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Although many medical schools include among their goals that of helping students to become self-directed learners, the lack of consensus on a precise definition of self-directed learning has hindered the development of a solid research base that could guide educational and assessment efforts. In this project, we seek to clarify the concept of self-directed learning by identifying self-assessment as a necessary component skill for self-directed learning. We propose to refine the measurement of self-assessment and clarify its psychological dynamics through three studies.

In Study 1, we will develop a longitudinal database that will allow us to evaluate the impact of personal and task characteristics on self-assessment abilities and strengths and weaknesses on how they spend subsequent educational time, and we will attempt to clarify the impact of educational experiences on changes in clinical performance and corresponding self-assessment of that performance. In Study 3, we will concentrate on the psychological meaning and dynamics of self-assessment as a metacognitive process, seeking to determine the links this skill might have with other metacognitive phenomena and personality characteristics.

The results of this project will provide a clearer basis for understanding: (1) how accurate self-assessment might be used as a guide for students= self-directed learning decisions; (2) how self-assessment might best be measured; (3) the psychological dynamics of the self-assessment process and its relation to other important cognitive processes; and (4) the means by which self-assessment, and by extension, self-directed learning, might be influenced through educational interventions.

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society expects physicians not only to have mastered a fund of medical knowledge and a set of clinical skills, but also to possess the professional attributes (eg, compassion, honesty, respect for patients, ethical standards) necessary to provide excellent patient care. Yet, despite the importance of these non-cognitive attributes, there is a paucity of suitable outcome measures for their assessment in medical students.

Entry into our DNP Program can be achieved through various paths. .

Information about grants made from the Stemmler Fund has been updated.

Principal Investigator: Melanie C. Wright, PhD
Grant Amount / Duration: $69,718.00 / 2 years
Project Title: Assessment and Prediction of Teamwork

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The Avila University senior radiologic science students took first place in the annual Missouri Society of Radiologic Technologists student bowl competition in Columbia, Missouri on April 6.

The Avila University senior radiologic science students took first place in the annual Missouri Society of Radiologic Technologists student bowl competition in Columbia, Missouri on April 6.

Application Deadline:Early consideration, October 15Final deadline, March 1
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The purpose of this pilot study is to develop a testing module for an existing cardiovascular simulator for the performance of RHC to objectively assess procedural skills, knowledge and clinical decision making of medical trainees. The project objectives are (1) to develop simulations of five commonly encountered patient scenarios for RHC; (2) to calibrate the simulations using the input of cardiovascular specialists; (3) to test a scoring methodology for the objective assessment of both procedural and cognitive skills in performance, interpretation and diagnosis utilizing RHC; (4) to assess the ability of the simulations to stratify physicians across a range of training levels and experience; (5) to measure operator satisfaction and face validity of the simulations across a spectrum of physicians.

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One of the most common invasive procedures involves the use of the pulmonary artery catheter (PAC). Currently, more than 1 million PAC's are used annually in the U.S. in a variety of clinical and research settings to perform right heart catheterization (RHC). The skills of PAC insertion and data interpretation are developed under the observation of senior level physicians through repetition in a clinical setting, with patients exposed to procedural complications in training settings. Using a new "force-feel" simulator, we are now able to simulate RHC procedures in a realistic environment, complete with real-time hemodynamic monitoring, "virtual" fluoroscopy and realistic catheter manipulation. This for the first time allows for the use of medical simulation in training and evaluation of the procedural skills and knowledge base necessary for the performance and accurate interpretation of invasive cardiac procedures.

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This project will allow for the development of a novel reproducible and standardized testing method for evaluation of procedural skills and clinical knowledge that does not exist in current clinical training. It combines the ability to test procedural skills without the need for patient interaction while assessing clinical decision making in "real-time." This evaluation and training tool has broad applications to medical students through practicing physicians, and may provide a benchmark for certification in procedural skills.

Submitted by: Douglas Bufkin, CRNA

Abstract
Skill development and assessment in the performance of medical procedures continues to be an area of slow progress in medical education. Unfortunately, the model of "see one, do one, teach one" still persists in many training environments. To date, it has been difficult to develop effective tools to objectively assess procedural skills and data interpretation during the performance of invasive procedures. With the advent of medical simulation, we now have a tool for procedural skills training and objective assessment.

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