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I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 T WO-PART SERIES:» DiabetesMedication Therapy» How to Use VariousDiabetes EssentialsFACULTY PROJECT DIRECTORThe prevalence of diabetes continues to increase in the United states.Currently, 12.5% of the U.S. population has diabetes, and this number isKristen Cook, PharmD, BCPSCollege of Pharmacyprojected to continue to increase.With the prevalence of diabetes increasing, it is importantSTUDENT TEAM MEMBERSAshley LopezCollege of PharmacyClass of 2021Dominic PoeppelCollege of PharmacyClass of 2021for future pharmacists to understand the pharmacotherapyused to manage patients with diabetes and educatepatients on diabetes medications and devices.These two modules contain application of evidence-basedpharmacotherapy, animations, quizzes and patient education videos.They also serve as a refresher for students to be able to apply thispharmacotherapy in class and in practice. The modules are a furtherresource for students to review drug information in didactic coursesand reinforce application of the pharmacotherapy with embeddedassessments.These projects bring visual representations and interactivity to the coursematerial and assist learners better understand the pharmacotherapy ofdiabetes.CLICK HEREto view part oneto view part two07

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 InterprofessionalTeam-Based Careof a Patient withCardiovascularDiseaseInterprofessional TopicFACULTY PROJECT DIRECTORThis module will be used for the Interprofessional Education Coil forAbbey Fingeret, MD, MHPTT, FACSCollege of Medicinecurriculum. Students will review the team-based interprofessionalthe College of Medicine within the circulatory block of Phase 1 of thedelivery of care of a patient with cardiovascular disease using a casebased approach.STUDENT TEAM MEMBERSMorgan HarrisCollege of MedicineClass of 2022Libby MobergCollege of MedicineClass of 2023This module introduces students to the roles andresponsibilities of non-physician professionals whocontribute to the care of the patient. This topic waschosen in order to highlight numerous members of thehealthcare team that students may work with in a similarsituation in the future.The interactive module has knowledge checkpoints and a summativeADDITIONAL FACULTY ADVISORSLiliana Bronner, MHSA, MBACollege of MedicineFurqan Khattak, MD, MSCollege of MedicineCLICK HEREto view the moduleassessment to evaluate student learning of the module content andinformation that coincides with content covered in prior lectures receivedin class. This module is used in conjunction with an in-person activity inorder to further solidify concepts.08

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 DifferentialDiagnosis:Low Back Painvs. Hip PainFACULTY PROJECT DIRECTORExposure to a complex clinical case scenario introduces clinicalchallenges that are difficult to simulate in an academic environment. TheMegan Frazee, DPT, OCS, MTC,FAAOMPTCollege of Allied Health Professionsability to differentiate between similar presentations, such as with hipand low back pain, is the foundation to providing individualized care.This module simulates three initial clinical evaluationSTUDENT TEAM MEMBERSprocesses: review of patient intake paperwork, subjectiveinterview and objective examination. To further simulateAndréas RemisCollege of Allied Health ProfessionsClass of 2022Henamari YbayCollege of Allied Health ProfessionsClass of 2022a clinic environment, the learner creates an on-goingdifferential diagnosis list from scratch, rather than apre-made list of options. With these components,students can observe how a differential diagnosis listevolves and apply their knowledge to a patient case.Throughout the module, course material is integrated into interactivelearning elements, such as quizzes and text fields to promote contentretention. After completing the project, a classroom discussion willreview the module’s main topics. Students then build off the case bydeveloping a treatment plan for the patient’s final diagnosis.There is an exit survey with a written feedback option. Analytics,including answers to questions throughout the e-module, will becollected for research purposes.The ever-growing need for accessible learning material sets a precedentfor e-modules that prepare learners for clinical environments. Clinicalreadiness is assessed throughout the curriculum in the form of writtenand practical exams. However, there are limited opportunities to selfevaluate problem-solving skills. This module helps fulfill this need byproviding a flow that is analogous to that of the clinical environment.The embedded videos and layout provide a digestible canvas for theCLICK HEREto view the modulecontemporary learner.09

