Leveraging existing education innovations to establish a community of practice to promote medical education scholar development

Figures & data

Table 1. Evolution of the REDEI/RUSH Learning Community Team.

Time Period	Learning Community Team Members	Educational Research Focus
2014–2015	REDEI Team (n = 3) Educational researcher – team lead Web designer/programmer Assistant dean for student affairs	Develop data structures and interfaces between data systems Develop viewing portal prototypes Revise data structures, data systems and viewing portal as needed.
2016–2020	REDEI Team (n = 9) Educational researcher – team lead Web designer/programmer Assistant dean for student affairs Assistant dean for special projects Education faculty from neurology, infectious disease, anesthesiology Program manager for UME assessments Director of UME assessments	Assessed data quality and created corrective systems for automated data hygiene Began developing and tracking educational research ideas using a tracking database Developed and implemented supplemental data collection as needed based on research ideas Revised IRB as needed Conducted analyses and developed and submitted manuscripts for peer review
2020–Present	RUSH Team (n = 18) Educational researcher – team lead Web designer/programmer Assistant dean for student affairs Assistant dean for special projects Education faculty from neurology, infectious disease, anesthesia, pulmonary critical care, internal medicine (n = 5), 2 fellows Program manager for UME assessments Director of UME assessments	Developed and implemented a workplace-based assessment app that collected data using hand-held devices (e.g., smartphones, tablet computers) Data warehouse expands Educational research tracking database expands Research projects and analyses are prioritized.

Table 2. Summary of Published Sholarship Arising From RUSH CoP.

Published Papers	Focus of the Work and Pertinent Findings
Thayer EK, Rathkey D, Miller MF. Applying the institutional review board data repository approach to manage ethical considerations in evaluating and studying medical education. Med Educ Online. 2016;21:10.3402/meo.v21.32021. doi:10.3402/meo.v21.32021	Addressed IRB issues related to research in medical education, and proposed a novel IRB repository approach being used by both of the medical schools profiled in the paper.
Deiorio NM, Carney PA, Kahl LE, Bonura EM, Juve AM. Coaching: a new model for academic and career achievement. Med Educ Online. 2016;21:10.3402/meo.v21.33480. doi:10.3402/meo.v21.33480	Identified constructs and relevant definitions for academic coaching in medical education based on coaching literature, which focus on (1) relationship principles, (2) assessing learners, (3) creating action plans, and (4) assessing and revising plans as needed.
Carney PA, Haedinger LA, Kahl LE, Deiorio NM, Bonura EM, Kraakevik JA. the association between assigned independent learning schedule and medical student performance on examinations. Medical Science Educator. 2017;27(2):253–257. doi:10.1007/s40670-017-0389-1	Tested the hypothesis that students assigned to independent learning on Thursday afternoon would perform better on Friday quizzes compared to students assigned independent learning time on Monday or Tuesday. No statistical differences were noted.
Yeager L^a, Valenzuela S, Marino M, Carney PA. An observational study of the impact of attendance on pre-clinical undergraduate medical education performance. Educational Research Applications. Published online 28 February 2018. Accessed 17 January 2022. https://www.gavinpublishers.com/articles/research article/educational-research-applications-issn-2575-7032/an-observational-study-of-the-impact-of-attendance-on-preclinical-undergraduate-medical-education-performance	Tested the hypothesis that attendance during basic science lectures and labs affects performance on end of block examinations. Attendance at ≥80% was not consistently associated with improved examination scores.
Carney PA, Mejicano GC, Bumsted T, Quirk M. Assessing learning in the adaptive curriculum. Med Teach. 2018;40(8):813–819. doi:10.1080/0142159X.2018.1484083	Two medical school faculty teams describe how they have approached assessments conducted in adaptive curriculum, including using portfolio systems to improve learning and curricula continuous improvement cycles.
Najibi S^a, Carney PA, Thayer EK, Deiorio NM. Differences in coaching needs among underrepresented minority medical students. Fam Med. 2019;51(6):516–522. doi:10.22454/FamMed.2019.100305	Exploratory study that investigated student perceptions and coaching needs among URM and non-URM medical students Racially, ethnically, and socially underrepresented minority students have different coaching needs compared to majority students which coaches do not recognize. Faculty and program development is warranted.
Carney PA, Bonura EM, Kraakevik JA, Juve AM, Kahl LE, Deiorio NM. Measuring coaching in undergraduate medical education: the development and psychometric validation of new instruments. J Gen Intern Med. 2019;34(5):677–683. doi:10.1007/s11606-019-04888-w	This study reports on the development and psychometric assessments of two instruments, one to assess medical students’ perspectives of coaching and perspectives of coaching by coaches. The result is robust measurements for this educational paradigm.
McKerrow I^a, Carney PA, Caretta-Weyer H, Furnari M, Miller Juve A. Trends in medical students’ stress, physical, and emotional health throughout training. Med Educ Online. 2020;25(1):1,709,278. doi:10.1080/10,872,981.2019.1709278	This study used the SF-8 and the Perceived Stress Scale at baseline (matriculation) and at the end of Years 1, 2, and 3 to identify when during medical school students ‘wellness is poorest, which occurred at the end of Year 1, but improved thereafter, while perceived stress remained high and unchanged.
Kraakevik JA, Frederick M^a, Ryan N, Haedinger LA, Carney PA. An observational study of an approach to accommodate a fourth-year to third-year neurology clerkship curricular transition. Med Educ Online. 2020;25(1):1,710,331. doi:10.1080/10,872,981.2019.1710331	This paper reports on learner outcomes in a fourth-year neurology clerkship when, to address a bulge in medical student placements associated with a curricular transformation, students could opt out of taking the neurology clerkship if they undertook a complete neurological history and physical exam that was observed by a neurology faculty member. No differences were found between study groups on the US-NBME clinical neurology subject exam.
Kraakevik JA, Beck Dallaghan GL, Byerley JS Managing expansions in medical students’ clinical placements caused by curricular transformation: perspectives from four medical schools. Med Educ Online. 2021;26(1):1,857,322. doi:10.1080/10,872,981.2020.1857322	Four different medical school faculty team describe how they addressed the impact of curricular transformation on clerkships using an implementation science lens. Four different approaches were used to managing the ‘bulge’ as classes overlap in clerkships, which are described.
Hasan R, Phillipi CA, Smeraglio A, Blank J^a, Shuford A, Budd C, Garcia A, Carney PA. Implementing a real-time workplace-based assessment data collection … MedEdPublish | Open Access Publishing Platform. doi:10.15694/mep.2021.000022.1	A novel WBA system designed for handheld devices that load data to a repository using the internet for EPA competency assessment. Is described along with initial results from our inaugural medical student cohort.

^aDenotes author was a student or resident at time of work.

Table 3. Other RUSH Activities.

Other RUSH Activities	n
Conference proceedings	6
Program evaluations	11
Quality improvement/Curricular revision projects	Ongoing
Grant submissions	4
Grants received	2