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WHEAFellowshipGraduationSeptember 21, 20225:00-7:00 pmWHSCAB Plaza

About UsFormed in 2017, the Woodruff Health Educators Academy (WHEA)brings together educators across the health sciences at Emory topromote and support the practice and scholarship of teaching andlearning. The program’s vision is to foster an interprofessionalcommunity of educators across the health sciences at Emory.Order of EventsWELCOME &OVERVIEW OF WHEA PRESENTATION OFCERTIFICATES POSTER VIEWING NETWORKING &RECEPTION WHEA Co-DirectorsLinda Orkin Lewin, MDUlemu Luhanga, PhDFellowship in Educational Scholarship Co-DirectorsLinda Orkin Lewin, MDKatie Monroe, MMSc, PhD/AA-CFellowship in Educational Scholarship Cohort 2 FellowsAll

Fellowship in Educational ScholarshipGraduatesCatherine AlbinKaren AndesNicole BattaglioliKathy Lee BishopSarah BlakeAbby BrittCamille Brockett-WalkerSaurabh ChawlaBarbar FizaMaura GeorgeJamika Hallman-CooperPrem KandiahIoannis KarakisAlexander KendallJudy KrugerLauren LichtenMunish LuthraJoann McGriffErica MooreRita NahtaJoanna SchindlerJeffrey SiegelmanMehul TejaniLisa Marie WandsLaura Zajac-Cox12345678910111213131415161718192021222324

Educational Scholarship Fellows

WHAT PROBLEM WAS ADDRESSED?The NeuroICU at Emory University affiliatedhospitals (EUH Clifton, EUHM, and Grady)hosts learners of various backgrounds andeducational levels. We educate medicalstudents, neurology residents, anesthesia andemergency medicine trained critical carefellows, neurosurgery interns and neuroICUfellows. Each of these groups has differentlearning and service expectations. WHAT WAS TRIED?We sought to survey the different learnergroups about their self-perceivedconfidence in the management of 10distinctly NeuroICU topics. Topics wereselected that we felt were unlikely tooverlap with other rotation. For example,although ischemic stroke is a corediagnosis in the ICU, acute decisionCatherine Albin, MDNeurocritical Care FellowDepartment of NeurologyEmory University Hospitalmaking is usually made by the EDand neurovascular team. We thusassessed topics that were specificand unique to problems encounteredfor patients admitted to theNeuroICU. Our survey was IRBapproved. Before their rotation,trainees were asked to self-assesstheir proficiency using a Likertscale (Novice to Proficient) in 10core neurocritical care domains. Allanswers were collectedanonymously. Trainees were thenasked to select 3-5 topics (from amenu of the same core topics) thatthey deemed most important to learnabout.WHAT LESSONS WERELEARNED?Between July 2021 and March 2022,47 number of surveys weredistributed. 42 students completedthe survey (89% completion rate): 16medical students (100% completionrate-CR), 3 neurosurgical interns(100% CR), 10 neurology juniorresidents (77% CR), 7 non-neurologycritical care fellows (88% CR), and 6neurocritical care fellows (86% CR).Eighty-eight percent of medicalstudents, 62% of neurosurgeryinterns, 70% of neurology interns,43% general critical care fellows,and 12% of neurocritical carefellows selected novice across allten core concepts. Both medical Page 01WHEA Educational Scholarship FellowUNDERSTANDING OUR DIVERSE LEARNERS’ NEEDS

students and neurology residents consistentlyprioritized learning about the management ofstatus epilepticus (SE). Neurosurgery internswere most interested in understandingintracranial pressure waveforms andmanagement of SAH. Non-neurology fellowsoften selected management of SAH and ICPcrisis. As a historical cohort, we also surveyed theneurology residents who had completed theirneuroICU rotation in the prior two years.This allowed us to see how much residentsperceived they learned in the unit with thecurriculum as it currently is. This surveydemonstrated that the median score was“advanced beginner” across most topics forNeurology PGY3 and PGY4 residents.“Competent” was the median score for PGY4residents across five topics: Management ofneuromuscular weakness, decision forhemicraniectomy for large stroke,management after thrombectomy,management of ICH, and management ofsuper refractory status epilepticus. Page 02WHEA Educational Scholarship FellowUNDERSTANDING OUR DIVERSE LEARNERS’ NEEDS (CONT.)

WHAT PROBLEM WAS ADDRESSED?Impostor phenomenon (IP) is an experiencein which individuals attribute their successto external factors and maintain a fear ofexposure as a fraud. Times of transition areparticularly high-risk for IP. The transitionbetween medical student and first yearresident can be a time of high anxiety andimposter syndrome. Encouraging reflectionand conversation about professional identityand self-doubt may decrease IP in first-yearresidents.WHAT WAS TRIED?We presented new, first year residentswith a formal lecture and reflectiveactivity in which learners painted masksrepresenting their internal and externalselves. They also shared reflections withtheir peers about the activity and theirNicole Battaglioli, MD, MHPEDepartment of Emergency MedicineEmory University School of Medicine thoughts about imposter syndrome.Prior to the session, learnerscompleted the Clance ImpostorPhenomenon Scale (CIPS) andfree-text questions related to IP.Learners were invited to repeat thesurvey 2 weeks later. Descriptivestatistics and inductive qualitativemethods were used to analyze theresults.WHAT LESSONS WERELEARNED?High IP was prevalent among first-year residents. Preliminary resultssuggest that a session on IPincluding a hands-on activity suchas mask-making may help tomitigate feelings of impostorism andallow learners to reflect and createa therapeutic and bondingexperience early in training.Page 03WHEA Educational Scholarship FellowUNMASKING THE IMPOSTER PHENOMENON

WHAT PROBLEM WAS ADDRESSED?There are currently limited tools to assessphysical therapy students’ perception ofpreparation for readiness for integration ofsimulated-based learning experiences (SBLEs)into practice and only moderate level ofevidence to support the validity of thesetools. (Roberts & Cooper, 2019) SBLEs offerwell established methodology for instructionfor healthcare students. SBLEs provide a safeenvironment to develop proficiency inspecific skills, situational learning like theintensive care unit (ICU), and to incorporatereflection to enhance learning. (Holdsworth,Skinner, & Delaney, 2016; Yuan Williams, &Fang, 2012). WHAT WAS TRIED?A survey tool was created in 2013 andmodeled on the competency based structureKathy Lee Bishop PT, DPT, FNAPBoard-Certified Cardiovascular andPulmonary SpecialistEmory University School of Medicine of the Division of Physical TherapyProgram at Emory University aswell as adapted from scales used inthe literature for medical, physicianassistant, and nursing students. Thesurvey has been used with thirdyear Doctor of Physical Therapy(DPT) students in the AdvancedAcute Care elective (an immersiveintensive care unit simulation-basedlearning course) and with the firstyear DPT students after each oftheir SBLEs. The original surveywas modified into categories relatedto preparation before entering apatient room, entering the patientroom (examination/evaluation),functional tasks (bed mobility, edgeof bed sitting, transfers to gait), andwrapping up a session. To validatethe responses of the tool, aminimum of 300 surveys will needto be collected. To enhance thevalidation process, 2 focus panels(1st year and 3rd year DPT students)will be conducted to get candidfeedback on descriptors of theLikert scale, comprehensivecontent, and the tool as an aid forself-reflection. Approximately 200surveys have been collected and 1focus panel has been completed withpreliminary coding of themes.WHAT LESSONS WERELEARNED?The preliminary surveys collecteddemonstrated the challenge ofPage 04WHEA Educational Scholarship FellowVALIDATION OF A SELF-ASSESSMENT TOOL (00003778)

validating responses of a survey. The surveyshould be provided in a fully electronicformat to prevent student interpretationerrors for the Likert scale (x’s, √’s, and #’s).Preliminary Factor Analysis and Cronbach’sAlpha demonstrated positive results for atleast 4 constructs. These initial data pointsdemonstrate that the survey is evolving andfurther analysis is needed for potentiallyunclear wording of items, misplaced itemswithin constructs, and items that have littlevalue to the intent of the survey. Initialresults should be viewed with caution due tothe small sample size. Items measuring‘Preparation’ and ‘Gait’ were correctly loadedonto the same component representing thehypothesized relationship between thoseitems. The items measuring the construct for‘Heart Auscultation’ and ‘Look/Listen/Feel’were examples of items that need furtherreview and evaluated for role in the survey. ‘Transfer to Edge of Bed to Stand’ and‘Transfer to Chair’ highly correlatedsuggesting these are possibly not 2independent constructs. The tool is lengthywith 77 items. In the focus panel there wasmention of ‘item’ fatigue which may have ledto incomplete surveys vs actual self-reflection. Additionally, the DPT 3 studentsvoiced a need for continued guidance on howto use self-reflection for professional growth.Page 05WHEA Educational Scholarship FellowVALIDATION OF A SELF-ASSESSMENT TOOL (00003778) (CONT.)

