The transition from medical school to residency is often considered the most difficult year for both teachers and learners. Learners report feeling underprepared, and some researchers have identified a decrease in patient safety during the first month of residency. These factors suggest learners could be better supported during this transition period. Previous research demonstrates that boot camps (BCs) at the onset of residency can improve learners’ confidence, knowledge, and some technical skills. However, little information has been published on how those BCs were developed and implemented, why BCs only improve some skills and not others, or the long-term impacts of BC programs. We used a Context, Input, Process, and Product program evaluation framework to develop, implement, and evaluate a simulation-based BC for novice surgical trainees that was aligned with the recent shift towards competency-based models of medical education. Next, we used a Convergent Parallel Mixed Methods approach to explore the longer-term impacts of the BC program. Lastly, we explored how effectively the Objective Structured Clinical Examination (OSCE), a “gold standard” measure of learner competence that was used in the BC program, truly captures clinical performance of novice trainees. This work demonstrates that incorporating a BC at the onset of residency can improve residents’ confidence and skill for up to two years into training, although adherence to sound pedagogical principles is critical. The BC also provided residents with the opportunity to participate in role clarification, acculturation, and social integration. Finally, we demonstrate that OSCEs may not always be the best way to measure BC effectiveness. The data presented in this thesis will provide educators with new insights on how to create and evaluate successful BC programs to support learners through the transition to residency; highlight new approaches for evaluating educational initiatives; and prompt a conversation about how assessment is being used in medical education. / Dissertation / Doctor of Philosophy (PhD) / From day one, new doctors are expected to adapt to new training environments, manage increased workloads, and make decisions about patient care, while working longer hours, and with less support than they had as medical students. As such, research suggests that new doctors often feel underprepared and stressed when entering residency. Furthermore, the ‘July Effect’, which suggests that fatal medical errors rise by 10% in the first month of residency compared with all other months, suggests that something needs to change. In this thesis, we sought to improve the way that surgical training programs approach the transition into residency, and look at the long-term impacts of these changes. Through three interrelated studies, we provide educators with information on how to develop, implement, and evaluate a simulation-based boot camp for new doctors; highlight new approaches for evaluating educational initiatives; and revisit how assessment is being used in medical education.

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The School of Graduate Studies at East Tennessee State University started the first Thesis and Dissertation Boot Camp program in the fall of 2012 by organizing a team of dedicated faculty and staff to help promote the Boot Camp and to run its sessions. Boot Camp at ETSU has since had great success with participation, positive student feedback, and student success. We have had 268 total registrations and 178 unique participants in Boot Camp from all stages of the writing process and of those who were close to finishing, 94 have graduated, many of whom have credited the Boot Camp program with their success. We advertise 21 to all ETSU graduate students, local and regional institutions, and although they were always welcome, we have recently expanded our advertising to Capstone Project students. Students from all of these groups have participated. Boot Camp provides dedicated space and time to write free of distractions, with a variety of resources in the same room or just steps away. In this presentation, I will detail how, what, when, and who is involved in setting up and running our boot camps and provide an overview of our optional mini-workshops that are offered during each session. I will also provide an update on how our boot camp has evolved over the past five years and share some data that I am currently working on correlating boot camp attendance with graduation rates. Boot Camp models at other institutions will also be presented for comparison along with tips for setting up a boot camp at your institution. Another update for this presentation is a personal one. I would like to credit Boot Camp for my own professional growth. Working with boot campers through personal, professional, and academic challenges has tested my ability to be a leader and inspire others to persevere. Boot Camp continues to be a source of pride for me and the School of Graduate Studies at ETSU and I would love the opportunity to share the program again with representatives from other institutions.

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Although we give library instruction in graduate courses per request,we reach a small number of students this way. Others will see us oneon-one,but we’re still missing the majority. Nearly all Boot Campersare unknown to us, which means they’ve had no formal graduatelibrary instruction prior to writing the biggest project of their academiclives.To this end, we offered two new strategy-based workshops, whichwe propose to outline as one single-session presentation at USETDAunder the category of “Student Support and Training” (ImpactfulETD Processing).In Boot Camp, Session One covers data management: physical andvirtual workspace organization, file structure, online data storage andbackups. The emphasis here is on where to put data and how to saveit. Online programs covered include free word processing softwaresuch as Google Docs, Word Online, Shutterbug, and Zoho Docs andcloud storage services such as Google Drive, Microsoft’s OneDrive,Mac’s iCloud Storage, Amazon storage, Box and Dropbox.Session Two of Boot Camp addresses research and citation management.Revamped to include the Association of College and ResearchLibraries (ACRL) Information Literacy Framework’s concepts, wepresent systematic research as a transferable skill, not an isolated casetied to one course or problem. This workshop incorporates criticalthinking into showing students how to construct a search; how tokeep on top of research through folders, feeds, and alerts; and how tomanage citations via Mendeley.After the presentation and discussion, attendees should be able torecognize the significant function librarians perform in a targetedprogram such as Boot Camp convey the value of formal, timelyintervention for graduate students assess the benefits of linking ouroverall methodology to the ACRL Framework replicate our offeringsto support their students at the point of need, and beyond.

The relationship between speech articulation therapy dose (frequency, intensity, duration) and treatment outcomes are poorly understood. Identifying optimal therapy doses for specific articulation disorders is essential to providing efficient clinical care. Recent research indicates that intensive speech therapy doses-known as boot camps-may promote rapid improvement and generalization for certain speech disorders. Therefore the present investigation examined the effects of a boot camp speech therapy approach to remediate interdental /s/ production in an 8-year-old male. The boot camp included two days of speech therapy involving visual, tactile, and auditory feedback approaches. Therapy was administered 5.5 hours per day across morning and afternoon sessions. Treatment outcomes were evaluated using auditory-perceptual ratings of pre- and post-treatment word pairs. The results indicated that /s/ production improved significantly immediately following the boot camp and improvements were sustained at one week post-treatment (p < 0.05). Medial and final /s/ productions improved more so than the initial /s/ productions. These findings suggest that the speech therapy boot camp approach may be effective for certain individuals with speech sound disorders. Future research should explore dose-response relationships among speech articulation therapy dose in other children with speech sound disorders.

From its inception in 2012, the Dissertation and Thesis Bootcamp at East Tennessee State University (ETSU) has included a library component. Unfortunately, librarians were used more as computer technicians, assisting students with technological access issues and occasional citation help, than as information specialists. In Spring 2015, the new Graduate Librarian and the Distance Education Librarian proposed significantly expanding the librarian's role in the program by adding targeted workshops to address physical and virtual workspace organization and research strategies. In the exit surveys for Boot camp, students have expressed high ratings and appreciation for these formal library instruction opportunities. Familiarity with the embedded librarians greatly increased the interaction between students and librarians, allowing for timely, point of need interventions during boot camp, as well as continued personal consulatations afterwards. This infographic-based poster will use graphed data, linear progression and photographs to showcase the different function performed by the librarians embedded in bootcamp. It will clearly and systematically demonstrate visually how what began as a teaching research and data management skills improved student ability and confidence and progressed to one-on-one and group sessions. This case study will provide inspiration and guidelines to help others reproduce our success. Links to the content of our workshops will also be available.