Moderated by Jonathan Wisco

PRESENTATION 1 - Peer-assisted Learning in Undergraduate Medical Education for Resiliency and Well-being    
Casey Bassett    
Augusta University-University of Georgia Medical Partnership

PURPOSE Medical students and physicians experience a high rate of mental health challenges. Peers provide foundational support for assisting with these stressors. Peer-assisted learning (PAL) is a learner-led training model that encourages collaborative educational experiences. Given that the effective practice of medicine involves lifelong collaborative teaching and learning, introducing PAL models of resiliency early in a trainee's career may provide myriad personal and professional benefits.

METHODS During pre-clerkship training, we utilize many ways of peer learning. As part of our medical student well-being program, we created a PAL session during year 1 orientation. Peer coaches (year 2/3) were trained to utilize heart rate variability (HRV) and heart-focused breathing for emotional self-regulation and coherence to better coach their peers. Students were introduced to the concepts of coherence, HRV, and techniques for developing self-regulation. 

RESULTS Sixty first-year students participated in pre- (n=56) and post-surveys (n=51). Questions focused on: 1) goals, 2) expectations, 3) challenges and 4) strategy use. 75% (n=38) of the post-survey respondents indicated goals were met, including strategies for stress management, wellness and making connections with peers. 88% (n=44) indicated expectations were met, particularly learning strategies for wellness. 82% (n=42) reported challenges were addressed, ranging from having a safe space to share and practice to techniques that can be integrated into busy schedules. Almost all respondents (96%, n=49) shared how they anticipated using the strategies during stressful situations and to include the practices daily.

CONCLUSION The program described in this report is an innovative approach to assisting first-year medical students with the transition into a medical career. A major goal was to train emotional self-regulation for developing resiliency and well-being. Discussions promoted connections between and among coaches and learners, helping initiate a supportive network that will serve all constituencies.

PRESENTATION 3 - It's Not in the Book: Guiding Your Learners Through the Process of Research    
Kristy Carlson    
University of Nebraska Medical Center

PURPOSE Medical education faculty are expected to participate in scholarly activity throughout their career and support learners by providing research mentoring. Balancing this with the rigor and rapid evolution of teaching is often challenging. The purpose of this presentation is to outline a structure that was implemented at our institution to guide learners independently through the process of research.

METHODS Medical students typically enter our program with prior exposure to research; however, this experience is often limited to the data collection phase of a project. The structure and workbook allow independent learning to support mentors who do not have time to teach a student "how" to conduct a project from conception to dissemination. This program includes information not typically "in the book" of a traditional research methods course. The steps and supporting materials cover the challenges of filling a gap in the literature to boost the opportunity for international publication. Additionally, students learn the importance of using research results to guide a reader down a logical path from introduction to conclusion.

RESULTS The workbook and supporting materials have been used formally to support summer research programs and enrichment courses for 30 undergraduate and medical students. The fourth-year medical students participating in our workshop commented, "I wish I had this information in my first year." Popular topics included: answering the so what question, techniques to successfully emerge from the literature review rabbit hole, writing in reverse, and choosing a target journal. Faculty appreciate the structure and steps outlined to support mentees through the process of conducting a research project.

CONCLUSIONS A critical element of medical education is scholarly activity and optimal learning may be achieved by actively participating in research. This structured workbook assists mentors with basic research education so they may focus on the clinical aspects of a project.

PRESENTATION 3 - Designing and Implementing a New Rapid Synthesis Program for Usmle Step 1 Preparation at Ross University School of Medicine    
Kashif Ahmad    
Ross University School of Medicine 

Purpose: The USMLE Step 1 is an important milestone that needs to be achieved for residency attainment.  At Ross University School of Medicine (RUSM) we identified the need for additional academic support of our students during dedicated Step 1 study period.

Methods: We developed a novel 8-week Rapid Synthesis Program (RSP) at our Clinical Academy of Teaching and Learning during their independent Step 1 study period.  This program included eight hours per week of contact time divided into one weekly large group organ-system high-yield concept reviews, followed by weekly knowledge application MCQ sessions and supported by weekly individualized academic advising and counseling.  The didactic component focused on synthesis of medical knowledge and clinical reasoning. Wellness checks were periodically in collaboration with our counseling center.

Result: 147 out of 223 participants students responded to the survey, from a cohort of 440 eligible students. We collected student perspective after the first launch of RSP. The students appreciated a structured program that focuses on their urgent needs to address curricular gaps and provide a virtual learning community of peers to practice application and integration of their medical knowledge. 88% of students found the sessions helpful in preparing for step 1; 92% found knowledge application helpful; 72% found the individual academic advising sessions helpful; 52% found the individual tutoring sessions helpful, 82% found RSP helped integrate and synthesize medical knowledge with clinical reasoning aspects of patient care concepts; 84% would recommend RSP to other students preparing for step 1 during their dedicated period.

Conclusion: With recent changes in USMLE programming, it is important that medical schools understand the urgent needs on student's stress in preparation. These findings informed us to emphasize on continuous quality improvement (CQI) and next steps will be to correlate the participation in the RSP program with NBME CBSE and Step 1 outcomes.