WHAT PROBLEM WAS ADDRESSED?Recent national and local surveys havedemonstrated that the wellness scores amongfaculty at our academic program are belowthe national mean. Prior studies have shownthat there are several independent stressorsthat may contribute to decreased wellnessand burnout in academic faculty whichinclude, but are not limited to, clinicalproductivity targets, electronic medicalrecords, very competitive research fundingenvironment, increased expectations fromtrainees and pressures of unfavorable traineeevaluations etc. Through this project, wewanted to identify the facilitators andbarriers to wellness among gastroenterologyfaculty educators in four urban Atlantahospitals affiliated with Emory University. WHAT WAS TRIED?The Emory Gastroenterology fellowshipSarah Blake PhDAssistant Professor, Health Policy & ManagementRollins School of Public HealthEmory Universityprogram is unique in that it hasfour different diverse clinicaltraining environments (quaternaryacademic hospital, tertiarycommunity hospital, county hospitaland a Veterans Affairs hospital) andeach environment may havedifferent stressors that could becontribute to decreased wellness. Weconducted four focus groups withgastroenterology faculty in each ofthe four environments to explorethe facilitators and barriers toserving as fellowship educators. Atotal of 20 faculty participated inthe four focus groups, with a rangeof 4 to 6 participants in each group.Participants ranged in their tenureas faculty as well as experience asfellowship educators. Focus groupdiscussions addressed several keytopics, including participants’experience as learners, currentchallenges, stress and burnout aseducators, and potential solutions.Focus groups lasted an average of60 minutes and were recorded withthe consent of the participants.Transcripts were professionallyprepared, and notes taken duringthe focus groups were used toaugment the analysis. We applieddirect content analysis to the textualdata, whereby the research questionand discussion questions were usedto identify themes. Page 06WHEA Educational Scholarship FellowFACILITATORS AND BARRIERS TO WELLNESS AMONG FELLOWSHIP EDUCATORS ATEMORY UNIVERSITY IN ATLANTA, GEORGIA

WHAT LESSONS WERE LEARNED?Across all focus groups, participantsidentified time as the greatest challenge totheir ability to serve as fellowship educators.While most participants are invested inteaching and find it extremely rewarding,they acknowledged that it is difficult tobalance their clinical and teaching duties.Some educators report that it is challengingto teach, particularly when they are facedwith multiple teaching duties and do notnecessarily have a strict curriculum tofollow. Educators also identified the lack ofenthusiasm from fellows as a challenge toteaching. While most participants did notidentify any factors that contributed toburnout in their job, many acknowledged thatthey experience stress in their positions aseducators. Some of these factors relate to thedemands on their time, includingpatient/clinical care duties and even personalresponsibilities. There appeared to becorrelation with busier clinical schedules andstress.Page 07WHEA Educational Scholarship FellowFACILITATORS AND BARRIERS TO WELLNESS AMONG FELLOWSHIP EDUCATORS ATEMORY UNIVERSITY IN ATLANTA, GEORGIA (CONT.)

WHAT PROBLEM WAS ADDRESSED?Interdisciplinary team training is thecollaborative approach to education in thehealthcare field that brings together studentsof different healthcare professions forsynergistic activities in order improveinterdisciplinary teamwork andcommunication. Interdisciplinary traininghas long been identified by both the Instituteof Medicine and the World HealthOrganization as a goal for training allhealthcare professionals due to its ability tohelp impact knowledge of roles in thehealthcare team, decrease personal bias byimproving understanding of scope of practiceand expertise of each role, and promotecommunication between the healthcareprofessions.It has also been shown thatinterdisciplinary training during healthcareeducation helps to improve quality of patient care and patient outcomes as well ashealthcare provider’s satisfactionwith their jobs.However, prior research has shownthat interactions between third yearmedical students and nurses isgenerally rated by both parties aspoor. This in turn affectscommunication and interdisciplinaryteamwork, which may extend beyondpost graduate education and intophysician practice. It is evident thata gap in knowledge exists forphysicians in training in theirunderstanding of the education,expertise, and competencies ofnurses and how they can best workas an interdisciplinary team. Thisnurse shadowing initiative attemptsto address this gap by inverting thetraditional medical hierarchy to putthe nurses in a role as teachers andexperts in their field as medicalstudents shadow them for a day.WHAT WAS TRIED?In collaboration with the OBGYNClerkship Director, Dr. JenniferGoedken, we developed andimplemented interdisciplinaryclinical learning experience for thirdyear medical students. Thisexperience consisted of the medicalstudents being paired with anexperienced labor and delivery nurseAbby Britt, RN, CNM, FACNMCertified Nurse MidwifeEmory University School of NursingPage 08WHEA Educational Scholarship FellowLEARNING FROM A NURSE FOR A DAY: A PROGRAM EVALUATION OF ANINTERDISCIPLINARY LEARNING EXPERIENCE FOR MEDICAL STUDENTS

for a shift. The primary goal of this studywas to assess baseline and post-interventionperceptions, understandings, and ideas thatmedical students and nurses have ofinterdisciplinary communication andteamwork. Additionally, to assesseffectiveness of the intervention in changingperceptions, ideas, and understandings thatnurses and medical students have of eachother on the labor and delivery unit. Theresults of the study will be used to evaluatethe program and make improvements forfuture groups of medical students and nurses.We found that the majority of medicalstudents (67.25%) agreed or strongly agreedthat this interdisciplinary experiencelearning from a nurse for a day was avaluable part of their medical education.Furthermore, the majority of nurses (87.5%)agreed or strongly agreed that thisinterdisciplinary experience having a medicalstudent learn from them for a day was avaluable way to learn about and participatein interdisciplinary education. Feedbackthemes for we received improvement: theexperience was too long, the experienceneeded more structure or specific learningobjectives for medical students, and bettercommunication with nurses aboutexpectations and role in teaching medicalstudents. WHAT LESSONS WERE LEARNED?We learned the importance ofcommunication across disciplines whenimplementing a new educational program!Page 09WHEA Educational Scholarship FellowLEARNING FROM A NURSE FOR A DAY: A PROGRAM EVALUATION OF ANINTERDISCIPLINARY LEARNING EXPERIENCE FOR MEDICAL STUDENTS (CONT.)Especially good communicationbetween nursing management,charge nurses, floor nurses, and themedical students as they weredeployed for their experience.

WHAT PROBLEM WAS ADDRESSED?With recent national focus on diversity,equity, and inclusion and calls for addressingsystemic racism at the individual andstructural levels, we must examine howhealthcare education contributes to theperpetuation of systemic racism and healthdisparities. Combating these disparitiesinvolves educating health care professionalsof color who are equipped to provideculturally competent care and cross-culturalcommunication in patient education andclinical practice. One of the challenges ingraduating healthcare professionals of colorlies in the disparities that also exist in theeducational system, including the lack offaculty of color (FOC).WHAT WAS TRIED?Faculty of color (FOC) contribute to increasing diversity in the nursingworkforce, as their presence withinacademia provides critical rolemodels and mentors for diversestudents. To increase the presenceof FOC, it is crucial to understandtheir lived experiences in academiaand identify support mechanismsessential to retention and theadvancement of diversity, equity,and inclusion (Ro et al., 2021). Inthis study, the authors will be usinga phenomenological approach toexplore the research question: Whatare the lived experiences ofminority nursing faculty? Thepopulation of interest is nursingfaculty at Emory University withthe rank of assistant or associate,who self-identified as Black orHispanic/Latino and who has taughtin an accredited nursing programfor 1 or more academic years.Theauthors plan to conduct individualinterviews with each participant todiscuss their lived experiences.Shared themes will then beidentified during data analysis. WHAT LESSONS WERELEARNED?There has been very little researchthat focuses on the lives experienceof black nursing faculty. Theauthors expect that the findingsfrom this study will mirror that ofwhat was found in the literature,some of which are feelings ofisolation and impostership, lackingCamille Brockett-Walker, DNP, APRN, FNP-BC, AGACNP-NPAssistant ProfessorNell Hodgson Woodruff School of NursingPage 10WHEA Educational Scholarship FellowUNDERSTANDING THE LIVED EXPERIENCES OF BLACK NURSING FACULTY IN NURSINGACADEMIA

a sense of support and community, andtokenism. It is the hope of the authors, thatwith heightened awareness of these commonthemes of FOC lived experiences, institutionscould leverage ways to implement changewhich welcomes, builds, and includes FOC.As the world is evolving and becoming moreacceptable to diversity, equity, and inclusion,it would benefit institutions to createsubstantial platforms of success for FOCwhich will create an environment of support,inclusion, effortless recruitment, andretention. Page 11WHEA Educational Scholarship FellowUNDERSTANDING THE LIVED EXPERIENCES OF BLACK NURSING FACULTY IN NURSINGACADEMIA (CONT.)

