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Posted on: #iteachmsu
NAVIGATING CONTEXT
Learning in the Time of COVID-19
In the wake of the COVID-19 pandemic, Michigan State University, like many universities, closed its on-campus offerings and hastily moved to remote learning in March 2020. In addition to moving all classes online, students were asked to leave on-campus housing if possible. As COVID-19 cases continued to increase through the summer, plans to reopen in the fall were halted and most institutions announced they would continue offering instruction through remote learning. At the start of the spring 2020 semester, we collected data from MSU students enrolled in introductory economics courses about their grade expectations and views of economics as a major. In order to understand how students responded to the disruption generated by the pandemic, we began collecting additional data about the direct effects of the pandemic on their learning environment, including changes to living arrangements, internet access, studying behavior, and general well-being. Survey data were collected at the beginning and end of the spring, summer, and fall terms of 2020. Supplementing this survey data with administrative data on demographic characteristics and actual grade outcomes, we investigate how the pandemic affects students and how students' final grades in their economics course relate to their responses to the pandemic and virtual learning. We find the effects vary with student background characteristics (including race, gender, GPA, and first-generation college status) and final grades are related to internet connectivity, stress, and anxiety. These unique data allow us to provide a descriptive analysis of students' reactions to an unprecedented disruption to their educational environment.
To access a PDF of the "Learning in the Time of COVID-19" poster, click here.Description of the Poster
Learning in the Time of COVID-19
Andrea Chambers, Stacy Dickert-Conlin, Steven J. Haider, and Scott A. Imberman
Introduction
This study provides a snapshot of how students were experiencing the COVID-19 pandemic in the month following the abrupt shift to online instruction and how students have adapted to the experience of remote learning more long term. It contributes to the concerns that the mental well-being and academic performance of students has been affected by the coronavirus pandemic.
Research Questions
What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Methodology
Surveyed students enrolled in introductory economics courses from one large, public research university during three semesters (Spring, Summer, and Fall) of 2020.
Students completed surveys at the beginning and end of the semester.
Supplemented these data with administrative data on demographic characteristics and actual grade outcomes.
Conducted multiple regression analyses of student characteristics on student perceptions and final semester grades.
Survey
The Two Surveys:
Initial Survey – General information and grade students expected to earn in the class
Final Survey – Students’ reactions to the COVID-19 pandemic and remote learning
Response Rate:
Of the 6,665 eligible students, 3,445 students (52%) answered at least one of the COVID-related questions.
COVID-Related Statements:
My internet connectivity is sufficient to complete my economics coursework.
My final grade in my economics course will be unaffected.
My overall semester GPA will be unaffected.
My time available for studying has increased.
My ability to focus on my studies has declined.
My anxiety about my studies has increased.
My financial situation has worsened.
Sample Descriptives
Female: 47.3%, Male: 52.7%
White: 71.5%, Black: 4.2%, Hispanic/Latinx: 4.7%, Asian: 6.6%, 2 or more Races: 2.7%, Other or Not Reported: 1.5%, International: 8.7%
1st Year at MSU: 37.5%, 2nd year at MSU: 38.5%, 3rd Year at MSU: 16.5%, 4th Year or Later at MSU: 7.6%
First-Generation College Student: 18.5%
Results
Image: A stacked bar chart detailing the percent of students who strongly agree and agreed with each COVID-related statement on displayed on top of the percent of students who strongly disagreed, disagreed, or neither agreed nor disagreed with each COVID-related statement.
Title: Figure 1. Responses to COVID-Related Questions for Spring, Summer, and Fall 2020
Details of image:
My internet connectivity is sufficient: 83.3% strongly agree/agree and 16.7% strongly disagreed/disagreed/either agreed nor disagreed.
My econ course final grade will be unaffected: 36.0% strongly agree/agree and 64.1% strongly disagreed/disagreed/either agreed nor disagreed.
My overall semester GPA will be unaffected: 31.2% strongly agree/agree and 68.8% strongly disagreed/disagreed/either agreed nor disagreed.
My time available for studying has increased: 46.9% strongly agree/agree and 53.1% strongly disagreed/disagreed/either agreed nor disagreed.
My ability to focus on my studies has declined: 69.0% strongly agree/agree and 31.0% strongly disagreed/disagreed/either agreed nor disagreed.
