When you return to school, remember to ask “how” you are going to learn, not “what”

Every year I see notice boards displaying photographs of children who have passed various exams. Each principal’s desk features trophies and each school wall is covered with graphics created by the students.

In fact, the largest online provider of higher education for professionals in India says its main strength is to be ‘on results’ and says that everyone is ‘looking for a return on their investment’.

While degrees, trophies and returns on investment are at the heart of education, we prepare our future generations well for disappointment, anger and frustration.

It is crucial for us to reflect on these kinds of results, especially now, as schools have started to reopen and principals and teachers wait to measure what their students have learned while studying online at the worst. the epidemic. .

I say this because I expect schools to take a huge shock in terms of learning outcomes. That is, when face-to-face classes resume, schools will find that most students have forgotten concepts and ideas they understood two years ago. And instead of supporting our children when they need time to readjust, we risk blaming them for inadequate learning and / or their lack of discipline, and ultimately pushing them harder to perform better and to “catch up” with students from other schools. In our rush to achieve learner outcomes, we relegate the learner.

Outcomes – especially those that are common in schools and colleges – are a by-product of learning, not the goal to learn. Learning outcomes help students and teachers plan their teaching methods. But when the results become a tool to motivate children to outdo others, we will use a byproduct of learning as a learning goal.

When we reserve our praise and pride only for the “best” graphics, trophies and toppers, we reaffirm that a student’s learning path does not matter. Instead, we’re saying what matters is whether what they created was better than what others created – whether they or they were better than others.

Either way, ‘better’ and ‘better’ is someone else’s judgment. We repeat the same mistake when we present the “best teacher” awards. There is ample research showing that the awarding of rewards on the basis of retrospective performance thereafter lower performance. When it comes to a subject as complex as learning and teaching, reducing everything to one grade or a “best” score is simple, but not smart.

Second, educational assessments are inherently subjective, but the myth of objectivity persists. It is as if a student’s score of 65/100 on the board exam, for example in English, was meant to accurately represent their language proficiency. Even in mathematics – which is one of the most traditionally “objective” subjects – assessments are subjective.

In 2005, as a math teacher, I experimented by deciding to anonymize the assessments. The grades have changed. Much to the chagrin of my occupational injury, I realized that I had started noticing a student’s performance as soon as I read their name On paper. Even if someone who does not know the students grades the article, the subjectivity persists.

Experts showed that “a seemingly simple question of the most common and traditional type” produced “assessment information that says as much about the scorer as it is about the student.” At best, even if two experienced, thoughtful, expert teachers independently arrive at a similar student score, this is still only “agreed subjectivity.”

And by confusing this with objectivity, we encourage our students to tie their self-esteem and career choice to someone else’s opinion of how they are “better” than others. “To be better than others” is a harmful psychological and social myth that a good education should shatter or at least challenge – not reify.

My third concern with emphasizing results is that instead of provoking reflection, they paradoxically hide poor teaching and learning. I remember the American writer Robert Pirsig inspiring remarks, in his Zen and the art of motorcycle maintenance:

“A bad instructor can go through an entire term leaving absolutely nothing memorable in the mind of their class, bending the scores on an irrelevant test, and making it look like some have learned and some haven’t.”

I bet most of us have experienced such a crazy, results-oriented education.

Instead of focusing on results, let’s talk about learning process – on the (extra) ordinary daily work that pupils and teachers do when they engage in the disorder and the flow of learning.

When students and teachers return to school after COVID-19, please take a break and think about in-person learning, especially since it may seem a little strange. Teachers and students need to determine what they can borrow and adapt from online learning. Reflecting on the process is sacred, an inexhaustible source of curiosity that will keep students and teachers going when they feel stuck.

In her research, American psychologist Carol Dweck has found that results-oriented students give up more easily when faced with a difficult problem than learning-oriented ones, in the clear. Schools should seek out and rediscover the joy of writing this difficult paragraph, solving this complex equation, and painting this complex acrylic landscape. If students find joy in the process, they will also have a better chance that their results will be wonderful.

Certainly, I am not saying that we should ignore the results. They are necessary for certain dramas (as Pirsig also writes) and provide a measurable sense of progress. These are indirect indicators of what someone strength to be good at. In addition, we do not need to transform the education system to move from outcomes to learning. For example, we can start the morning by starting a conversation at school about how we can celebrate the learning journey.

And in the evening, when your child comes home, ask him “how” he learned in school today, instead of “what”.

Gopal Midha holds a PhD in Educational Leadership from the University of Virginia. He is currently setting up a School Leadership Research Center in Goa.