WHAT PROBLEM WAS ADDRESSED?Recent national and local surveys havedemonstrated that the wellness scores amongfaculty at our academic program are belowthe national mean. Prior studies have shownthat there are several independent stressorsthat may contribute to decreased wellnessand burnout in academic faculty whichinclude, but are not limited to, clinicalproductivity targets, electronic medicalrecords, very competitive research fundingenvironment, increased expectations fromtrainees and pressures of unfavorable traineeevaluations etc. Through this project, wewanted to identify the facilitators andbarriers to wellness among gastroenterologyfaculty educators in four urban Atlantahospitals affiliated with Emory University. Saurabh Chawla, MDAssociate Program DirectorGastroenterology Fellowship ProgramEmory University School of MedicineWHAT WAS TRIED?The Emory Gastroenterologyfellowship program is unique in thatit has four different diverse clinicaltraining environments (quaternaryacademic hospital, tertiarycommunity hospital, county hospitaland a Veterans Affairs hospital) andeach environment may havedifferent stressors that could becontribute to decreased wellness. Weconducted four focus groups withgastroenterology faculty in each ofthe four environments to explorethe facilitators and barriers toserving as fellowship educators. Atotal of 20 faculty participated inthe four focus groups, with a rangeof 4 to 6 participants in each group.Participants ranged in their tenureas faculty as well as experience asfellowship educators. Focus groupdiscussions addressed several keytopics, including participants’experience as learners, currentchallenges, stress and burnout aseducators, and potential solutions.Focus groups lasted an average of60 minutes and were recorded withthe consent of the participants.Transcripts were professionallyprepared, and notes taken duringthe focus groups were used toaugment the analysis. We applieddirect content analysis to the textualdata, whereby the research questionand discussion questions were usedPage 12WHEA Educational Scholarship FellowFACILITATORS AND BARRIERS TO WELLNESS AMONG FELLOWSHIP EDUCATORS ATEMORY UNIVERSITY IN ATLANTA, GEORGIA

to identify themes.WHAT LESSONS WERE LEARNED?Across all focus groups, participantsidentified time as the greatest challenge totheir ability to serve as fellowship educators.While most participants are invested inteaching and find it extremely rewarding,they acknowledged that it is difficult tobalance their clinical and teaching duties.Some educators report that it is challengingto teach, particularly when they are facedwith multiple teaching duties and do notnecessarily have a strict curriculum tofollow. Educators also identified the lack ofenthusiasm from fellows as a challenge toteaching. While most participants did notidentify any factors that contributed toburnout in their job, many acknowledged thatthey experience stress in their positions aseducators. Some of these factors relate to thedemands on their time, includingpatient/clinical care duties and even personalresponsibilities. There appeared to becorrelation with busier clinical schedules andstress.Page 13WHEA Educational Scholarship FellowFACILITATORS AND BARRIERS TO WELLNESS AMONG FELLOWSHIP EDUCATORS ATEMORY UNIVERSITY IN ATLANTA, GEORGIA (CONT.)

WHAT PROBLEM WAS ADDRESSED?The clinical application of Point-of-careultrasound in today's critical care practicecontinues to rise. As a result, ultrasoundtraining during fellowship has becomeintegral to the modern critical care trainingexperience. However, there is a lack ofliterature detailing the status of ultrasoundtraining in anesthesiology critical carefellowship programs. Additionally, there is alack of current guidelines regardingstandardization in the ultrasound curriculumfor anesthesiology critical care medicinefellowships. Some reported reasons for thelack of standardization are variability in theresources available at each institution,including a lack of experienced faculty or adeficiency in proper equipment. As such,before successfully implementing any standardized curricula, it isimperative to understand theselimitations and the prevalentcurrent methods employed to teachultrasound. Thus, this study aims tounderstand the characteristics ofthe current ultrasound teachingmethods and major constraintsfaced by programs and identifysignificant gaps in ultrasoundteaching nationally.WHAT WAS TRIED?The study aims to understand thelimitations in ultrasound teachingby conducting a national survey ofprogram directors of anesthesiologycritical care medicine fellowships inthe United States. The surveyquestions seek to understand thelevels of training and methods forteaching ultrasound, including thenumber of faculty with expertise inultrasonography and if institutionalsupport is provided for ultrasoundteaching, such as facultycompensation for reviewing fellowconducted ultrasound studies. Inaddition, the survey questionsexplore whether the currentcurricula prepare the trainees forthe national board ofechocardiography examination incritical care echocardiography.WHAT WAS LEARNED?The initial project started as anBarbar Fiza, MDAssociate Program DirectorCritical Care Medicine FellowshipEmory University School of MedicinePage 14WHEA Educational Scholarship FellowTHE STATE OF CRITICAL CARE ULTRASOUND EDUCATION IN ANESTHESIOLOGY CRITICAL CAREMEDICINE FELLOWSHIP PROGRAMS IN THE UNITED STATES: A CROSS-SECTIONAL SURVEY STUDY

exploration of how to incorporate artificialintelligence into ultrasound teaching.Unfortunately, this project was curtailed bylimitations related to COVID-19. Still, moreimportantly, it was apparent that it is crucialto understand the current gaps in ultrasoundteaching before exploring how new disruptivetechnology can be employed in the existingteaching paradigms. Thus, identifying suchgaps may be more valuable in determininghow best to leverage artificial intelligence-based teaching into our current teachingpractices.Page 15WHEA Educational Scholarship FellowTHE STATE OF CRITICAL CARE ULTRASOUND EDUCATION IN ANESTHESIOLOGY CRITICAL CAREMEDICINE FELLOWSHIP PROGRAMS IN THE UNITED STATES: A CROSS-SECTIONAL SURVEY STUDY

WHAT PROBLEM WAS ADDRESSED?The IOM stated, “Educating healthprofessionals in and with communitiesnegatively affected by the socialdeterminants of health can generateawareness among those professionals aboutthe potential root causes of ill health,contributing to more effective strategies forimproving health and health care forunderserved individuals, communities, andpopulations…” The Liaison Committee onMedical Education (LCME) now instructsmedical schools to facilitate opportunities formedical students to participate in service-learning, defined as “a structured learningexperience that combines community servicewith preparation and reflection.” Over thepast decade, graduate schools across thecountry have increasingly implementedservice-learning courses. In 2016,Emory University SOM implementeda course titled Community Learningand Social Medicine (CLSM). Weprefer the term “communitylearning” to “service learning” asthis is a bidirectional relationshipfor the students and the community.While the benefit of the work ofvolunteers is present-oriented, thework students do in communityengagement will prepare them for alifetime of service to their patientsand communities. Our 18-month course engages first-year medical students in workdirectly at a community partner siteto better understand theorganization’s work and needs ofthe community. In total, 30-40community organizations arerepresented, and each organizationhas 1-2 site leads who coordinatestudents’ activities andcommunicate directly with thecourse instructors. As service-learning programs in graduateschools continue to expand, it iscritical that we better understandbest practices surrounding student-community training and engagementand community partner site needs. WHAT WILL BE TRIED?From While we have always been Maura George, MDAssistant Professor of Medicine and GeriatricsEmory University School of MedicinePage 16WHEA Educational Scholarship FellowCOMMUNITY PARTNERS’ PERCEPTIONS OF EMORY’S COMMUNITY LEARNING ANDSOCIAL MEDICINE COURSE

intentional in gathering feedback fromcommunity partners about their experienceduring our semi-annual meetings with them,we recognized the likely role of response biasin this method. To minimize this, we willhold focus groups run by a facilitator notinvolved in the course. We have IRBapproval and grant funding for the study andwill be holding focus groups starting July 25,2022. Participants will obtain gift cards asincentives. We will utilize reflexive thematicanalysis in analyzing the data (both focusgroup and survey data). The reflexiveapproach to thematic analysis utilizes anorganic and flexible coding process, one thatutilizes collaboration between team membersin generating themes and capturing meaningorganized around a central concept or idea(here, barriers and facilitators of communityengagement). To capture this meaning, thestudy team will review transcripts andsurveys independently and then meet todiscuss differences in code interpretationsand to categorize themes that emerge fromthe data. Field notes will be recordedimmediately following these meetings todocument the process by which data wereanalyzed and themes developed. WHAT LESSONS DO WE HOPE TOLEARN?In this study, we will explore communitysite leads’ experiences regardingparticipation in the course. Specifically,we hope to explore barriers and facilitatorsto implementation of the course andopportunities to optimize studentPage 17WHEA Educational Scholarship FellowCOMMUNITY PARTNERS’ PERCEPTIONS OF EMORY’S COMMUNITY LEARNING ANDSOCIAL MEDICINE COURSE (CONT.)contributions to the community site.The information gathered will beused to improve future iterations ofthe course structure and thecommunity-university partnerships.

