Faculty Launch Program Faculty Leadership Impact Projects (FLIP)

Download All Faculty Launch 2023 FLIP Projects

Increase Access to Long Acting Reversible Contraception at the Teen and Young Adult Center: IALARC

Entian Adegite, MD, MPH

Enitan Adegite, MD, MPH
Associate Professor, Pediatrics

Increase Access to Long Acting Reversible Contraception at the Teen and Young Adult Center: IALARC

Abstract:
Goals
Increasing access to Long‐Acting Reversible Contraception (Larc) at The Teen and Young Adult Center by provision of
(i)Intrauterine Devices on Site and
(ii)Identifying barriers and opportuniƟes to improve access to Nexplanon

Background
Teen pregnancy although on the decline continues to be an ongoing challenge in the USA1. Teen Pregnancy is associated with negative outcomes such as higher risks of eclampsia, puerperal endometritis, and systemic infections, and babies of adolescent mothers face higher risks of low birth weight, preterm birth, and severe neonatal conditions2. Adolescents have the highest rates of unintended pregnancies. 75% of pregnancies in teens ages 15‐19yo are unintended3. Hispanic, non‐Hispanic black and American Indian/Alaska Native teens have the highest rates of teen births in the USA4. Access to effective contraception is one of the strategies to reduce teen pregnancy. LARC methods are less user dependent, and therefore have lower failure rates, so are recommended as first line when contraceptives are being offered. Their use is also associated with increased initiation and continuation of birth control. These Larcs include progestin containing intrauterine systems, Copper intrauterine device and etonogestrel subdermal implant ‐Nexplanon®. These Larcs can be used for 3‐16 years depending on type. Intrauterine systems and devices also have the added advantage of being effective forms of emergency contraception.

Services are provided to all patients irrespective of insurance status i.e., if they do or do not have health insurance. The overarching mission of the TYAC is to equip teens and young adults with the tools necessary to make well‐informed decisions regarding their sexual and reproductive health, increase knowledge of and access to services offered, and to create safe spaces for teens and young adults to find support and resources to foster positive life outcomes. Developmentally appropriate, medically accurate, confidential, and comprehensive sexuality education that includes information on abstinence as well as the full range of FDA‐approved contraceptives are offered free or low‐cost at the TYAC. Fertility awareness‐based methods (FABMs), reproductive life plan education, condoms and condom negotiation skill counseling, sexually transmitted infection (STI) screening and treatment, a variety of oral contraceptive pills, the vaginal ring, Nexplanon include the broad range of services that are being offered.


Improving the Patient Experience by Providing Gender‐Affirming Care

Amy Althoff, MD

Amy L. Althoff, MD
Associate Professor, Medicine

Improving the Patient Experience by Providing Gender‐Affirming Care

Abstract:
The Partnership Comprehensive Care Practice (PCCP) proposes to develop durable, sustainable, gender‐affirming training curricula for PCCP providers and staff to effectively deliver robust, patient‐centered, trauma‐informed gender‐affirming care to our transgender and gender non‐conforming (TGNC) patients. We submitted our Ryan White HIV/AIDS Program Part C Capacity Development Program grant application in February, 2023 which would enable us to carry out this project to its fullest potential.

PROBLEM: Our LGBTQ+ community, especially men who have sex with men, transgender, and gender non‐conforming (TGNC) people, are disproportionately affected by HIV. TGNC patients face numerous barriers to health care including stigma and trauma, which prevent many from achieving optimal physical and mental wellness. PCCP provides care to 27 patients who identify as TGNC, but actual numbers are likely higher.


Developing LEARN (Learning Environment Assessment and Response Network) and Increasing Transparency in Mistreatment Reporting and Outcomes

Seema Baranwal, MD

Seema Baranwal, MD, FACP
Associate Professor, Medicine

Developing LEARN (Learning Environment Assessment and Response Network) and Increasing Transparency in Mistreatment Reporting and Outcomes

Abstract:
Address the institutional need to increase effectiveness of the response to medical student mistreatment reporting.
• Increase transparency in mistreatment reporting such that the trust between the student body and the leadership is strengthened, and ultimately the learning environment is improved for all.
• Increase ease of anonymous reporting such that reporting frequency, candor, and detail is improved.


Establishing a Mentoring Circle for Drexel Graduate Students

Jessica R. Barson, PhD

Jessica R. Barson, PhD
Associate Professor, Neurobiology & Anatomy

Establishing a Mentoring Circle for Drexel Graduate Students

Abstract:
I am working to establish a mentoring circle for students in the Graduate School of Biomedical Sciences and Professional Studies (GSBSPS) at Drexel who identify as women or non‐binary. This mentoring circle will focus on graduate student‐ and Drexel‐specific issues, where members can exchange experiences, challenges, and opportunities in order to enhance their self‐confidence, communication skills, and commitment to their graduate training. This peer‐to‐peer mentoring opportunity will be offered in once‐monthly meetings at a Drexel University campus location.