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Mercer faculty learns techniques to increase engagement

Godsey Science Center on the Macon campus.

This summer, a group of Mercer University professors came together to learn about inclusive and evidence-based teaching practices. Now they are putting this knowledge into practice in their classrooms and sharing it with their colleagues.

Thirty-two faculty members of the College of Liberal Arts and Sciences, College of Health Professions, College of Professional Advancement and Engineering school attended Mercer’s first mobile science education institute in May.

The National Institute of Scientific Education used to host a large conference each year attended by faculty from across the country, but the nonprofit moved to summer workshops at individual institutions about five years ago to disseminate more quickly these effective teaching practices.

Dr Troy Nash
Dr Troy Nash

Lecturer in Biology Dr. Troy Nash spent most of the 2020-21 academic year organizing the Four-Day Mobile Institute on Science Education at Mercer. He and experts in higher education from institutions across the country – including the University of Georgia, Georgia Institute of Technology, Spelman College, University of Louisville, Harvard and State University of New York to Geneseo – conducted training at the Godsey Science Center in Macon. A few attendees attended via Zoom.

“There is a lot of research that has been done and literature that has been published on teaching practices that have been shown to increase student learning and persistence,” said Dr. Nash. “Helping train teachers in these evidence-based practices is good practice at all levels. Our main job is to help students succeed.

The program focused on inclusive teaching methods, active learning strategies and the development of effective assessments, and participants worked in small groups and put into practice what they learned in interactive sessions.

“Having the opportunity on campus to go and learn and engage in this type of work was really valuable,” said Dr. Laura Simon, assistant professor of sociology. “I applied (for the seminar) right away, so that I could engage in this material. The interdisciplinary component was very motivating.

The lecture style is not always what students need, and the workshop demonstrated strategies where students do more than just sit and listen. It was a real benefit to see what teachers in other fields were doing and how their methods could apply to her own classroom, she said.

Dr Laura Simon
Dr Laura Simon

“It’s about taking a science-based approach to learning. What I really enjoyed about the workshop was using the research conducted on student learning outcomes and student engagement to inform our strategies in the classroom, ”said Dr. Simon.

Dr. Simon found the reverse design sessions, where teachers start with their learning goals and then build lessons to meet those goals, to be particularly beneficial. They helped her think critically about aligning what she does in the classroom with student engagement and results.

She realized that she was asking her sociology theory students to tackle an assignment before they had a good basic understanding of the context, and she used reverse design to assess. and improve its program over the summer.

Dr Shehnaz Haqqani, Assistant Professor of Religion, appreciated that the workshop focused on centering students in the learning process and keeping them active.

“I am still new to teaching,” she said. “I love my students and am always excited to seek more opportunities to become a better teacher. Teaching and learning is a journey. The things I teach can be very difficult.

The institute also looked at best practices for giving feedback to students, colleagues and administrators. Mercer administrators joined one of the sessions to hear faculty feedback, a unique aspect of this workshop, said Dr Haqqani. Many requests from professors require administrative support, so a session dedicated to a conversation between the two groups was very useful and appreciated.

“What I liked about this workshop was that he did what he wanted us to do,” said Dr Haqqani. “You have to see if that would be something you would like to try in your classroom. We worked as a group. We worked together on Google Docs and PowerPoints, editing them as a team. We created course objectives and learning outcomes and then educated each other to make them clearer or more accessible.

Dr Shehnaz Haqqani

She plans to implement a new feedback approach that she learned, so that her feedback on student assignments is more constructive and useful. She also found the sessions on creating learning outcomes and goals very useful.

“I got so much out of it,” said Dr Haqqani. “There were strategies to make sure your teaching was inclusive and that students felt fairly represented in your classroom. These are things that I am already thinking about, and I loved that it was very present in this workshop.

Professors who attended the summer institute are now considered science education fellows for the 2021-2022 academic year, joining a community of over 2,000 faculty members from 56 institutions, said Dr Nash. They will continue to implement evidence-based practices in their classrooms and share what they have learned with their peers informally when possible.

The fellows will meet next spring to share the changes they have made to their teaching, and some of them will help plan the next Mobile Institute on Science Education in May 2022.

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AMOpportunities Tackles Looming Physician Shortage by Expanding Mission to Help Hospitals Build Their Clinical Education Capabilities

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AMOpportunities, founded to help international medical students find clinical training placements in the United States, now also helps hospitals and schools build their training capacity.

Dr. Romeen Lavani, chief medical officer at St. Anthony’s Hospital in Chicago, was skeptical when AMOpportunities First approached him to bring international medical students to the hospital for clinical training.