WHAT PROBLEM WAS ADDRESSED?Health professions students under theumbrella of the School of Medicine (Doctorof Medicine, Doctor of Physical Therapy,Physician Assistant, AnesthesiologyAssistant, Genetics Counseling, and MedicalImaging) regularly require academic andsocial support for successful completion oftheir education. Despite common academicneeds, these programs currently do not havea centralized support or remediation processfor students. This study was initiated toidentify resources health professionsstudents perceive as necessary for theiracademic success across programs to betterunderstand common areas of need for afuture centralized academic support centerfor enhanced educational equity. WHAT WAS TRIED?The authors modified an academicneeds survey from the EmoryPhysician Assistant program toidentify student perceptions ofacademic influences that they feelcontributed to their past educationalsuccess. This survey investigatedstudent body demographics, theinfluence of 8 academic resources(ie. tutoring services, learningspecialist), 8 personal and socialresources (ie. childcare, mentalhealth services) and 4 learningenvironments (ie. in-personlearning, virtual learning). The Emory School of MedicineAcademic Needs and LearningAssessment survey was proposed toall Program Directors within theSchool of Medicine as a method tobetter understand academic needs ofthe entire student body, and as astep towards standardizing and/orpooling resources. After review byeach Program Director, the surveyquestions were adopted, and thestudy submitted to the IRB under anexempt status. The survey will bedistributed by Qualtrics to newmatriculants within the firstsemester of their Emory educationof AY2023 by an identified programstakeholder. Jamika Hallman-Cooper, MDPediatric Neurologist, CHOAAssistant ProfessorEmory University School of MedicinePage 18WHEA Educational Scholarship FellowPERCEPTIONS FOR ACADEMIC SUCCESS: ASSESSING PRIOR ACADEMIC, PERSONAL ANDLEARNING FACTORS FOR EDUCATIONAL SUCCESS AT EMORY SCHOOL OF MEDICINE

Data and results are currently pending, asmost of these programs begin in August 2022.We plan to examine the data for significantperceived influences on academic success byprogram, age, gender, and race. WHAT LESSONS WERE LEARNED?The authors expect to identify commonthemes of academic, personal, and socialresources and influential learningenvironments that contributed to pasteducational success among the incomingSchool of Medicine health professionsstudent body. We will also exploresimilarities and difference of themes byprogram and demographic that may allowthe Emory health professions leadership toboth target resources to higher needsstudents but also to unify resources ofacademic assistance across programs. It isthe hope that with intentional examinationof the School of Medicine student body, wecan further illuminate a path forwardtowards enhancing educational equity atEmory School of Medicine.Page 19WHEA Educational Scholarship FellowPERCEPTIONS FOR ACADEMIC SUCCESS: ASSESSING PRIOR ACADEMIC, PERSONAL ANDLEARNING FACTORS FOR EDUCATIONAL SUCCESS AT EMORY SCHOOL OF MEDICINE (CONT.)

WHAT PROBLEM WAS ADDRESSED?At hospitals around the country includingEmory University hospitals, critical careproviders, neurologists and neurosurgeonsare credentialed to perform eithercomponents of or a complete determinationof brain death. Many clinicians remainuncomfortable performing components ofbrain death determination due to deficiencyin training afforded by their base specialties.i.e. A pulmonary critical care physician maybe less comfortable performing aneurological brain death exam and aneurologist or neurosurgeon may beuncomfortable performing an apnea test ( atest to determine the absence of breathingdrive) having limited exposure to ventilatormanagement. Clinicians around the country are frequently given privileges toperform brain death testing withoutadequate training which raises theconcerns of errors in determinationof brain death or avoidance inperforming this role despite beingcredentialed. Given the high stakesinvolved in appropriate declarationof brain death which enables thepossibility of deceased donor organdonation, errors in this processshould be “never events”. Thereremains a concern that existingtraining methods remaininsufficient to preparemultidisciplinary clinicians toperform this role effectively. WHAT WILL BE TRIED?We will conduct a randomizedcontrol trial to compare twoteaching methods that have beenadopted to teach key components ofbrain death determination. Primaryendpoints of this study include anassessment of competency andrecognition of key pitfalls in braindeath exam and apnea test measuredthrough observing and recordingperformance of key interventionsand behaviors. The secondaryendpoint of this study measures thecomfort levels in performing braindeath determination using a pre andpost-course survey. Participantsinclude neurology and neurosurgeryresidents and critical care fellowsPrem Kandiah, MDAssistant Professor of NeurologyEmory University School of MedicinePage 20WHEA Educational Scholarship FellowA RANDOMIZED CONTROL TRIAL ASSESSING TWO METHODS FOR TEACHINGCOMPONENTS OF BRAIN DEATH DETERMINATION

with backgrounds in neurology, internalmedicine, anesthesia, emergency medicine,general surgery and Nurse/PA advancedpractice providers. Participants andevaluators are blinded to the teachingmethod. We intend to enroll 40 participantsbased on our power calculations derived frombest estimates of the scores in each arm. Thisstudy is anticipated to run over 24 monthsbetween October 2022 and 2024. WHAT LESSONS WERE LEARNED?During the design of this randomizedcontrolled trial comparing two teachingmodalities, we developed solutions to anumber of complexities and challenges.These include:1) ensuring equal time ontask/teaching in each arm 2) recruitment ofblinded evaluators through the use of videorecordings 3) avoiding confirmation bias forpreferred mode of teaching by partiallyblinding participants 4) ensuring real worldapplicability through the allowance ofcognitive aids during assessment 5)determining objective outcome measures ofperformance 6) developing novel teachingaids and methods of assessment specific tobrain death testing. Most importantly, toensure that we respect the time andcommitment of trainees in high stress andworkload specialties, we prioritized a designwhereby participants in both arms willreceive an equally enriched learningexperience. Page 21WHEA Educational Scholarship FellowA RANDOMIZED CONTROL TRIAL ASSESSING TWO METHODS FOR TEACHINGCOMPONENTS OF BRAIN DEATH DETERMINATION (CONT.)

WHAT PROBLEM WAS ADDRESSED?Exposure to Electroencephalography (EEG)during residency is fragmented and reliesheavily on on-site supervision between thetrainee and the faculty in the work setting.There is no formalized curriculum forteaching EEG in residency. The goal of thisproject was to develop, implement andevaluate an interactive, case-based EEGcurriculum for neurology residents and otherinterested learners.WHAT WAS TRIED?Using a specialized platform (RiseArticulate), we created an online coursethat consisted of 10 lessons (introductionin EEG, electrodes and montages, normaladult EEG, normal EEG variants, artifacts,non- epileptiform, interictal and ictal epileptiform abnormalities, EEG inthe ICU and neonatal EEG). Wedistributed the course throughspecialized software (Canvas) toadult and pediatric neurologyresidents and other interestedlearners. A pre and post coursesurvey was used (SurveyMonkey) toevaluate the trainees’ interest,comfort level and barriers inlearning EEG and a pre- and post-course knowledge assessment wasused to evaluate its effectiveness.Student t-test and Chi-square wereused for comparison of continuousand categorical variablesrespectively. WHAT LESSON WAS LEARNED?18 neurology trainees (PGY1-PGY5),3 EEG technologists and advancedpractitioners answered the survey.73% of the neurology trainees werevery interested in learning EEG.Most residents wished they hadmore opportunities to learn EEGduring residency. Most significantbarriers to learn EEG includedlimited time, need for 1:1 teachingand complexity of the topic.72% feltvery little or not at all comfortablereading EEGs. 61% of the traineesrarely or never reviewed the EEGsthey ordered. Seven residentscompleted the post-course survey. Ittook 3-10 hours to complete thecourse. The level of confidence inIoannis Karakis, MD, PhD, MScAssociate Professor of NeurologyDepartment of NeurologyEmory University School of MedicinePage 22WHEA Educational Scholarship FellowAN ONLINE, INTERACTIVE, SELF-PACED, CASE-BASED CLINICAL NEUROPHYSIOLOGYCURRICULUM FOR NEUROLOGY RESIDENTS

understanding EEG terminology (11% vs85%), significance of EEG findings (11% vs85%) and making management decisionsbased on EEG (16% vs 71%) improved amongresidents. All were likely or very likely torecommend the course to other trainees.Suggested areas of improvement includedreducing the length of the knowledgeassessments. The mean score of the pre-course knowledge assessment was 60%(among all trainees). Within the group thatcompleted both the pre-course and the post-course test (n=11), there was an improvementin the mean score (71% vs 82%, respectively,p<0.05). That improvement was reflected inall question categories. In conclusion, a self-paced and interactive online EEG course canprovide foundational concepts andcomplement existing strategies to improveknowledge and level of confidence ininterpreting EEG.Reference: Jeanneret V, Hutto S, Dhakar M,Chen D, Ladha H, Al-Ramadhani R, Elkay M,Fasano R, Mitsias P, Karakis I. Neurology.May 03, 2022; 98 (18 Supplement)Acknowledgements: This curriculum wascreated in collaboration with the EmoryClinical Neurophysiology/Epilepsy fellowsand faculty and it was supported by a minigrant from the Woodruff Health SciencesCenter/Woodruff Health Educators Academyand from the Greek Diaspora FellowshipProgram. Special thanks to the WHEAorganizers and lecturers.Page 23WHEA Educational Scholarship FellowAN ONLINE, INTERACTIVE, SELF-PACED, CASE-BASED CLINICAL NEUROPHYSIOLOGYCURRICULUM FOR NEUROLOGY RESIDENTS (CONT.)

