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- Title
- The Communicative Value of EMR Education: Medical Students' Perceptions of Introductions to EMRs.
- Creator
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Burry, Justiss, Scott, Blake, Wheeler, Stephanie, Brenckle, Martha, University of Central Florida
- Abstract / Description
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Research in medical education includes a number of studies that describe the complexities (Tierney et al., 2013; Gagon et al., 2009; Pippitt, Stevenson, (&) Samuelson, 2013), benefits (Milano et al., 2014; Hammoud et al., 2012; Silverman et al., 2014), and limitations (Peled, Sagher, Morrow, (&) Dobbie, 2009; Wald, George, Reis, (&) Taylor, 2014; Pelletier, 2016) of helping medical students understand and achieve fluency with electronic medical records (EMRs). In addition, studies in the...
Show moreResearch in medical education includes a number of studies that describe the complexities (Tierney et al., 2013; Gagon et al., 2009; Pippitt, Stevenson, (&) Samuelson, 2013), benefits (Milano et al., 2014; Hammoud et al., 2012; Silverman et al., 2014), and limitations (Peled, Sagher, Morrow, (&) Dobbie, 2009; Wald, George, Reis, (&) Taylor, 2014; Pelletier, 2016) of helping medical students understand and achieve fluency with electronic medical records (EMRs). In addition, studies in the rhetoric of health and medicine (RHM) have been calling to attention the effectiveness of rhetorical studies within medical contexts (Scott, Segal, (&) Keranen, 2013; Segal, 2005; Rausch, 2016; Fountain, 2014; Melocon and Frost, 2015; Graham and Herndl, 2014). However, there is not a unified idea of the best way to teach EMR fluency, nor is there any research that studies and analyzes the perceptions of students in their undergraduate medical education, including their pre-clerkship years. This thesis investigates students' perceptions of their medical education at the University of Central Florida's College of Medicine (UCF COM), specifically how 76 students who participated in surveys and focus group interviews perceive and engage with their education and ideas of EMR application and fluency. It also compares their perceptions with the goals of the module directors who designed the curriculum. In its analysis, this thesis employs classical and contemporary scholarship about stasis theory (Crowley and Hawhee, 2012; Fahnestock and Secor, 1988) to identify points of congruence and dissonance between students and module directors, as well as across cohorts of students in their first, second, and third years. Through data analysis, I found key points of congruence and dissonance between the perceptions and experiences of students and goals of module directors. I also identified key factors affecting both groups, such as the time constraints of the curriculum and the fact that hospitals use different EMR systems. The results of this study demonstrate the complexities of medical education and EMR education for both students and module directors. By understanding how rhetoric can be more beneficial to other fields, such as medical education, this study can help those creating curricula better reach outcomes that both students and licensing boards will appreciate. That said, more research needs to be conducted to understand how regulated medical education creates these points of contention between future physician curriculum designers.
Show less - Date Issued
- 2017
- Identifier
- CFE0006723, ucf:51887
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006723
- Title
- The Effects of Narrative and Achievements on Learning in a 2D Platformer Video Game.
- Creator
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Fanfarelli, Joseph, McDaniel, Rudy, Smith, Peter, Bowers, Clint, Vie, Stephanie, University of Central Florida
- Abstract / Description
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Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games....
Show moreGame design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.
Show less - Date Issued
- 2014
- Identifier
- CFE0005490, ucf:50341
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005490
- Title
- University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions.
- Creator
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Winston, Haley, Cintron Delgado, Rosa, Welch, Kerry, Malaret, Stacey, Bowdon, Melody, University of Central Florida
- Abstract / Description
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Citizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study...
Show moreCitizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study used structural equation modeling and multiple regression analysis. This marks the first time these variables have been researched together. This study found a significant correlation between both community service and peer-to-peer civic discussions in relation to citizenship level. Yet, service-learning frequency was not found to be a significant factor. On the other hand, all three civic experiences together was found to be significantly correlated to citizenship aptitudes. Leading the researcher to find that a holistic (both inside and outside the classroom) approach to student citizenship is valuable for student development. Also, only one significant relationship was found between citizenship levels and any demographic variable (parental education level of doctorate or professional degree).
Show less - Date Issued
- 2017
- Identifier
- CFE0006927, ucf:51695
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006927
- Title
- ADDRESSING NEED FOR RESEARCH-FOCUSED NURSES BY INCREASING INTEREST AND SOCIALIZATION AT THE UNDERGRADUATE LEVEL.
- Creator
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Thomas, Sarah, Norris, Anne, University of Central Florida
- Abstract / Description
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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is...
Show moreThe U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.
Show less - Date Issued
- 2014
- Identifier
- CFH0004594, ucf:45232
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004594
