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Office of Medical Education
Welcome to the Academy website.
Established in 2004, the Academy for the Advancement of Educational Scholarship is a health-sciences-center-wide initiative of the Chancellor’s Office established to support an interdisciplinary community of educators that nurtures and recognizes excellence and scholarship in teaching and education. Administratively, the Academy is supported by the Office of Medical Education Research and Development and its Director, Dr. Sheila Chauvin (firstname.lastname@example.org), who is also the founding Director of the Academy. Dr. Chauvin works closely with the Academy’s Executive Council, Advisory Groups, and Academy workgroups.
To nurture and recognize excellence, scholarly practice, and scholarship in teaching and education through faculty development, advocacy, collaboration, and creativity.
To be a locally valued and nationally recognized inter-professional community of educators actively engaged in the ongoing pursuit of teaching and educational excellence and scholarship.
The Academy exists to achieve the following core purposes:
The Academy is founded on and guided by the following core values:
The Executive Council is the overall governance, administrative, and decision-making body of the Academy for membership and all aspects of the organization. The AEC receives recommendations from the Academy Advisory Groups and makes final decisions regarding membership applications. It also receives recommendations from Academy Teams and provides overall direction for programming and collaborative efforts among the teams and the members. Its membership includes representatives from each of the schools, proportionate to faculty size, who are selected from the Academy members. The Chairs of each Academy Advisory Group serve as members of the Academy Executive Council (AEC) to facilitate communication and coordination. AEC members also serve as liaisons to the various Academy Teams.
When the Academy was first initiated in 2004, an Academy Advisory Group (AAG) was established within each of the LSUHSC-NO professional schools to provide a school-level group of Academy members who could serve as a liaison between their school and the Academy at large regarding membership, faculty development, and other areas of common interests between individual schools and the Academy. In addition, these AAGs were intended to support the first phase of internal peer review for application portfolios and make recommendations to the Academy Executive Council. An AAG was not established for the School of Graduate Studies, since all its faculty hold appointments in one or more of the other schools. The original, school-level Academy Advisory Groups were suspended temporarily following Hurricane Katrina. In the 2009-2010 academic year, two Advisory Groups were established: one for the School of Medicine and a second to represent all of the other schools. As the Academy membership increases in each of the other four schools, an AAG will be re-created until all school-specific AAGs exist once again. The Chair of each AAG also serves as a member of the Academy Executive Council. Members of each of the AAGs are available below:
Since 2007, 78 faculty members have been inducted into the Academy. These Academy members include 7 Associates, 39 Fellows, 18 Master Teachers, and 14 Teaching Scholars. By school, membership represents the following: 8 in Allied Health Professions, 3 in Dentistry, 53 in Medicine, 5 in Nursing, and 8 in Public Health. Five members are no longer at LSUHSC-NO. Details of the Academy membership are shown in the PDF listed below.
ACADEMY POLICY ON ACTIVE MEMBERSHIP (7/2011): PDF
As a condition of acceptance into the Academy, members commit to active participation in this community of educators and contribution of time and talents to service and leadership in the Academy and to the advancement of excellence and scholarship in teaching and education within the larger LSUHSC community. The Academy Policy on Active Membership defines these expectations, as they are commensurate with the various categories of membership.
ACADEMY MEMBER INTERESTS AND CONTRIBUTIONS FORM: WORD
Implemented in 2012, the Academy Member Interests and Contrubtions form provides a method for individual Academy members to identify areas of interests and availability to contribute service and leadership to the Academy and the larger LSUHSC community of educators. Academy members are expected to complete and submit the form annually no later than May 15, so adequate planning for the subsequent academic year can be completed. Questions? Contact Dr. Sheila Chauvin or any member of the Academy Executive Council or call 504-568-2140 or email email@example.com for assistance.
ACADEMY MEMBERSHIP RENEWAL APPLICATION - Template: WORD
Academy membership is renewable every five years. Members should submit a renewal application at the end of thier fourth year and no later than the midpoint of the fifth year in the membership cycle to avoid any lapse in active membership. Above is a link to a Word version of the Academy membership renewal application template. The renewal application has been revised and streamlined as of January 2012. Academy members who wish to apply for a different category of membership must use the initial application template found further down on this webpage. To obtain answers to questions or to request assistance, please call 504-568-2140 or send an email to firstname.lastname@example.org.