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 Vascular Supplyto the CentralNervous SystemFACULTY PROJECT DIRECTORSThis e-module focuses on the vasculature of the central nervous system(CNS). In addition to enhancing comprehension of the neurovasculature,Karen Gould, PhDCollege of Medicinethe e-module provides students with an opportunity to apply thisRob Norgren, PhDCollege of MedicineThis content is covered in lecture format, but it is a challenging topic, andknowledge in formative and summative assessments.an e-module that allows students to review this content at their ownSTUDENT TEAM MEMBERSpace is extremely valuable.In this e-module, students are guided through key lectureAndrew DuncanGraduate StudiesClass of 2024Oliver KitzerowGraduate StudiesClass of 2024content to facilitate identification of the vasculature in theCNS and recognition of the structures that are perfused byspecific arteries/branches using an interactive format.Students complete a series of integrated quiz questions to aid in selfassessment of their content knowledge. The students’ ability to applythis knowledge is tested using questions focused on the identificationof arteries and the region(s) of the CNS supplied by a specific artery orbranch. Such questions help the students connect their understanding ofthe vasculature of the CNS with the relevant neuroanatomy.The e-module utilizes digital images of gross brains, magnetic resonanceangiographies, and animated cartoon images to engage the students andcultivate their understanding.CLICK HEREto view the module10

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 A Physicist’sPrimer forEffective PatientCommunicationFACULTY PROJECT DIRECTORMedical physicists are often thought of as behind-the-scenesMegan Hyun, PhD, DABRCollege of Medicinecommunicators. However, communication skills are essential to amembers of the Radiation Oncology team, even stereotyped as poormedical physicist’s job, and there are strong ethical and clinical reasonsto offer physicist-patient consultations.STUDENT TEAM MEMBERSSarah WisnoskieCollege of MedicineClass of 2021Jeffrey WongCollege of MedicineClass of 2022This module presents the learner with the justificationfor physicists to consult with patients, as well asthe strategies and skills they need to be effectivecommunicators in this context. It also allows the learnerto practice through an interactive simulation exercise.The module guides the learner through essential communication skillsand strategies specific to their role as a Radiation Oncology physicist,ADDITIONAL FACULTY ADVISORSincorporating interactions that keep the learner engaged. We employa unique assessment tool by showing the learner a physics-patientAbby Besemer, PhD, DABRCollege of Medicineconsultation and asking them to identify effective and ineffective uses ofDiane Schott, PhDCollege of MedicineA branched-scenario simulation exercise is incorporated into theDandan Zheng, PhD, DABRCollege of Medicineconsequences of how they communicate. The learner views a promptthese strategies.module, so the learner can apply their knowledge and see the potentialfrom the patient such as “Does radiation hurt?” and chooses thephysicist response. The response and the patient’s reaction are displayed,followed by the next prompt. Through this exercise, the learner engagesin a patient consultation, receiving immediate feedback about theirchoices and the impact they have on patient care.This module will be incorporated into UNMC’s Medical PhysicsResidency Program, but may also serve as a training tool for practicingphysicists or to help justify the utility of physicist-patient consultations toany Radiation Oncology department.CLICK HEREto view the module11

