Elizabeth McAlister

Tag: Professional Development

  • Articulate360 – Storyline360 Mini-course on GME Compliance

    Link to course on GME Compliance0

    Course: Multimedia Design
    Assignment: Create a course on any topic to include the use of Storyline templates, a quiz, a video, and a slide created from blank. Because I was unable to find an appropriate video already made, I opted to make an intro video of my own.

    For the topic, I took the opportunity to create a mini-course that could be used with our GME Coordinator Onboarding program which, because of COVID, is being redesigned and moved from in-person presentations to virtual. This portion on annual compliance is part of a larger presentation on the role of the GME Office.

    Articulate Storyline Course

    Intro Video for course was created using Doodly.

  • Program Coordinator Onboarding Curriculum

    2018-2020: With the Program Administrators and Coordinators Leadership Team, developed a 6-month rolling curriculum for onboarding new Program Coordinators in Graduate Medical Education (GME). Sessions cover six topic areas: Getting Started, Accreditation, GME Requirements and Processes, Onboarding/Offboarding, Recruitment, and Professional Development. Each team member is able to co-present on any given session but have specific assignments based on area of expertise.

    2020-present: Because of COVID, the in-person sessions were stopped. Additionally, because we all had to learn how to do our jobs remotely and via Zoom, the onboarding curriculum was essentially put on hold. In March 2021, the GME Education Coordinator and I became Power-Users in UAB’s Campus Learning LMS (Docebo) and are working with two other members who are passionate about education to move the curriculum into a self-paced format. 

    The initial project was written up, submitted, and accepted as a poster presentation for the 2019 Association of Hospital Medical Education conference.

    Craft J, Fleming R, Pickens T, Freiger B, Butler K, Chandler R, Chambless S, McAlister E, Millette N, Veazey M, Whitehead J. (2019). Program Coordinators Onboarding—It Takes a Village to Be Successful. Association for Hospital Medical Education 2019 AHME Institute; Savannah, GA.

    Abstract. In AY 2013, a Program Administrator and Coordinator Leadership Team (PACLT) was established to provide mentoring to Program Coordinators (PC). PACLT members are experienced in GME and represent residency and fellowship programs. Members routinely present best practices at the monthly institution-wide PC meetings and meet regularly with the GME Director (GMED) to identify quality improvement activities. Through collaboration, a GME PC Manual (PCM) was developed. Recognizing that the ACGME Next Accreditation System is continuously evolving, there is need to frequently create new institution-level processes. With an average of one new PC per month, the group determined that a standardized and comprehensive program was needed to effectively prepare PC for internal and external requests.

    The objective of this activity was to develop a comprehensive PC Onboarding Program (PCOP) to prepare new PC for their important role.  Key components were to include: 1) monthly learning sessions (LS); 2) individualized training meetings with the GME Education Coordinator (GMEEC); 3) a listing of institutional resources; 4) a calendar of GME deadlines; and 5) opportunities for professional development.

  • Presentation: Emotional Intelligence: What’s DISC got to do with it?

    Presented Oct 2018 to a group of subspecialty fellowship coordinators. The goal of the presentation was to explain what Emotional Intelligence is and how it ties in with our communication styles (we had recently taken the DISC assessment).

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Emotional-Intelligence-1.pdf” title=”Emotional Intelligence”]

  • Presentation: Explaining ACGME Work Hours

    In 2018, the Accreditation Council for Graduate Medical Education (ACGME) changed a section of the Common Program Requirements. This presentation was given to a group of coordinators studying for a national certificate for Program Coordinators in Graduate Medical Education and focused on Resident Work Hours.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/ACGME-Work-Hours-1.pdf” title=”ACGME Work Hours”]

  • Case Study – Honest Ally Food International RFP

    Fall 2019: This was a group project for a course on Universal Design for Learning. In this assignment, Honest Ally Food International put out a Request for Proposal for a program to promote strategies aimed at addressing food insecurity. 

    Previous group projects were done via email or in-person. For this one, we utilized our group discussion area in Canvas (separate area from the class group discussion) and used Canvas’s Collaboration function to work on the project in Word Online.

    My partners for this project were Christina Warren and Debbie Graves.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Honest-Ally-WWYD-1.pdf” title=”Honest Ally WWYD”]

  • Literature Review

    For this assignment, we were told to find a gap in the literature. Research UDL, differentiated instruction, and instructional design in the instructional setting I plan to go into (military, health care, education, etc.). Analyze, synthesize, and evaluate the information presented in the research. Identify the gap and, utilizing future research, how this gap could be closed. 

