where her role focused on supporting instructors in conducting research about student outcomes in their courses. Megan's disciplinary background is in educational psychology. She earned her PhD from the Ohio State University, and her research focused on the idea of relevance in higher education-how we define it, how students perceive it, and how to measure it-an interest that continues to inform her work.
202 Background: Program Directors of Oncology Fellowships cite lack of adequate faculty to teach communication skills, prognostication and symptom management to oncology fellows as a barrier to ensuring oncologists integrate palliative care into their own practice. We partnered with ASCO and its Training Program directors to develop, evaluate and disseminate a PC curriculum using an innovative format. Methods: All of the fellows in a program were randomized as a single group to one of 3 cohorts: digital education, digital education plus a 4-week palliative care rotation or delayed digital education (control). In the intervention, each fellow received 2 MCQs (on their phones or other device) focused on a particular teaching point, every other day. If answered incorrectly, focused education material was forwarded to the learner and the testing point was retested at a later date. Fellows in cohort 2 also participated in a clinical rotation at an ACGME approved PC program. Cohort 3 received the same training as cohort one, but beginning fellowship year 2, as a delayed control. Fellows’ PC knowledge was assessed during the in-training exam pre- and post-intervention. Opioid prescribing behavior was tracked after graduation and compared with a control group( group 4). Results: 283 fellows from 71 programs were quasi-randomized. The average ITE score of PC MCQs ranged from 70-73% correct across all groups and all years, for pre- and post-test scores. All fellows randomized to the PC rotation, completed it. Prescribing data was based on NPI numbers and available for all providers. 72% of cohort 1 prescribed opioids appropriately, 57% cohort 2, 72% cohort 3, 46% in a group 4 (1 vs 4, p=.0008; 2 vs 4, p=.2231; 3 vs l, p=.0011). Conclusions: Spaced education via a hand held device is acceptable, efficient and cost-effective. All groups showed acceptable knowledge on the in-training examination. Yet, opioid prescribing behavior improved as a result of the education intervention. The favorable impact on opioid-prescribing behavior was extinguished by the PC rotation, raising the question about the role of a PC clinical rotation.
Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT).His extensive background in science education includes experiences as both a middle school and high school science teacher, teaching science at elementary through graduate level, developing formative assessment instruments, teaching undergraduate and graduate courses in science and science education, working with high-risk youth in alternative education centers, working in science museums, designing and facilitating online courses, multimedia curriculum development, and leading and researching professional learning for educators. The Association for the Education of Teachers of Science (AETS) honored Dr. Spiegel for his efforts in teacher education with the Innovation in Teaching Science Teachers award (1997).
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