Teaching Research Literacy
In CPE
George Fitchett (Rush)
& Lex Tartaglia (VCU)
Today’s Outline
• Introduce the Transforming Chaplaincy project
• Review the CPE Curriculum Development Grant
application requirements
• Discuss key findings from Tartaglia, et al., study
(2013) of model practices of teaching research
literacy in CPE residency programs
• Present two models for teaching research literacy
in CPE residency programs
• Respond to your questions
• Funded by two grants totaling $4.5M over
four years from the John Templeton
Foundation
• Supported by ACPE and the major professional
chaplaincy organizations
– The Association for Professional Chaplains
– The National Association for Catholic Chaplains
– Neshama—the Association for Jewish Chaplains
• The aim of the Transforming Chaplaincy
project is to better equip hospital chaplains to
use research to guide, evaluate and advocate
for the spiritual care they provide.
Three Project Activities
• Templeton Chaplain Research Fellowships
– The Fellowship program will pay for 16 board-certified healthcare
chaplains to complete a two-year, research-focused master’s degree.
• CPE Curriculum Development Grants
– Curriculum Development Grants will be awarded to 70 ACPEaccredited clinical pastoral education (CPE) residency programs to
support incorporation of research literacy education in their curricula.
• Free, Online Research Education for Chaplains
– An online continuing education course, Religion, Spirituality and
Health: An Introduction to Research, will be made available at no cost
to members of the four major professional chaplaincy and pastoral
education organizations.
CPE Curriculum Development Grants
• Two-year Curriculum Development Grants will
be awarded to 70 ACPE-accredited clinical
pastoral education (CPE) residency programs
– To support incorporation of research literacy
education in their curricula
• 35 programs in Cohort 1 (awarded July 2016)
• 35 programs in Cohort 2 (awarded July 2017)
CPE Curriculum Development Grants
• Yearly grant distributions to each CPE Center
– Year 1 grants will be $2,500
– Year 2 grants will be $1,500
– Year 2 incentive grants of $1,000
Grant Selection Process Criteria
Be Substantive
• Provide instructional in-class hours (minimum 15-20)
• Schedule out of class assignments
• Design a coherent and developmental syllabus
Be Contextual
• Use available resources
• Fit the center’s setting
Be Applicable to Practice
• Identify how learning informs or influences current work
Be Accountable
• Outline how students’ learning will be assessed/measured
– e.g., Concrete exercises
Be Enduring
• Plan for sustaining curriculum beyond initial funding period
Grant Timeline
Activity
CPE Curriculum CPE Program Activity
Development
Grants
CPE online application
October, 2015
Fall - Many residency
posted on project website
programs begin in
September
Application deadline
December 15, Winter/Spring – CPE
2015
programs plan
Decision about
March 1, 2016 curriculum for next
application
year and interview
Applicants confirm
April 1, 2016
applicants
acceptance
CPE Residency Programs
Summer/Fall – New
begin
residency programs
begin
Elements of a Curriculum
•
•
•
•
•
•
Learning Outcomes
Content/Topics
Delivery Methods
Readings
Assignments
Assessment/Evaluation of Learning
Common Elements of Programs with
Research Curricula
• Sustained programs were built on a foundation of
research literacy that
– Took patience to develop
– Had a research champion and the support of a CPE
supervisor
– Offered the program in a cultural context with a
sustained commitment to research
– Utilized resources from both within and outside the
CPE/Chaplain department
– Incorporated multiple methods to introduce research
consistent with existing CPE teaching methodology
VCU Patient Counseling
Substantive
• 29 Direct Content Hours (14, 90 minute seminars
plus a 5 Hour retreat and 3 hour dissemination
activity) over a 10 month period
• 60-75 Hours of Reading, Assignments
• Content introduced developmentally with
question “why” and shifting to “what”
• Content introduced developmentally including
terminology, methodology, resource
identification, data collection and dissemination
VCU Patient Counseling
Contextual
• Understanding Evidence Based Practice in an
Academic Medical Center
• Thinking organizationally as well as chaplaincy
as a discipline
• Thinking about process improvement; what do
I do that I think could be done better?
• Accessing Resources and Identifying
Collaborators
VCU Patient Counseling
Application to Practice
• Readings/Assignments Related to Specific
Patient Populations
• Use of research articles in verbatim or case
study analysis
• Institutional Review Boards
VCU Patient Counseling
Accountability
• Completion of a literature review
• Critique of a Research Article
• Pass the CITI IRB Examination
• Data Collection (RedCap)
• Completion and Dissemination of Culture
Study through Poster Presentation
VCU Patient Counseling
Continuation/Endurance
• Current research educator on faculty
• Faculty attendance at resident seminar series
• Protected time for faculty/staff involved in
research related activities
• Recruitment of future faculty/staff who
demonstrate research literacy
Resident Research Didactic - 2015
RHHV & Christ Advocate CPE Residents and Supervisors
Led by Pat Murphy & George Fitchett
Religion, Health & Human Values
Contextual
• Rush is an academic medical center
– Library with every e-journal imaginable
– Computer lab to learn PubMed
• RHHV is an academic as well as a clinical
department
• RHHV research program is 25 years old
– Residents exposed to research throughout the
year, e.g. The APC Webinar Journal Club
Religion, Health & Human Values
Substantive
• 8 seminars, 2.5 – 3 hours each, 2 per week, J-term
– The Rush syllabus is on the project website
• Activities (number of sessions)
– Presentations by George & Pat (4)
– Small group presentations of articles (each
student presents 2-3 articles)
– Searching PubMed for articles (2)
• Reading
– Assigned readings (e.g. chapters from Myers)
– Articles students are presenting
– Articles presented by peers
Religion, Health & Human Values
Application to Practice
• Residents select articles to read and present in
their areas of interest
• Faculty periodically assign new articles related
to resident clinical area and interests
• Faculty inform residents of research
presentations by other Rush investigators
related to resident clinical areas and interests
Religion, Health & Human Values
Accountability
Research Didactic Exam Scores
2014 (n=9)
2015 (n=11)
50%
Proportion of Students
44%
40%
33%
30%
27%
27%
27%
22%
20%
9%
10%
0%
9%
0%
0%
0%
0%
<50%
50-59%
60-69%
70-79%
Grade on the Exam
80-89%
90-100%
Religion, Health & Human Values
Continuation/Endurance
• RHHV research program is 25 years
old
• Resident research didactic since
2009
• Supervisors sometimes audit the
research didactic
• Current RHHV research faculty are
aging
Questions?
What questions do you have about
the CPE Curriculum Development
Grant?
• Enter your questions in the Q&A
box on your screen.
Thank you
• To ACPE for hosting this free
webinar
• To you for your interest in our CPE
grants
•
If you have any questions after the webinar is over, you are
welcome to contact our project coordinator, Kathryn
Lyndes (Kathryn_Lyndes@rush.edu; 312.942.0247)