- Date:
- 2020-02-19
- Main contributors:
- Shankar, Anurag, Welch, Von
- Summary:
- Securing research data, especially meeting new and stricter regulatory and other cybersecurity requirements, is becoming a challenge for both researchers and campus units at IU that support research. To help them navigate this complex landscape, IU is launching SecureMyResearch, a collaborative effort by the Center of Applied Cybersecurity Research (CACR), the Information Security division within the Office of the Vice President for IT, and UITS Research Technologies. Its goal is to accelerate research by empowering researchers with a resource that reduces both their cybersecurity and compliance burden and risk to regulated and open research data at IU. This presentation will describe SecureMyResearch and how it aims to weave research data security and compliance into the institutional fabric.
Number of results to display per page
Search Results
13722. MS4 Satisfaction with an Online Ultrasound Elective as an Alternative to Clinical Experience (02:36)
- Date:
- 2021-04-22
- Main contributors:
- Shanks, Anthony, Baugh, Kyle, Darwish, Audrey, Sharifi, Mitra, Rouse, Caroline
- Summary:
- Introduction/Background: A fourth year (MS4) elective in OBGYN Ultrasound has traditionally been offered as a month-long rotation. MS4 students shadow Maternal-Fetal Medicine physicians and enhance knowledge with clinical exposure. Historically, the rotation provides adequate understanding of US in pregnancy. However, the COVID pandemic forced clinical experience to be replaced with virtual learning. To ensure MS4 students still had an opportunity to learn about US in pregnancy, a virtual, online curriculum was created. Using Kern’s six-step approach to curriculum, we developed a month-long OBGYN US virtual experience to replace clinical interaction. It is unclear if this transition was associated with high MS4 satisfaction. Study Objective/Hypothesis: To determine if converting a traditional hands-on ultrasound (US) elective to an online course for MS4 students was associated with course satisfaction. Methods: Kern’s six-step approach to curriculum building was utilized to create a virtual course in US for MS4 students. This online course was created in Canvas based on US Milestones in the Residency Training Program Consensus Report (Abuhamad 2018). Self-directed modules and quizzes were created and administered weekly. Additionally, a weekly hour-long session using Nearpod technology – an interactive online website – was utilized to enhance instruction. Students completed an anonymous survey on Qualtrics at the completion of the elective. Satisfaction on a Likert scale of 1-7 was reported. Descriptive analysis and ANOVA were used when appropriate with SPSS 27. Results: Nine MS4 students completed the course from May-July, 2020. Satisfaction was high for the course overall (mean 6.11, SD 1.96). Nearpod lecture (6.89, 0.31), Canvas modules (6.7, 0.47), and weekly quizzes (6.78, 0.42) were all rated highly with no statistically significant difference between the methods of instruction. Formative feedback from participants found the course material and Nearpod highly engaging. More students were able to complete the virtual class (9) compared to historical attendance of one student per month (3). Conclusions: An online US elective was associated with high satisfaction from participants. The course served as an adequate substitute for participants during COVID restrictions and allowed for greater enrollment. Future directions include integrating this online module with in-person clinical experience.
- Date:
- 2021-04-22
- Main contributors:
- Shanks, Anthony, Darwish, Audrey, Sharifi, Mitra, Rouse, Caroline
- Summary:
- Introduction/ Background: Bootcamps serve to prepare graduating medical (MS4) students with specialty-specific skills for residency. The knowledge and confidence to perform common tasks can ease the transition from student to intern. In the specialty of Obstetrics and Gynecology, there are recommended ultrasound (US) milestones for Level 1 to Level 4 residents. A goal of a preparatory bootcamp is to provide skills and confidence to perform at Level 1 on Day 1 of residency. Traditionally bootcamps have occurred in person, however the COVID pandemic forced a pivot from in-person US training to online interactive didactic sessions. It is unclear if the online didactics are as effective as in-person simulation in developing confidence in US training for future OBGYNs. Study Objective: Our objective was to determine if our interactive, online US bootcamp was as effective as in person training in developing confidence in graduating medical students entering into OBGYN residency. Our hypothesis is that in-person training will be more effective in developing confidence in these tasks. Methods: A two hour lecture provided by Maternal-Fetal Medicine faculty was developed based on US Milestones in the Residency Training Program Consensus Report (Abuhamad 2018). The lecture utilized Nearpod, an interactive online software, and was delivered via Zoom. Thirteen MS4 students completed an anonymous survey on their ability to obtain images based on US Milestones following completion of the lecture. Self-reported confidence on a Likert scale (1-10: 1-3 if unable to obtain to images, 4-6 acquisition with assistance and 7-10 able to obtain and interpret) was reported. Mean scores were calculated for MS4 students for each US milestone. MS4 confidence was compared to PGY1 resident confidence 6 months into their intern year. PGY1 residents all underwent in person simulation training and didactic training from the same MFM faculty that provided the bootcamp. PGY1 residents underwent the same survey as MS4 and descriptive analysis and independent t test were performed with SPSS 27. Results: 13 MS4 students took part in the curriculum and all completed the post course survey. 