My anxiety about my studies has increased: 74.0% strongly agree/agree and 26.0% strongly disagreed/disagreed/either agreed nor disagreed.
My financial situation has worsened: 36.3% strongly agree/agree and 63.7% strongly disagreed/disagreed/either agreed nor disagreed.
Research Question 1: What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
Empirical Strategy: where is an indicator for whether the student agrees or strongly agrees with the statement.
Ability to Focus
April 2020: 83% of students report their ability to focus on their studies has declined.
December 2020: 61.5% of students state feeling their ability to focus has declined.
During the initial reaction to the pandemic and remote instruction, we do not see statistically significant differences across student characteristics such as gender, race/ethnicity, or first-generation college status. However, when we look at the continued response in the summer and fall semesters, female students are more likely to state their ability to focus on their studies has declined relative to their male peers by 9 percentage points.
Anxiety about Studies
Over 70% of students in the sample report an increase in anxiety about their studies in April 2020 and through Summer and Fall 2020.
Female students are more likely to report an increase in anxiety relative to their male peers of around 8 percentage points in the Spring 2020 and 16 percentage points during Summer and Fall 2020.
Financial Situation
April 2020: 48.6% state that their financial situation has worsened.
This condition was felt more by first-generation college students, women, and lower performing students compared to their respective peers.
December 2020: 30% state their financial situation has worsened and first-generation college students during Summer and Fall 2020 are still more likely to experience a worsened condition.
Research Question 2: How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Empirical Strategy:
where is a vector of COVID-related questions and are the student background characteristics, year in college, GPA, and expected grade at the start of the semester.
Internet Connectivity: Students who did not have sufficient internet connection earned lower final grades.
COVID-Related Stress: In April 2020, students who strongly agree their ability to focus has decreased and students across all semesters who strongly agree their anxiety has increased earned lower final grades.
Financial: Students who state their financial situation has worsened earned lower final grades in the summer and fall semesters.
Discussion & Conclusions
As many students in this study report feeling their ability to focus has declined and anxiety has increased, findings suggest women, first-generation college students, and lower performing students may be particularly vulnerable to these feelings and experiences.
Survey results suggest financial situations worsened for first-generation college students, which could lead to food or housing insecurity for these students, issues which could lead to increased stress and anxiety, lower grades, and possibly prevent students from persisting in higher education.
Requiring access to instruction via online learning has showcased the need for quality internet access.
The coronavirus pandemic has raised a lot of questions about the future of online education, it is important to keep in mind the ways in which students are impacted by such a move.
To access a PDF of the "Learning in the Time of COVID-19" poster, click here.Description of the Poster
Learning in the Time of COVID-19
Andrea Chambers, Stacy Dickert-Conlin, Steven J. Haider, and Scott A. Imberman
Introduction
This study provides a snapshot of how students were experiencing the COVID-19 pandemic in the month following the abrupt shift to online instruction and how students have adapted to the experience of remote learning more long term. It contributes to the concerns that the mental well-being and academic performance of students has been affected by the coronavirus pandemic.
Research Questions
What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Methodology
Surveyed students enrolled in introductory economics courses from one large, public research university during three semesters (Spring, Summer, and Fall) of 2020.
Students completed surveys at the beginning and end of the semester.
Supplemented these data with administrative data on demographic characteristics and actual grade outcomes.
Conducted multiple regression analyses of student characteristics on student perceptions and final semester grades.
Survey
The Two Surveys:
Initial Survey – General information and grade students expected to earn in the class
Final Survey – Students’ reactions to the COVID-19 pandemic and remote learning
Response Rate:
Of the 6,665 eligible students, 3,445 students (52%) answered at least one of the COVID-related questions.
COVID-Related Statements:
My internet connectivity is sufficient to complete my economics coursework.
My final grade in my economics course will be unaffected.
My overall semester GPA will be unaffected.
My time available for studying has increased.
My ability to focus on my studies has declined.
My anxiety about my studies has increased.
My financial situation has worsened.