Creation of a Resuscitative TEE Program

Maxwell Cooper, MD

Maxwell Cooper, MD
Assistant Professor, Emergency Medicine

Creation of a Resuscitative TEE Program

Abstract:
Expertise in ultrasonography is becoming an essential part of effective patient care in the emergency department(ED) and throughout the practice of medicine. As our Emergency Medicine(EM) and medicine continue to evolve, our division is focused on educating Drexel students, Residents, and Fellows in core, advanced, and emerging sonography skills. One area of emerging specialty wide interest that we aim to incorporate in our workflow is that of transesophageal echocardiography (TEE) in the resuscitation of cardiac arrest and the critically ill.


Improving Access to Mental Health Services at Reading Hospital

Eduardo Espiridion, MD, DFAPA

Eduardo Espiridion, MD
Professor of Clinical, Psychiatry

Improving Access to Mental Health Services at Reading Hospital

Abstract:
To provide a blueprint of the strategy to improve mental health care access at Reading Hospital.
To propose departmental and system wide changes to open access to a timely mental health care.


Improving Narrative Assessment: Giving Feedback to the Evaluator

Janet Huang Fitzpatrick, MD

Janet Huang Fitzpatrick, MD
Associate Professor, Medicine

Improving Narrative Assessment: Giving Feedback to the Evaluator

Abstract:
Formative feedback is essential for both faculty and students to develop and fine‐tune skills. Evaluation of students in the clinical setting poses unique challenges as assessment is subjective in nature. Students need quality feedback to identify areas of strength and enhance their growth to target areas for further development. Quality assessments will provide a more accurate picture of student competencies for the final Inpatient Internal Medicine Clerkship Evaluation and for the Medical Student Performance Evaluation (MSPE) letter that is provided to Electronic Residency Application.


Establishing a Point of Care Ultrasound Program in the Neonatal Intensive Care Unit

 

Margaret A. Gilfillan, MD
Assistant Professor, Pediatrics

Establishing a Point of Care Ultrasound Program in the Neonatal Intensive Care Unit

Abstract:
Point of care ultrasound (POCUS) is defined as an ultrasound (US) exam performed at the bedside by a non‐radiology and non‐cardiology trained provider with the goal of either guiding a procedure or obtaining focused diagnostic information to guide immediate management. This practice is currently well established in multiple adult specialties and is rapidly gaining traction in pediatric emergency medicine, pediatric critical care, and neonatology. The AAP has recently issued a series of clinical reports on the use of POCUS in the Neonatal Intensive Care Unit (NICU) that stress the need for the development of a hospital wide committee, close collaboration between pediatric radiology, cardiology, and POCUS practitioners as well as clear delineation of scope of practice. POCUS is considered by many as a key skill in neonatology and there is a pressing need for our fellows at St Christopher’s Hospital for Children to gain experience in this medium prior to graduation. As the newly designated director for neonatal POCUS my short‐term goals are to build a safe, effective training program for fellows in neonatal‐perinatal medicine, advanced practice clinicians and faculty members.


Building a Transitional Clinic in Collegeville

Zhabiz Kazeminezhad, MD

Zhabiz Kazeminezhad, MD
Assistant Professor, Psychiatry

Building a Transitional Clinic in Collegeville

Abstract:
To create a transitional outpatient clinic that provides outpatient psychiatric care for patients discharged after receiving psychiatric treatment at Phoenixville Hospital in non‐traditional settings including the med‐surge floors as well as overnight.


Development of a Planning Model to Unify Drexel University College of Medicine Campuses in the Execution of the Clerkship Fundamentals Course

Renee Kottenhahn, MD

Renee Kottenhahn, MD
Associate Professor, Pediatrics

Development of a Planning Model to Unify Drexel University College of Medicine Campuses in the Execution of the Clerkship Fundamentals Course

Background: Drexel University College of Medicine (DUCOM) employs a distributed medical education model, with seven “two‐year” clinical regional medical campuses across the United States. In 2021, DUCOM added a “four‐year” regional campus under the same Liaison Committee on Medical Education (LCME) accreditation umbrella. The new regional campus offers the same curriculum as the main campus and must maintain comparability. The inaugural class of students has now completed the first two years of study and is entering the clinical phase of medical school education. As part of this transition, the Clerkship Fundamentals (CF) course was introduced for the first time at the regional campus (April 24 ‐ May 17, 2023).

Significance: Clerkship Fundamentals is an established course at DUCOM, designed to provide critical knowledge and skills needed for students to successfully navigate the clinical phase transition. The dynamic four‐week course includes individually paced online modules, scheduled practice with standardized patients, as well as live lectures and in‐person small and large group sessions facilitated by faculty on campus. It was important to understand how to deliver all of the elevments of the course with fidelity.

