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CIT
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Instructional Grants Program
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2005-2006 Funded Proposals
Instructional Grants Program - Funded Proposals
The Instructional Grants Program awards grants to fund innovative projects to improve teaching and learning at UCSF. The program combines the Instructional Improvement Projects (IIP) grants and the Instructional Technology Development (ITD) grants to fund a wide range of projects in all aspects of education.
Video-Based Tutorials for Inter-Professional Clinical Education Preetha Basaviah, M.D., Assistant Clinical Professor; H. Carrie Chen, M.D., MSEd, Assistant Clinical Professor; Shieva Khayam-Bashi, M.D., Assistant Clinical Professor; Rosemary Plank, R.N., Ph.D., Associate Clinical Professor, Sharon Youmans, PharmD, MPH(c), Assistant Professor Successful collaboration among health care professionals is essential to optimizing patient outcomes such as that of patient safety. We propose to create a video-based tutorial for an innovative inter-professional training program that brings together students in the Schools of Medicine, Nursing, and Pharmacy for training in collaborative patient care. A Formal Assessment of Storytelling on the Quality of Didactic Medical Education Paul Turek, M.D., Associate Professor in Residence; Erica Li, Stanford University student Storytelling is a teaching tool that can effectively engage interest and instill values from inquiry experiences. Despite the abundance of clinical "stories" in medicine, storytelling has been overlooked as a teaching tool in this field. The goal of this pilot study is to investigate whether storytelling, when introduced into medical teaching, can improve student comprehension of educational material. Manipulation of three-dimensional models of human teeth and jaws comparing active and passive learning for visual recognition and spatial awareness Adam Lloyd, BDS MS, Assistant Professor The Division of Endodontics has previously used micro-computed tomography (microCT), to successfully visualize root canal systems three-dimensionally with a cohort of students. Further investigation of the model will show how teeth interact with the jaws and other anatomical structures through various stages of treatment, improving spatial awareness and preparing students for clinical practice. An Interactive Video Tutorial for Teaching Code Status Discussions to Medical Students, Medicine Residents and Interns, and Advanced Practice Nursing Students Susannah T. Clark, M.D.; Eva H. Chittenden, M.D.; Kathleen A. Puntillo, R.N., DNSc, FAAN; Steven Z. Pantilat, M.D. Teaching clinicians-in-training about conducting code status discussions is important but varies widely by school, site, and preceptor. We propose to create an interactive video tutorial to improve the teaching that medical students, medicine residents, and advanced practice nursing students receive in how to talk with patients about code status. The Art of Differential Diagnosis, a Web-Based Tutorial for UCSF Advanced Practice Neonatal Nursing Students Annette Carley, Assistant Clinical Professor The ability to systematically discriminate patient data and clinical findings into a differential diagnosis is an essential skill for the Advanced Practice Nursing role of Neonatal Nurse Practitioner. This web-based tutorial will enhance in-class practice and clinical residency application of this skill for graduate nursing students in the Neonatal specialty. Expanding and Improving an Existing Web-based Multi-Disciplinary Curriculum in Geriatrics Through Increased Use of Visual Media Judith Barker, Ph.D. An existing widely-used multi-disciplinary web-based course in geriatrics (http://ucsfagrc.org) is at present heavily text dependent. Greater use of audio-visual materials, such as video and photographs, would considerably enhance and expand student learning (for example, on how to assess various aspects of an older adult's functional status). Developing multidisciplinary curricula for emergency preparedness Julia Faucett, R.N., Ph.D., FAAN This proposal is to collect, evaluate and develop curricular material to prepare students and residents to respond to public health emergencies, including chemical, biological, radiological, nuclear, or explosive terrorist events. A three hour introductory course, three areas of optional multi-disciplinary courses ('Focus Areas'), and a resource collection will be developed. 
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