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Administration Basic Sciences Clinical Sciences Centers of Excellence

Office of Medical Education
2020 Gravier Street
Suite 602
New Orleans, LA 70112
Phone: 504-568-4006
Fax: 504-599-1453




2016-17 Required Letter of Intent due no later than 4:00 p.m., Friday, February 19, 2016. See below for details.

2016-17 Proposals due no later than 4:00 p.m., Friday, April 15, 2016. See below for details.

The Academy Educational Enhancement Grant (EEG) program was initiated in 2008 as an annual program to facilitate innovative and sustainable enhancements to teaching, learning, assessment, and faculty professional development and achievement of educational scholarship in health professions education.  Four categories of peer-reviewed projects are eligible for funding: 

Educational Enhancements

Faculty Study Groups

Faculty Mentoring

Faculty Professional Development Travel Awards

Academy Fellows, Master Teachers, and Teaching Scholars are eligible for Faculty Development Travel Awards and to serve as Project Directors/Principal Investigators.  However, Academy Associate and Protege members and other individuals who are not Academy members (e.g., LSUHSC-NO faculty members, colleagues at other institutions, fellows, residents, and students) may be key participants, as appropriate to the project goals. Faculty Development Travel Awards are available to only Academy Members. 

All submissions are peer-reviewed and funding is determined on a competitive basis. No exceptions to the guidelines or additional time extensions are allowed to ensure the fairness of all proposals submitted by interested individuals/groups.  Funded projects must be completed within one academic year.  Completed EEG projects are presented at the annual Academy Educational Scholarship Day. 

Below are links to the 2016-2017 EEG Request for Proposals (RFPs) and the required proposal templates:

EEG Request for Proposals - Complete RFP Document - PDF
Letter of Intent Template - Word
Proposal Template for all categories except Faculty Development Travel Awards - Word
Proposal Template for Faculty Development Travel Award - Word

For more information, contact:

Dr. Sheila Chauvin (

Any member of the Academy Executive Council. 

OMERAD:  504-568-2140 or email


Completed EEG Projects:

2008-2009 Projects:

Development and Evaluation of a Genetic Nursing Practice Curriculum

Project Team:  Gloria Giarratano, PhD and Paula Gregory, PhD

Category:  Faculty Mentoring

Description:  This was an inter-professional, collaborative project to design, implement, and evaluate a newly required nursing-focused genetics course for the undergraduate nursing program at LSUHSC (NURS 3451, Genetic Health Across the Life Span). Dr. Paula Gregory (School of Medicine) and Dr. Gloria Giarratano (School of Nursing) established a mentor/mentee relationship that enhanced development of a nursing course to apply genetic health care knowledge to basic nursing practice. Learner-centered, web-based modules and traditional classroom formats were used over two semesters with two different types of undergraduate nursing students (second degree and traditional BSN).

Test the Test: A Pilot Study of an Assessment Tool to Measure Medical Students' Competencies in Information Retrieval and Application Skills in Clinical Practice

Project Team:   Kathryn E. Kerdolff, MLIS, AHIP; Maureen M.. Knapp, MA, AHIP;  Richard P. DiCarlo, MD

Category:  Educational Enhancement

Description:  The purpose of this project was to develop a valid and reliable automated standardized learning assessment tool to measure medical student competency for each of the following:  1) search and retrieval of medical information, 2) critical appraisal and evaluation of research, and 3) synthesize evidence for application in clinical settings.

High Fidelity, Simulation-Based Inter-Professional Operating Room Team Training For Medical, Nurse Anesthesia and Undergraduate Nursing Students

Project Team: John Paige, MD; Deborah Garbee PhD, APRN, BC; Valeriy Kozmenko MD; Lyubov Kozmenko BSN; Laura Bonanno DNP, CRNA; and William Swartz PhD

Category:  Educational Enhancement

Description: We investigated the impact of conducting high fidelity simulation (HFS) inter-professional OR team training for students on their attitudes toward team-based competencies. Student teams from the Schools of Medicine and Nursing underwent a two hour inter-professional team training session using HFS in the Virtual Operating Room in the Center for Advanced Practice in an attempt to increase their awareness of inter-professional teamwork and communication. During spring of 2009, 66 students participated in 10 sessions. Students were divided into teams of 6-8 participants consisting of undergraduate nurses, nurse anesthetist students, and senior medical students. Sessions involved two standardized simulated scenarios which were each followed by a focused debriefing targeting team-based competencies and emphasizing reflective practice. For each session, students completed pre- and post-training questionnaires that included a 15-item self efficacy tool targeting teamwork competencies using a 6-point Likert-type scale. T-test with Bonferroni adjustment was used to compare calculated pre- and post-training mean item scores.