WHAT PROBLEM WAS ADDRESSED?Health professions students under theumbrella of the School of Medicine (Doctorof Medicine, Doctor of Physical Therapy,Physician Assistant, AnesthesiologyAssistant, Genetics Counseling, and MedicalImaging) regularly require academic andsocial support for successful completion oftheir education. Despite common academicneeds, these programs currently do not havea centralized support or remediation processfor students. This study was initiated toidentify resources health professionsstudents perceive as necessary for theiracademic success across programs to betterunderstand common areas of need for afuture centralized academic support centerfor enhanced educational equity. WHAT WAS TRIED?The authors modified an academicneeds survey from the EmoryPhysician Assistant program toidentify student perceptions ofacademic influences that they feelcontributed to their past educationalsuccess. This survey investigatedstudent body demographics, theinfluence of 8 academic resources(ie. tutoring services, learningspecialist), 8 personal and socialresources (ie. childcare, mentalhealth services) and 4 learningenvironments (ie. in-personlearning, virtual learning). The Emory School of MedicineAcademic Needs and LearningAssessment survey was proposed toall Program Directors within theSchool of Medicine as a method tobetter understand academic needs ofthe entire student body, and as astep towards standardizing and/orpooling resources. After review byeach Program Director, the surveyquestions were adopted, and thestudy submitted to the IRB under anexempt status. The survey will bedistributed by Qualtrics to newmatriculants within the firstsemester of their Emory educationof AY2023 by an identified programstakeholder. Data and results are currentlyAlexander Kendall, MMScAssociate Program Director, PA ProgramFamily & Preventive MedicineEmory University School of MedicinePage 24WHEA Educational Scholarship FellowPERCEPTIONS FOR ACADEMIC SUCCESS: ASSESSING PRIOR ACADEMIC, PERSONAL ANDLEARNING FACTORS FOR EDUCATIONAL SUCCESS AT EMORY SCHOOL OF MEDICINE

pending, as most of these programs begin inAugust 2022. We plan to examine the data forsignificant perceived influences on academicsuccess by program, age, gender, race. WHAT LESSONS WERE LEARNED?The authors expect to identify commonthemes of academic, personal, and socialresources and influential learningenvironments that contributed to pasteducational success among the incomingSchool of Medicine health professionsstudent body. We will also exploresimilarities and difference of themes byprogram and demographic that may allowthe Emory health professions leadership toboth target resources to higher needsstudents but also to unify resources ofacademic assistance across programs. It isthe hope that with intentional examinationof the School of Medicine student body, wecan further illuminate a path forwardtowards enhancing educational equity atEmory School of Medicine.Page 25WHEA Educational Scholarship FellowPERCEPTIONS FOR ACADEMIC SUCCESS: ASSESSING PRIOR ACADEMIC, PERSONAL ANDLEARNING FACTORS FOR EDUCATIONAL SUCCESS AT EMORY SCHOOL OF MEDICINE (CONT.)

WHAT PROBLEM WAS ADDRESSED?The challenges, threats, and risks that impactour communities today are more complex,frequent, and volatile than ever before.Critical planning can keep individuals andfamilies safe when disaster strikes but mayrequires real-time situational awareness inorder move from knowing what to do totaking action. Miller’s Pyramid of Learningand Behavior suggest that cognition(awareness) is the first step to demonstratingand practicing behavior change. Preparednessefficacy refers to having a belief thatpreparing can help in a disaster and canincrease one’s confidence in their abilities toprepare. It is associated with taking a seriesof actions such as preparing a ‘go-bag’ andidentifying a place to evacuate to. Althoughprogress has been made to raise the communities understanding ofpersonal preparedness, only 44%report being prepared for a disaster(1). The transtheoretical model ofbehavior change has been applied toa broad range of behaviors includinginjury preventions (2) and accordingto the model, individuals progressthrough a series of stages (as theyadopt and maintain a new behavior).The purpose of this study is toexamine the use of a video todetermine the impact of simulatedlearning on disaster risk perception. WHAT WILL BE TRIED?After A survey developed by Drs’Janice and James Prochaska called“Personal Behavior Change Modelfor Disaster Preparedness” (3) willbe used to investigate preparednessself-efficacy changes before andafter delivery of a YouTube videosimulation of a hurricane combinedwith a complex flood. Researchshows that the experience of a realdisaster can change one’s perceptionof risk, however, disasters aresporadic and dangerous. Video’s mayhelp individuals visualize thepotential destruction of large-scalestorms through the identification ofhazards and when coupled witheducational steps to take, can helplearners develop strategies tomitigate those threats. While no twodisasters are alike, the use of digitalJudy Kruger, PhDAssociate ProfessorRollins School of Public Health, Emory UniversityPage 26WHEA Educational Scholarship FellowPREPAREDNESS EFFICACY: RESPOND SMARTER, FASTER & BETTER FOLLOWINGSIMULATED LEARNING

FEMA. 2021 National Household Survey.https://fema-community-files.s3.amazonaws.com/2021-National-Household-Survey.pdf.Prochaska JO, Redding CA, Evers KA. Thetranstheoretical model and stages ofchange. In: Glanz E, Rimer BK, Lewis FM methodologies can shape scholarship asuseful training tool to prepare for real-timedisasters and minimize future significant loss. WHAT LESSONS DO WE HOPE TO LEARN?As natural disasters have become morefrequent, severe, and complex, identifyingpotential threats and vulnerabilities are thefirst steps to learners becoming resilient. Thebelief that a disaster is likely to impact one’shome is a factor that often leads to takingaction or moving into the action stage to meeta pending threat. To explore how simulatedlearning can shape scholarship, videosprovide a highly detailed view of potentialdamages from hurricane and flooding. Theassumption is that changes in the pre- andpost-test following simulated learning of aweather-related disaster will increase riskperception and encouraging the learner totake action. The video provides a reality basedsensory response to a large weather-relatedevent and then demonstrates how to preparefor a hurricane and flood followed by what todo in an actual event. Future research to focuson innovation and technology to enhanceknowledge acquisition has value to enhanceknowledge. REFERENCESPage 27WHEA Educational Scholarship FellowPREPAREDNESS EFFICACY: RESPOND SMARTER, FASTER & BETTER FOLLOWINGSIMULATED LEARNING (CONT.) (eds). Health behavior andhealth education: Theory,research, and practice. 3rd ed.San Francisco, CA: Jossey-Bass2002; 99-120.Prochaska J, Prochaska J.Personal Behavior Change Modelfor Disaster Preparedness.Survey instrument. Unpublished.Live prepared – How to beprepared for an emergency withThomas Kostigen. YouTube video.https://www.youtube.com/watch?v=IbHRTtgACbk The Department of HomelandSecurity. www.dhs.gov. The Federal EmergencyManagement Agency.www.ready.gov/kit. The Centers for Disease Controland Prevention.cdc.gov/childrenindisasters/checklists/kids-and-families.html.

experience, who supervised ≥3 GCstudents in the last 3 years couldparticipate. At the end of thequestionnaire, participants wereasked to indicate interest inparticipating in a future focus group.Twenty-nine participants took partin a zoom focus group in 2022.Seven 90-minute focus groupsoccurred and they each includedbetween 3 and 5 participants. Thefocus groups were co-facilitated by ahealth psychologist with expertise inGC training and qualitative research.Focus groups were recorded,transcribed verbatim, and de-identified.Data from 132 questionnaires wasanalyzed. Chi-square, paired t-tests,Fisher’s exact, two-sample t-tests, orANOVA models were used to assessassociations between variables.Open-ended questionnaire responsesand focus group transcripts will beanalyzed by two independent coders.A codebook of deductive codes wasdeveloped based upon literaturereview and quantitative dataanalysis. Inductive codes will beadded to the codebook as they arisefrom the data. The two coders willanalyze data independently withdiscordance resolved throughdiscussion. Inter-rater reliability(IRR) will be calculated. WHAT PROBLEM WAS ADDRESSED?Over the last decade, the use ofvideoconferencing and telephone to delivergenetic counseling (GC) services has becomemore widespread, with the most substantialincreases surrounding the Covid-19 pandemic.Continued utilization of telehealth GC servicesis anticipated as the transition to telehealthduring the pandemic was well-received by bothproviders and patients. However, GC studentsupervision by telehealth remains relativelyunexplored. WHAT WAS TRIED?A 26-item online questionnaire wasdistributed in 2021 via the American Board ofGC and the Association of GC ProgramDirectors listservs. Patient-facing geneticcounselors in North America with ≥1-year GCLauren Lichten, MS CGCLicensed, Certified Genetic CounselorAssistant Professor, Department of Human GeneticsEmory University School of MedicinePage 28WHEA Educational Scholarship FellowGENETIC COUNSELORS’ PERCEPTIONS OF STUDENT SUPERVISION ACROSS SERVICEDELIVERY MODELS

WHAT LESSONS WERE LEARNED?Participant demographics were fairlyconsistent with the National Society of Genetic Counselors ProfessionalStatus Survey. Most participants used morethan one service delivery model to provide GCservices (93%) and supervise students (89%).Six supervisory competencies related to thestudent-supervisor communication wereperceived to be most difficult by phone andeasiest in-person (p<0.0001). Participants weremost comfortable in-person and leastcomfortable by telephone for both patient careand student supervision, but to a greaterextent for student supervision (p<0.001). Themajority of participants predicted continued toincreased used of telehealth for patient care.However, the majority of participantsindicated that in-person service delivery waspreferred for both patient care (66%) andstudent supervision (81%). Overall, thesefindings indicate that service delivery modelchanges in the field have an impact on GCeducation and suggest that the student-supervisor relationship may be different viatelehealth. Furthermore, the strongerparticipant preference for in-personsupervision, despite the forecast for continuedtelehealth rotation opportunities post-pandemic, points to a need for supervisoreducation specific to telehealth rotations.ACKNOWLEDGEMENT Cecelia Bellcross, PhD, MS CGC, Nadia Ali,PhD, and Raphiel Murden, PhD providedassistance with this project. Financial supportwas received from a mini-grant from thePage 29WHEA Educational Scholarship FellowGENETIC COUNSELORS’ PERCEPTIONS OF STUDENT SUPERVISION ACROSS SERVICEDELIVERY MODELS (CONT.)Woodruff Health Sciences Centerand the Woodruff Health EducatorsAcademy as well as the AudreyHeimler Special Project Awardthrough the Genetic CounselingFoundation

