CMC Parks & Recreation

UAMS: Membership Spotlight

 Program Goals:

History:
UAMS Academic House program was implemented in 2016.

Activities:
Primary activities are para-curricular and include the following:

Leadership:

Sara G. Tariq, M.D.

Associate Dean, Student Affairs and Academic House Director [email protected]

Program Highlights:

hoops). It’s an opportunity for faculty and students to build relationships in a non-stressful environment. The House with the most participation and points wins the Academic House Cup. The House with the most points at the end of the year (accumulated from Olympics, participation and community service) is the final winner.

Student Activities/involvement:

Scholarship:

  1. Vuk, J., McKee, S., Mendiratta, P., Tariq, S. “A better learning community: mixed-methods reveal medical student preferences with implications for learning community design and implementation”. Journal of Medical Education and Curricular Development. July, 2021
  2. Karina Clemmons, Sara Tariq, James Graham, Jason Mizell, Annlee Taylor Glass-Hicks, Purushottam Thapa. “What do Medical Student Actually Want from Learning Communities? A Comprehensive Needs Assessment”. MedEd Publish, 2020.
  3. Jackson, M, Tariq, SG, Kaplan, E.   Nurturing a Culture of Growth in a Climate of Safety for Learning Community Faculty, LCI, Kansas City, KS. 2019
  4. Jackson, M, Tariq, SG, Osterberg, L. Promoting Inclusion within Learning Communities, LCI. New York, September, 2018
  5. J.S., Clemmons, K. R., Tariq, S. G., Graham, J., Glass, A., & Thapa, P. B. (2018, September) Medical students’ expectations for wellness promotion in LCs. Presented at the Annual Meeting of the Learning Communities Institute (LCI), New York, NY. *LCI Research Poster Award, 2018

Aal clinical skills curriculum delivered in learning communities. Learning Communities Institute Conference. San Diego, CA. 2015.

*Colbert-Getz JM, Anderson K, Lamb S, Roussel D. Learning communities, clinical skills and core EPAs: Strategies for deploying learning communities to ensure clinical skills milestones achievement across a four-year curriculum. Workshop. Learning Communities Institute Annual Meeting, Nashville, TN. 2014.

*UUSOM co-author, but not limited to UUSOM students or faculty as participants

Other Scholarship – Posters

Colbert-Getz JM, Roussel D, Shaffer K, Sells L, Zinkhan G. Early reactions toimplementing a program of performance assessment by EPA (programmatic assessment) for clinical skills instruction in years 1-2. Poster session presented at Western Group on Education Affairs Meeting, Denver, CO. 2018.

Colbert-Getz JM, Anderson K, Glasgow T, Zinkhan G, Roussel D. Doesdelivering clinical skills instruction with learning communities increase OSCEperformance at the end of year 2? Poster session presented at An International Association for Medical Education Conference, Barcelona, Spain. 2016.

Glasgow T, Anderson K, Roussel D, Lamb S, Colbert-Getz JM. Clinical methods curriculum: An innovative four-year learning community model for teaching and assessing entrustable professional activities (EPAs). Poster session presented at Association of American Medical Colleges Medical Education Meeting, Baltimore, MD. 2015.

*Shochet RB, Keeley M, Colbert-Getz JM. Assessing qualities of the learningenvironment at two medical schools with learning communities. Poster session presented at Learning Communities Institute Annual Meeting, Nashville, TN. 2014.

*UUSOM co-author, but not limited to UUSOM students or faculty as participants