the standardized patient and team perception instruments were compared using independent sample t tests. Statistically significant differences (p < .05) were present in each case, with the students rating themselves higher on average than the standardized patients did (mean differences between 0.2 and 0.6 on a scale of 1-4). CONCLUSIONS: Multidimensional, competency-based instruments appear to provide a robust view of IPE teamwork; however, challenges remain. Due to the large scale of the simulation exercise, observation-based assessment did not function as well as self- and standardized patient-based assessment. To promote greater variation in observer assessments during future Disaster Day simulations, we plan to adjust the rating scale from "not observed," "observed," and "not applicable" to a 4-point scale and reexamine interrater reliability.
PMID: 26507993
ISSN: 1532-8015
CID: 1816832
Military service and other socioecological factors influencing weight and health behavior change in overweight and obese Veterans: a qualitative study to inform intervention development within primary care at the United States Veterans Health Administration
Jay, Melanie; Mateo, Katrina F; Squires, Allison P; Kalet, Adina L; Sherman, Scott E
BACKGROUND: Obesity affects 37 % of patients at Veterans Health Administration (VHA) medical centers. The VHA offers an intensive weight management program (MOVE!) but less than 10 % of eligible patients ever attend. However, VHA patients see their primary care provider about 3.6 times per year, supporting the development of primary care-based weight management interventions. To address gaps in the literature regarding Veterans' experiences with weight management and determine whether and how to develop a primary care-based weight management intervention to both improve obesity counseling and increase attendance to MOVE!, we conducted a qualitative study to assess: 1) Veterans' personal experiences with healthy weight-related behavior change (including barriers and facilitators to behavior change and experiences with primary care providers, staff, and the MOVE! program), and 2) potential new approaches to improve weight management within primary care at the VHA including goal setting and technology. METHODS: Overweight/obese VHA patients (aged 18-75, BMI greater than 30 or greater than 25 with at least 1 co-morbidity) were recruited for focus group sessions stratified by gender, MOVE! referral, and attendance. Each session was facilitated by a trained moderator, audio-recorded, and professionally transcribed. Using an iterative coding approach, two coders separately reviewed and coded transcripts, and met frequently to negotiate codes and synthesize emerging themes. RESULTS: Of 161 eligible patients, 54 attended one of 6 focus groups (2 female, 4 male, 9-11 participants per session): 63 % were male, 46 % identified as African-American, 32 % White/Caucasian, 74 % were college-educated or higher, and 61 % reported having attended MOVE!. We identified two major themes: Impact of Military Service and Promotion and Sustainability of Healthy Behaviors. After service in a highly structured military environment, Veterans had difficulty maintaining weight on their own. They perceived physical activity as having more impact than diet, but chronic pain was a barrier. We identified individual/interpersonal-, community/environment-, and healthcare system-related factors affecting healthy behaviors. We also received input about Veteran's preferences and experiences with technology and setting health goals. CONCLUSIONS: Unique factors influence weight management in Veterans. Findings will inform development of a technology-assisted weight management intervention with tailored counseling and goal-setting within primary care at the VHA.
PMCID:4736653
PMID: 26855786
ISSN: 2052-9538
CID: 1937002
In Our Country Tortilla Doesn't Make Us Fat: Cultural Factors Influencing Lifestyle Goal-setting for Overweight and Obese Urban, Latina Patients
Jay, Melanie; Gutnick, Damara; Squires, Allison; Tagliaferro, Barbara; Gerchow, Lauren; Savarimuthu, Stella; Chintapalli, Sumana; Shedlin, Michele G; Kalet, Adina
PMID: 25418230
ISSN: 1049-2089
CID: 1359392