Lavani had heard similar arguments from other companies, only to be disappointed with poor communication, unreliable service, and poor school students. But he was impressed by the professionalism and determination displayed by AMOpportunities co-founders Kyle Swinsky, MBA ’19, and Ben Bradley, a 2018 JD-MBA from Northwestern University, and persuaded reluctant colleagues to give them a luck.

Over the next nearly four years, St. Anthony welcomed 90 international students through AMOpportunities, more reserved for the months to come, and benefited greatly from the diverse perspectives they brought.

“It wasn’t so much that it was a great new idea, but they took an idea that existed and made it better,” said Lavani, director of pediatrics and medical education at St. Anthony, a 151-bed hospital located in the Petit Village district. “They are very professional, they are innovative, they approach problems systematically, they are very communicative and the students we have received so far are of the highest quality.”

Kyle Swinsky and
Ben bradley

Chicago-based AMOpportunities, Chicago Booth’s 2017 winner Edward L. Kaplan, ’71, New Venture Challenge, has expanded his list of satisfied clients as he develops the idea that sparked his foundation in a dormitory in the University of Wisconsin-Madison in 2013.

It was originally designed by Swinsky and Bradley, then undergraduates from Wisconsin, as a service to help international medical students obtain clinical training opportunities in the United States by assisting them with visas, housing and d other logistics. Now AMOpportunities is also helping schools and hospitals to increase their training capacity so that they can accommodate more students. And it has extended its services to nursing and dental students.

In addition to nurturing a variety of perspectives that improve patient outcomes, the startup aims to bring talented healthcare professionals to communities that lack them, such as rural areas. Ultimately, he hopes to tackle the looming global physician shortage by relieving the clinical training bottleneck that makes it difficult for U.S. and international medical students to meet degree requirements.

Kyle Swinsky, MBA ’19

“This is the future,” said Swinsky, CEO of AMOpportunites.

“What we are seeing now is that although many schools continue to be built, they cannot control or find the hospital capacity, which would allow them to increase their training opportunities and the availability of enrollments.” , did he declare. “AMO builds this capacity through direct partnerships with hospitals that ensure their students have clinical training options that will count towards their graduation requirements.”

The world is expected to be short of 18 million healthcare workers by 2030, according to the World Health Organization. COVID-19 offered a first glimpse of what a rush could look like for medical staff, and AMOpportunities saw renewed interest in its services as a result. His April 2021 earnings were nearly 8 times higher than they were a year earlier, Swinsky said.

“Hospitals on the left and on the right are asking us to help because they need more workers,” he said. Its hospital clients include OSF Healthcare, UI Health, University of Miami, Georgetown University, Chicago Medical University, and Jackson Park Hospital.

AMOpportunities in April announced the closing of a $ 5.4 million Series A round of funding, co-led by OCA Ventures, based in Chicago, and HealthX Ventures, based in Madison, Wisconsin. The cycle included participation from the University of Chicago, which, through its UChicago Startup Investment Program, invested $ 500,000 in the startup.

The new funding, which brings the company’s total increase to $ 6.5 million, will be used to expand the business arm focused on increasing clinical training capacity and targeting markets. adjacent students such as nursing students.

Visiting medical students

AMOpportunites’ business model has evolved to address the “triangle of problems” facing medical education, Swinsky said. He works with schools of health to develop and manage a clinical training program, administers the training program in hospitals and other clinical sites that host students, and helps connect students to internships.

While fees paid by students currently account for most of the company’s income – individual four-week rotations cost students $ 1,499 to $ 4,299 – AMOpportunities expects 60% of its income to come from fees paid by schools by 2022. The startup currently has contracts with more than 30 schools.

During this time, AMOpportunities pays each hospital and clinical site an average of $ 36,000 per annual student rotation.

For Lavani in St. Anthony, compensation from the hospital is just one of the benefits of the partnership, albeit an important one. The 125-year-old community hospital, located in a neighborhood of predominantly Mexican immigrants, serves a population that largely benefits from Medicaid or Medicare, or self-pay, with less than 1% commercial insurance. Over 60% of patients are Hispanic and almost 35% are African American.

But the partnership has also been beneficial for the teaching environment of the University Hospital, as various interns share best practices, resources and knowledge from their different corners of the world.

“It’s great to have people from different types of backgrounds,” Lavani said. “They keep everyone in touch with the latest news, they keep you going. You need to practice evidence-based medicine if you have learners around you.

