Kate Schultz, Ph.D.


RESEARCH



Learn more about my research interests and experiences.



RESEARCH INTERESTS



My dissertation studied well-being in health professions graduate students. Although COVID-19 required me to completely redesign my research plan, which originally was to develop a curricular intervention and conduct a randomized controlled trial to test its effectiveness on student stress and well-being, I was able to pivot. I conducted an interdisciplinary student mixed methods study rather than an intervention and successfully defended my dissertation in March 2023.


I love the objective data quantitative methodologies provide, but also the contextualization and narrative experiences of qualitative research. Thus, mixed methods is often my preferred approach to research.


Most of my research interests fall under the domain of the scholarship of teaching and learning, focusing on program evaluation and how to improve teaching and learning practices and learner outcomes in both curricular and co-curricular programs. Some examples include:

  • Well-being in health professions education and professional practice/industry
  • Humanities in medical and health professions education, particularly how humanities coursework can improve communication skills
  • Reflective practice and professional development
  • Navigating educational life transitions (high school to college, college to life or grad school, grad school to life)

More broadly, I have a few areas of research interest that move beyond the scholarship of teaching and learning. These are mostly what I refer to as my "nerdy side research ideas" that I would love to write a book about someday when I have the time to thoroughly conduct research and do them justice, although they certainly fall outside of my daily higher education administration purview:

  • Technology and behavior and its impact on self, especially social media impacts on identity development and portrayal in 18-29 year old college students and recent graduates
  • Well-being more broadly, including physiological and psychological impacts of stress and burnout in daily life and the impact on long-term health outcomes, as well as the impacts of nature, green space, and the environment on well-being
  • Psychology of fandom culture (very random and unrelated to my actual course of study and my professional work, but I have worked at a variety of fandom convention-type events and I'm fascinated by the communities formed within fandoms and their interactions with the actors and writers of their favorite shows and films)

For more information about my previous research experience and collaborations, please view my CV.



Selected PUBLICATIONS / MANUSCRIPTS



Generative AI education: Building a community of practice at Mayo Clinic


Journal: Innovations in Education & Teaching International




Abstract: Due to the rapid evolution of generative AI, we recommend a minimalist community of practice model to promote continuous social learning in an environment that fosters discussion, inquiry and collaboration while minimising administrative burden. To illustrate the relative ease with which such a model can be established and sustained, this paper describes an interdisciplinary collaborative effort by educators from multiple departments at Mayo Clinic. While we have encountered challenges, we are heartened by the engagement of our community as well as the unexpected benefits we enjoy as the founding members and facilitators of the community.



Well-Being in Graduate Health Professions Education: Exploration of programmatic interventions, the student experience, and student support preferences.


ProQuest Dissertation




ABSTRACT: Healthcare provider well-being is a growing area of professional concern. Beyond the negative impacts on the clinicians’ health, stress, burnout, and other manifestations of decreased clinician well-being can directly affect the quality of patient care. Research suggests that well- being concerns begin in graduate health professions education programs, during which students undergo rigorous academic and clinical training for future careers as clinicians. The aim of this study was to explore programmatic interventions to promote well-being in graduate health professions education and the students’ experiences of well-being while enrolled in graduate health professions programs.


This study was conducted across three phases. Phase one used a scoping review methodology and determined how well-being was conceptualized and measured in the literature across included studies (n=26), common interventions programs implemented, and the outcomes of the interventions. Phase two built upon the results of the scoping review and measured current levels of perceived stress and self-compassion in graduate students (n=162) in audiology, occupational therapy, physical therapy, and speech-language pathology programs and determined student experiences of and attitudes toward stress and well-being through a multi- institutional survey. The final phase was conducted concurrently with phase two and determined students’ satisfaction with their program’s support of their well-being and students’ preferences for programmatic support structures and interventions. The findings of this collective study provided recommendations for future research to build stronger evidence for future well-being interventions and recommendations to graduate health professions programs for curricular and structural changes to better support their students.


SELECTED PRESENTATIONS



mayo clinic, OCTOBER 2024


INSTRUCTIONAL DESIGN AND EDUCATIONAL ACTIVITIES INNOVATION SHOWCASE



COMING SOON! Virtual presentation with Elissa Hall, Ed.D


"From Concept to Curriculum: Developing Generative AI Learning Pathways for Data Scientists and Software Engineers"



KAROLINSKA institutet, STOLKHOLM, SWEDEN, OCTOBER 2024



MAYO-KAROLINSKA INSTITUTET ANNUAL SCIENTIFIC RESEARCH MEETING



COMING SOON! Virtual poster presentation with Chris Minter, Ph.D., Kristina Nelson, M.Ed., and Nancy Van Erp, Ph.D.