Sample Descriptives
Female: 47.3%, Male: 52.7%
White: 71.5%, Black: 4.2%, Hispanic/Latinx: 4.7%, Asian: 6.6%, 2 or more Races: 2.7%, Other or Not Reported: 1.5%, International: 8.7%
1st Year at MSU: 37.5%, 2nd year at MSU: 38.5%, 3rd Year at MSU: 16.5%, 4th Year or Later at MSU: 7.6%
First-Generation College Student: 18.5%
Results
Image: A stacked bar chart detailing the percent of students who strongly agree and agreed with each COVID-related statement on displayed on top of the percent of students who strongly disagreed, disagreed, or neither agreed nor disagreed with each COVID-related statement.
Title: Figure 1. Responses to COVID-Related Questions for Spring, Summer, and Fall 2020
Details of image:
My internet connectivity is sufficient: 83.3% strongly agree/agree and 16.7% strongly disagreed/disagreed/either agreed nor disagreed.
My econ course final grade will be unaffected: 36.0% strongly agree/agree and 64.1% strongly disagreed/disagreed/either agreed nor disagreed.
My overall semester GPA will be unaffected: 31.2% strongly agree/agree and 68.8% strongly disagreed/disagreed/either agreed nor disagreed.
My time available for studying has increased: 46.9% strongly agree/agree and 53.1% strongly disagreed/disagreed/either agreed nor disagreed.
My ability to focus on my studies has declined: 69.0% strongly agree/agree and 31.0% strongly disagreed/disagreed/either agreed nor disagreed.
My anxiety about my studies has increased: 74.0% strongly agree/agree and 26.0% strongly disagreed/disagreed/either agreed nor disagreed.
My financial situation has worsened: 36.3% strongly agree/agree and 63.7% strongly disagreed/disagreed/either agreed nor disagreed.
Research Question 1: What demographic and academic factors are associated with student responses to questions about internet access, ability to focus, feelings of anxiety, and their financial situation?
Empirical Strategy: where is an indicator for whether the student agrees or strongly agrees with the statement.
Ability to Focus
April 2020: 83% of students report their ability to focus on their studies has declined.
December 2020: 61.5% of students state feeling their ability to focus has declined.
During the initial reaction to the pandemic and remote instruction, we do not see statistically significant differences across student characteristics such as gender, race/ethnicity, or first-generation college status. However, when we look at the continued response in the summer and fall semesters, female students are more likely to state their ability to focus on their studies has declined relative to their male peers by 9 percentage points.
Anxiety about Studies
Over 70% of students in the sample report an increase in anxiety about their studies in April 2020 and through Summer and Fall 2020.
Female students are more likely to report an increase in anxiety relative to their male peers of around 8 percentage points in the Spring 2020 and 16 percentage points during Summer and Fall 2020.
Financial Situation
April 2020: 48.6% state that their financial situation has worsened.
This condition was felt more by first-generation college students, women, and lower performing students compared to their respective peers.
December 2020: 30% state their financial situation has worsened and first-generation college students during Summer and Fall 2020 are still more likely to experience a worsened condition.
Research Question 2: How are students’ final grades in their economics course related to their responses to the pandemic and virtual learning?
Empirical Strategy:
where is a vector of COVID-related questions and are the student background characteristics, year in college, GPA, and expected grade at the start of the semester.
Internet Connectivity: Students who did not have sufficient internet connection earned lower final grades.
COVID-Related Stress: In April 2020, students who strongly agree their ability to focus has decreased and students across all semesters who strongly agree their anxiety has increased earned lower final grades.
Financial: Students who state their financial situation has worsened earned lower final grades in the summer and fall semesters.
Discussion & Conclusions
As many students in this study report feeling their ability to focus has declined and anxiety has increased, findings suggest women, first-generation college students, and lower performing students may be particularly vulnerable to these feelings and experiences.
Survey results suggest financial situations worsened for first-generation college students, which could lead to food or housing insecurity for these students, issues which could lead to increased stress and anxiety, lower grades, and possibly prevent students from persisting in higher education.
Requiring access to instruction via online learning has showcased the need for quality internet access.
The coronavirus pandemic has raised a lot of questions about the future of online education, it is important to keep in mind the ways in which students are impacted by such a move.
Authored by:
Andrea Chambers
Posted on: #iteachmsu
Learning in the Time of COVID-19
In the wake of the COVID-19 pandemic, Michigan State University, li...