Academy members are expected to remain active and continue their professional development in teaching and education. The Update Report is an optional activity. Academy members are encouraged to use this opportunity to obtain periodic peer review and feedback. Upon receipt, reports are assigned to three peer reviewers who carefully review and provide specific feedback to faciltiate continuing professional development in teaching and education and strengthen evidence of excellence and scholarly achievements in teaching and education. Update reports are also intended to support Academy members in maintaining and current and comprehensive educator portfolio that is necessary for renewing membership and applying for a different category (e.g., Master Teacher or Teaching Scholar).
Academy members may submit their annual reports via email attachment to email@example.com. Each update report should include only information, activities, and achievements directly related to teaching and education, including participation and contributions to the Academy for the prior academic year (July 1 – June 30). The required template and corresponding information and directions are available below. Of course, if you have questions or would like assistance, please email firstname.lastname@example.org or call 504-568-2140.
Update Report -- Template Word
Update Report Explanation Guide PDF
2009: Volume 1, Number 1 - PDF
2009: Volume 1, Number 2 - PDF
2010: Volume 2, Number 1 - PDF
2010: Volume 2, Number 2 - PDF
2011: Volume 3, Number 1 - PDF
2011: Volume 3, Number 2 - PDF
2012: Volume 4, Number 1 - PDF
2012: Volume 4, Number 2 - PDF
2013 Fall Symposium and Annual Educational Scholarship Day
October: Specific date forthcoming soon.
2014 Spring Symposium and Annual Faculty Development Program
Date forthcoming soon.
Back-to-Basics Summer Teaching Institute -- Tuesday, July 30, 2013
Please check back for more updates
Office of Medical Education Research and Development OMERAD
2013-2014 Proposals due 4:00 p.m., Friday, May 10, 2013. See below for details.
The Academy Educational Enhancement Grant (EEG) program was initiated in 2008 as an annual program to facilitate innovative and sustainable enhancements to teaching, learning, assessment, and faculty professional development and achievement of educational scholarship in health professions education. Four categories of peer-reviewed projects are eligible for funding:
Faculty Study Groups
Faculty Professional Development Travel Awards
Academy Fellows, Master Teachers, and Teaching Scholars are eligible for Faculty Development Travel Awards and to serve as Project Directors/Principal Investigators. However, Academy Associate and Protege members and other individuals who are not Academy members (e.g., LSUHSC-NO faculty members, colleagues at other institutions, fellows, residents, and students) may be key participants, as appropriate to the project goals. Faculty Development Travel Awards are available to only Academy Members.
All submissions are peer-reviewed and funding is determined on a competitive basis. No exceptions to the guidelines or additional time extensions are allowed to ensure the fairness of all proposals submitted by interested individuals/groups. Funded projects must be completed within one academic year. Completed EEG projects are presented at the annual Academy Educational Scholarship Day.
Below are links to the 2013-2014 EEG Call for Proposals and the required proposal templates:
Call for Proposals (March 2013) -- Submission Deadline is 4:00 p.m., Friday, May 10, 2013 - PDF
Proposal Template (use for all categories, except Travel Award) - Word
Travel Award Proposal Template - Word
For more information, contact:
Dr. Sheila Chauvin (email@example.com)
Any member of the Academy Executive Council.
OMERAD: 504-568-2140 or email firstname.lastname@example.org
Completed EEG Projects:
Development and Evaluation of a Genetic Nursing Practice Curriculum
Project Team: Gloria Giarratano, PhD and Paula Gregory, PhD
Category: Faculty Mentoring
Description: This was an inter-professional, collaborative project to design, implement, and evaluate a newly required nursing-focused genetics course for the undergraduate nursing program at LSUHSC (NURS 3451, Genetic Health Across the Life Span). Dr. Paula Gregory (School of Medicine) and Dr. Gloria Giarratano (School of Nursing) established a mentor/mentee relationship that enhanced development of a nursing course to apply genetic health care knowledge to basic nursing practice. Learner-centered, web-based modules and traditional classroom formats were used over two semesters with two different types of undergraduate nursing students (second degree and traditional BSN).
