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AUCD - Poster Symposium: Training Curricula & Outcomes

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Monday, December 5, 2016 4:40 pm - 5:40 pm

Location: Grand Ballroom Central Salon

Session Description

 

AUCD poster symposia seek to deepen levels of engagement and connection between those interested in common topics. Posters have been hand-selected by a review committee and grouped by room around common themes. Facilitators will open each poster symposia with broad thoughts about the room's theme followed by a brief 2-3 minute presentation by each poster presenter, approximately 15 per room. Attendees will then have time for more in-depth exploration of the information presented and make connections with others in the room. Attendees are attend to select one symposia to attend during each time slot as space allows; pre-registration is not required.




Presenters

Long-term Pediatrician Outcomes of a Parent Led Curriculum in Developmental Disabilities
Bruce Keisling, Ph.D., Executive Director, Boling Center for Developmental Disabilities, UCEDD/LEND
Elizabeth A. Bishop, Ed.D., Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;
David A. Kube, M.D., Portland, OR, United States, OR - Oregon Institute on Development & Disability, UCEDD/LEND;
Jenness M. Roth, M.Ed., Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;
Frederick B. Palmer, M.D., Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;

In a survey conducted during their pediatric and medicine/pediatric residencies, physicians describe the sustained impact that a parent led curriculum in developmental disabilities has had upon their current medical practice.

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The Family Discipline and a Parent Led Curriculum: Measuring Training Outcomes Using an MCH Leadership Competency
Bruce Keisling, Ph.D., Executive Director, Boling Center for Developmental Disabilities, UCEDD/LEND
Elizabeth A. Bishop, Ed.D., Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;
Jenness M. Roth, M.Ed., Memphis, TN, United States, TN - Boling Center for Developmental Disabilities, UCEDD/LEND;

This study represents a first effort using an MCH leadership competency to directly measure the effectiveness of LEND family faculty and a parent led curriculum in facilitating trainee leadership development in family-centered care.

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Lessons Learned when Increasing Family Member Involvement in LEND Training
Beth Bader, Ph.D., Associate Director, Va-LEND, Partnership for People with Disabilities, UCEDD/LEND
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In 2015, Va-LEND was the recipient of a small ITAC grant award aimed at increasing family member involvement throughout the program, especially as trainees. There were numerous benefits for both family and other discipline trainees, but there were also some stumbling blocks that needed to be addressed. This presentation will provide an honest discussion of what the faculty and trainees learned along the way.

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The Including People with Disabilities Public Health Competencies Including Disability in Public Health Training Programs
Shannon Haworth, MA, Senior Manager, Disability and Public Health
Adriane Griffen, DrPH, MPH, Association of University Centers on Disabilities, Silver Spring, MD, United States;

The "Including People with Disabilities: Public Health Workforce Competencies" is a resource to increase the capacity of public health professionals to develop program plans and efforts that include people with disabilities. The Competencies outlines recent advances in knowledge and practice skills that public health professionals need to include people with disabilities in planning.

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Including and Engaging People with Disabilities: Developing Guidance for Local Health Departments
Meredith Williams, MPH, 2015-2016 NACCHO Health and Disability Fellow, National Association of County & City Health Officials
Kendall Leser, PhD, NACCHO, Washington, DC;
Jennifer Li, MHS, NACCHO, Washington, DC;

Local health departments are often unaware that people with disabilities experience serious health inequities, but are uniquely positioned to promote full participation and healthy functioning for people with disabilities in their communities. This presentation describes disability inclusion guidance developed for local health departments by a graduate student and self-advocate, based on NACCHO Health and Disability Fellowship training and advisement from the Medical College of Wisconsin and Wauwatosa Health Department.

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We the Trainees: Opportunities and Strategies for LEND Trainees to Collaborate on Impactful Research that Utilizes Interdisciplinary Cooperation
Brook McCall, MPH, LEND Trainee, Oregon Institute on Development & Disability, UCEDD/LEND
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Oregon Health & Science University's (OHSU) 2015-16 Leadership Education in Neurodevelopmental and Related Disabilities (LEND) trainee cohort collaborated on an interdisciplinary research study to understand birth outcomes among Oregon-based Arab-Americans. This poster will evaluate the successes, challenges, and opportunities uncovered during this exploration to inform future LEND trainee interdisciplinary research. Strategies are outlined for: 1) Idea Generation, 2) Inclusionary Recruitment, 3) Stakeholder Engagement, 4) Funding Acquisition, and 5) Project Sustainability.


The GaLEND e-Portfolio Experience: Discipline-specific Differences in Trainee Perceptions
Rebecca Wells, MSW, MPH, Doctoral Fellow, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Emily Graybill, PhD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Akilah Heggs, MA, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Mark Crenshaw, MTS, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Stephen Truscott, PsyD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Dniel Crimmins, PhD, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

As trainees represent a variety of disciplinary backgrounds in clinical arenas, policy and advocacy positions, as family members, and as self-advocates, the E-Portfolio process can differ significantly for each trainee. This presentation presents findings from discipline-specific focus groups detailing feasibility and acceptability of the E-Portfolio process among trainees. Implications for supporting family trainees and traditional trainees in the E-Portfolio process will be explored.

