Encouraging Attendance in Emory’s Health Professionals Training Programs
L. Lichten, K.L. Bishop, & K. Garber
DOI:doi.org/10.59450/OTGP7585 Download PDF Health professional training programs often grapple with low student attendance of non-required learning events. These programs may benefit from structural and cultural changes that boost attendance. It may not come as a surprise that many students avoid coming to class unless strictly required to do so. With the vast array of online […]
IPEC Core Competencies in Action: Developing Emory’s IPE-ACTS Program through Collaborative Interprofessional Teamwork
J. L. Guest, B. A. Swan, & R. L. Baggett
DOI:doi.org/10.59450/GYYR2002 Download PDF In this “How-to,” we describe the development of IPE-ACTS (Interprofessional Education – Achieving Collaborative Team Solutions), a new required interprofessional (IPE) training program for first-year Woodruff Health Sciences Center (WHSC) students at Emory University. Introduction IPE-ACTS is Emory’s new applied IPE program that trains first-year students in the schools of medicine, nursing, […]
Gamification in Point of Care Ultrasound Education
E. Liang Liu & G. Helland
DOI:doi.org/10.59450/OYWD6862 Download PDF Gamification, or the use of interactive educational sessions with a healthy dose of competition, can help motivate learners and lead to increased retention of skills and knowledge. Point of care ultrasound (POCUS) is integral to many health professions and a requirement in the training of emergency medicine resident physicians (Bahner et al., […]