WHAT WAS TRIED?The WHSC IPE workgroup adaptedquickly to the pandemic bydeveloping and implementinga 5-session remote facilitator-ledIPE curriculum called “RemoteInterprofessional Platform forLearning and Education (RIPPLE)”.The curriculum consisted of onelarge group introductory sessionfollowed by 4 more sessionsthroughout the first year of studenttraining at Emory (all deliveredremotely). The four core IPECcompetencies were woven into thelearning objectives of each session.The introductory session waspreceded by a mandatory onlinelearning modules and included alecture and panel discussion on aSickle Cell disease case followed bya small group session led by a pairof faculty facilitators. Fouradditional facilitator-led small groupsessions were developed andimplemented over the following 4months. Each of these sessionsincluded advance assignments withfurther discussion, reflection, androle-play activities during eachmeeting. We expected students tomeet independent of the facilitatedsessions to accomplish theirassignments. Educationalmethodologies included paneldiscussion, reflective writing, role-plays, and facilitator-led small groupWHAT PROBLEM WAS ADDRESSED?At Emory, Interprofessional Education (IPE)was established in 2008 when students fromSON and SOM participated in InterprofessionalTeam Training Day event (ITTD). This waslater expanded to include first year healthprofessions students from otherWoodruffHealth Sciences Center schools. Since 2020,the IPE curricula is being delivered in a virtualformat given the disruption caused by Covid19pandemic. In the academic year 2021-2022, theWHSC IPE workgroup decided to create avirtual longitudinal curriculum based on thefour core competencies of InterprofessionalEducation & Collaborative Practices (IPECP).As part of my scholarship assignment, theproject was aimed to assess changes instudents’ knowledge and attitudes about theIPEC core competencies after participating inthe innovative virtual longitudinal curriculum.Munish Luthra, MDAssistant Professor, Department of MedicineEmory University School of MedicinePage 30WHEA Educational Scholarship FellowSTUDENTS’ KNOWLEDGE AND ATTITUDES ABOUT THE IPEC CORE COMPETENCIESAFTER PARTICIPATING IN THE INNOVATIVE VIRTUAL LONGITUDINAL CURRICULUM

discussions focusing on case examples such asCOVID, Sickle Cell Disease and the opiatecrisis. These topics were chosen to highlightrecent events, disparities in care, public healthresponses and provide an excellent platformfor IPE. Students were assessed using reflectivewriting assignments, completion of pre andpost ‘Nebraska IPE attitudes questionnaire’ andpost-program student’s surveys. WHAT LESSON WAS LEARNED?We found that implementing a longitudinalvirtual IPE curriculum is feasible, andpreliminary review of the feedback fromstudents and facilitators has been positive. Welearned about ease of conducting these sessionsin an virtual format given complexities ofschedules. The format provided more flexibilityto students to change their groups’ session incase of non-availability due to a valid reason.We could record and monitor attendance in asingle database. We also learned that morehands-on training is required for appropriateuse of virtual format functionality andaddition of an in-person session to thecurriculum will provide more opportunities forinteractive dialogue, team work andcollaboration. We intend to implement thesechanges in the future IPE curricula.The program concluded in April, 2022 and weare currently performing data analysis. Thisproject hopes to find that studentsdemonstrated increased knowledge of IPEconcepts and have improved attitudes towardIPE core competencies.Page 31WHEA Educational Scholarship FellowSTUDENTS’ KNOWLEDGE AND ATTITUDES ABOUT THE IPEC CORE COMPETENCIESAFTER PARTICIPATING IN THE INNOVATIVE VIRTUAL LONGITUDINAL CURRICULUM

utilization rates – with one studyshowing a utilization rate of 2% [1,5].The aim of this project is to assessthe mental health needs, resourceawareness, and mental healthservice utilization rates ofinternational students at Rollins. WHAT WILL BE TRIED?An online survey will be used tocollect demographic data,psychosocial measures, and open-ended responses to questionsregarding conceptualization ofmental health, stressors andemotional wellbeing, and the impactof culture on mental healthexperiences, including help seekingbehaviors. Eligible participants willbe international students at Rollinswith an F-1 or J-1 visa enrolled ineither a masters or PhD program.The survey will be deployed mid-semester in the fall and will remainopen for 15 days. Recruitmentstrategies will include posting flyers,advertising in departmentnewsletters and social mediaplatforms and engagement withrelevant student groups (RollinsInternational Students Association,etc.). IRB approval for the surveytool is in the final stages ofapproval. WHAT ARE THE ANTICIPATEDLESSONS? There are many gaps in theWHAT PROBLEM WILL BE ADDRESSED?At the Rollins School of Public Health,international students make up about 20% ofthe graduate student population. Severalstudies document the link between thepressures and demands of graduate study andadverse graduate student mental health [1,4].For international students, in addition to thetypical stressors associated with graduate life,these students bear with additional challengesunique to their status. For example,international students have to manage socialisolation; language barriers; adaptation to anew environment and culture; financialstruggles; differential treatment by faculty orpeers; and academic concerns that place themat a higher risk for developing mentaldisorders [1,2,5]. And yet despite these multiplestressors, international students have one ofthe lowest campus counseling serviceJoanne A. McGriff, MD, MPH, JMTeaching Assistant ProfessorRollins School of Public Health, Emory UniversityPage 32WHEA Educational Scholarship FellowTHE MENTAL HEALTH OF INTERNATIONAL GRADUATE STUDENTS @ ROLLINS: ANASSESSMENT OF NEEDS, EXPERIENCES AND USE OF SERVICES

mediation model [Iowa StateUniversity Theses and Dissertations]https://dr.lib.iastate.edu/handle/20.500.12876/30881 Anandavalli, S. (2019). Lived Experiencesof International Graduate Students ofColor and their Cultural Capital: A CriticalPerspective. Levecque, K., Anseel, F., De Beuckelaer,A., et al. (2017). Work organization andmental health problems in PhD students.Research Policy, 46(4), 868-879. Yi 2019 Nilsson, J. E., Berkel, L. A., Flores, L. Y.,et al. (2004). Utilization Rate andPresenting Concerns of InternationalStudents at a University CounselingCenter. Journal of College StudentPsychotherapy, 19(2), 49-59. Servaty-Seib, H. L., Lockman, J.,Shemwell, D., et al. (2016). Internationaland Domestic Students, PerceivedBurdensomeness, Belongingness, andSuicidal Ideation. Suicide Life ThreatBehav, 46(2), 141-153. Yi, F. (2019). Acculturative stress,meaning-in-life, collectivistic coping, andsubjective well-being among Chineseinternational students: A moderated literature regarding the mental health andwellbeing of graduate students, especiallygraduate students of color. This study presentsan opportunity to understand the mentalhealth needs of this unique student group andtheir knowledge and use of mentalhealth/psychological services. The results ofthis study will also inform ongoing work totrain student service professionals inengaging with international students aroundmental health and wellbeing. REFERENCES1.2.3.4.5.Page 33WHEA Educational Scholarship FellowTHE MENTAL HEALTH OF INTERNATIONAL GRADUATE STUDENTS @ ROLLINS: ANASSESSMENT OF NEEDS, EXPERIENCES AND USE OF SERVICES (CONT.)

WHAT PROBLEM WAS ADDRESSED?With recent national focus on diversity,equity, and inclusion and calls for addressingsystemic racism at the individual andstructural levels, we must examine howhealthcare education contributes to theperpetuation of systemic racism and healthdisparities. Combating these disparitiesinvolves educating health care professionalsof color who are equipped to provideculturally competent care and cross-culturalcommunication in patient education andclinical practice. One of the challenges ingraduating healthcare professionals of colorlies in the disparities that also exist in theeducational system, including the lack offaculty of color (FOC).WHAT WAS TRIED?Faculty of color (FOC) contribute to increasing diversity in the nursingworkforce, as their presence within academia provides critical rolemodels and mentors for diversestudents. To increase the presenceof FOC, it is crucial to understandtheir lived experiences in academiaand identify support mechanismsessential to retention and theadvancement of diversity, equity,and inclusion (Ro et al., 2021). Inthis study, the authors will be usinga phenomenological approach toexplore the research question: Whatare the lived experiences ofminority nursing faculty? Thepopulation of interest is nursingfaculty at Emory University withthe rank of assistant or associate,who self-identified as Black orHispanic/Latino and who has taughtin an accredited nursing programfor 1 or more academic years.Theauthors plan to conduct individualinterviews with each participant todiscuss their lived experiences.Shared themes will then beidentified during data analysis. WHAT LESSONS WERELEARNED?There has been very little researchthat focuses on the lives experienceof black nursing faculty. Theauthors expect that the findingsfrom this study will mirror that ofwhat was found in the literature,some of which are feelings ofisolation and impostership, lackinga sense of support and community,Erica Moore, DNP, CRNA Assistant Professor Nell Hodgson Woodruff School of Nursing Emory University Page 34WHEA Educational Scholarship FellowUNDERSTANDING THE LIVED EXPERIENCES OF BLACK NURSING FACULTY IN NURSINGACADEMIA

and tokenism. It is the hope of the authors,that with heightened awareness of thesecommon themes of FOC lived experiences,institutions could leverage ways to implementchange which welcomes, builds, and includesFOC. As the world is evolving and becomingmore acceptable to diversity, equity, andinclusion, it would benefit institutions tocreate substantial platforms of success forFOC which will create an environment ofsupport, inclusion, effortless recruitment,and retention. Page 35WHEA Educational Scholarship FellowUNDERSTANDING THE LIVED EXPERIENCES OF BLACK NURSING FACULTY IN NURSINGACADEMIA (CONT.)