2009-2010 Projects:

Preceptor Workshops Interdisciplinary Project for Graduate and Undergraduate Preceptor Education

Project Team:  Judith A. Gentry, APRN, MSN, OCN, CNE; Rose Schaubhut,  RN, MPH; Laura Bonanno, CRNA, DNP;  and Marjorie Geisz-Everson, CRNA, PhD

Category:  Educational Enhancement

Description: The purpose of the project was to develop, implement, and evaluate a series of preceptor workshops to educate clinical nurses to become preceptors for undergraduate (RN) and graduate (CRNA) nursing students.  While evidence continues to indicate that online courses are as effective as face-to-face courses, there is little research comparing face-to-face education with distance education for continuing education courses.  The workshops were delivered simultaneously in face-to-face and video teleconference formats.  Preceptor workshops were given by Undergraduate nursing faculty (Ms. Gentry and Ms. Schaubhut) at three local hospitals on seven different dates during the grant year and by Graduate Nurse Anesthesia faculty (Dr. Bonanno) on three dates.  Evaluation of the effective of learning environments in the two simultaneous settings was conducting using a variation of the Teaching and Learning Environment Questionnaire (Chauvin & Bowdish, 1998; Chauvin & Sarpy, revised 2003). 

Doctoral Colloquia for Doctor of Nursing and Doctor of Physical Therapy Students

Project Team:  Deborah Garbee, PhD, APRN, BC;  Marsha Bennett, DNS, APRN, ACRN; Jane Eason, PhD; Kirk Nelson, MPT, PhD;  Penny Kroll, PT, PhD; and Yvonne Sterling, PhD.

Category:  Educational Enhancement

Description:  The current state of doctoral education includes interdisciplinary education and “residencies” or intensives that promote collaboration and scholarship.  The purpose of this project was to create, implement, and evaluation the effectiveness of such a intensive session.  The Doctoral Colloquia (DC) provided focused group and breakout workshops for both nursing and physical therapy students for two days in January and two days in May of 2010. The primary research question included the following:  What are the outcomes of a doctoral colloquia on student satisfaction, faculty satisfaction, student grades, and student perception of socialization?   A mixed methods post test only design was used to study DC outcomes.  Surveys were completed by faculty and doctoral students participating in the colloquia. There were 16 DNS and DPT students and 17 faculty participants in the January DC and 7 DNS students and 3 faculty participants in the May DC. Students rated satisfaction high on the majority of items except for how to present a poster session. Faculty satisfaction ratings in the January DC were high for the same items as students, but in the May DC ratings were slightly lower for items on managing time and stressors and human subject protection. The impact of the doctoral colloquia on student grades is not known at this time. Student comments suggest that they enjoyed the interdisciplinary interactions and socialization. Qualitative themes include (1) “Awareness of Teamwork”, (2) “Interdisciplinary Understanding”, and (3) “Valuable Discussions.”  More student participation occurred in January, at the beginning of a semester, than in May, at the end of a semester. Participants and faculty probably rated some topics low because they were either presented in the January DC, not discussed at length during the May DC or they were integrated into other topics. The impact on student grades is not known at this time and may be difficult to separate the effect from course work. 

Effectiveness of Teamwork and Communication in a Critical Care Code Scenario Using Interdisciplinary High-Fidelity Human Patient Simulation with Students from Four Professional Programs

Project Team:  Deborah Garbee, PhD, APRN, BC; John Paige, MD; Vadym Rusnak, MD; Kendra Barrier, RN, BSN; Lyubov Kozmenko, BSN; Kirk Nelson, MPT, PhD; Laura Bonanno, DNP, CRNA; Brendt Madden, Leah Gonsoulin, and Jean Cefalu, RN, BSN

Category:  Educational Enhancement

Description:  This collaborative project involved faculty and learners from the Schools of Medicine, Nursing, and Allied Health Professions.  The project extended team training methods utilized in Operating Room team training to an Intensive Care Unit (ICU) setting with students from four professional programs: medicine, nurse anesthesia, undergraduate nursing, and physical therapy. Inter-professional high-fidelity human patient simulation was used along with crisis resource management techniques to teach team based competencies to students at LSUHSC-NO.

