Indiana University-Purdue University Indianapolis (IUPUI) / Anatomy Academy (AA) is a service-learning program in which pre- and current health professional students (Mentors) work in pairs to teach anatomy, physiology, and nutrition to children in the community. The purpose of this study was to investigate the short- and long-term Mentor outcomes in personal, social, civic, academic, and professional domains. Former Mentors were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their AA experience on: teaching skills, personal and interpersonal development, civic engagement, and academic and professional development. Follow-up interviews with a subset of survey respondents were performed. The survey was completed by 219 Mentors and 17 survey respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of AA participation on elements of personal and interpersonal development (e.g., selfesteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Mentors who worked with low-income or Special needs populations reported unique impacts in personal, interpersonal, and civic domains. A majority of former Mentors agreed that AA participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to the their careers, with several current health professionals reported that they regularly employ teaching and interpersonal skills learned while Mentors in their roles as physicians, nurses, or physician’s assistants. A majority of former Mentors reported that AA validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%). These results indicate that a health education-based service-learning program offers undergraduate, graduate, and professional students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of service-learning to the literature, with a particular focus on how the pedagogy can supplement the education and professional development of pre- and current health professional students.

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Purpose: Shared mental models (SMMs) represent commonly held understandings of task and team related knowledge within a team. Thought to facilitate implicit and adaptive coordination without the need for explicit communication, the construct has been thoroughly studied in non-health care settings. There has been increasing interest in the topic in the healthcare setting, but recent reviews have found that the construct is poorly defined and has significant heterogeneity in how it is measured (Floren et al., 2018). We conducted a scoping review examining the construct of SMMs in medical teams within the acute care setting. Method: Following the Arksey and O’Malley (2005) framework, five data bases were searched: Medline, CINAHL, PsychInfo, Web of Science, and Embase. Eligible studies examined SMMs in the context of medical teamwork in the acute care setting. Definitions, methods, and general study characteristics were examined. Results: Of the 1397 articles retrieved, 25 met eligibility criteria. The studies encompassed a variety of areas of clinical practice. There was no common definition for SMMs across the studies examined. The majority of studies (20/25) used quantitative methods with surveys, questionnaires, and observation being the most common. Conclusions: The construct of the SMM is poorly defined in the setting of acute care medical teams. Although many standard types of SMM measurement exist, few of the studies used these common methods. The lack of direct measurement of SMMs, especially in the case of observation, questions the validity of these studies. We propose a definition for SMMs in this context and a path forward for studying SMM in the acute care setting. / Thesis / Master of Science (MSc) / Health care is a team sport and as health care systems become more complex, teamwork becomes increasingly important. However, a team of experts does not make an expert team and highly effective teams possess a particular set of characteristics that allow them to perform high quality care. One characteristic that is receiving an increasing amount of attention is the Shared Mental Model. The purpose of this study was to examine what is already known about these shared mental models in the context of acute care medical teams. This study will act as a launching point for future research exploring how teams think and how it impacts the quality of care they can provide.

There is strong evidence that certain neurophysiological processes link action and observation (Higuchi et al., 2012), which supports the idea that learning a motor skill is enhanced via skill observation (Hayes et al., 2010). Skill learning through observation is optimized when the observation includes a combination of expert and novice models (Rohbanfard and Proteau, 2011). The purported advantage lies in the two types of models’ dissimilar ability (Andrieux & Proteau, 2013). The novice model is characterized by larger margins of error that manifest as variable attempts. Increased variability has been shown to be beneficial in physical practice (Moxley, 1979). The purpose of the first study was to examine the observation of novice variability effect to explore whether it is Schmidt’s (1975) generalized motor programs or schema parameterization representations that is acquired when observing modeled performances. Participants engaged in an observational period in which they observed a criterion model with no variability, a model demonstrating absolute timing variability, a model demonstrating relative timing variability, or a model demonstrating variability in both relative and absolute timing. The results indicate that variability in relative timing information contributes to observational learning, which suggests that generalized motor programs are acquired through observation but not schematic parameterizations. The purpose of the second study was to apply the Rohbanfard and Proteau (2011) paradigm in the medical education context by exploring the impact of video-based observational practice on the clinical learning. First year medical students learned a common surgical skill by observing expert demonstrations of the skill, novice demonstrations, or demonstrations by both an expert and novice model. The study demonstrated a robust effect of observational learning in that all groups improved over time regardless of the type of model they observed. Both studies highlight that an expert model may be the most beneficial when engaging in observational practice. / Thesis / Master of Science (MSc)