Objective: Launching the first CF Course at DUCOM’s new regional campus was the overarching objective of this project. This required attention to the existing curriculum infrastructure and an understanding of the management strategies used.


A Path Forward‐A Template for Multidisciplinary Programs(MDP) as Part of Cardiac Service Line

Nandini Madan, MD

Nandini Madan, MD, MBBS
Associate Professor, Pediatrics

A Path Forward‐A Template for Multidisciplinary Programs(MDP) as Part of Cardiac Service Line

Abstract:
Congenital heart disease is the most common birth defect requiring hospitalization. Advances in management strategies have resulted in markedly increased life expectancy for children with many complex cardiac diagnoses (e.g., single ventricle physiology). Survivors are at risk for downstream consequences of changes in circulation that may affect many organ systems. In addition, with increased longevity, many primary non cardiac diagnoses have cardiac consequences, that also require ongoing cardiac diagnostic and therapeutic care. The current fee for service subspeciality care model does not serve these individuals to provide the multidisciplinary care needed for complex quaternary level conditions. Thus, an integrated practice unit (IPU) care model.


Dedicated Research Space for ECMO will Improve Research Quality and Scholarly Productivity

Ogechukwu Menkiti, MD

Ogechukwu R. Menkiti, MD
Professor, Pediatrics

Dedicated Research Space for ECMO will Improve Research Quality and Scholarly Productivity

Abstract:
The ECMO program at St Christopher’s Hospital for Children provides excellent care for critically ill children with cardiorespiratory failure. Over the years we have contributed to what is known about ECMO therapy, its complications as well as pharmacokinetic studies to illustrate changes in the PK secondary to ECMO. During ECMO runs we are faced with significant clinical events related to inevitable changes in the inflammatory milieu of these patients. These changes in inflammatory proteins have been poorly studied and requires a methodological approach for successful investigation. Our team has developed a pilot study to describe the inflammatory changes that occur following initiation of ECMO in critically ill patients. Furthermore, we want to compare these changes to those that occur in critically ill patients that do not require ECMO. Our pilot study has yielded encouraging results over the last 5 months confirming feasibility.


Restructuring the medical school admissions process: Transitioning to multiple mini‐interviews (MMI) as part of a holistic review process

Vanessa Pirrone, PhD

Vanessa Pirrone, PhD
Assistant Professor, Microbiology & Immunology

Restructuring the medical school admissions process: Transitioning to multiple mini‐interviews (MMI) as part of a holistic review process

Abstract:
The mission of Drexel University College of Medicine (DUCOM) states; “Drexel University College of Medicine excels and innovates in education, research, and delivery of compassionate care in our culture of diversity, spirited inquiry, collaboration, and opportunity”. In line with our mission and from recommendations by the Association of American Medical Colleges (AAMC), DUCOM utilizes a holistic approach to assessment of applicants for admission into the program. Part of this process includes a traditional faculty interview. These less structured interviews do not necessarily help to determine specific applicant attributes and also may be more prone to bias in the unstructured questions being asked, which may lead to bias in scoring. The use of structured questions, with specific rubrics for scoring, are thought to provide better interrater reliability and also be less prone to bias.


Reintegrating Biochemistry into the Phase 2/3 Curriculum at Drexel

Todd Strochlic, VMD, PhD

Todd Strochlic, VMD, PhD
Associate Professor, Biochemistry & Molecular Biology

Reintegrating Biochemistry into the Phase 2/3 Curriculum at Drexel

Abstract:
Virtually all pathology and disease can be viewed through the lens of biochemistry and can be explained in terms of fundamental biochemical concepts. One limitation of the medical school curriculum in its current format is that all of the biochemistry material is front‐loaded, being delivered very early on in the Foundations and Frontiers Curriculum (i.e. all during first year) with little to no opportunity for students to revisit this material once they have been exposed to clinical medicine. Not surprisingly, a frequent comment from students is that they wished biochemistry was integrated throughout the curriculum, allowing them to see the connections and draw parallels from the basic science they learned in Year 1.


Developing Faculty with Cultural Humility using Patient‐First, Inclusive Language

Adrienne Willard, MD

Adrienne Willard, MD
Associate Professor, Medicine

Developing Faculty with Cultural Humility using Patient‐First, Inclusive Language

Abstract:
Biased language influences health care provider’s perception of patients which can impact care. It is critical that our trainees embrace and exercise patient‐first language during their careers. Our faculty unit is diverse coming from many clinical campuses and stages of their careers. We need to centralize the use of patient‐first language to allow our trainees to learn in an unbiased environment with cultural humility. We will assess faculty’s current understanding and comfort with patient‐first language, build a curriculum to heighten awareness, and provide tools for faculty to use later, and lastly assess faculty satisfaction and willingness to change practices (if appropriate).


 

2019 FLIP Projects

 
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