Test the Test: A Pilot Study of an Assessment Tool to Measure Medical Students' Competencies in Information Retrieval and Application Skills in Clinical Practice
Project Team: Kathryn E. Kerdolff, MLIS, AHIP; Maureen M.. Knapp, MA, AHIP; Richard P. DiCarlo, MD
Category: Educational Enhancement
Description: The purpose of this project was to develop a valid and reliable automated standardized learning assessment tool to measure medical student competency for each of the following: 1) search and retrieval of medical information, 2) critical appraisal and evaluation of research, and 3) synthesize evidence for application in clinical settings.
High Fidelity, Simulation-Based Inter-Professional Operating Room Team Training For Medical, Nurse Anesthesia and Undergraduate Nursing Students
Project Team: John Paige, MD; Deborah Garbee PhD, APRN, BC; Valeriy Kozmenko MD; Lyubov Kozmenko BSN; Laura Bonanno DNP, CRNA; and William Swartz PhD
Category: Educational Enhancement
Description: We investigated the impact of conducting high fidelity simulation (HFS) inter-professional OR team training for students on their attitudes toward team-based competencies. Student teams from the Schools of Medicine and Nursing underwent a two hour inter-professional team training session using HFS in the Virtual Operating Room in the Center for Advanced Practice in an attempt to increase their awareness of inter-professional teamwork and communication. During spring of 2009, 66 students participated in 10 sessions. Students were divided into teams of 6-8 participants consisting of undergraduate nurses, nurse anesthetist students, and senior medical students. Sessions involved two standardized simulated scenarios which were each followed by a focused debriefing targeting team-based competencies and emphasizing reflective practice. For each session, students completed pre- and post-training questionnaires that included a 15-item self efficacy tool targeting teamwork competencies using a 6-point Likert-type scale. T-test with Bonferroni adjustment was used to compare calculated pre- and post-training mean item scores.
Preceptor Workshops Interdisciplinary Project for Graduate and Undergraduate Preceptor Education
Project Team: Judith A. Gentry, APRN, MSN, OCN, CNE; Rose Schaubhut, RN, MPH; Laura Bonanno, CRNA, DNP; and Marjorie Geisz-Everson, CRNA, PhD
Category: Educational Enhancement
Description: The purpose of the project was to develop, implement, and evaluate a series of preceptor workshops to educate clinical nurses to become preceptors for undergraduate (RN) and graduate (CRNA) nursing students. While evidence continues to indicate that online courses are as effective as face-to-face courses, there is little research comparing face-to-face education with distance education for continuing education courses. The workshops were delivered simultaneously in face-to-face and video teleconference formats. Preceptor workshops were given by Undergraduate nursing faculty (Ms. Gentry and Ms. Schaubhut) at three local hospitals on seven different dates during the grant year and by Graduate Nurse Anesthesia faculty (Dr. Bonanno) on three dates. Evaluation of the effective of learning environments in the two simultaneous settings was conducting using a variation of the Teaching and Learning Environment Questionnaire (Chauvin & Bowdish, 1998; Chauvin & Sarpy, revised 2003).
Doctoral Colloquia for Doctor of Nursing and Doctor of Physical Therapy Students
Project Team: Deborah Garbee, PhD, APRN, BC; Marsha Bennett, DNS, APRN, ACRN; Jane Eason, PhD; Kirk Nelson, MPT, PhD; Penny Kroll, PT, PhD; and Yvonne Sterling, PhD.
