Heeyoung Han¹
1 Southern Illinois University School of Medicine 

Medical schools collect learner assessment and evaluation data regularly, yet its utilization for curriculum innovation can be hindered by a lack of centralized data governance, i.e., Dashboard. Schools need various technologies to support their curricula, which makes it harder to integrate data from different systems into a dashboard, especially at resource-scarce medical schools. Our school is a community-based medical school with limited IT staff. This presentation will share our organizational change process to develop and implement dashboards and its impact on curricula innovation. 

Summary of work

We went through a longitudinal change process to centralize educational data governance, including collection, management, and usage, through dashboard development. Given limited resources, we minimized investment in in-house development but focused on change processes to forming groups, digitizing data, system integration, and stakeholder engagement. The change processes were coupled with the school's innovation toward programmatic assessment. We conducted students’ participatory program evaluation to understand stakeholders’ adoption and its impact on teaching and learning. 

We formed an Educational Informatics Committee at the school in 2015 and have re- engineered our assessment and evaluation programs and processes. Student data dashboard has been implemented since 2021, which successfully supported curriculum change toward programmatic assessment. A faculty teaching dashboard has been implemented since 2022 for faculty development. 

Our experience can be a model for other schools, especially resource-scarce institutions, to adopt, develop, and implement dashboards. While presenting our story, we will discuss relationships, strategic organizational change processes, and utility-focused program evaluation to highlight lessons learned from the successful change process with little to no development team. 

Dashboards can be instrumental in student and faculty development. Thoughtful organizational change processes should be considered, especially for resource-scarce schools. 

Take-home messages

Developing dashboards is an organizational change process. Future practice should explore feasible models for resource-scarce medical schools. 

References (maximum three) 

Han, H., Mosley, M., (Yvette) Igbokwe, I., Tischkau, S. (2022). Institutional Culture of Student Empowerment: Redefining the Roles of Students and Technology. In: Witchel, H.J., Lee, M.W. (eds) Technologies in Biomedical and Life Sciences Education. Methods in Physiology. Springer, Cham. https://doi.org/10.1007/978-3-030-95633-2_3 

Han, H., Resch, D. R., Kovach, R. A. (2013) Educational Technology in Medical Education, Teaching and Learning in Medicine, 25:sup1, S39-S43, DOI: 10.1080/10401334.2013.842914