Methods: The two hour training sessions consisted of two standardized simulation scenarios: atrial fibrillation and tension pneumothorax. Participants completed post-simulation questionnaires after simulation one and simulation two that included a modified Operating Room Teamwork Assessment Scale (ORTAS) targeting individual performance and team interactions (Chauvin, Paige, & Yang, 2007) and the Mayo High Performance Teamwork Scale (MAYO) (Dunn, 2008). Trained observers rated teamwork competencies during simulation one and simulation two using two scales: a modified ORTAS and Communication and Teamwork Skills assessment (CATS) (Frankel et al., 2007).  A total of 35 students underwent training: 35/35 in fall of 2009 and 25/35 in the spring of 2010. Data analysis is currently in progress. Preliminary CATS analysis showed significant improvement in mean scores from simulation one to two in the fall related to situational awareness, cooperation, and communication. Comparing performance in fall simulations to spring simulations, no significant improvement occurred. Inter-professional high-fidelity human patient simulation is effective in improving team-based behaviors of students in a simulated ICU environment. These gains appear to be retained over a four month period.  


White Blood Cell (WBC) Differential Trainer

Project Team:  Patsy Jarreau, MHS; Daniel Haun, MHS; Angela Foley, MS

Category:  Educational Enhancement

Description:  Traditional strategies for training Clinical Laboratory Sciences students in blood cell identification include: (1) static images showing best examples of cell types and laboratory activities where students review study slides and (2) consult the instructor on difficult cell examples.  The student teacher ratio in these sessions is approximately 15:1. There is a marked absence of literature on this topic but studies suggest that expertise is gained by increasing challenge and complexity as skills are gained.  Our project evaluated a simulator created at LSUHSC that presents image sequences (movies) of cells from study slides.  The simulator requires the student to identify the cell and provides feedback from the primary instructor.  The student reviews missed events and can access the interpretations and comments from an expert panel of seven instructors. The simulator presents cases at increasing levels of difficulty as perceived by LSUHSC faculty. The use of image sequences allows the student to simulate focus by manipulation of the simulator playhead.  We assigned five cases of moderate complexity to the students, tracked simulator usage and analyzed the student performance to identify problematic cells. We also surveyed the students on their perception and usage of the simulator’s features (e.g. the search function, the review of the expert metadata, etc.). The results include a bank of problematic cells that will be used to create focused training modules with feedback to enhance the simulator. We conclude that the simulator is a training enhancement for students that also has potential as a competency assessment tool for the workforce. The latter is evidenced by the unexpected finding of disagreement from the expert panel. Based on these findings, further study is in progress. 

2010-2011 Projects:

The Benefit of a Standardized Simulation-Based Approach in Teaching Ultrasound-Guided Central Venous Access to Medical Tranees 

(Project based at Earl K. Long Medical Center - Baton Rouge)

Project Team:  Tonya Jagneaux MD, Terrell Caffery MD, RDMS, Glenn Jones PhD, Ann Long MD, Lauren Zatarain MD

Category:  Educational Enhancement

Description: The objectives of this project include implementation of a standardized teaching format for central venous cathetherization that emphasizes acquisition of ACGME core competencies, integration of simulators into the curriculum, and evaluation of this novel approach to determine effectiveness for teaching this specific and imortant clinical procedure. Long term plans are to create a permanent and sustainable curriculum component for the internal medicine and emergency medicine curricula. 

Laparoscopic Cholecystectomy Simulation-Based Training

Project Team:  John Paige MD, Alan Marr MD, John Hunt MD, Lance Stuke MD, Christopher Baker MD

Category:  Educational Enhancement

Description:  This project attempts to determine the best manner to teach laparoscopic cholecystectomy, a very common surgical procedure, by comparing resident traiing on an inanimate torso model with training on a virtual reality simulator. 

Present and Participate at the Medical Library Association Annual Meeting

Awardee: Maureen Knapp

Category:  Travel Award

Description: Ms. Knapp is teaching a class on mobile resources and applications in the health sciences. She is also an active member and officer in the Medical Library Association. In conjunction with participation in this meeting, Ms. Knapp offered a four-part faculty development series on Technology Trends as part of the Academy Fall 2010 offerings and will be publishing a sumary of this activity in the Fall 2011 issue of the Academy Bulletin.