Students of the
Universidad Autonoma
from Guadalajara

Through the program, St. Anthony receives a steady pipeline of interns from the University of Guadalajara, Mexico, a godsend for a hospital with a large Spanish-speaking patient population. A few months ago, Lavani remembers, there were very sick children in the pediatric unit, and two young interns got heavily involved in supporting families.

“They made that connection,” Lavani said.

St. Anthony has also hosted students from Africa, Saudi Arabia and across Asia, and Lavani has been struck by the individualized attention they receive from AMOApportunities. When a student from Singapore expressed apprehension about joining the program, the founders asked Lavani to phone the student and her father to discuss their concerns.

“They don’t treat students like a number or a statistic,” Lavani said. “They really care about them.”

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Develop case-based content to engage healthcare professionals –

In this episode of EPG Health’s HCP Commitment Series, Georga Cottle explains how case-based learning links medical theory to medical practice.

Medical education does not stop. The acute demands of today’s healthcare systems require ever more effective learning opportunities for healthcare professionals and offer pharmaceutical companies valuable opportunities to support evidence-based clinical practice.

One of the main ways of doing this is case-based learning. It has gained ground in recent years as an effective method of teaching healthcare to counter traditional challenges, such as maintaining interest and promoting deep learning.

The growing complexity of healthcare is far from a pandemic – two decades of rapid medical advancements in many specialties and areas of general practice have fundamentally changed the world of healthcare professionals.

What is case learning?

Fundamentally, case-based learning uses real or fictitious “triggering” cases or situations to help link medical theory to medical practice, fostering situational awareness through authentic learning.

In this way, it brings situations to life, builds empathy and demonstrates clinical decision-making, but it is also adaptable and highly compatible with digital channels, making it an ideal option for increasingly digital interactions. of pharma with health professionals.

In addition to supporting the development of new types of expertise, case-based learning can also consolidate existing knowledge by aligning with materials, such as the latest research papers or diagnostic techniques, to offer a great potential when it comes to animating education.

It’s an approach that complements both other forms of medical education and is already widely used, with 95% of healthcare professionals saying they seek out patient-based learning at least once a day. month. The crucial role of websites was highlighted by our 2019 report The evolving role of websites for healthcare professionals, which found that 72% of healthcare professionals visit independent medical websites every week.

Thas the value of case-based learning

There is clear evidence to suggest that those involved in case-based learning believe it improves both their learning and patient outcomes. In addition, according to the EPG Health study, 50% of healthcare professionals said patient cases were a high priority for better access to information.

Other applications can be seen in events supported by pharmaceuticals. This same EPG Health study found that 88% of respondents said live case study discussions add value to scientific meetings – this is an important point for the future, as the post-COVID form pharma involvement in medical meetings is starting to take shape.

But for case-based learning to be successful, the information provided must be seen as credible and trustworthy. If this can be achieved, the benefits of this approach to medical education can be manifold.

Good case-based education supports the development of empathy and burden appreciation, enhances the clinical knowledge and skills of healthcare professionals, and supports individualization of care.

In addition to helping healthcare professionals integrate knowledge and practical advice, case-based learning can also aid in the development of ‘softer’ learning skills, such as self-centered ones. assessment, critical thinking, professionalism (such as teamwork and ethical considerations) and communication with staff and patients.

  • Find out how the use of faculty-led, patient-focused media received over 10,000 e-learning tours in a month

Means for the pharmaceutical industry to support case-based content

There are a number of effective options for pharmaceutical companies looking to support case-based learning, including symposium presentations, panel discussions, online video training, podcasts, and more.

When deciding which of these might be most useful, it is important to understand that different teaching modalities can have different influences on the clinical decision-making processes of learners.

In addition, at a time when the air is changing, we also suggest that companies study all the digital advancements on offer to ensure that whatever option is chosen, these initiatives will align properly with the evolution. channel and format preferences of healthcare professionals.

More from EPG Health’s HCP Engagement Series

About the Author

Georga Cottle is Associate Account Director at EPG Health, overseeing the design, delivery and evolution of bespoke educational programs on HCP’s global portal, Medthority (www.medthority.com). She manages the strategic and tactical delivery of tailor-made programs for major global pharmaceutical customers.

About EPG Santé

EPG Health logo

EPG Health is the publisher of Medthority (www.medthority.com), an independent tool for patient care and therapeutic decision support for healthcare professionals.

Making it easier to find and consume valuable medical education, EPG Health supports a personalized experience and better outcomes for all stakeholders. A tailored, integrated set of tools helps pharmaceutical companies reach and engage target audiences with key educational messages while measuring results.

