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 SystemsThe 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 backgroundThe 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 backgroundThe 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 backgroundThe 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 backgroundThe 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 backgroundThe 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
Lets take a look at Student Support Systems For
the GME Core Curriculum
The UIC Experience
9
Student Support SystemsThe 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 SystemsThe 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 SystemsThe 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 SystemsDefinition

• 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 SystemsThe 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 ModelThe Meeting Phase
The UIC Experience

• Orienting the Student
• F2F Orientation Presentation
• Personalized Packet / Brochure
• Session I Activity
• Online Tutorial
• FAQ

The packet and brochure
15
The Supportive Learning ModelThe Meeting Phase
The UIC Experience

• Orienting the Student
• F2F Orientation Presentation
• Personalized Packet / Brochure
• Session 1 Activity
• Online Tutorial
• FAQ

Session 1 activity
16
The Supportive Learning ModelThe Meeting Phase
The UIC Experience

• Orienting the Student
• F2F Orientation Presentation
• Personalized Packet / Brochure
• Session I Activity
• Online Tutorial
• FAQ

Tutorial and FAQ
17
The Supportive Learning ModelThe Meeting Phase
The UIC Experience

• Orienting the Student
• F2F Orientation Presentation
• Personalized Packet / Brochure
• Session I Activity
• Online Tutorial
• FAQ

Phase 2 The Guiding Phase
18
The Supportive Learning ModelThe Guiding Phase
The UIC Experience

• Supporting Student Participation
• Help Desk Staff
• Toll Free Phone Assistance
• Email Support Team

Support operations data
19
The Supportive Learning ModelThe Guiding Phase
The UIC Experience

• 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

More support operations data
20
The Supportive Learning ModelThe Guiding Phase
The UIC Experience

• 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

More support operations data
21
The Supportive Learning ModelThe Guiding Phase
22
The Supportive Learning ModelThe Guiding Phase
Incoming Requests for Assistance by Day of Week
23
The Supportive Learning ModelThe Guiding Phase
Incoming Requests for Assistance by Hour of Day
Phase 3 The Moving On Phase
24
The Supportive Learning ModelThe Moving On
Phase
The UIC Experience

• Feedback Its a two-way street.
• End-of-module Evaluation
• Summary Review by Faculty Facilitator
• Confirmation and direction
• Analysis
• Improvement

End-of-module Evaluation Data
25
The Supportive Learning ModelThe Moving On
Phase
The UIC Experience

• Feedback, Its a two-way street.

• 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 ModelThe 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 ModelThe Moving On
Phase
The UIC Experience

• Analysis and Improvement
• Username and password Issues
• Promote earlier participation
• Simplify
• Build community
• Increase levels of integration

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