Research Day Book 2013 - College of Medicine - Florida Atlantic ...

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5. Cross, S., Y. Jin, et al. (2007). ʺNanomechanical analysis of cells from cancer patients.ʺ Nat Nanotechnol 2(12): 780‐783. ABSTRACT TITLE: Interprofessional Education: Evaluation of a Pilot Program AUTHORS: Mario Jacomino, Joseph Ouslander, Lindsey Henson, Mira Sarsekeyeva, Jo Ann Bamdas DEPARTMENT: Integrated Medical Science BACKGROUND: The Interprofessional Education (IPE) program was created to help students from the Florida Atlantic University’s (FAU) Colleges of Medicine, Nursing, and School of Social Work learn and work collaboratively. The program is led by a steering committee and faculty subcommittees. The IPE program had two components: IPE development sessions (IPEDS) and interdisciplinary team visits. The first component included three sessions with small group case discussion facilitated by faculty from each college following recommended “Core Competencies for IPE.” The second component of the program included four student IP team visits with Senior Aging and Geriatrics Educator (SAGE) Mentors at a local retirement community (Abbey Delray and Abbey Delray South). The second year of the program was revised based on feedback from faculty and students. OBJECTIVES: The objectives were to: 1) Develop an IPE program based on the Interprofessional Education Collaborative “Core Competencies for Interprofessional Collaborative Practice;”2) Create and implement evaluation methods to assess the IPE program; 3) Conduct collaborative interprofessional activities concentrating on a geriatric population; 4) Disseminate the lessons learned from the IPE pilot program. METHODS: A combination of pre‐test and post‐test questionnaires was distributed for all students during the three IPEDS: 1) introduction to roles and responsibilities, care, and collaboration; 2) communication and teamwork; and 3) health care policy and quality. Likert scale questions and open‐ended questions were included to obtain quantitative and qualitative data that would complement each other. At each IPED, case studies were created by subcommittee faculty teams and facilitated in 9‐10 small groups of students. Based on feedback, in the second year the groups were divided into smaller groups of 3‐5 students. Also, an IRBapproved survey for students and faculty facilitators was drafted to gather data from this component of the program. For the SAGE Mentor program, the College of Medicine created an IRB‐approved survey with Likert‐scale and open‐ended questions. This survey is administered to medical students and SAGE mentors at the end of each year of the SAGE mentor visits program. RESULTS: In the first year, a total of 64 medical students, 48 social work students, and 46 nursing students (n=158) participated in the IPE pilot program. At the end of the first year, 155 students remained. A total of fifteen faculty members were involved in one or more of the IPEDS. In the second year, a total of 61 medical students, 75 nursing students, and 66 social work students (n= 202) participated in the IPE program. The response rate for the pre/post‐test survey of the IPED sessions varied from 85% to 95%. In the first year, the results revealed that the majority of students felt that their expectations were met, core competencies were known by them or presented to them during the sessions, and that the facilitators helped guide the case discussion. The statistics indicated that almost all of the average scores for each group of students and for all the students together improved slightly from pre to post test. Two out of the three sessions (communication and health care policy and quality) were helpful for their professional
learning. The SAGE mentor survey was administered to the medical students and mentors in the first year. A total of 63 out of 64 medical students and 36 out of 64 SAGE mentors at two facilities responded to the survey. The SAGE Mentor program was deemed successful by the students and stated that “the best part was working with my SAGE Mentor.” Students and mentors were most challenged by scheduling. However, the challenges were outweighed by the amount of communication and learning that took place during the SAGE Mentor visits. DISCUSSION AND CONCLUSION: An IPE program was successfully developed, implemented, and assessed at FAU. While year 1 of the program was centered on developing new pre and post‐test surveys, year 2 was dedicated to gathering data and modifying instruments to better reflect input. Year 3 will be a critical year in this longitudinal study to transfer what we have learned. In this unique pilot program at FAU the majority of students found that two out of the three IPEDS were beneficial for their professional learning. The collaborative interprofessional activities concentrating on a geriatric population were very well received by students and mentors. Students and mentors were most challenged by scheduling of the SAGE visits, but this has been outweighed by the amount of learning taking place during the visits. Important lessons were learned to refine the content and logistics of the program for the coming years. After two full years of this program with few monetary resources, the program has been successful. In order to continue developing the program, several recommendations are being made to the Interprofessional Education Steering Committee and the Administration at FAU. REFERENCES Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. http://www.aacn.nche.edu/education‐resources/ipecreport.pdf Acknowledgements: This Interprofessional Education pilot program has been supported in part by the Retirement Research Foundation. ABSTRACT TITLE: Whole Transcriptome Analysis of Chicken Eye Lens Development and Cellular Differentiation Pathways Reveals Key Autophagy and Mitophagy Genes Required for Cell Differentiation AUTHORS: Daniel Chauss (presenter), Lisa Brennan, Fielding Hejtmancik(1), Sue Menko (2), Subharsee Basu(2), Ales Cvekl(3), Marc Kantorow DEPARTMENT: BIOMED with (1) NIH; (2) Thomas Jefferson University, (3) Einstein University BACKGROUND: The pathways that operate to initiate lens differentiation and degrade lens organelles must be identified to reveal those genes important for prevention of cataract formation. Here 16,000 genes were analyzed in the chick model of development and the pathways identified. OBJECTIVES: To identify genes whose disruption is a factor in eye lens cataract formation‐a leading cause of world blindness.
Page 1 and 2: Research Day May 17, 2013 F l o r i
Page 3 and 4: Charles E. Schmidt College of Medic
Page 5 and 6: Research Day Posters
Page 7 and 8: 12. Investigation of cell stiffness
Page 9 and 10: ABSTRACT TITLE: Intracellular traff
Page 11 and 12: BACKGROUND: Sjögren’s Syndrome (
Page 13 and 14: RESULTS: We find that DHKA blocks 8
Page 15 and 16: ut the association of N‐TIMP‐1
Page 17 and 18: BACKGROUND: Cardiomyopathy refers t
Page 19 and 20: esponse (IHR) gene database. The ov
Page 21 and 22: 5. Vancheri, C., C. Mastruzzo, M. A
Page 23: 3. Wojcikiewicz, E., R. Koenen, et
Page 27 and 28: the same or improved their driving
Page 29 and 30: is linked to a greater hydrophobic
Page 31 and 32: METHODS: A retrospective chart revi
Page 33 and 34: ABSTRACT TITLE: Improving the immun
Page 35 and 36: number of these cellular factors ca
Page 37 and 38: NOTES

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