For more information visit www.epghealth.com

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Macquarie University partners with Engageli to provide high quality and flexible learning environments

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PALO ALTO, Calif., September 29, 2021 (GLOBE NEWSWIRE) – Engageli, a virtual learning technology designed to enable graduate experiences in higher education, today announced a strategic partnership with Macquarie University, a university Australian and one of the world’s leading academic institutions.

The partnership comes at a time when universities are shifting to distance learning due to the Covid-19 Delta variant. Macquarie University International College was looking for a compelling way to not only interact with distance-learning students abroad, but also to measure and understand class engagement. After teaching online through traditional videoconferencing platforms, the team at Macquarie University International College ultimately chose Engageli, as the platform faithfully reproduces the experience of a traditional face-to-face classroom. . Engageli also provides increased flexibility for students and faculty amidst the uncertainty and rapidly changing health and safety guidelines.

The pilot program with Macquarie University International College is the first in Australia to implement Engageli. The International College will leverage virtual classroom technology through its college course with graduate students from around the world. Engageli’s unique features, including flexible table seating arrangements – designed to mimic, and even outperform, a traditional classroom – will foster engagement and peer-led learning, ensuring students interact with everything. throughout a class. In addition, built-in polls and note-taking, along with question-and-answer and online discussion functions, will deliver quality learning outcomes.

“Engageli will be invaluable as we continue to strive to provide the best learning and teaching experiences for our students,” said Dr Pamela Humphreys, Director of Macquarie University International College and English Language Center . “We were drawn to Engageli’s new look that faithfully reproduces the classroom experience, as well as the built-in poll functionality and the ability for students to add screenshots of what the teacher is posting. to their personal notes. We also wanted to leverage analytics and be able to leverage that ability to drive student engagement. “

Macquarie University International College will use the Engageli platform across a range of courses, including Critical Thinking and Introduction to Engineering. Through this partnership, the College will be able to provide Australian and online overseas students around the world with a range of learning environments that suit their individual needs, whether they are in person. or virtual.

“It has been incredibly rewarding to see how Engageli is helping unlock new models and learning opportunities for Macquarie University amid the ongoing challenge of the Covid-19 pandemic,” said Dan Avida, Co-Founder and CEO from Engageli. “We believe that our continued collaboration with this world-renowned university to create flexible learning environments will improve education as a whole, not only now, but in the future.”

Since its inception in 2020, Engageli has accelerated toward its mission of providing superior learning experiences that are engaging, flexible, collaborative and inclusive. To date, dozens of higher education institutions and tens of thousands of students are using the platform to reinvent the learning experience.

Visit engageeli.com to learn more about how to become a university partner.

About Macquarie University International College

Macquarie University International College provides a seamless entry route to undergraduate studies for domestic and international students by offering degree, core and intensive programs that allow students to progress to Macquarie University undergraduate courses.

About Macquarie University

Ranked among the top 1% of top universities in the world, Macquarie University is considered one of Australia’s best, producing graduates among the world’s most sought-after professionals. With a strong tradition of innovation and exploration, we continue to innovate with research ranked among the top 1% in the world.

Uniquely located in the heart of Australia’s largest high-tech district, Macquarie University brings together 40,000 students in an exciting discovery center. More than A billion Australian dollars has recently been invested in our facilities and infrastructure so that our students can thrive in inspiring learning environments connected to the latest digital technologies.

About Engageli

Engageli advances the higher education sector globally by enhancing virtual teaching and learning experiences. Its first cloud-based multimodal digital learning technology creates flexible, inclusive and secure environments optimized for student connections and active learning. Founded in 2020 by Daphne Koller, co-founder of Coursera, Dan Avida and Serge Plotkin, Engageli has raised more than $ 47 million in funding. For more information, please visit www.engageli.com.

Contact:[email protected]https://www.engageli.com

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Source: Engageli

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Medical schools need more arts, humanities, OUWB study – The Oakland Post

Faculty members at the William Beaumont School of Medicine (OUWB) at Oakland University are reassessing the need to integrate Art and Humanity Studies (HA) into their curricula. Four OU professors collected more than 177 articles and studies, selecting the last 34 to be included in their review.

Posted in June 2021 in the Journal of Cancer Education, Department of English Professor Rachel Smydra, Ph.D; Department of Sociology Associate Professor Mathew May, Ph.D; and Department of Basic Medical Studies Associate Professors Varna Taranikanti, MD, Ph.D and Misa Mi, Ph.D. published “Integrating the Arts and Humanities into Medical Education: A Narrative Review. “The results gathered show that an increase in art studies ranging from music and writing to theater can help students develop in a variety of fields to make them better health professionals.

