OEA-Supported Research

CLIPP- Computerized Case-Based Learning
This study compared the level of student knowledge attained using computer-based cases with traditional educational techniques. The researchers, Priya Garg, MD and Sarah Goff, MD, were investigating the feasibility of comparing the effectiveness of a third-year pediatric clerkship curriculum that uses CLIPP (a series of computer based case-studies) with a curriculum that does not use CLIPP, and evaluating students’ and faculty members’ experience using the CLIPP cases.

Evidence-Based Complementary and Alternative Medicine
The Evidence-Based Complementary and Alternative Medicine (EBCAM) grant funded by National Institutes of Health/National Center for Complementary and Alternative Medicine, developed a Resident-As-Teachers program.

Humanistic Teaching
With Compassionate Care as a key theme of our four-year curriculum, the aim of this program is to: (1) train healthcare educators from TUSM’s main clinical affiliates to be master teachers’ of compassionate care by having them develop, implement, and assess an educational compassionate care project at their site; (2) develop a web-based repository for compassionate care teaching resources; and, (3) assess the program’s impact on the participating educators, site-based project’s participants, students’ clinical experiences, and broader faculty community. (Funded by The Kenneth B. Schwartz Center)

Medical Education Literature Updates Project
On January 1, 2009, participating faculty began receiving monthly email updates, via the Hirsh Health Sciences Library, of recently published articles in the Medical Education literature. This opportunity to stay current on new publications within the field of Medical Education is open to all Tufts University faculties.

Medical Student-Nurse Partnership
In reconsidering our third-year clerkships, it was evident that student experiences were strongly determined by interactions with nurses on the wards. This motivated us to collaborate with nurse coordinators to design a Medical Student-Nurse Partnership Program that builds on the existing literature and promotes medical student-nurse interactions on the wards.

PBL Facilitator Evaluation
Students evaluate teaching and provide specific feedback for improvement, but lack of anonymity confines student openness. This study examines the reliability and strength of student evaluations of Problem-Based Learning (PBL) faculty teaching comparing two evaluation modes; anonymous online and face-to-face.

Prescribing Practices
As a participant in the multi-site American Medical Association (AMA) grant project, Sound Prescribing: a Lifelong Curriculum for Physicians, TUSM is evaluating whether a series of educational interventions can help medical students address and manage the influences of pharmaceutical marketing and promotional practices on prescribing decisions.

Prescription Drug Abuse
As a member of the AMA Massachusetts Consortium of Medical Schools (TUSM, Boston University School of Medicine, Harvard Medical School, and UMASS Medical School), The National Institute on Drug Abuse (NIDA) has designated the as a NIDA Center for Excellence. Through this four-school collaboration, TUSM is co-developing a prototypical curriculum designed to teach medical students, primary care residents and primary care physicians about the prevention, diagnosis, and treatment of prescription and illicit drug abuse.

Rheumatology Curriculum
Through the generous support of the American College of Rheumatology Research and Education Foundation Clinician Scholar Educator Award (ACR-REF), Dr. Robert Kalish designed a unique faculty mentorship program to increase medical student’s exposure to musculoskeletal diseases.

Teaching and Learning Tips
Sharing learning and teaching styles with others can help students and faculty improve their own learning and teaching styles. In addition, how preferred student learning styles mesh with faculty teaching styles in the medical school setting is an area ofeducational research in need of exploration. The purpose of this educational initiative is to explore the learning and teaching strategies of student and faculty and then to disseminate these strategies to the TUSM community.

Tufts-Pine Manor Pathophysiology Project
The goal of the Tufts-Pine Manor Pathophysiology project, originally funded by an Innovations in Education Grant and awarded to Laura Liscum, PhD, was to improve medical education by giving Tufts medical and graduate students a mentored teaching opportunity that reinforces their knowledge of disease pathogenesis, enriched their communication skills, and enhanced their cultural competence by interacting closely with a diverse population of undergraduates.