Category: Educational Enhancement
Description: The current state of doctoral education includes interdisciplinary education and “residencies” or intensives that promote collaboration and scholarship. The purpose of this project was to create, implement, and evaluation the effectiveness of such a intensive session. The Doctoral Colloquia (DC) provided focused group and breakout workshops for both nursing and physical therapy students for two days in January and two days in May of 2010. The primary research question included the following: What are the outcomes of a doctoral colloquia on student satisfaction, faculty satisfaction, student grades, and student perception of socialization? A mixed methods post test only design was used to study DC outcomes. Surveys were completed by faculty and doctoral students participating in the colloquia. There were 16 DNS and DPT students and 17 faculty participants in the January DC and 7 DNS students and 3 faculty participants in the May DC. Students rated satisfaction high on the majority of items except for how to present a poster session. Faculty satisfaction ratings in the January DC were high for the same items as students, but in the May DC ratings were slightly lower for items on managing time and stressors and human subject protection. The impact of the doctoral colloquia on student grades is not known at this time. Student comments suggest that they enjoyed the interdisciplinary interactions and socialization. Qualitative themes include (1) “Awareness of Teamwork”, (2) “Interdisciplinary Understanding”, and (3) “Valuable Discussions.” More student participation occurred in January, at the beginning of a semester, than in May, at the end of a semester. Participants and faculty probably rated some topics low because they were either presented in the January DC, not discussed at length during the May DC or they were integrated into other topics. The impact on student grades is not known at this time and may be difficult to separate the effect from course work.
Effectiveness of Teamwork and Communication in a Critical Care Code Scenario Using Interdisciplinary High-Fidelity Human Patient Simulation with Students from Four Professional Programs
Project Team: Deborah Garbee, PhD, APRN, BC; John Paige, MD; Vadym Rusnak, MD; Kendra Barrier, RN, BSN; Lyubov Kozmenko, BSN; Kirk Nelson, MPT, PhD; Laura Bonanno, DNP, CRNA; Brendt Madden, Leah Gonsoulin, and Jean Cefalu, RN, BSN
Category: Educational Enhancement
Description: This collaborative project involved faculty and learners from the Schools of Medicine, Nursing, and Allied Health Professions. The project extended team training methods utilized in Operating Room team training to an Intensive Care Unit (ICU) setting with students from four professional programs: medicine, nurse anesthesia, undergraduate nursing, and physical therapy. Inter-professional high-fidelity human patient simulation was used along with crisis resource management techniques to teach team based competencies to students at LSUHSC-NO.
Methods: The two hour training sessions consisted of two standardized simulation scenarios: atrial fibrillation and tension pneumothorax. Participants completed post-simulation questionnaires after simulation one and simulation two that included a modified Operating Room Teamwork Assessment Scale (ORTAS) targeting individual performance and team interactions (Chauvin, Paige, & Yang, 2007) and the Mayo High Performance Teamwork Scale (MAYO) (Dunn, 2008). Trained observers rated teamwork competencies during simulation one and simulation two using two scales: a modified ORTAS and Communication and Teamwork Skills assessment (CATS) (Frankel et al., 2007). A total of 35 students underwent training: 35/35 in fall of 2009 and 25/35 in the spring of 2010. Data analysis is currently in progress. Preliminary CATS analysis showed significant improvement in mean scores from simulation one to two in the fall related to situational awareness, cooperation, and communication. Comparing performance in fall simulations to spring simulations, no significant improvement occurred. Inter-professional high-fidelity human patient simulation is effective in improving team-based behaviors of students in a simulated ICU environment. These gains appear to be retained over a four month period.
White Blood Cell (WBC) Differential Trainer
Project Team: Patsy Jarreau, MHS; Daniel Haun, MHS; Angela Foley, MS
Category: Educational Enhancement
Description: Traditional strategies for training Clinical Laboratory Sciences students in blood cell identification include: (1) static images showing best examples of cell types and laboratory activities where students review study slides and (2) consult the instructor on difficult cell examples. The student teacher ratio in these sessions is approximately 15:1. There is a marked absence of literature on this topic but studies suggest that expertise is gained by increasing challenge and complexity as skills are gained. Our project evaluated a simulator created at LSUHSC that presents image sequences (movies) of cells from study slides. The simulator requires the student to identify the cell and provides feedback from the primary instructor. The student reviews missed events and can access the interpretations and comments from an expert panel of seven instructors. The simulator presents cases at increasing levels of difficulty as perceived by LSUHSC faculty. The use of image sequences allows the student to simulate focus by manipulation of the simulator playhead. We assigned five cases of moderate complexity to the students, tracked simulator usage and analyzed the student performance to identify problematic cells. We also surveyed the students on their perception and usage of the simulator’s features (e.g. the search function, the review of the expert metadata, etc.). The results include a bank of problematic cells that will be used to create focused training modules with feedback to enhance the simulator. We conclude that the simulator is a training enhancement for students that also has potential as a competency assessment tool for the workforce. The latter is evidenced by the unexpected finding of disagreement from the expert panel. Based on these findings, further study is in progress.