“The changing landscape of medical practice has heightened the need for a holistic, person-centered approach to care,” the journal’s introduction reads. “Physicians need to be able to reflect on personal and professional relationships to develop and improve their own practices of recognizing and understanding cultural differences between themselves and other clinicians, patients and caregivers. A liberal arts perspective can offer direction to facilitate these desired outcomes.

AH studies can provide that liberal arts perspective that is beneficial in a medical school setting. The AH studies have shown student growth in areas such as “empathy, compassion, sensitivity, insight and best practices for effective communication and professionalism”. The review identified three key areas of HA: Literature and Creative Writing; theater, music and films; and visual arts.

Literature and creative writing exercises given to medical students gave them the opportunity to familiarize themselves with reading patient experiences and to reflect on their own state of mind. Through character analysis and the challenge of writing from different perspectives, students developed closer skills in empathy and compassion for their patients, and a greater understanding for active communication.

Drama, music, and movies can teach students communication and teamwork skills and reduce anxiety. A Nigerian survey by Anyanwu found that students who listened to country or classical music reduced their stress levels when dissecting corpses, while students who listened to upbeat music found themselves in a more anxiety-inducing environment.

Students who took visual arts exams showed a better understanding of anatomy and observational skills that helped further their medical education. Many medical schools around the world have identified the visual arts as essential for students to understand human anatomy.

The exam was created because of an OU Learning Community (LC) forum of about 30 faculty members from all areas of the OU. The LC is dedicated to fostering the integration of HA into OUWB curricula and teaching students the importance of humanistic medicine practices.

The review concludes: “Based on our review of the relevant literature, we recommend that medical educators make more deliberate efforts to provide cohesive and mandatory courses or learning experiences that include elements of HA in the classroom. all educational programs. It would be helpful if professors made a concerted effort to utilize the resources of their own programs or courses.

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Yale Orthopedics & Rehabilitation Welcomes First Total Joint Fellow

Yale’s Department of Orthopedics and Rehabilitation welcomes Erik McDonald, MD, as the inaugural Fellow in Adult Reconstruction (Total Joint Replacement Surgery).

McDonald joined Yale via California, where he completed his undergraduate studies in mechanical engineering at the University of California at Berkeley, before working as a mechanical engineer in the Biomechanical Testing Laboratory at the University of California. in San Francisco (UCSF).

It was in this laboratory that he discovered Yale Orthopedics for the first time. McDonald worked alongside associate professor Michael Leslie, DO, who was completing his own fellowship in orthopedic trauma at the University of California, Davis.

McDonald then attended UCSF medical school while completing a master’s degree in clinical research, graduating with distinction. Most recently, he completed his residency in orthopedic surgery at UCSF.

During his residency, he also worked with Lisa Lattanza, MD, who at the time was professor of orthopedic surgery at UCSF before becoming department chair at Yale in 2019. “I’ve known Dr. McDonald since that time. he was an undergraduate engineering student. in the UCSF biomechanics lab, ”said Lattanza. “I then had the pleasure of participating in his training as a resident in orthopedic surgery at UCSF. We are fortunate to have matched him here at Yale for our Outstanding Joint Replacement Fellowship led by Dr. Lee Rubin.

In May 2020, McDonald was selected as the recipient of the Teaching Excellence Award for Cherished Housestaff (TEACH) from the UCSF School of Medicine, reflecting his exceptional teaching skills and enduring commitment to the education of medical students and residents. Recipients of this award are selected based on their dedication to teaching excellence, student experience, and exemplifying UCSF’s PRIDE values ​​of professionalism, respect, integrity , diversity and excellence.

Thomas Vail, MD, president of orthopedic surgery at UCSF said: “Dr. McDonald’s is an exceptional clinician and educator. He goes above and beyond for his patients, colleagues and medical students. He inspires others with his compassion, exceptional attention to detail and strong work ethic. Congratulations to Dr McDonald for this well-deserved recognition. “

“I am thrilled to be the inaugural Fellow and hope I can live up to the Yale standard and create the legacy of a much respected fraternity,” said McDonald. “I wanted to follow a path in adult reconstruction because I loved how predictable and good the results are for the patients. We really make people better.

As a 2021-2022 Joint Replacement Fellow, McDonald will be directly involved in the division’s clinical care, teaching and research activities, and will be accredited as a Clinical Instructor in Orthopedic Surgery. The scholarship is overseen by the clinical faculty at the Yale School of Medicine and is sponsored in close partnership with Yale New Haven Hospital. More information about the Yale Arthroplasty Scholarship is available here.

