Poster Award Winner: Imposter Syndrome And Class Gender Ratios In Osteopathic Medical School
Courtney Shill Russell | Garrett Clement | Bryan Daines | Carson Russell | Isain Zapata | Melissa Henderson
Rocky Vista University College of Osteopathic Medicine, Ivins, UT
PURPOSE: Imposter Syndrome (IS) has been shown to affect 25-50% of medical school students with a higher incidence in females. This study investigates how the ratios of males to females in a medical school class influence the prevalence of IS seen in each gender. Additionally, it analyzes trends linking imposter syndrome and pre-matriculation data such as undergraduate science GPA and MCAT. This preliminary study will explore factors that correlate to a higher prevalence of IS in osteopathic medical students.
METHODS: Data was collected via an anonymous survey sent out to classes of osteopathic medical students at various campus locations. The survey asked students to self-report their class, gender, undergraduate science GPA, MCAT score, and the completion of the Young Imposter Scale survey.
RESULTS: Preliminary data note statistically significant findings confirming a higher likelihood of IS with females in an osteopathic medical school setting. The interaction effect tested was statistically significant (P=0.000180) which confirms the existence of imposter syndrome differences across campus, class and gender. Independent of gender and class ratios, neither SciGPA nor MCAT score were statistically significant as predictors of IS (Full model P=0.208255). This study is still ongoing, and more data will be collected from other medical schools across the nation.
CONCLUSION: Our study supports the prevalence of Imposter Syndrome in medical students and specifically female medical students. Additional data from multiple osteopathic medical school campuses is needed to fully address the influence of class gender ratio of the prevalence of IS. Our preliminary data demonstrates that pre-matriculation scores have little influence on the development of IS in osteopathic medical students.
Oral Presentation Award Winner: Outcomes Assessment of the NEJM Knowledge+ Pain Management and Opioids Module
Michael Healy | Gustaf Axelsson | Kathleen Bellisle | Leokadia Marchwinski | Melissa Elmore | Michelle Hache | Matthew O'Rourke | Roy Phitayakorn
Massachusetts General Hospital, Harvard Medical School and NEJM Group
PURPOSE In response to the ongoing opioid crisis in the United States, healthcare-related organizations have redoubled their efforts in helping providers learn about effective pain management strategies. Online learning may be a particularly effective strategy to disseminate and assess pain management related knowledge.
METHODS NEJM Group developed an e-learning Pain Management and Opioids module within the NEJM Knowledge+ adaptive learning education program. This module features case-based questions with associated feedback to support learning and has been provided worldwide free of charge since April 2019 with 65,000+ registered learners. We analyzed learner data to assess the effectiveness of this module based on Moore's pyramid for higher-level outcomes assessment in CME activities.
RESULTS Level 1: As of the end of September, 5,468 learners have completed this module. Of these learners, the majority were physicians (n=4,249, 77.7%). Of these physicians, 97.9% (n=4,159) were from the United States. Level 2: Based on the optional post-completion evaluation survey (response rate:13.0%, n=711), data suggests that the module was extremely or very relevant to their practice (n=490, 69.0%) and was considered a very effective educational activity (n=510, 71.9%). Level 3A: The post-completion evaluation data also indicated that the six learning objectives (LOs) were all met overwhelmingly (LO1:90.3%; LO2:93.8%; LO3:93.8%; LO4:92.9%; LO5:86.3%; and LO6:88.7%). Level 3B: Based on NEJM Knowledge+ usage data, the learners had an average question correct percentage of 61.8%, and the average percent of probes answered correctly with low confidence and incorrectly with high confidence was 43.1%. Level 4: The post-completion evaluation data also indicated that most learners (n=512, 72.3%) were either extremely or somewhat likely to change their practice based on completing this module.
CONCLUSIONS Based on initial data, this module provided learners with a beneficial educational activity that is completed entirely online. More research is required to determine the effects of this module on Levels 5, 6, and 7 of Moore's pyramid.