"Building a Community of Practice for Generative AI in Education at Mayo Clinic​"



Abstract: Due to the rapidly evolving field of Generative AI, we developed a Community of Practice (CoP) to foster engaging, relevant discussions targeted to educators across Mayo Clinic. This interdisciplinary initiative, facilitated by educators from four distinct departments (Digital Health, Education, Platform, and Research), serves as a dynamic forum for knowledge exchange and collaboration on the implications and applications of Generative AI in education. Since launching in the fall of 2023, the CoP has embraced a variety of formats to facilitate learning, including expert speakers, live demonstrations, breakout groups, and open discussions. While still in its growth phase, these activities have been instrumental in building a foundational understanding of Generative AI tools among our members. As we navigate the complexities of integrating Generative AI into educational practices, our CoP has encountered challenges, particularly the diverse base knowledge and comfort levels of participants. Looking ahead, our ambition for the CoP is to sustain and enhance its role as a vibrant learning community, where members from across our institution can come together to explore the potential of Generative AI in shaping the future of healthcare education.


Learning Objectives: At the end of this presentation, attendees will be able to:

  • Describe strategies to help educators leverage Generative AI to enhance teaching and learning
  • Discuss best practices to engage a diverse group of interprofessional faculty/educators
  • Identify challenges and approaches to effectively manage and run a growing Community of Practice


We are also presenting this virtual poster at the Instructional Design and Educational Activities Innovation Showcase at Mayo Clinic in October 2024.



Mayo Clinic, august 2024


MAYOWISE WORLDWIDE IMMERSION IN HEALTHCARE EXCELLENCE PROGRAM



Invited workshop presentation. I was invited to present this session for visiting medical students from the United Arab Emirates and asked my colleagues Chris Minter, Ph.D., Kristina Nelson, M.Ed., and Nancy Van Erp, Ph.D. to deliver the workshop with me.


"Generative AI in Medical Education: Foundations and Applications"


Learning Objectives: At the end of this workshop, students will be able to:

  • Explain the potential applications of generative AI in health professions education​
  • Apply generative AI tools into your learning experiences​
  • Explore ethical considerations and best practices when using generative AI


NORTHWESTERN UNIVERSITY, MAY 2024


TEACHX CONFERENCE POSTER PRESENTATION


Healthcare provider well-being is a growing area of professional concern due to its impact on both the clinician’s health and patient outcomes. Research suggests that well-being concerns, like burnout, begin in health professions education programs, during which students undergo rigorous academic and clinical training for future careers as clinicians. Drawing from a recent multi-institutional, multi-disciplinary study of health professions students, this presentation will discuss issues of well-being in health professions education, including its prevalence, common interventions, and the students’ perceptions and experiences with well-being and stress. The presentation will emphasize how program culture, academic coursework, and clinical experiences impact student stress and well-being, and discuss how faculty and administrators can authentically support their students during the program.


Learning Objectives: At the end of this session, attendees will be able to:

  • Identify common constructs of well-being in health professions education
  • Explain the impacts of stress on student well-being and student academic/clinical performance
  • Discuss strategies to support students’ well-being in education programs
  • Reflect on their attitudes and perceptions of their own well-being as faculty and administrators


UPMC Magee women's hospital, april 2024


VIRTUAL LUNCH & LEARN FOR THE REHABILITATION DEPARTMENT


Invited presentation.


Learning Objectives: At the end of this session, attendees will be able to:

  • Identify common constructs of well-being in health professions education
  • Explain the impacts of stress on student well-being and on their clinical performance
  • Discuss strategies to support students’ well-being in clinical education
  • Reflect on their attitudes and perceptions of their own well-being, because


MAYO CLINIC, DECEMBER 2023


MAYO CLINIC EDUCATION SCIENCE AND SCHOLARSHIP SYMPOSIUM


Abstract: Research suggests clinician well-being concerns begin in graduate health professions education programs, during which students undergo rigorous academic and clinical training. The aim of this study was to explore programmatic interventions intended to promote well-being in graduate health professions education and the students’ experiences of well-being while enrolled in graduate health professions programs. The questions that guided this study were: How do students experience their own well-being, how do they perceive their program's support of their well-being, and what types of programmatic well-being support do students want and need?


Methods: This study used a mixed methods design. Quantitative analysis included descriptive statistics, Cronbach's alpha, and ANOVA. This study used thematic analysis to analyze open-ended responses. 162 students completed the consent form and at least the first section of the survey: 34 audiology, 91 occupational therapy, 9 physical therapy, and 28 speech-language pathology students participated. Participants completed the Perceived Stress Scale and Self-Compassion Scale Short Form. Additionally, participants completed qualitative and quantitative survey questions developed by the researcher.