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Rush and DispatchHealth Announce Partnership to Bring High-Acuity Home Health Care to Chicago

CHICAGO and DENVER, September 28, 2021 / PRNewswire / – Rush University System for Health, a National Leader in Excellence in Patient Care, and DispatchHealth, the Leading Provider of the Largest and Most Complex Level of Home Health Care, Introduce Innovative New Partnership for provide quality home medical care to health care consumers through the Chicago Region. The partnership is focused on expanding health care delivery options and providing patients with access to convenient acute home health care at a lower cost. The partnership between DispatchHealth and To rush provide acute care to patients who often struggle to access care when they need it. Start October 7, patients will have access to care that can treat injuries and illnesses at home.

Patients can call, visit DispatchHealth.com or access a free mobile application to request home care without a referral. This service is often covered by insurance. When requested, a DispatchHealth medical team trained in emergency care arrives at the patient’s home equipped with the necessary equipment and treatments, including on-site diagnostics and a Clinical Laboratory Improvement Amendments (CLIA) certified laboratory. The capabilities of DispatchHealth are comparable to those of an emergency care center.

To rush has made it a priority to accelerate new innovative partnerships to extend its models of patient care delivery across the Chicago region ”, said Dr. Ranga Krishnan, chief Executive Officer, Rush University System for health. “As we navigate the ongoing global pandemic for over 18 months, it has become clear that patient expectations for how care is delivered are changing rapidly. Our partnership with DispatchHealth will address these needs while reducing preventable hospital readmissions, and it will ensure that after home medical care, patients are connected to a primary care physician or specialist. “

“DispatchHealth engages in value-based partnerships that are designed to improve access to care, deliver better patient experiences and outcomes, and lower the total cost of care,” said Dr. Marc Prather, co-founder and CEO of DispatchHealth. “Since the creation of DispatchHealth in 2013, our unique and proven model of care has saved on average $ 1,100 To $ 1,700 per acute care visit. In addition, our model has proven that quality, affordable acute medical care can be delivered safely to our patients’ homes. We are happy to partner with To rush to focus on continuously improving patient health outcomes at a lower cost. “

DispatchHealth is open seven days a week from 8 a.m. to 10 p.m. central time and 365 days a week, including holidays. For more information visit DispatchHealth.com.

About DispatchHealth

DispatchHealth is building the world’s largest home care system to provide trustworthy and compassionate care to everyone. DispatchHealth provides on-demand acute care and an advanced level of medical care for people of all ages from the comfort of their own homes. DispatchHealth’s trained emergency medicine and internal medicine teams are equipped with all the tools needed to treat common to complex injuries and illnesses. DispatchHealth works closely with payers, providers, health systems, EMS, employer groups and others to provide home care to reduce unnecessary emergency room visits, hospital stays and readmissions. Acute care medical teams are available seven days a week, evenings and holidays and can be requested through the app, online or by a quick phone call. DispatchHealth is a partner of most of the major insurance companies. For more information visit DispatchHealth.com.

On Rush University System for health

Rush University System for Health brings together the brightest minds in medicine, research and academics. Driven by discovery, innovation and a deep responsibility for the health of our communities, RUSH is a national leader in exceptional patient care, education, research, community partnerships and empowering a new generation of healthcare providers.

To rush understand Rush University Medical Center, Rush University, Rush Copley Medical Center and Rush Oak Park Hospital, as well as an extensive network of providers and numerous outpatient care facilities.

Rush University Medical center at Chicago is ranked among the best hospitals in the country through American News and World Report. The medical center is also ranked # 1 among the main university medical centers in the country by Vizient and named a leading teaching hospital by the Leapfrog group.

SOURCE DispatchHealth

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Study maps hotspots of low-value care use in individual health systems

Researchers estimate that up to $ 101 billion in health care spending is wasted each year due to overtreatment or the provision of “low-value care.” Low-value care includes a wide range of tests and treatments that are medically unnecessary and where the potential for harm outweighs the potential for benefit. While researchers have mapped the continued use of low-value care at national and regional levels, there is little research on how health systems across the country are using low-value care and how they stack up against them. to each other. A new study by researchers at Brigham and Women’s Hospital and the Dartmouth Institute for Health Policy and Clinical Practice examined the use of 41 low-value services in 556 U.S. healthcare systems. Their results, published in JAMA Internal Medicine, map the hotspots of low-value care use in individual health systems and shed light on the predictors of this use.

