Presentation 1 - THE EFFECT OF A HUMAN ANATOMY COURSE ON SPATIAL ABILITY AND MENTAL EFFORT
Saskia D. Richter

A.T. Still University

PURPOSE: Spatial ability is the capability to mentally manipulate objects in space, an important skill when contextualizing the human body, especially during movement or medical imaging. Courses such as anatomy require spatial ability skills, however it is unclear if exposure to anatomy courses alone improves students' spatial ability or the mental effort associated with spatial tasks. This study aimed to determine if a human gross anatomy course improves spatial ability and decreases mental effort associated with spatial ability tasks. METHODS: 82 of 130 graduate health professions students enrolled in a 10-week human gross anatomy course completed a spatial ability survey at the beginning and conclusion of the course (63% match rate). The survey included the following dependent variables: validated Mental Rotations Test (MRT; 0-24 points), perceived spatial ability (0-100%), and the validated Pass Scale for mental effort (1=very, very low, 9=very, very high). Time (pre-course, post-course) was the independent variable. Wilcoxon Signed-Rank tests were used to assess whether dependent variables changed over time (p<0.05). RESULTS: Post-course MRT scores improved by 14% (14.5±5.3 pts) and were significantly higher than pre-course (11.3±3.3 pts; p<0.01). Post-course perceived spatial ability (64.3±16.8%) was significantly higher than pre-course (59.9±18.1%; p=0.02). Mental effort post-course decreased 5% (5.6±1.3), which was significantly lower than pre-course (6.1±1.1; p=0.04). CONCLUSION: The increase in spatial ability and decrease in mental effort suggests students display more efficient and accurate spatial ability skills following an anatomy course. As anatomy educators, it is important to realize students may use more mental effort and have difficulty with spatial tasks in the beginning of a course, therefore teaching strategies and assessments should be tailored to accommodate their developing spatial skills. Future studies should include educational interventions to further enhance spatial ability skills while simultaneously decreasing mental effort associated with spatial tasks.

 

Presentation 2 - EQUIPPING TOMORROW'S PHYSICIANS TO CARE FOR VULNERABLE POPULATIONS THROUGH COMMUNITY PARTNERSHIP
Gia DiGiacobbe

Kaiser Permanente School of Medicine

 

PURPOSE Healthcare providers are called upon to provide culturally competent care to increasingly diverse and underserved populations, yet physicians report that their training has not adequately prepared them to manage social determinants of health. Furthermore, the LCME mandates the inclusion of curriculum on health disparities and meeting the needs of medically underserved populations and encourages the use of service-learning as a modality. This abstract describes an approach used by two medical schools to meet these challenges. METHODS Wake Forest School of Medicine and The University of North Carolina at Chapel Hill School of Medicine are developing a longitudinal curriculum to address health disparities, pairing learning modules with community partner-based experiential activities. To provide students robust, contextualized learning experiences, we matched one relevant health disparity with each required clinical experience. We focused on gaining buy-in on subject matter and community need from both clinical course directors and community partner stakeholders, utilizing best practices in effective partnerships between community organizations and academic medical centers. We sought to ensure longitudinal exposure to communities and agencies by having students revisit the same populations in the context of different issues. One cohort of students has completed their experience, with about half of their clinical experiences associated with a health disparity; the second cohort is in progress and all of their clinical experiences are associated to health disparities. RESULTS In evaluations, students report positive experiences, while community partners have expressed satisfaction and sought to engage medical students on a continued basis. Results showed that students improved their knowledge of how to engage with community organizations and negotiate a plan of care with patients from underserved populations. CONCLUSION A longitudinal curriculum that combines didactic learning and community engagement on the SDH was well-received and improved medical students' confidence and knowledge of working with underserved populations.

 

Presentation 3 - COMMUNITY-BASED EXPERIENTIAL EDUCATION IN MEDICAL SCHOOL STUDENTS
Justin Zumwalt

Oklahoma State University College of Osteopathic Medicine

 

PURPOSE While going through a restructuring of our medical school curriculum, we decided to bring more community-based education to the students to better prepare them for patient encounters and to jump-start community-focused paths to help bring more physicians to low income and at-risk populations. METHODS In the Service-Learning and Community Engagement course (SLCE) students have three main areas in which they interact with the community: the Senior Mentor Program, Community Action Project, and the Neighbors Along the Line free clinic.  In the Senior Mentor program, two medical students are paired with one senior mentor to meet with twice a semester for one hour for 3 semesters.  The students develop their interviewing and interpersonal skills through such activities as discussing nutrition, obtaining a social or medical history, and discussing end-of-life issues.  Working with a local non-profit organization, Community Action Project (CAP), students help Tulsa health services staff conduct assessments and testing required for pre-school children when enrolling in accredited early-childhood development programs.  At the Neighbors Along the Line clinic students participate with a physician at a local free clinic to see patients and practice interviewing skills and writing SOAP notes. RESULTS Students' surveys and board exam results validate the success of the experiential elements in the SLCE course.  Overall, students exceed the national average on their boards in the areas of professionalism, ethics and community medicine.  Student evaluations also show increased interest in helping underserved populations and having a better understanding of pediatric and geriatric interviewing techniques after their experiences. CONCLUSION Courses focusing on community-based experiential education are a valuable component of medical education. Students learning about professionalism and care for underserved populations is enhanced by participating in activities outside of the classroom.