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 12Radiation Detection& MeasurementInterprofessional TeamFACULTY PROJECT DIRECTORRadiation can be used for the diagnosis and treatment of disease, butit is invisible to the casual observer. The measurement and detection ofMegan Hyun, PhD, DABRCollege of Medicineradiation is therefore a critical yet challenging aspect of medical physics.This module helps learners understand how four types ofSTUDENT TEAM MEMBERSKristel EyrichCollege of Allied Health ProfessionsClass of 2021Michaela McClellenCollege of Allied Health ProfessionsClass of 2021Caleb McGowanCollege of Allied Health ProfessionsClass of 2021Sarah WisnoskieCollege of MedicineClass of 2021Jeffrey WongCollege of MedicineClass of 2022ADDITIONAL FACULTY ADVISORSLisa Bartenhagen, MS, RT(R)(T)College of Allied Health Professionsradiation detectors “see” radiation, the pros and cons ofeach type, and how these detectors are used in a clinicalsetting.Animations and demonstration videos present the material in a visuallystimulating way that enhances retention of the material and shows thelearner how the knowledge will be helpful in their clinical role. Interactiveassessments are incorporated for each detector type to help the learnerrecall the properties and operating principles. At the end of the module,the learner has the opportunity to bring everything together by selectingthe most appropriate device for several clinical applications and byrecognizing the detector properties that contribute to these decisions.The module is aimed at radiation therapist students and is intended toserve as an engaging alternative to a recorded lecture, allowing a flippedclassroom model where classroom time is spent on active learningactivities. However, the module may also be used as a stand-alonereview for medical physics and radiation oncology residents.Results from the module assessments, in addition to a post-modulesurvey, will be analyzed to ascertain the effectiveness of the material foreach group of learners.Jana Koth, MPH, RT(R)(T)College of Allied Health ProfessionsDiane Schott, PhDCollege of MedicineCLICK HEREto view the module

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 Cellular JunctionsFACULTY PROJECT DIRECTORShantaram Joshi, PhDCollege of MedicineCellular Junctions was created to provide students witha basic overview of the complex, multiprotein cellularstructures between adjacent cells or between cells andthe extracellular matrix collectively known as cell junctions.STUDENT TEAM MEMBERSSpecifically, this e-module covers several junctions includingSydney GreerGraduate Studies4th -year PhD studentcomponents of each of these junctions, as well as some of their uniqueHalle MallardGraduate Studies5th -year PhD studentBy providing relatable examples, interactive slides and frequent reviewSarah SchlichteGraduate Studies4th -year PhD studenttight junctions, adherent junctions, desmosomes, gap junctions,hemidesmosomes and focal adhesions. The functional and molecularfeatures, are discussed.questions, this e-module can serve either as the foundation that canbe built upon in the traditional lecture setting or as a supplement to atraditional lecture to clarify these fundamental concepts. In addition, asummative review at the end of the module requires critical thinking andsynthesis of concepts to answer higher-order application questions.As such, almost everyone can benefit from the Cellular Junctionse-module including but not limited to medical students, physicaltherapists, physician’s assistants, nurses, allied health professionals andgraduate students. The concepts covered within the e-module are criticalfor a basic understanding of cell structure and function, an area of studyapplicable in many disciplines, and will contribute to a better-preparedhealth care professional and scientific researcher.CLICK HEREto view the module13

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 Non-InvasiveVentilation (NIV)and Pressure Injury(PI) PreventionFACULTY PROJECT DIRECTORThis project was designed to address the issue of pressure injury (PI)development in patients requiring non-invasive ventilation (NIV).Courtney Loecker, MSN, APRN-NP,AGACNP-BCCollege of Nursing – Omaha DivisionDue to COVID-19, the use of NIV has increased, leadingto heightened rates of PIs. This module provides a highlevel overview that focuses on key areas for PI preventionSTUDENT TEAM MEMBERSAustin ClarkCollege of Nursing – Omaha DivisionClass of 2022Kaitlyn DuerstCollege of Nursing – Omaha DivisionClass of 2022ADDITIONAL FACULTY ADVISORSuhasini Kotcherlakota, PhDCollege of Nursingin this vulnerable population. It focuses the learner’sattention on simple, evidence-based interventions that canimprove patient outcomes.Content is provided in short segments, followed by review questions topromote retention. Review questions dispersed throughout the moduleare designed to provide a variety of engagement methods and are utilizedto reinforce learning.The topic of NIV use is taught in a variety of programs, includingundergraduate nursing, graduate nursing, respiratory therapy andmedicine, although PIs associated with NIV is not frequently discussed.This module serves as an adjunct lesson to cover this topic. Knowledgeof risks and implementation of the interventions discussed in this modulecan promote better patient satisfaction, comfort and outcomes.CLICK HEREto view the module14