    I chose to look at Undergraduate Medical Education (UME)—Graduate Medical Education (GME)—Faculty continuum. Professor feedback was that I did a good job, APA would recommend a more formal style of writing than what I did, but she was okay with it. I also had a couple citation errors which have been corrected in the attached. I also didn’t really answer the question of what I might recommend for future research and, frankly, am still unsure what I would recommend.

    We had a week to work on this paper and, afterward, were asked what we would have done if we’d had more time. I like to think I would have been able to go more in-depth and possibly gained a better understanding of UME. I know the post-graduate and faculty realms but am not as familiar with the medical students’ experiences. I probably could have also explored how some institutions or programs were involving instructional design within their own programs (where I was looking at UME / GME as a whole rather than by institution)—instructional design is going on at the institutional level but not necessarily at the national level. I hope to polish this up and submit to the Journal of Graduate Medical Education or similar.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Diff-Design-Lit-Review.pdf” title=”Diff Design Lit Review”]

  • Case Study – Cross Cultural Design

    Nov 16, 2019: A case study on cross cultural challenges in instructional design for a course on Universal Design for Learning.

    Case study citation: Spannaus, T. W., & Jones, T. S. (2014). Case Study 20. Iris Daniels: Cross-Cultural Challenges in Designing Instruction. In Ertmer, P., Quinn, J., & Glazewski, K. The ID casebook : Case studies in instructional design (Fourth ed. pp. 190-193). Boston: Pearson.

    The assignment was to answer these questions:

    1. How was the design process beginning with the initial design of the Web-Based Training to the proposed elements of the prototype influenced by the different backgrounds of the consortium members?
    2. Evaluate Jim and Iris’s approach to handling cultural differences among consortium members.
    3. Critique the elements of the prototype proposed by Iris, Jim, and Kimberly. What would you add or eliminate, if anything? Explain.
    4. What outcomes might Iris expect from the demonstration of the prototype?
    5. What steps should a designer take to prepare for working on a cross-cultural team?

    Professor feedback was that she loved my response to question 3 and that I could have said more on question 4.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD620-Cross-Cultural-Design.pdf” title=”IDD620 – Cross-Cultural Design”]

  • Developing Training Programs

    Course: Trends and Issues in Instructional Design

    1. Develop a plan for integrating refugees from the Middle East into the Europeans vocational systems, identify and discuss ethical, legal, and political dimensions of my plan.
    2. Design a training program aimed at reducing medical errors in patient charting.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD600-Reading-Eval-6.pdf”]

  • Learning Outcomes & Models of Motivation

    Course: Trends and Issues in Instructional Design

    A reading evaluation consisting of two parts:

    1. I selected two instructional goals that represent simple versus complex learning outcomes and how the learning theories we had just learned about could be employed to develop instruction to teach those goals.
    2. A discussion on Wlodkowski’s Time Continuum Model of Motivation and then describe two or more situations in which his model would provide useful guidance.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Reading-Eval-3-IDD600.pdf” title=”Reading Eval 3 IDD600″]

     

  • Personal Definition of Instructional Design

    Course: Trends and Issues in Instructional Design

    Our text gave several different definitions of “Instructional Design.” For one assignment, I was tasked with either identifying a definition that resonated with me or coming up with my own. Ultimately, there was one in the text which I felt cut to the core of my understanding of Instructional Design, even though it appears simplistic at first glance. I also liked it because it is simplistic enough that non-ID people could understand it.

    “Instructional design is a system of procedures for developing education and training materials in a consistent and reliable fashion” (Reiser & Dempsey, 2017, p. 27).

    Based on a talk I had had with the Program Director prior to applying to the program, whenever someone asked me, “What’s that?” My response was, “Basically process and quality improvement for the learning environment.” That response still confused a few of my friends and family, but the people I work with at UAB are intimately familiar with “process and quality improvement.” It’s an ongoing task in the world of Graduate Medical Education (GME) and involves soliciting frequent feedback from residents and faculty regarding the rotations, the clinics, residents evaluate faculty, faculty evaluate residents, etc., then making changes where needed to continue to improve the learning experience.

    Text: Reiser, R.A. & Dempsey, J.V. (Eds.) (2017). Trends and issues in Instructional Design and Technology. New York, NY: Pearson.