The purpose of this study was to develop and test the effectiveness of one model composite stress management workshop on the perceived stress levels of resident physicians. It was hypothesized that resident physicians would utilize stress management techniques to decrease their perceived stress and would report an increase in work satisfaction and increase their coping skills. The intervention focused on four major areas of stress management: (1) personal management skills; (2) relationship skills; (3) outlook skills; and (4) stamina skills. Sixty-four resident physicians from training programs in Pediatrics, Medical-Pediatrics, and Medicine volunteered to participate in this study. From this group, 43 resident physicians were divided into three sections and were assigned to one of three stress management workshops provided by the researcher. The remaining group of 21 resident physicians became a control group and received no treatment except for the pretest and posttest. To measure the perceived levels of stress, two stress instruments were administered to both groups with the pretest given two weeks before the workshop and the posttest given four weeks after the workshop. The instruments were the Essi Systems Stress Instrument (Orioli, Jaffe, & Scott, 1987) and the Maslach Burnout Inventory (Maslach & Jackson, 1981). The Life Experiences Survey (Sarason, Johnson, & Siegel, 1978) was administered to the treatment group only. Overall, the results supported the effectiveness of this model of stress management workshop for this population. The treatment group reported improvement in half the measures of stress and coping skills. The specific components which showed significant improvement were in areas such as work satisfaction, coping ability, behavioral and emotional symptoms of stress, and emotional exhaustion. The results were determined by an analysis of variance. Conclusions drawn from this study confirmed the high level of stress for resident physicians and indicated a definite place for stress management workshops within residency training programs, and possible for stress management programs in general. Implications were drawn for incorporating stress management training throughout the course of physician training to reduce stress directly by re-designing the work environment in which resident physicians practice.

The purpose of this study is to examine the relationship between dental and mental health. To dive deeper into seeing this connection, patients with sleep apnea will be asked to share their experiences with the treatments for sleep apnea and how it had affected their mental or dental health.

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Thesis (MPhil (Centre for Health Sciences Education)--University of Stellenbosch, 2010. / Aim: The aim of this study was to investigate the approaches, conceptions and perceptions toward learning of undergraduate Physiotherapy students in a PBL module in order to inform curriculum development and enhance facilitation of learning at the Stellenbosch University Division of Physiotherapy. Methodology: A mixed-method, descriptive study was conducted during 2010. Physiotherapy students currently in their 3rd year of the course, completed the Revised Two-factor Study Process Questionnaire (R-SPQ-2F) at the commencement of the academic year and again at the end of the first semester. The aim of this questionnaire is to determine the deep and surface approach toward learning of participants. Students also completed a perception of learning questionnaire and participated in focus group discussions to evaluate their perceptions and conceptions of learning in the module. Results of the three data instruments were analysed statistically, descriptively and phenomenographically, respectively. Results: There was a 100% response rate to the R-SPQ-2F and perception questionnaires, with only 6 out of 16 participants responding to invitations for focus group interviews. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. An increase in those with a deep approach and a decrease in those with a surface approach toward learning were seen at the end of the first semester. This shift was however not significant. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Clinical reasoning and internalizing information were seen as two of the advantages of the instructional approach. Conversely, the disadvantages of the module included the perception that the instructional approach used is time consuming and concerns regarding quality and accuracy of learning material. The presence of dysfunctional group dynamics also plays a role in students perceptions of disadvantages in APT. Students conceived the module to have an effect on their approach toward learning and both personal and professional skills. Conclusion: The Applied Physiotherapy 373 module had no significant effect on students‟ approach toward learning. The results of this study however are not conclusive on why and how this lack of significant effect is present. Further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This should be done in conjunction with implementation of quality assurance mechanisms for learning material, introduction of multi-media into PBL sessions and earlier preparation of students for the change in learning environment.