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 Bruxism OralAppliancesFACULTY PROJECT DIRECTORDiagnosis and treatment of patients exhibiting bruxism can beJulie Marshall, DDS, MSCollege of DentistryIt is vital to recognize appropriate treatment modalities including thechallenging and may be associated with many other complex conditions.selection of proper oral appliance design, fabrication materials, CDTcoding and when referral to an Orofacial Pain specialist is indicated.STUDENT TEAM MEMBERSAlthough oral appliances may have similar features, each of them has adifferent purpose. They can be designed to manage signs of bruxism orKarla MejiaCollege of DentistryClass of 2022Ramanpreet RandhawaCollege of DentistryClass of 2022to provide an adjunctive role for other complex orofacial conditions.This e-module is a visual and auditory interactive guideto support learners in their understanding of bruxism andassociated oral appliances. It guides the learner to selectthe appropriate oral appliance based on patient needs.Hot buttons provide visual examples and comparisons toADDITIONAL FACULTY ADVISORBrijesh Chandwani, DMDSt. Barnabas HospitalNew Yorkenhance understanding.The content can be used as supplemental acquisition of foundationalknowledge during a preclinical Temporomandibular Disorders course fordental students, as an adjunct to seminar discussions with postgraduatedental residents, and as a review for both novice and experiencedclinicians prior to patient care.The module contains short questions/quizzes used after each topic andprovides feedback to retain key points on each section. The two patientcase-based summative assessments with five questions each test thelearners’ retention and challenge their critical thinking.Upon completion of this e-module the learners will be able to identifysigns and symptoms of bruxism more easily during their patientassessments, educate patient about bruxism and select the appropriateappliance according to their patient needs.CLICK HEREto view the module15

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 NeonatalResuscitationInterprofessional TeamFACULTY PROJECT DIRECTORNeonatal resuscitation is a vital part of pediatric training for both medicalstudents and residents. Approximately 10% of 4 million babies bornCourtney Kiser McLean, MD, MSCollege of Medicinein the U.S. each year require resuscitation at the time of birth, whichnecessitates skilled attendees at every single delivery. Neonatalresuscitation has a recommended step-wise approach for care focusingSTUDENT TEAM MEMBERSon assessment, interventions and monitoring their response throughpositive pressure ventilation, intubation, chest compressions andCristian ValquierCollege of MedicineClass of 2021Kelsey YamadaCollege of MedicineClass of 2021administration of epinephrine.This topic was chosen to aid pediatric residents in arefresher during their month-long rotation in the neonatalintensive care unit (NICU). Their dedicated neonatalresuscitation training occurs every two years and doesnot correlate with their clinical time in the NICU. ThisADDITIONAL FACULTY ADVISORSAnn Anderson Berry, MD, PhDCollege of MedicineMaheswari Mukherjee, PhD, MSc, BPT,CT(ASCP) CMCollege of Allied Health Professionscourse will provide the background refresher knowledgebefore they do hands-on skills and simulation. Currently,the information review requires faculty time that couldbe better served with hands-on training, simulationand debriefing.The assessment of the module will look for understanding of keyfactors of neonatal resuscitation, such as the need for positive pressureventilation, the importance of thermoregulation, and how to identifythe steps (including when to initiate chest compressions and provideepinephrine). Current training includes monitoring of neonatal simulationfor learners. We plan to monitor learner’s simulation performancetechniques comparing learners who received a standard lecture andthose who go through the e-learning module.CLICK HEREto view the module16

I N N O V AT O R S I N E D U C AT I O N 2 0 2 1 Prenatal ScreeningFACULTY PROJECT DIRECTORPrenatal care is a complex but important aspect of medicine thatJannelle Reynolds, MPAS, PA-CCollege of Allied Health Professionscertification board testing.physician assistants must be proficient in for use in their practice and onThe Prenatal Screening module uses a patient case toSTUDENT TEAM

Module Awards Program, which comprises 17 teams of 43 student . Caleigh Coyne, Jaime Wright, College of Allied Health Professions 04 Respirators and Their Use in Agriculture Dr. Chandran Achutan, Alexandra Farfalla, Emily Girard . Assistant Professor, College of Allied Health Professions April Elker Program Coordinator E-Learning