The Benefit of a Standardized Simulation-Based Approach in Teaching Ultrasound-Guided Central Venous Access to Medical Tranees
(Project based at Earl K. Long Medical Center - Baton Rouge)
Project Team: Tonya Jagneaux MD, Terrell Caffery MD, RDMS, Glenn Jones PhD, Ann Long MD, Lauren Zatarain MD
Category: Educational Enhancement
Description: The objectives of this project include implementation of a standardized teaching format for central venous cathetherization that emphasizes acquisition of ACGME core competencies, integration of simulators into the curriculum, and evaluation of this novel approach to determine effectiveness for teaching this specific and imortant clinical procedure. Long term plans are to create a permanent and sustainable curriculum component for the internal medicine and emergency medicine curricula.
Laparoscopic Cholecystectomy Simulation-Based Training
Project Team: John Paige MD, Alan Marr MD, John Hunt MD, Lance Stuke MD, Christopher Baker MD
Category: Educational Enhancement
Description: This project attempts to determine the best manner to teach laparoscopic cholecystectomy, a very common surgical procedure, by comparing resident traiing on an inanimate torso model with training on a virtual reality simulator.
Present and Participate at the Medical Library Association Annual Meeting
Awardee: Maureen Knapp
Category: Travel AwardDescription: Ms. Knapp is teaching a class on mobile resources and applications in the health sciences. She is also an active member and officer in the Medical Library Association. In conjunction with participation in this meeting, Ms. Knapp offered a four-part faculty development series on Technology Trends as part of the Academy Fall 2010 offerings and will be publishing a sumary of this activity in the Fall 2011 issue of the Academy Bulletin.
Interested LSUHSC-NO faculty members may apply for membership in the Academy at any time. Applications received by March 15, June 15, September 15, and December 15 will undergo peer review during the quarter immediately following each of these dates. Upon notification of acceptance, new members will be immediately eligible for full participation and benefits. New members are recognized during the Academy Fall Symposium.
Applications reflect a portfolio format comprised of an Educator Portfolio (Use the Guide and Word templates available below), current CV, and three letters of recommendations (see the Guide for requirements) .
Please allow sufficient time to reflect on your activities and accomplishments and prepare an effective application. You are also encouraged to take advantage of faculty development workshops, consultations, and resource materials described below and in the Call for Membership Applications. Enlisting a trusted colleague or Academy member to review materials and provide feedback can be a tremendous help in preparing an effective application portfolio. Applications for all membership categories undergo peer-review by members of the Academy (i.e. internal peer review). Applications for Teaching Scholars undergo both internal and external peer review. Click on the links below to obtain the various documents related to applying for membership in the Academy.
Guide for Academy Membership, Application Process, and the Educator Portfolio – (PDF)
This document is comprised of four sections:
Additional instructions and suggestions are included directly in the templates for completing the portfolio. Applicants must use the templates provided for constructing the Academy portfolio. For your selected membership category, please click the (Word template) for each template that you need from the following:
Fellow, Master Teacher, and Teaching Scholar Member Applications -- Educator Portfolio Domain Templates:
For the membership categories of Fellow, Master Teacher, and Teaching Scholar, application must include an Educator Portfolio. Appropriate to the membership category selected, use the templates for the education domains you wish to include in your Educator Portfolio. Click on (Word template) for those you wish to use from the following:
This 47-page report contains explanations of various educational domains and how accepted criteria of educational scholarship can be applied. The second half of the report (pages 19-34) contains multiple examples and suggestions for ways in which individuals can document their quantity, quality, and engagement with the educational community (i.e., Scholarly Approach and Educational Scholarship) and provide evidence of their achievements effectively for purposes of career advancement. Results of the consensus conference are highly consistent with the LSUHSC-NO Academy and its peer review criteria and process.
Educator Portfolio Workshops – Hands-on workshops and small group information discussions
Individual and small group consultations for getting started, refining, and maintaining your Educator Portfolio