Authored by:
NAVIGATING CONTEXT
Monday, Apr 26, 2021
Posted on: #iteachmsu
NAVIGATING CONTEXT
Lessons Learned Launching a University-Wide Initiative in a Remote Environment
In Fall 2020, the My Spartan Story team launched campus-wide My Spartan Story and the Spartan Experience Record, MSU's new co-curricular record. This session will explore successes and challenges in launching a new initiative during the pandemic, and will also explore introductory data on how we have been able to expand recognition of co-curricular learning and engagement of undergraduate Spartans.To access a PDF of the "Lessons Learned Launching a University-Wide Initiative in a Remote Environment" poster, click here.Description of the Poster
Lessons Learned Launching a Campus-Wide Initiative in a Remote Environment Poster Outline
Introduction
My Spartan Story, Michigan State University’s new co-curricular record, planned to launch to undergraduate Spartans and the MSU community in a traditional campus environment for the 2020-2021 academic year. Significant strategy, resources, and collaboration defined a launch that soon became incongruent to the campuses needs pivoting to remote learning. The My Spartan Story Team shifted strategy to solely virtual methods to grow awareness and education of My Spartan Story and the Spartan Experience Record (a new customizable record displaying learning in non-credit bearing experiences that can be requested alongside the transcript through the Registrar’s Office). Several tactics planned had to be eliminated, and communications and programming methods rethought. Thankfully, time spent investing in website updates, resources and guides, and other methods simply became more invaluable.
Methods
All
Email communications sent to faculty, staff, administrators, and undergraduate students co-created with Provost Communications Team.
Downloadable resources and guides created to assist with workflows and utilization of the My Spartan Story platform.
Faculty/Staff
Strategic outreach to campus community, presenting at unit meetings, and large monthly meetings such as Undergraduate Assistant/Associate Deans and Directors of Undergraduate Affairs (UGAAD).
My Spartan Story Faculty/Staff Workshops held 2-3 times monthly, welcoming organic connection to My Spartan Story.
Students
Instagram, Facebook, and Twitter accounts created; posts organized through Hootsuite. Content regularly shared by campus colleagues and students.
My Spartan Story 101 Workshops offered as well as Registered Student Organization Workshops in partnership with MSU Student Life.
My Spartan Story Week held in collaboration with platform partners Undergraduate Research and Center for Community Engaged Learning.
Contests and giveaways promoting engagement with the My Spartan Story platform held throughout the year.
Regular emails sent to students with a validated position on their Spartan Experience Record.
Virtual attendance at events such as Sparticipation and Spartan Remix.
Results
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Successes
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Challenges
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Future Steps
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Figure Descriptions
Position increase chart
3,556: Potential students who can have a validated position on their record by end of 2020-2021 academic year from Fall 2020 submissions
Social media platforms have significantly driven student engagement, specifically tagging students and organizations in posts.
Colleges & Divisions with Opportunities in My Spartan Story as of Fall 2020
Associate Provost for Teaching, Learning and Technology
Associate Provost for Undergraduate Education
Associate Provost for University Outreach & Engagement
College of Agriculture & Natural Resources
College of Arts & Letters
College of Communication Arts & Sciences
College of Education
College of Engineering
College of Natural Science
College of Osteopathic Medicine
College of Social Science
Division of Residential & Hospitality Services
Eli Broad College of Business
Executive Vice President for Administration
Honors College
International Studies & Programs
James Madison College
Libraries
Office of Civil Rights & Title IX Education & Compliance
Provost & Academic Affairs
Vice President for Research & Graduate Studies
Vice President for Student Affairs & Services
Lessons Learned Launching a Campus-Wide Initiative in a Remote Environment Poster Outline
Introduction
My Spartan Story, Michigan State University’s new co-curricular record, planned to launch to undergraduate Spartans and the MSU community in a traditional campus environment for the 2020-2021 academic year. Significant strategy, resources, and collaboration defined a launch that soon became incongruent to the campuses needs pivoting to remote learning. The My Spartan Story Team shifted strategy to solely virtual methods to grow awareness and education of My Spartan Story and the Spartan Experience Record (a new customizable record displaying learning in non-credit bearing experiences that can be requested alongside the transcript through the Registrar’s Office). Several tactics planned had to be eliminated, and communications and programming methods rethought. Thankfully, time spent investing in website updates, resources and guides, and other methods simply became more invaluable.
Methods
All
Email communications sent to faculty, staff, administrators, and undergraduate students co-created with Provost Communications Team.