WHAT WAS TRIED?A needs assessment questionnairewas developed and piloted with oneformer student and two scientificprofessionals. After revision basedon feedback, the final questionnairewas disseminated through CanvasLearning Management System totwelve students who consented toparticipate (92% response rate) andwho previously completed thewriting course. All responses werede-identified automatically throughCanvas. The survey consisted of 27multiple-choice items and 3 open-ended items. The questionnaire itemsfocused on students’ background inscientific writing, current writinghabits, and perceptions of theirwriting skills. Data were managedand analyzed using descriptivestatistics for quantitative items andthematic analysis for qualitativeitems in Excel.WHAT LESSONS WERELEARNED?Preliminary data suggest thefollowing curricular revisions mightimprove writing self-efficacy amongstudents. (1) Foster a daily practiceof writing. (2) Use writing as aprocess for critical reflection. (3)Integrate critique of a broad range ofscience into the curriculum. (4)Provide focused time to practicedeveloping the discussion,significance, and literature reviewWHAT PROBLEM WAS ADDRESSED?Effective scientific writing allows researchfindings to be communicated to a broaderaudience. However, many biomedical graduateprograms lack sufficient training in scientificwriting. Graduate pharmacology students tooka one-semester scientific writing course. Thecourse covered basic mechanics of scientificwriting, manuscript sections, and grantswriting. The format of each session consistedof a short didactic followed by group workand in-class writing time. This WoodruffHealth Educators Academy project assessedstudents’ perceptions of their scientificwriting self-efficacy one year after completingthe course. Rita Rita Nahta, PhDAssistant Professor Department of Pharmacology & Chemical Biology Department of Hematology & Medical OncologyEmory University School of MedicineWinship Cancer InstitutePage 36WHEA Educational Scholarship FellowSTUDENT PERCEPTIONS OF SCIENTIFIC WRITING SELF-EFFICACY IN A GRADUATEPHARMACOLOGY PROGRAM

sections. (5) Promote consistent mentorshipin scientific writing outside of formal courses.A preliminary logic model has been developedto plan a curriculum that is responsive tothese needs. Reflecting on the end-of-courseevaluation responses from the previous yearhelped to inform questionnaire development.The design of future questionnaires willincorporate lessons learned about item order,which might have influenced responses.Piloting the survey approach with threeindividuals was essential for refining theinstrument prior to dissemination to the studysample. Finally, qualitative information fromopen-ended questions allowed for a deeperunderstanding of students’ perceptions abouttheir writing self-efficacy.Page 37WHEA Educational Scholarship FellowSTUDENT PERCEPTIONS OF SCIENTIFIC WRITING SELF-EFFICACY IN A GRADUATEPHARMACOLOGY PROGRAM (CONT.)

WHAT WAS TRIED?A monthly oral board reviewcurriculum was implemented for theresidency program covering allstandard general and subspecialtytopics that could be tested on theSOE (cardiothoracic anesthesia,neuroanesthesia, critical care,obstetric anesthesia, pediatricanesthesia, pain medicine, regionalanesthesia, pre- and postoperativeassessment, and topics related toethics and communication). Groupmock oral exams tailored to eachclass’s experience level occurredmonthly along with periodic lecturesabout improving oral presentationskills and confidence. In addition tothe monthly review sessions,residents also participated inmultiple individual mock oral examsscheduled with two faculty membersat a time to mimic the standardizedoral examination (SOE) conditions. The Westside Test Anxiety Scale(WTAS) is a validated ten itemquestionnaire used to screen fortest-anxiety impairments. Upper-level anesthesiology residents (PGY-3s and PGY-4s) were asked to assesstheir test-taking anxiety as it relatedto the SOE using the WTAS bothbefore and after implementation ofthe curriculum. Post-curriculum, thesame residents were also asked torate the usefulness of the curriculumusing a 5-point Likert scale. WHAT PROBLEM WAS ADDRESSED?Primary board certification in the specialty ofanesthesiology requires passing astandardized oral examination (SOE) afterpassage of two prior written exams.Examinees answer guided questions over two35-minute sessions that assess knowledge,judgement, and adaptability to changingclinical scenarios. The national failure ratefor the 2018 SOE was 11%. Oral exam anxietyis present at a much higher rate than writtentest anxiety. Studies from the general surgeryeducation literature suggest that confidence inone’s communication skills, regular oral exampractice, and learning to control anxiety mayhave significant roles in improving oral exampassage rates. Information about more formal,guided training for the SOE apart fromoccasional mock oral exams is lacking in thespecialty of anesthesiology.Joanna Schindler, MDAssistant Professor of AnesthesiologyDirector of Medical Student EducationEmory University School of MedicinePage 38WHEA Educational Scholarship FellowANESTHESIOLOGY ORAL BOARD REVIEW CURRICULUM AND TEST TAKING ANXIETY

WHAT LESSONS WERE LEARNED?The study had a low response rate with 50% ofeligible residents completing the pre-curriculum survey and 31% completing thepost-curriculum survey. (Only 12.5% completedboth surveys, so matched pair analysis wasnot completed.) Despite no significantdifferences in WTAS scores pre- and post-curriculum, residents rated the usefulness ofthe curriculum an average of 3.9 on a 5-pointLikert scale suggesting the curriculum hadutility for residents. Page 39WHEA Educational Scholarship FellowANESTHESIOLOGY ORAL BOARD REVIEW CURRICULUM AND TEST TAKING ANXIETY (CONT,)

implementation includingreliability, lack of constructivefeedback, cultural issues, and bias. Bias was noted most frequently bygender and also againstinternational medical graduates. Fornursing evaluations, in particular,several logistical questions remainunresolved such as electronic vs.paper forms, anonymity ofevaluator, and timing of evaluation.We sought to collect emergencydepartment nurse perspectives onevaluating residents using focusgroups. WHAT WAS TRIED?Grady trauma center emergencynurses were invited to sign-up for afocus group with 5-6 of their peersvia a recruitment email. Snowballsampling was employed, encouragingthose who enrolled to encourageothers to do so as well. Focus groupswere conducted on Zoom, recorded,and automatically transcribed byZoom. Transcripts were edited foraccuracy and clarity by the PI andthen anonymized. The PI, who had been trained inqualitative methods and focus groupleadership conducted semi-structured interviews together with one non-resident co-PI, askingfollow-up questions as needed. Realtime checking w as employed toWHAT PROBLEM WAS ADDRESSED?Well-designed, valid assessment tools are keycomponents of graduate medical educationprograms to measure resident progresstowards competence. Ideally, programdirectors collect assessment data from varioussources to gain a full understanding of aresident’s progress, including facultyevaluations at the end of a shift or a rotation,simulation assessments, direct observationtools, procedure assessments, and feedbackfrom other members of the healthcare team.In fact, the ACGME requires that all residencyprograms include multisource feedback as partof their residents’ evaluation. Several authors have established thefeasibility and effectiveness of multisourcefeedback . At the same time, programs havestruggled with barriers to successfulJeffrey Siegelman, MDAssociate Residency DirectorEmergency MedicineEmory University School of MedicinePage 40WHEA Educational Scholarship FellowNURSING PERSPECTIVES ON RESIDENT EVALUATIONS

ensure clarity of responses. Study personnelthen iteratively developed a coding librarybased on a grounded theory approach.Subsequent focus groups were conductedsimilarly and transcripts analyzed using thecoding library until saturation of themes hadbeen reached. Twelve of 40 trauma nurses enrolled in thestudy. Of those, 8 participated in three focusgroups, 1 of which due to schedulingdifficulties was an individual interview. Allwere female, 7 worked day shift, and halfwere charge nurses. Mean years of experienceas a nurse was 6.6. WHAT LESSONS WERE LEARNED?Coding of the final transcripts is still inprocess which will be followed by thematicanalysis. Preliminary analysis indicates thatnurses are excited about the ability tocontribute to resident education anddevelopment for several reasons includingimprovement of both patient care and thedoctor-nurse relationship. Nurses felt theyhave a unique vantage point of the doctor-patient relationship and communicationwithin the healthcare team as well asleadership skills. Barriers that nurses foreseeinclude nursing motivation, competingresponsibilities, and a worry of consequencesor reprisal. Nurses offered several suggestionsto overcome logistical challenges.Additionally, nurses welcomed a dynamic ofmutual feedback where residents also evaluatenurses. Page 41WHEA Educational Scholarship FellowNURSING PERSPECTIVES ON RESIDENT EVALUATIONS (CONT.)These results will inform thedevelopment of future assessmenttools and processes for use in theEmory Emergency Medicineresidency program.