5 MS4 students had taken an US elective prior to the bootcamp. Confidence was highest for fetal presentation (mean 7.6) and amniotic fluid (5.8). Confidence was moderate for the components of a growth US (biparietal diameter 6.1, abdominal circumference 5.7, femur length 5.7). There was no overall difference in confidence between MS4 students who completed an additional US elective compared to those who did not. Eight PGY1 interns completed the confidence survey. MS4 students who completed the online bootcamp had a slightly higher mean confidence level (5.1) as compared to PGY1 at the 6 month mark of their training (4.5, p 0.049). Conclusions: An interactive, online didactic US curriculum was associated with increased confidence in MS4 students as compared to PGY1 residents. Our findings provide reassurance that an interactive, online resource can be an efficacious way to provide instruction on traditionally hands-on skills. Future directions will include a blend of interactive, online didactics with US-simulation to improve bootcamp training.
- Date:
- 2021-04-22
- Main contributors:
- Shanks, Anthony, Miller, Reese, Swiezy, Sarah
- Summary:
- Introduction: COVID-19 is unique in that it has been the first global pandemic to occur in the context of a public media and social media environment that is more sprawling and vast than ever. Throughout the pandemic, people have craved continuous updates--seeking information and advice to stay safe. The combination of large, wide-reaching media networks, demand for news, and the nebulous and ever-changing nature of COVID-19 has created a vacuum for information and misinformation alike to get sucked into TV news stories, Facebook posts, twitter feeds, and web pages the world over. We want to know how this information is being processed, internalized, and turned into actions in the US communities that it is reaching. Nearly 60 million Americans live in rural areas (compared to 250 million urban-dwelling Americans). Rural Americans are a significant minority that is chronically under-studied and burdened with the weight of other peoples’ stereotypes. While we know that urban and rural communities tend to seek different sources of information and oftentimes have polarizing worldviews, it is imperative, in this time in which we all must work closely together to stem the spread of COVID-19, that we understand the similarities and differences in the ways that urban and rural individuals seek, understand, and implement health-related information. Study Objective/Hypothesis: We will answer the following questions: Are there differences in the types of sources that rural vs. urban individuals are using to gather their COVID-19 information? And, in what way is the information that these communities receive being translated into actions to keep themselves healthy and stop the transmission of the virus? We hypothesize that rural and urban individuals obtain their health information from different sources. We hypothesize that the health-related behaviors an individual has taken during the pandemic (such as quarantining, wearing a mask, washing hands more often) is directly related to the source of information he/she trusts, and therefore, will be different among rural vs. urban individuals. Methods: Our study employs a survey disseminated via Qualtrics at family practice clinics in rural and urban areas of Indiana. Through a microresearch grant from Rural PREP we are able to offer participants $5 gift cards for answering questions about the sources they use to get their health information, how much they trust those sources, and how their health behaviors have changed since the pandemic began. Results: Data collection began in Feb. 2021 and is ongoing Conclusions: Rural and urban communities and individuals function in mostly separate spheres, despite the substantial interconnectedness of modern public and social media. In order to work together, we must construct studies to understand these differences. Our public health campaigns and education cannot afford to disregard rural communities due to lack of understanding of their unique cultures and differences from urban communities. Our lives literally depend on providing accurate, focused, and targeted information to all Americans. To do this, we must know about and leverage trusted sources in individual communities to provide up-to-date, scientific information and to correct misconceptions wherever they exist.