Downloadable resources and guides created to assist with workflows and utilization of the My Spartan Story platform.
Faculty/Staff
Strategic outreach to campus community, presenting at unit meetings, and large monthly meetings such as Undergraduate Assistant/Associate Deans and Directors of Undergraduate Affairs (UGAAD).
My Spartan Story Faculty/Staff Workshops held 2-3 times monthly, welcoming organic connection to My Spartan Story.
Students
Instagram, Facebook, and Twitter accounts created; posts organized through Hootsuite. Content regularly shared by campus colleagues and students.
My Spartan Story 101 Workshops offered as well as Registered Student Organization Workshops in partnership with MSU Student Life.
My Spartan Story Week held in collaboration with platform partners Undergraduate Research and Center for Community Engaged Learning.
Contests and giveaways promoting engagement with the My Spartan Story platform held throughout the year.
Regular emails sent to students with a validated position on their Spartan Experience Record.
Virtual attendance at events such as Sparticipation and Spartan Remix.
Results
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Successes
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Challenges
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Future Steps
Within Fall 2020, 87 new positions were submitted for review and inclusion in My Spartan Story, an 89% increase from Fall 2019 (46 positions).
9% of positions (8) received were represented by two new colleges and one new division that previously did not have any submissions.
91% of Fall 2020 submissions received from colleges/divisions we had an established relationship through 2019-2020 soft launch.
The potential number of students who could have a position validated to their Spartan Experience Record increased by 137.5% compared to Fall 2019 (1497 to 3556).
Increased engagement on social media platforms, with nearly 700 collective followers.
Figure Descriptions
Position increase chart
3,556: Potential students who can have a validated position on their record by end of 2020-2021 academic year from Fall 2020 submissions
Social media platforms have significantly driven student engagement, specifically tagging students and organizations in posts.
Colleges & Divisions with Opportunities in My Spartan Story as of Fall 2020
Associate Provost for Teaching, Learning and Technology
Associate Provost for Undergraduate Education
Associate Provost for University Outreach & Engagement
College of Agriculture & Natural Resources
College of Arts & Letters
College of Communication Arts & Sciences
College of Education
College of Engineering
College of Natural Science
College of Osteopathic Medicine
College of Social Science
Division of Residential & Hospitality Services
Eli Broad College of Business
Executive Vice President for Administration
Honors College
International Studies & Programs
James Madison College
Libraries
Office of Civil Rights & Title IX Education & Compliance
Provost & Academic Affairs
Vice President for Research & Graduate Studies
Vice President for Student Affairs & Services
Authored by:
Sarah Schultz
Posted on: #iteachmsu
Lessons Learned Launching a University-Wide Initiative in a Remote Environment
In Fall 2020, the My Spartan Story team launched campus-wide My Spa...
Authored by:
NAVIGATING CONTEXT
Monday, May 3, 2021
Posted on: #iteachmsu
Virtual Research Geriatric Fellowship for Unmatched Medical Graduates
With COVID19 pandemic most, if not all, research activities placed on hold in 2020. The need for remote teaching and working was obvious. The increase number of older adults in the US and world wide place geriatric medicine as a priority in addressing health need in the near future. According to Association of American Medical Colleges [AAMC] there is increasing number of medical graduates who do not match to any residency program in the US. We started a virtual research fellowship in geriatric medicine as a tool to empower some of those unmatched medical graduates in Michigan state and other areas using funds provided by The Pearl J. Aldrich Endowment in Gerontology/Michigan State University. One of the goals of this fellowship is to train these graduates to know the basic steps of any research work and how to use the tools available in any research environment. We hope that these students understand the methodology of identifying a problem that faces older adults, and then carry the required steps to address and solve such problem in a systematic way. Currently we have four teams, who are involved in different research projects. We have submitted 10 abstracts to 2 different meetings, and so far 6 were accepted for oral presentation. We targeted The American Geriatrics Society (AGS) and AMDA – The Society for Post-Acute and Long-Term Care Medicine. Some of the topics address include COVID19 and its impact on the elderly. During this session our team will share our experience.
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship
Author: Nadir Abdelrahman, MD, CMD
Geriatric Division, Dept of Family Medicine, MSU
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1.
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.
There is a huge need for geriatric-trained health care providers 3.
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.
Aim:
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.
Curriculum Development:
This curriculum was developed based on Entering Research course.
