TY  - GEN
N2  - Course evaluations and program assessments are frequently used to gauge student progress and outcomes, with resulting data often reviewed by course faculty, program directors, and assessment personnel. While it is conventionally known that data inform change, the process can sometimes feel unclear to students and unsustainable to faculty and staff since time constraints are a known barrier for any project. While quantitative data from assessments can be automated to support rapid analyses, qualitative data from these same instruments (e.g., student perspectives found in open prompts) take more time to analyze, which can potentially delay changes or their time to analysis and implementation. Together, the interprofessional course structure offers an opportunity to align student training and applied research for iteratively improving education and curriculum improvement, while curating a set of collaborative processes for guiding ongoing work.
DO  - 10.6083/bpxhc42964
DO  - doi
AB  - Course evaluations and program assessments are frequently used to gauge student progress and outcomes, with resulting data often reviewed by course faculty, program directors, and assessment personnel. While it is conventionally known that data inform change, the process can sometimes feel unclear to students and unsustainable to faculty and staff since time constraints are a known barrier for any project. While quantitative data from assessments can be automated to support rapid analyses, qualitative data from these same instruments (e.g., student perspectives found in open prompts) take more time to analyze, which can potentially delay changes or their time to analysis and implementation. Together, the interprofessional course structure offers an opportunity to align student training and applied research for iteratively improving education and curriculum improvement, while curating a set of collaborative processes for guiding ongoing work.
AD  - Oregon Health and Science University
AD  - Portland State University
AD  - Adventist Health Portland
AD  - University Of Utah Health
AD  - New York State Department of Health
AD  - Oregon Health and Science University
AD  - Oregon Health and Science University
AD  - Oregon Health and Science University
AD  - Portland State University
AD  - Oregon Health and Science University
AD  - Portland State University
AD  - Portland State University
AD  - Oregon Health and Science University
T1  - Do the loop: aligning student training with applied research to collaboratively advance biomedical workforce development
DA  - 2024
AU  - Yarnold, Jesse
AU  - Gautom, Priyanka
AU  - Ito, Sydney
AU  - Dunlap, Clare
AU  - Winders, Bradie
AU  - Lanford, Rebecca
AU  - Marsh, Trisha
AU  - Cordova Nicolas, Karla
AU  - Zhou, Felicia
AU  - Poole, Juniper
AU  - Jones, Jamie
AU  - Jones, Adri
AU  - Gillespie, Lydia
L1  - https://digitalcollections.ohsu.edu/record/42964/files/Abstract_SEE2024_YarnoldJesse.pdf
PB  - Oregon Health and Science University
LA  - eng
PY  - 2024
ID  - 42964
L4  - https://digitalcollections.ohsu.edu/record/42964/files/Abstract_SEE2024_YarnoldJesse.pdf
KW  - Problem-Based Learning
KW  - Qualitative Research
KW  - Health Equity
KW  - Curriculum
KW  - Students
KW  - equity-minded assessment
KW  - workforce development
TI  - Do the loop: aligning student training with applied research to collaboratively advance biomedical workforce development
Y1  - 2024
L2  - https://digitalcollections.ohsu.edu/record/42964/files/Abstract_SEE2024_YarnoldJesse.pdf
LK  - https://digitalcollections.ohsu.edu/record/42964/files/Abstract_SEE2024_YarnoldJesse.pdf
UR  - https://digitalcollections.ohsu.edu/record/42964/files/Abstract_SEE2024_YarnoldJesse.pdf
ER  -