Moderated by Jacqueline Powell

PRESENTATION 1 - Integration of Medical Imaging in the First Year of Medical Curricula    
Alberto Musto    
Eastern Virginia Medical School 

PURPOSE The utilization of medical imaging benefits medical students by enhancing their learning and understanding of anatomy and ability to interpret clinical cases through radiologic studies. Medical imaging sessions were integrated as a major component of the human anatomy experience within the  first year human anatomy at Eastern Virginia Medical School.

METHODS Integration of medical imaging consisted of:  a) recorded lectures using different medical imaging modalities to cover each anatomical region; b) worksheets using a clinical case to practice content from lectures; c)  weekly small group sessions during anatomy laboratory supported by multimedia devices, where different medical imaging modalities were discussed using normal and pathological cases. In addition, iPad were used to retrieve medical imaging material during the cadaver dissection case presentation. Assessments were conducted using formative quizzes and summative examinations. Students' perceptions were analyzed  using Likert's scale at the end of the module.

RESULTS: Overall, every  students (n = 150) passed the module. The Likert scale mean in terms of achieving the stated learning objectives was 4.51; the clarity of presentation(s) by this instructor was 4.37; the degree to which this instructor promoted active participation was 4.67. The students recognized and appreciated the instruction especially concepts and big picture from lectures and worksheets, the guidance to read images, engagement and active participation, and small group critical thinking opportunities. In addition, the sessions contributed to their understanding of gross anatomy clinical correlates. This instruction ultimately helped them on examinations and anatomy material overall.  

CONCLUSION This instruction positively impacted  the overall students' evaluation. Basic concepts of medical imaging through human anatomy and its relevant clinical application are feasible, effective and useful for students. Strong expertise in the field and faculty teamwork strengthens educational outcomes. Continued medical imaging integration with other components of the medical curricula need to be evaluated in future studies.

PRESENTATION 2 - Preclinical Ultrasound Education Using a Near-peer Educational Model    
Lindsey Claus    
Boston University School of Medicine

PURPOSE Ultrasound (US) is an increasingly relevant diagnostic tool in many medical specialties that shows great promise as a tool for undergraduate medical education. Using a constructivist and behaviorist theoretical approach, we designed a near-peer teaching (NPT) framework to introduce a five-session ultrasound elective for first-year (M1) medical students with sessions taught by second-year (M2) and fourth-year (M4) medical students and supervised by radiology, emergency medicine, and anatomy faculty.

METHODS The elective ran for its inaugural session in Fall 2021. Five one-hour sessions covering topics related to the concurrent M1 anatomy course were held for 20-30 participants per session. Small groups of 3-6 participants were taught by an M4 student at one of six US machines; faculty would rotate between stations to teach and answer questions. Four M2 students coordinated the course and drafted session guides and learning objectives, which were reviewed by M4 students and faculty. Before each session, participants were given the session materials and pre-work assignments. After the course's conclusion, participants completed a post-survey containing both open-ended free-response questions and self-assessment Likert-style questions assessing their knowledge of and interest in ultrasound.

RESULTS During the first year of the elective, 92 first-year students participated in at least one session, and as of this writing, 21 participants have completed the post-survey. Thus far, the majority of student responses show increased knowledge of US skills and indicate a desire to participate in a similar US elective in the future. Students also identified areas for growth, including wishing they had more exposure to how clinical faculty use US in practice.

CONCLUSION Through the introduction of a preclinical US elective taught through an NPT framework, we were able to measure student learning of US and related anatomy concepts and strengthen students' motivation to continue to learn about US in the future.

PRESENTATION 3 - Exam Performance Comparison Across Curricular Delivery Models Prior to and During Covid-19    
Kylie Limback    
Kansas City University 

PURPOSE The COVID-19 pandemic necessitated modification of medical school curricular delivery from in-person to remote learning in 2020. In the fall of 2021, a hybrid curricular model utilizing remote and live delivery was established. We compared exam data between pre-pandemic in-person delivery, pandemic-era remote delivery, and the recently enacted hybrid model to test the impact of the changes in delivery method on exam performance.

METHODS Test performance statistics were analyzed for student cohorts receiving in-person, remote, or hybrid curriculum in first-year Musculoskeletal (MSK) courses and second-year Gastrointestinal-II (GI-II) courses. MSK was delivered in-person for the class of 2023 (COM-2023), remotely for COM-2024, and through hybrid delivery for COM-2025, whereas GI-II was delivered in-person for COM-2022, remotely for COM-2023, and via hybrid model for COM-2024. Psychometric data for exam items reutilized across the three study years were compared using ANOVA statistical analyses. Baseline class performances were established utilizing pre-admission MCAT scores, and undergraduate overall/science GPAs.

RESULTS Baseline performance on MCAT scores showed no significant difference between COM-2022, -2023, -2024, and -2025, or in overall/science GPA between COM-2022, -2023, and -2024; COM-2025 showed a statistically higher overall/science GPA as compared with the other groups. The second-year GI-II courses showed no significant difference in overall mean but statistically significant (p<0.05) decreases in lower quartile student performance in the remote and hybrid delivery models as compared to live delivery. The first-year MSK course showed no significant differences in performance statistics through all three delivery models.

CONCLUSION A second-year medical school course showed depressed performance in the lowest-performing quartile in remote and hybrid curricular delivery models as compared to pre-pandemic live curriculum. Performance in a first-year course was not statistically significant between the three studied curricular models.

PRESENTATION 4 - Developing a Program of Clinical Research for Residents in a Recently Established General Surgery Residency at a Community Hospital    
Leon Kushnir    
Inspira Health Network 

PURPOSE:  General surgery training is a time-consuming endeavor and allocating dedicated time for scholarly activities such as research is frequently difficult. This abstract describes how resident research was successfully incorporated into clinical curriculum of General Surgery residency.

Methods: PGY1 residents complete online training (NIH and CITI courses) on human research subject protection. At the start of the PGY2 year, a faculty surgeon with part-time support from Graduate Medical Education is assigned to mentor each resident. Topics of interest are discussed with the resident, clinically relevant hypothesis formulated, and a research project structured. After institutional IRB approval, data is obtained from the Surgical Review Corporation's BOLD database, hospital EMR, and from physical chart review. GME office provides part-time hospital IT personnel to capture clinical data from the EMR, drastically reducing resident time and effort. Literature searches are facilitated by librarians in the affiliated medical school and an outside statistician is contracted as needed. Faculty mentors are involved at every stage of the research process, and residents are encouraged to collaborate with each other. Resulting abstracts are presented at regional and national academic meetings, followed by manuscripts submitted for publication.

Results:  Since the inception of the residency program in 2012, our trainees have presented 59 papers at national level research meetings, with 16 published abstracts and 35 manuscripts published in peer-reviewed journals.  All graduating residents have at least one significant academic presentation, and most have up to eight publications in peer-reviewed journals.

Conclusions:  With strong faculty and administration support, we have developed a strong and productive academic culture in a 'young' General Surgery community hospital residency, despite the lack of formally-protected research time. All residents are involved with highly collaborative scholarly activity from concept to publication. Our reputation for resident research has attracted many highly-qualified applicants to our program.