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers.
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.
They informally share their research experiences and learn about the diversity of experiences available through their peers.
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination.
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.
Description of Curriculum
The following tasks were identified for this program
Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination.
Results of Implementation
A total of 6 Virtual posters were accepted in 2 national conferences: American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters).
Eight of the fellows were matched into residency programs starting July 2021.
Discussion
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage.
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.
This fellowship achieved its goals using online tools.
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions.
Figure 1.
The four-box model
Disclosure
The author has no conflict of interest to disclose.
This fellowship is supported by:
The Pearl J. Aldrich Endowment in Aging
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall.
Tasks and Team approach
Fellows were grouped into teams.
Different tasks were assigned to each fellow.
Teams leaders encouraged individual fellows
Projects identified and project leaders assured completion of each Poster.
Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote)
Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1)
References
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters
https://slideplayer.com/slide/6319238/
https://www.mghihp.edu/poster-presentations-age-zoom
To access a PDF of the "Virtual Research Geriatric Fellowship for Unmatched Medical Graduates" poster, click here.Description of the PosterTitle: Virtual Geriatric Research Fellowship
Author: Nadir Abdelrahman, MD, CMD
Geriatric Division, Dept of Family Medicine, MSU
Introduction:
Between 2020 and 2030, the number of older adults is projected to increase by almost 18 million 1.
The Association of American Medical Colleges expects that an additional 42,600 to 121,300 doctors will be needed by 2030 2.
There is a huge need for geriatric-trained health care providers 3.
Each year, there are more than 8 thousand Unmatched medical graduates [UMGs] in the US. Most of them are international medical graduates.
Aim:
The aim of this fellowship is to empower UMGs by improving their knowledge, skills, and experiences in geriatric medicine.
Curriculum Development:
This curriculum was developed based on Entering Research course.
The primary goals of this fellowship are to create a supportive learning environment to introduce UMGs to the culture of research and to teach them valuable skills needed to become effective researchers.
The fellowship was designed to help medical graduates find a research mentor, explore the culture of research, write a research project proposal, and begin doing research.
They informally share their research experiences and learn about the diversity of experiences available through their peers.
Through virtual meetings, research basics, communication skills and common geriatric principles were reviewed.
Early discussions included current pandemic topics ranging from COVID19 incidence, hospitalization and mortality to prevention and vaccination.
The content of these discussions came from the students, and their engagement in the weekly, 2-hour-long meetings.
The course facilitator provided a framework for the discussions, relevant background reading materials, and structured assignments designed to help students develop positive relationships with their research mentors, define themselves as a member of the research community, and understand and communicate their research.
Description of Curriculum
The following tasks were identified for this program
Recognize the research ethics principles.
Select a research topic.
Identify research question(s).
Describe various types of study designs.
Select appropriate study design.
Define study population.
Take an appropriate study sample.
Enumerate various study variables.
Discern various types of errors, including bias.
Identify confounding factors.
Select and use appropriate measurement tools.
Prepare for data management.
Set a work plan with time, budget, and a plan for dissemination.
Results of Implementation
A total of 6 Virtual posters were accepted in 2 national conferences: American Medical Director Association/The Society for Post-Acute and Long-Term Care (PALTC21: 2 virtual posters) and American Geriatrics Society (AGS21: 4 virtual posters).
Eight of the fellows were matched into residency programs starting July 2021.
Discussion
This virtual research fellowship in geriatric medicine is considered unique and innovative as there is an immediate need for geriatric-trained health care providers.
The conceptual framework allows training program directors to identify and select appropriate activities to use with their trainees based on need and career stage.
Activities were designed to teach UMGs principles of research, research design, and critical evaluation of results while also giving them practice with the real-world experience of creating and presenting posters in virtual environment.
This fellowship achieved its goals using online tools.
In the coming year, we hope to expand this concept, and establish it as a model for implementation at other institutions.
Figure 1.
The four-box model
Disclosure
The author has no conflict of interest to disclose.