Results: Participants had higher levels of perceived stress than the general population and other health professions graduate students reported in previous studies. They had moderate levels of self-compassion. Participants reported that they were unable to prioritize their own well-being despite believing that it is important for their overall health and success. They overwhelmingly indicated that their programs are actively causing them stress, their programs’ structures provide barriers to managing their well-being, and they do not feel supported by their programs. While many students participated in program-sponsored well-being activities and found those activities worthwhile, they felt that their programs could do much more; students often felt the programs were performatively rather than authentically supporting well-being.


Limitations: Survey respondents were primarily female (92%) and white (75%); while these demographics are reflective of the included professional disciplines, there is a lack of diversity represented. The survey was distributed via an email to program directors, and thus it is not known how many program directors distributed the survey invitation to their students; therefore, a response rate cannot be calculated. The findings suggest the need for a multi-pronged approach to promote student well-being by providing developmental support to improve a student’s ability to manage and cope with stress through interventions and programming, while also making changes within the structure of the program (e.g., evaluate curricular scheduling and content, grading practices) to reduce unnecessary program-induced stress.


Three Rivers Academic Consortium, November 2023


CE COURSE FOR DPT AND PTA CLINICAL INSTRUCTORS


Invited CEU presentation.


This virtual course will emphasize how clinical experiences impact student stress and well-being, and discuss how clinical educators/supervisors can support their PT and PTA students during clinical externships.


At the end of this session, learners will be able to:

  • Identify common constructs of well-being in health professions education
  • Explain the impacts of stress on student well-being and clinical performance
  • Discuss strategies to support students’ well-being in clinical education
  • Reflect on their attitudes and perceptions of their own well-being


NORTHWESTERN UNIVERSITY, MAY 2017


TEACHX CONFERENCE POSTER PRESENTATION


Abstract: This project was developed as part of the undergraduate online human anatomy class. Intended to serve as an alternative to an oral exam, students were asked to create multimedia submissions to synthesize their knowledge of musculoskeletal anatomy and innervation and apply it to a functional activity of daily living. This poster presents an activity that provides a unique opportunity for creativity and diversifies assessment strategies in a course that normally uses more traditional teaching and learning methods (e.g., lectures, exams, research papers.) By selecting their own topics, students investigate movements that are relevant to their interests/hobbies. Additionally, this project gives students an opportunity for more face-to-face interaction in an online course. This video project also improves student-to-student interaction through peer review, as an introductory human anatomy course is not conducive to more common methods of peer-to-peer interaction like discussion. This type of assignment can be used in similar courses/hard sciences for meaningful student-to-student interaction as an alternative to discussion boards. Finally, this assignment allows students to practice using appropriate medical and anatomical terminology and simulates a potential clinical scenario they may encounter in multiple health care settings (e.g, demonstrate how movement occurs to a patient.)


View the digital poster here!



Chicago, IL, November 2015



AMERICAN MEDICAL STUDENT ASSOCIATION CONFERENCE PRESENTATION



I was invited by the Director of Experiences for the AMSA conference to co-facilitate workshops with medical students on improvisational exercises as a communication tool. Lauren Dowden, MSW, LSW was the lead presenter.


"From the Stage to the Clinic – Improvisation Workshop for Physicians in Training." Abstract: Improvising is the art of spontaneous response without preparation. Improvisation is perhaps best known in its theatrical manifestation, but did you know that practicing improvisation can improve your interactions with patients? In this workshop we'll explore the basics of observation and situational response that are key not just to improvisation but also to building relationships with patients.



NORTHWESTERN UNIVERSITY, JUNE 2013


M.S. HIGHER EDUCATION ADMINISTRATION AND POLICY MASTER'S THESIS


Abstract: This case study explored the experiences of the faculty members serving as mentors to medical students at the Feinberg School of Medicine (FSM). While there is not much previous research on the benefits of being a mentor, the available studies suggest that mentors commonly report increased job satisfaction, improved skills, and feelings of personal reward. There is also a noticeable gap in the literature pertaining to the creation of objectives and assessment tools in medical education mentoring programs. Through artifact analysis and surveys and interviews with mentors at FSM, this study sought to learn what the mentors gained from their experiences and to determine what impact serving as mentor had on the mentor’s future involvement in medical education. The data suggest that generally faculty mentors do continue working in medical education, and many attribute this persistence to their mentoring experience. Furthermore, faculty mentors seem to greatly value the relationships they formed with their students. The data also suggest that FSM could improve the training and support it provides to mentors to help them better meet the challenges the role presents. This study can contribute to the limited body of literature on benefits of serving as a mentor and of assessing mentoring programs in medical education.


(The image is from the winter poster session partway through the research process, which highlighted the literature review and plan for data collection).




CHICAGO, IL



Kate Schultz


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