More and more Americans are receiving care from health systems rather than stand-alone practices. Given actionable data, these systems have enormous potential to influence decision-making on low-value care. We hope that this work can motivate systems to measure and intervene internally on low-value care. “

Ishani Ganguli MD, MPH, lead study author and researcher, Division of General Internal Medicine and Primary Care, Brigham and Women’s Hospital

Ishani Ganguli is also an Assistant Professor of Medicine at Harvard Medical School.

The researchers found that preoperative laboratory tests in healthy patients before low-risk surgeries, screening for prostate cancer in men over 70, and the use of antipsychotic drugs in patients with dementia were the most common forms of low-value care among those studied. Preoperative laboratory tests, for example, are not recommended because they do not improve surgical results and may show false alarms, among other problems.

Researchers have identified a range of factors associated with health systems whose patients have received less valuable care. The systems tended to have a smaller share of primary care physicians, no associated teaching hospitals, head offices located in the South or West (compared to the Northeast or Midwest), and proportionately more patients belonging to racial and ethnic minorities. The use of low-value care was also correlated with an increase in overall health expenditure in the region.

To conduct their study, the authors looked at national data on claims from Medicare beneficiaries over 65 and linked each to a health system based on where they received their plurality of primary care. Based on previous definitions of 41 low-value services, the researchers measured the use of each of these services among eligible patients for the given service. Then, they combined the 28 most common low-value services to create composite low-value care scores to compare systems.

The researchers note the limitations of their study. For example, health insurance claim data does not contain the clinical details to confirm why a doctor would have ordered a certain test or procedure for a patient. And the estimates only capture a snapshot of low-value services over a given time period. Nevertheless, they hope that this work could help health systems intervene on the use of low-value care, for example through employee training, clinical decision support systems, modification of workplace culture or adjustment of reimbursement models.


Journal reference:

Ganguli, I., et al. (2021) Low-value care at the actionable level of individual health systems. JAMA Internal Medicine. doi.org/10.1001/jamainternmed.2021.5531.

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Colleges scale up their programs 1: 1 with additional network support

Because the university rolled out its individual program before the pandemic began, the infrastructure was already in place to move quickly to distance learning. Now that in-person learning has resumed, administrators want to expand the role of iPad devices – for example, using a mobile app to manage student services and giving students options for digital textbooks.

Today, more than 85% of the university’s full-time faculty members are certified through the Apple Teacher program, and student engagement and learning outcomes are significantly higher.

Miller enjoyed seeing the commitment and enthusiasm increase throughout the process.

“I loved watching people go from naysayers to full adoption of the technology,” he says. “It really changed the way people do things. Instructors use active learning strategies, and student engagement and grades improve.

MORE ABOUT EDTECH: 4 considerations for long-term individual programs.

Allow every student to access the Internet

Everett Community College, just north of Seattle, launched its individual program to meet the needs of students.

For many years, students borrowed laptops from the library for as long as they needed them. When EvCC had to close its campuses in 2020, students quickly checked out all 100 devices, with requests for many more.

“We have a student body that may not have access to technology at home,” says Tim Rager, executive director of IT at the college. “And when everyone is at home, it’s even more difficult. They may need to use a cell phone as a hotspot or a shared device to complete their homework. “

To support distance learning for students, EvCC purchased 400 Chromebooks, which students borrowed from the library as soon as they became available.

A second purchase of 900 Chromebooks filled the void for the remaining students. The pace of the crates, however, was much slower in the second round, so Rager reached out to the students to find out why.

“Students said they weren’t looking at Chromebooks because they didn’t have internet at home,” he says. “At that time, we partnered up with EmpowerED by T-Mobile program. It’s usually for K-12 schools, but during the pandemic they expanded it to higher education. “

DIVE MORE DEEP: Bring connectivity to rural and tribal colleges.

T Mobile provided EvCC with 350 access points, which the students immediately removed from the library.

“The hotspot program is popular,” says Rager. “I don’t hear students saying that they no longer have access to the Internet.

Over time, students started asking for access to apps that weren’t generally available on Chromebooks, such as Microsoft Word and AutoCAD. Rager solved this dilemma with Amazon Web Services and Amazon AppStream, which virtualize applications.

“Not only does this make Chromebooks more versatile, but the type of device itself is irrelevant,” he says. “It didn’t matter if someone was using a PC, Mac or whatever. It was a huge blessing for us.

Rager is certain that EvCC’s individual program will continue even when students return to campus. He does know, however, that the college will likely need to upgrade campus infrastructure and find funding to continue releasing apps and purchasing new devices as needed.

“The advantage of all of this is that it forced our institution to find ways to innovate digitally,” says Rager. “We learned a lot about how to lead the change. We are improving a lot in discovery and experimentation, all to better serve our community.

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