This fellowship is supported by:
The Pearl J. Aldrich Endowment in Aging
Demographic Changes and Aging Population – RHIhub Aging https://www.ruralhealthinfo.org/toolkits/aging/1/demographics
Healthcare Suers When Medical School Graduates Don’t Match https://www.insightintodiversity.com/healthcare-suffers-when-medical-school-graduates-dont-match/
Record number of unmatched medical graduates. CMAJ 2017 May 29;189:E758-9. doi: 10.1503/cmaj.1095432
Hersey, P., & Blanchard, K. (1969). Management of organizational behaviour: Utilizing human resources. Upper Saddle River, NJ: Prentice-Hall.
Tasks and Team approach
Fellows were grouped into teams.
Different tasks were assigned to each fellow.
Teams leaders encouraged individual fellows
Projects identified and project leaders assured completion of each Poster.
Fellows learned the basics of literature review, statistical analysis (using SPSS) and reference management (e.g EndNote)
Situational leadership skills and teams were incorporated using the four-box model 4 (See Figure 1)
References
https://jdc.jefferson.edu/cgi/viewcontent.cgi?article=1009&context=nursingposters
https://slideplayer.com/slide/6319238/
https://www.mghihp.edu/poster-presentations-age-zoom
Authored by:
Nadir Abdelrahman, Sumi Dey
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Corey Marsh Ecological Research Center: Create a unique place-based teaching and learning experience
Work with us to create a unique teaching and learning experience at CMERC.
You are invited to incorporate nature into courses and create learner‐centered experiences at CMERC (pronounced ‘see‐merk’), the Corey Marsh Ecological Research Center. CMERC is a 350‐acre ecological research center located 20 minutes from MSU campus in Bath Township, Michigan. It is a place for making scientific discoveries and integrating the arts and sciences in a collaborative, interdisciplinary, and inclusive space. CMERC welcomes educators, researchers, and citizens across MSU to explore, co‐create, facilitate and grow experiential courses for students.
CMERC seeks faculty and academic staff collaborators to develop learning experiences that will bring together educators, students, and community members to explore and learn from this vibrant ecological field site. MSU faculty and staff from across campus interested in this funded opportunity to join a SoTL Fellowship in land-based learning can connect with Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu.What is Corey Marsh (CMERC)?
CMERC is more than a physical place. It is a space that offers meaningful place-based experiences.CMERC was once MSU’s Muck Soils Research Center and operated from 1941 – 2012. In 2018, Fisheries and Wildlife associate professor Jen Owen, with the support of MSU AgBioResearch, led the reimagined CMERC into a place for integrating ecosystem science research with student learning and community engagement. In addition to training MSU undergraduate students in field‐based research and science communication, the center aims to promote better land stewardship practices and the relevance of science to society. While still early in its development as an AgBioResearch site, CMERC has been engaging in a people-centered approach to the planning, design and management of the space. CMERC foresees a collaborative process transforming the space to a place that engages a diverse community – internal and external to the university in scientific discovery.Location of Corey Marsh Ecological Research Center in Bath TownshipHow can I contribute?
Given the unique opportunity CMERC provides to enhance student learning, we want to make sure that it serves a diverse student community that spans disciplines and units. We want educators in our SoTL Fellowship in land-based learning to reflect that diversity and help develop curriculum that will foster collaboration among students and serve to integrate arts and humanities with sciences. Consider these examples of possible learning experiences at CMERC:
Edible and Medicinal Plants – for humans and wildlife. What is good for humans vs. wildlife? What grows in muck soils? How can ecological restoration efforts incorporate edible plants? What is missing that was likely at CMERC in the past?
Trails – People – Nature – Wildlife: How does trail design enhance natural experiences and maintain integrity of the ecosystem? What informs the development of a trail?
Land Grant or Land Grab?: Who was here before us? How did this land become a part of the land-grant system? How can this land honor those who used it in the past, present, and the future?
Agriculture and Natural Resources – how can we document and understand how historic land-use affects ecosystem integrity now and in the future?
CMERC actively seeks MSU faculty and staff interested in designing and facilitating an interdisciplinary, learner-centered, sense-making experience built on the resources of CMERC. This curricular/co-curricular programming will be titled Lessons from Nature: Stories from CMERC. We envision that the learning inquiries would be co-created by faculty and students together. More specifically, the lessons will be shaped as a studio experience that is akin to Liberty Hyde Bailey Scholars (BSP) integrated learning/self-directed courses or modular programming. These experiences would be facilitated by a faculty member, but inquiry and assessment are student led. Alternatively, you can develop learning experiences to enhance an existing course or curriculum. You may also be interested in giving your students the opportunity to facilitate place-based informal learning for youth in the local community.Next Steps: Have Fun. Explore Nature. Get to Know Us!