13725. Bob Shanks, BS'54 (03:04)
- Date:
- 2016
- Main contributors:
- Shanks, Bob
- Summary:
- Bob Shanks worked in television as a creator, writer and producer for more than four decades, ultimately serving as vice president of programming and vice president of news at ABC. Originally from Lebanon, Indiana, he graduated from IU with a bachelor of science degree in radio and television in 1954. He was one of only four students to graduate with a degree in radio and television that year. In his time at IU, Shanks often was a guest on WFIU, broadcasting play-by-play commentary of Big Ten basketball games. After graduation, Shanks served in the Army from 1954 until 1956, where he gained experience by writing speeches for the base general at Fort Lee, and producing plays, training films and a weekly TV program. Shanks started in television on The Tonight Show with Jack Paar on CBS, where he began as a talent coordinator and worked his way up to producing the show. He later produced The Morning Program and Candid Camera for CBS, and The Merv Griffin Show for both CBS and NBC. He served as vice president of programming at ABC, where he created and developed programs including Good Morning America, The Barbara Walters Special and The Wide World of Entertainment. As vice president of news at ABC, he developed 20/20 and produced the first three years of The Jerry Lewis Telethon. Shanks produced PBS’ The Great American Dream Machine, which earned two Emmy awards in 1970 and 1971. He also earned an Emmy for his work on 20/20 in 1978. Later in his career, Shanks produced TV movies, including Drop Out Father starring Dick Van Dyke and He’s Fired, She’s Hired. Shanks and his wife, Ann, co-produced the Emmy-nominated documentary A Day in the Country: Impressionism and the French Landscape, for PBS. Their film, The Avant-Garde in Russia, 1910 to 1930: New Perspectives, won the 1982 ACE Award for Cable Excellence. Together, the Shankses won five CINE Golden Eagle awards and numerous film festival awards. In 1989, the Shankses moved to Australia, where Bob Shanks was CEO and managing director of Northern Star Holding and 10 TV-Australia, and also served as a consultant to broadcast and cable companies. In 1990, he and Ann cofounded a TV production company, COMCO. Shanks has authored several books, including The Cool Fire: How to Make It In Television, and The Primal Screen: How to Write, Sell and Produce Movies for Television. His play, S.J. Perelman in Person, premiered at the IU Theater in 1988 and became an off-Broadway production in 1989, directed by Ann Shanks. Shanks donated his personal collection of papers to the Lilly Library at IU in 2005. The almost 30,000 papers include scripts, proposals, correspondence and materials from his coursework at IU.
- Date:
- 2020-10-27
- Main contributors:
- Shanks, Bob, Shanahan, James
- Summary:
- IU alumnus Bob Shanks made his name as a New York television producer, helping to launch shows like “Good Morning America” and “20/20.” He passed away this month, and in his honor we bring you a conversation from 2016, when Shanks returned to the Media School to accept a Distinguished Alumni Award. Host Jim Shanahan talked with Shanks about his path to New York from Lebanon, Indiana. We hear how he parlayed proximity into a seat at the table, moving from waiting on executives to calling the shots at some of New York’s most well-known shows. This is Part 1 of a 2-part series.
- Date:
- 2020-11-15
- Main contributors:
- Shanks, Bob, Shanahan, James
- Summary:
- IU alumnus Bob Shanks passed away last month, and in his honor we bring you Part 2 to a conversation from 2016, when Shanks returned to the Media School to accept a Distinguished Alumni Award. Host Jim Shanahan talked with Shanks about his triumphs and tragedies in the pressure-cooker comedy scene in New York, and what it was like to produce the classic prank show "Candid Camera." We also hear about the decision to pause entertainment during national emergencies like the Kennedy assassination, and when the show must go on. This is the second in a two-part series.
- Date:
- 2020-09-24
- Main contributors:
- Shannon Heaton
- Summary:
- Shannon Heaton (Medford, Massachusetts) Deeply rooted in Irish traditional music, Boston-based flute player/singer/composer Shannon Heaton has appeared on stages with duo Matt & Shannon Heaton, and with other traditional performers from around the world, including dancers Kieran Jordan and Kevin Doyle, Tokyo-based tricolor, and guitarist/singer Keith Murphy. As ambassador of the tradition, Shannon hosts the culture podcast Irish Music Stories, and her free Tune of the Month video series and instructional books cater to students of Irish music. Stretching from pure traditional music, Shannon also composes for winds, strings, and piano in various contexts. Heaton received a 2016 Artist Fellowship from the Massachusetts Cultural Council. Live Ireland named her Female Artist of the Year in 2011 and 2010, and Irish American News named her 2009 Female Musician of the Year. Interviewed by Tamar Sella, 09/24/2020.
- Date:
- 2023-07-27
- Main contributors:
- Shariff, Faadil
- Summary:
- Poster presented at the Indiana University Medical Student Program for Research and Scholarship (IMPRS) Research Symposium held on July 27-28, 2023 in Indianapolis, Indiana.
- Date:
- 1966
- Main contributors:
- Sheaffer
- Summary:
- An advertisement for Sheaffer pens in which a girl asks a performer for an autograph and when he tries to take her pen, she kicks him to get it back. Submitted for Clio Awards category Short Spots.