are largely unable to share theirexpertise with others. Peer direct observation helpsaddress all of these limitations infaculty development, especiallywhen hierarchy is removed.Feedback is based on real worldpractice, is given at the time of aneducational activity, and if donelongitudinally, can providefeedback on the effectiveness ofchanges. In internal medicine, peer directobservation has been used as a toolfor faculty development regularlyin an inpatient setting. However, toour knowledge, there has been nostudy on this method in anoutpatient clinical preceptingsetting. WHAT WAS TRIED?Based on a Utilization-OrientedEvaluation, we designed a peerdirect observation feedbackprogram for general medicinefaculty precepting residents at theGrady Health System Primary CareClinic. The feedback was structuredand employed a modified version ofthe Stanford Faculty DevelopmentProgram Tool in Clinical TeachingEffectiveness (SFDP 26), avalidated instrument for observedfeedback on 26 aspects of teaching WHAT PROBLEM WAS ADDRESSED?Academic faculty with teachingresponsibilities are constantly in need offaculty development programs. Manyprograms are built as didactic sessions orworkshops for faculty to learn fromexperienced educators. There are severalpotential limitations to the traditional options,however. First, they usually require theparticipant to take what they learned and thenimplement it into a real world setting withlearners, which may often include tailoringthe lesson to a new environment. Second, theimplementation is usually self-driven, withonly learner feedback to guide if the facultymember’s skills are improving. Third, theadoption of acquired skills or knowledge isgenerally asynchronous. Finally, thetraditional model serves to reinforce thetraditional hierarchy, in which junior faculty Mehul Tejani, MD, MPHAssistant Professor, Department of Medicine Emory University School of MedicinePage 42WHEA Educational Scholarship FellowFEASIBILITY AND ACCEPTABILITY OF PEER DIRECT OBSERVATION FOR FACULTYDEVELOPMENT IN AMBULATORY TEACHING.

setting, the instrument will becondensed further, and faculty willbe paired with peers of comparableseniority. Time restraints should bealleviated as faculty will observeothers during their regularlyscheduled clinic sessions. across 7 dimensions. There were two division-wide educational sessions and instructionaldocuments on how to use the instrument.There was also an additional documentaccompanying the instrument whichfacilitated a pre-session discussion betweenthe observer and observed faculty. In order to pilot the tool in our division, itwas initially done as an inpatient observation,where patient and learner time was less of abarrier to participation. Participants wererequested to complete surveys after completingthe session, with questions focused on thefeasibility and acceptability of the program. WHAT LESSONS WERE LEARNED?As expected, and as described in the literature,faculty were reluctant to being observed bycolleagues, as well as an initial hesitancy thatthe program would make a meaningful impacton their teaching abilities. That reluctancewas greater for junior faculty observingsenior faculty. Based on a limited sampling ofthe written instruments, the 26 items weredifficult to cover during the 1-2 hourobservation sessions. Several participantscommented on logistical difficulties ofscheduling an observation session with theother faculty member. The pre-sessionprompts were useful, but also not formallyused frequently. A majority of faculty feltthere were individual and group benefits ofthe program and liked the peer observationconcept. For a successful transition to the outpatientPage 43WHEA Educational Scholarship FellowFEASIBILITY AND ACCEPTABILITY OF PEER DIRECT OBSERVATION FOR FACULTYDEVELOPMENT IN AMBULATORY TEACHING. (CONT.)

WHAT PROBLEM WAS ADDRESSED?Nursing education for prelicensure students isexperiencing a paradigm shift that is placingmore focus on achievement of clinicaljudgment. The complexity of patient illnesscontinues to increase, while clinicalperformance of newly graduated nurses hasdemonstrated a decline over time; in 2017,researchers noted that 23% of new nurseswere “unable to notice a change in a patient’scondition or identify the urgency of asituation.” The purpose of this project was to evaluatefinal-semester prelicensure nursing studentability to identify high priority nursingproblems for patients in a complex multi-patient simulated clinical experience anddetermine if taking a 5-minute pause duringthe simulation influenced studentability to accurately identify highpriority nursing problems. WHAT WAS TRIED?The simulation was run during theSpring 2022 semester withprelicensure students enrolled in afinal-semester clinical capstonecourse. Prior to participating in thesimulation, students reviewedcommon priority settingframeworks used in nursing,including ABC and the nursingprocess. On the day of thesimulation, students worked ingroups of 4-5 to care for 3different patients. At the start ofthe simulation (Time 1), groupsreceived information about thepatients and selected three highpriority clinical problems for eachpatient from lists that contained 20problems. Midway through thesimulation, students againidentified three high priorityclinical problems for each patient.Half of the groups received a five-minute quiet timeout to completethe lists. Faculty members reviewed theproblem lists and rated eachproblem as not a priority, lowpriority, medium priority, or highpriority. Faculty ratings wereLisaMarie Wands, PhD, RN, CHSE, CNE Assistant Clinical ProfessorNell Hodgson Woodruff School of Nursing Emory UniversityPage 44WHEA Educational Scholarship FellowEVALUATING PRELICENSURE NURSING STUDENT ABILITY TO PRIORITIZE CLINICALPROBLEMS

converted to a numeric score of 1-4respectively and averaged. Scores were rankedfrom lowest to highest to identify the highestpriority nursing problems for each patient ateach time point. Student choices of highpriority problems were compared to facultymember ratings of high priority problems andwere considered correct if there was a match. WHAT LESSONS WERE LEARNED?At Time 1, student accuracy of selecting highpriority clinical problems for multiple patientsfrom a provided list ranged 30-89%, with amedian accuracy of 58.5%. At Time 2,accuracy for intervention groups decreased toa range of 22-78% and a median accuracy of42%. Accuracy for control groups at Time 2increased to a median of 61%; however, themajority (10/14) of control groups did notcomplete Time 2 problem lists, potentiallyindicating that groups were not able to focuson the task due to environmental stressorsand distractions. With reduced environmentalinfluences, intervention groups were able tocomplete the task with greater frequency butdecreased accuracy for the most part. Page 45WHEA Educational Scholarship FellowEVALUATING PRELICENSURE NURSING STUDENT ABILITY TO PRIORITIZE CLINICALPROBLEMS (CONT.)

identification of themes describingthe lived experience of physicaltherapy residents. NVivo software is used to organizeand analyze narrative submissions.Five researchers will conduct dataanalysis - two primary coders, twosecondary coders and one qualitychecker. Peer checking willestablish trustworthiness of projectfindings, and will occur as a resultof team discussions over the courseof the project. WHAT LESSONS WERELEARNED?The first lesson learned is thatprocesses are unpredictable andoften slower than expected. Delayswith software acquisition, need foradditional features to ensure teamsharing, and IRB issues createddelays at multiple points during ourproject. Remaining flexible andbeing realistic about unexpecteddelays will certainly be a part ofmy planning in the future. Statistical analysis has yet to beconducted on the significance ofthe codes and emergent themesbased on prevalence occurring inthe narratives. However, clearpatterns can already be seen in thewritings reviewed to date. WHAT PROBLEM WAS ADDRESSED?While medical residency programs have beenwell studied and well described, little has beenwritten about the experiences of physicaltherapists participating in residencyprograms. Thematic analysis of reflectivewritings will add to the medical and physicaltherapy education literature describe theexperiences of residents in these types ofprograms. Inductive coding will allowidentification of meaning statements andthemes, and discover how these relate to thelived experience of physical therapy residentsand residency educational impact. WHAT WAS TRIED?This is a qualitative study of 98 reflectivenarrative writings collected between 2016-2021. Inductive thematic analysis consists ofqualitative coding, consensus coding, andLaura Zajac-Cox, PT, DTPAssistant Professor, Rehabilitation MedicineEmory University School of MedicinePage 46WHEA Educational Scholarship FellowEXPLORING THE LIVED EXPERIENCES OF NEUROLOGIC PHYSICAL THERAPYRESIDENTS THROUGH NARRATIVE REFLECTIONS: A THEMATIC ANALYSIS

Residency programs could play a pivotal rolein influencing early career professionals in:dealing with being a novice practitioner;maturing from therapist to patient focusedcare; and dealing with complexity in variousaspects of clinical care. Other prevalent codepatterns included: Professional formation;Mentoring; Clinical reasoning; Empathy andcompassion as a critical skill; andInterprofessional care. Page 47WHEA Educational Scholarship FellowEXPLORING THE LIVED EXPERIENCES OF NEUROLOGIC PHYSICAL THERAPYRESIDENTS THROUGH NARRATIVE REFLECTIONS: A THEMATIC ANALYSIS