We invite your ideas and input for designing meaningful experiences at CMERC. Collaborators who are selected for our Fall 2022 cohort will receive $2,000 to support their participation. To explore how you can partner with CMERC, contact Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu
Deadline to apply: June 15th, 2022.
You are invited to incorporate nature into courses and create learner‐centered experiences at CMERC (pronounced ‘see‐merk’), the Corey Marsh Ecological Research Center. CMERC is a 350‐acre ecological research center located 20 minutes from MSU campus in Bath Township, Michigan. It is a place for making scientific discoveries and integrating the arts and sciences in a collaborative, interdisciplinary, and inclusive space. CMERC welcomes educators, researchers, and citizens across MSU to explore, co‐create, facilitate and grow experiential courses for students.
CMERC seeks faculty and academic staff collaborators to develop learning experiences that will bring together educators, students, and community members to explore and learn from this vibrant ecological field site. MSU faculty and staff from across campus interested in this funded opportunity to join a SoTL Fellowship in land-based learning can connect with Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu.What is Corey Marsh (CMERC)?
CMERC is more than a physical place. It is a space that offers meaningful place-based experiences.CMERC was once MSU’s Muck Soils Research Center and operated from 1941 – 2012. In 2018, Fisheries and Wildlife associate professor Jen Owen, with the support of MSU AgBioResearch, led the reimagined CMERC into a place for integrating ecosystem science research with student learning and community engagement. In addition to training MSU undergraduate students in field‐based research and science communication, the center aims to promote better land stewardship practices and the relevance of science to society. While still early in its development as an AgBioResearch site, CMERC has been engaging in a people-centered approach to the planning, design and management of the space. CMERC foresees a collaborative process transforming the space to a place that engages a diverse community – internal and external to the university in scientific discovery.Location of Corey Marsh Ecological Research Center in Bath TownshipHow can I contribute?
Given the unique opportunity CMERC provides to enhance student learning, we want to make sure that it serves a diverse student community that spans disciplines and units. We want educators in our SoTL Fellowship in land-based learning to reflect that diversity and help develop curriculum that will foster collaboration among students and serve to integrate arts and humanities with sciences. Consider these examples of possible learning experiences at CMERC:
Edible and Medicinal Plants – for humans and wildlife. What is good for humans vs. wildlife? What grows in muck soils? How can ecological restoration efforts incorporate edible plants? What is missing that was likely at CMERC in the past?
Trails – People – Nature – Wildlife: How does trail design enhance natural experiences and maintain integrity of the ecosystem? What informs the development of a trail?
Land Grant or Land Grab?: Who was here before us? How did this land become a part of the land-grant system? How can this land honor those who used it in the past, present, and the future?
Agriculture and Natural Resources – how can we document and understand how historic land-use affects ecosystem integrity now and in the future?
CMERC actively seeks MSU faculty and staff interested in designing and facilitating an interdisciplinary, learner-centered, sense-making experience built on the resources of CMERC. This curricular/co-curricular programming will be titled Lessons from Nature: Stories from CMERC. We envision that the learning inquiries would be co-created by faculty and students together. More specifically, the lessons will be shaped as a studio experience that is akin to Liberty Hyde Bailey Scholars (BSP) integrated learning/self-directed courses or modular programming. These experiences would be facilitated by a faculty member, but inquiry and assessment are student led. Alternatively, you can develop learning experiences to enhance an existing course or curriculum. You may also be interested in giving your students the opportunity to facilitate place-based informal learning for youth in the local community.Next Steps: Have Fun. Explore Nature. Get to Know Us!
We invite your ideas and input for designing meaningful experiences at CMERC. Collaborators who are selected for our Fall 2022 cohort will receive $2,000 to support their participation. To explore how you can partner with CMERC, contact Jeno Rivera, Center Educational Program Development Leader at jeno@msu.edu
Deadline to apply: June 15th, 2022.
Authored by:
Ellie Louson
Posted on: #iteachmsu
Corey Marsh Ecological Research Center: Create a unique place-based teaching and learning experience
Work with us to create a unique teaching and learning experience at...
Authored by:
PEDAGOGICAL DESIGN
Monday, May 16, 2022