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Training to Social Workers of the Administration for Families and Children of the Family Department of Puerto Rico
Carol Salas, Psychologist, Director, Institute on Developmental Disabilities, UCEDD
Ilia Torres, M.S., San Juan, PR, Uganda, PR - Institute on Developmental Disabilities, UCEDD;
Annie Alonso, Psy. D., San Juan, PR, PR - Institute on Developmental Disabilities, UCEDD;

This presentation will describe the efforts of the Institute on Developmental Disability in collaboration with the Administration for Families and Children of the Family Department of Puerto Rico to increase social workers skills that facilitate intervene with the maltreatment of children with intellectual and developmental disability in Puerto Rico.


Interdisciplinary Academic Partnerships: Interdisciplinary Exploration of Alaska's Critical Behavioral Health Issues
Virginia Miller, DrPH, MS, MPH, Associate Professor, LEND Training Director, Center for Human Development, UCEDD/LEND
Karen Ward, EdD, University of Alaska Anchorage, Anchorage, AK, United States, AK - Center for Human Development, UCEDD/LEND;

This poster presents the experiences and challenges of designing, developing and instruction of an interdisciplinary course at the University of Alaska Anchorage addressing critical behavioral health issues in Alaska. With leadership from the Alaska LEND Program, faculty from the Departments of Psychology, Health Sciences, Human Services and Schools of Social Work and Nursing, and the Center for Human Development and the Justice Center collaborated on the project.

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Improving Training by Increasing Feedback and Self Evaluation in a Clinic Setting
Cheryl Messick, PhD, Co-Director, UCLID Center, LEND
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Input from LEND trainees indicated that students wanted to receive more feedback from faculty regarding their performance in clinic. Overall faculty did not consistently or frequently provide trainees with verbal or written feedback. The purpose of this project was to improve training by implementing an efficient system for students to complete a self-evaluation and for faculty to provide written feedback to students as a standard procedure following clinical sessions.


Improving Effective Interdisciplinary Teamwork Using Team-Based Learning within the NH LEND Curriculum: Evaluation from Year 2
Rae Sonnenmeier, Ph.D., Clinical Associate Professor, New Hampshire LEND Program
Susan Russell, M.S., Orono, ME, United States, NH - New Hampshire LEND Program;
Betsy Humphreys, Ph.D., Durham, NH, NH - New Hampshire LEND Program;
Alan Kurtz, Ph.D., Orono, ME, NH - New Hampshire LEND Program;

This poster provides an update on the implementation of Team-Based Learning (TBL) by NH LEND faculty during Academic Year 2015-2016. Improvements to the Readiness Assurance Process included defined learning outcomes, use of reading guides, and improved assessment of trainee knowledge of concepts. Evaluation data from Years 1 and 2 regarding the use of TBL are presented, including positive outcomes and challenges described by faculty and trainees.

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NH LEND Program Analyses of the Maternal and Child Health Leadership Competencies Self-Assessment over Five Cohort Years
Betsy Humphreys, PhD, NH LENDTraining Director, New Hampshire LEND Program
Rae Sonnenmeier, PhD, Durham, NH, United States, NH - New Hampshire LEND Program;
Susan Russell, MS, Orono, ME, United States, NH - New Hampshire LEND Program;
Alan Kurtz, PhD, Orono, ME, United States, NH - New Hampshire LEND Program;
Leslie Couse, PhD, Durham, NH, United States, NH - New Hampshire LEND Program;

The purpose of this poster session is to report the results of analyses of NH LEND Program mean scores on the MCH Competencies Self-Assessment across five cohorts of trainees in order to provide a deeper understanding of how the competencies promote development of leadership skills in trainees and provide an effective measure for program evaluation. This session will be of interest to training programs utilizing the MCH Competencies.

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Navigating Distance and Technology: Successfully Engaging LEND Trainees from New Hampshire and Maine in a Synchronous Online Team-Based Learning Environment
Susan Russell, M.S., Associate Director and Training Coordinator, The University of Maine, Center for Community Inclusion, UCEDD
Alan Kurtz, PhD, CCIDS, Maine UCEDD, Orono, ME, United States, NH - New Hampshire LEND Program;
Elizabeth Humphreys, PhD, Durham, NH, NH - New Hampshire LEND Program;
Rae Sonnenmeir, PhD, Durham, NH, NH - New Hampshire LEND Program;

This poster will illustrate the challenges and successes of navigating distance and technology to connect and engage 22 LEND trainees from New Hampshire and Maine in face-to-face synchronous learning; how the technology tools and platforms enhanced the New Hampshire LEND program's transition to team-based learning; and how these positive results may inform other distance learning programs or in-state or regional collaborations.

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Evaluating the Effectiveness of a Faculty Development Series on the Design and Implementation of a LEND Blending Learning Environment
Tyler Reimschisel, MD, MHPE, LEND Director, Vanderbilt University, UCEDD/LEND
Tara Minor, MAT, Nashville, TN, United States, TN - Vanderbilt University, UCEDD/LEND;

We designed a new, blended-learning LEND core seminar curriculum to increase attendance at our seminars and to improve learning through enhanced peer interactions. We provided a six-part faculty development series on creating and implementing a blended learning curriculum. This study shows that preparing a blended learning curriculum can at first seem overwhelming to faculty, but ultimately the educational experience is far richer for both the students and faculty.

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