Auburn Research Day 2021

Cl i n i ca l Resea rch | Med i ca l Facu l t y Promoting Older Adult Fall Prevention Education and Awareness in a Community Setting: A Nurse-Led Intervention

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Tiffani Chidume, DNP, RN, CCRN-k, CHSE Auburn University, School of Nursing

Background and Objectives: Falls are costly and one of the most expensive medical conditions to treat. The implementation of fall prevention toolkits (FPTs), such as fall risk screenings and fall prevention education (FPE), have become progressively important in reducing fall incidences. Nurses have a greater role and responsibility to care for the aging population. The purpose of this project was to implement a FPT to adults age 65 and older that attended mobile IPE community clinics. Research Design and Methods: This project used quantitative pretest-posttests and an open-ended participant feedback survey. The Missouri Alliance for Home Care 10-question survey and components of the CDC’s Stopping Elderly Accidents, Deaths, and Injuries (STEADI) FPE were used to assess and educate participants on fall risks and fall prevention. An initial baseline fall assessment and fall education score was obtained at the mobile IPE clinics. Follow-up assessments occurred one month after the initial assessment and compared to the initial fall assessment and fall education scores with an additional open-ended participant survey. Context: With the development of Osteopathic Core Competencies and Core Entrustable Professional Activities (EPAs), there has been a shift towards competency-based curriculum in osteopathic medical education. Descriptions of Competency Based Learning (CBL) and Competency Based Assessment (CBA) were provided to osteopathic medical students at the Edward Via College of Osteopathic Medicine, Auburn campus (VCOM-Auburn), which utilizes the traditional, randomized Osteopathic Manipulative Medicine (OMM) practical testing style, They were surveyed on their preference towards an OMM practical testing modality to determine how receptive students would be to curricular change. Objective: The study evaluated the learning and assessment preferences of first- and second-year osteopathic medical students (OMS I & OMS II) at VCOM-Auburn, regarding which OMM practical testing style was more conducive to learning OMM techniques. Methods: Participants, regardless of sex, age, race, or academic achievement, were recruited using class announcement and emails. A six-question anonymous and voluntary survey of OMS I & OMS II students was conducted via iClicker to evaluate perception and readiness for change in OMM curriculum and assessment formats. Yen-Chung Jonathan Wang; Miho Yoshida Edward Via College of Osteopathic Medicine-Auburn 008

Results: In both fall risk assessment tools, lower scores indicated a lower fall risk; both fall risk assessment tool mean scores decreased over the one-month period. Discussion and Implications: Future FPE implementation projects should consider providing needed resources the participants may need so there is no delay in increasing fall prevention and safety measures. The follow-up time period should also be increased to fortify FPE and keep participants engaged in fall prevention safety. Tables or Figures may be used in this box – but the text must be reduced so that the total abstract fits within this box.

Educa t i ona l Resea rch | Med i ca l St udent Medical Students' Perceptions on Changing Osteopathic Manipulative Medicine Lab Practical Assessment Styles

Results: Out of 308 students, 243 responded to the iClicker survey. Study results found OMS I and OMS II students demonstrated similar preferences in each question and that most students preferred the current traditional OMM practical testing style over competency-based testing. However, there is a significant difference in the proportion of student satisfaction and testing preference between OMS I and OMS II; satisfaction with the current practical setup decreased from 82% among OMS I students to 68% among OMS II students, x2(1)=5.114, p=0.024. Conclusion: Data suggests that OMS I and OMS II students at VCOM-Auburn are satisfied with the current traditional practical assessment with a significant decrease with the increase in seniority. Previous experience in traditional assessment may be a factor for students to favor this method. The willingness to utilize CBL as medical education progresses anticipates that students and residents with increased medical education experience acknowledge the importance of a more interactive and flexible curriculum in addition to the preference towards assessment based on competencies and milestones. Therefore, this shows implications for the upcoming changes with Single Accreditation System for Graduate Medical Education.

11 2021 Via Research Recognit ion Day