Paul Herbert
Northeast College of Health Sciences

Purpose
This study was an exploratory qualitative study of user experiences using a virtual dissection table, “Anatomage”. User experience for the virtual dissection table, Anatomage is mixed. This table has been shown to potentially aide students in understanding relationships between internal structures (Alasmari, 2021), and may offer opportunities of supporting and reinforcing information to learners (Custer & Michael, 2015). However, no significant difference in learner gains was seen between virtual dissection and cadaveric dissection instructional styles (Anand & Singel, 2017).

Methods
Chiropractic students of a first-year gross anatomy course were asked to interact with the Anatomage table over a topic of their choice pertaining to either the abdomen or head and neck. Following an unstructured session, students were asked to “write a one-page subjective response of at least two paragraphs that described their user experience with the Anatomage table.” 39 of 60 students participated. Subject responses were examined, transcribed, coded using Creswell's (2007) procedure for data analysis, and organized for any valuable themes based on student perception of the Anatomage table.

Results
The qualitative analysis detected four themes. The Anatomage table was a supplemental tool to cadaveric dissection by providing digital examples of real-life body systems and functions. The Anatomage table was a useful tool to introduce students to cadaveric dissection that may aid in reducing the emotional stress of the cadaveric laboratory environment. The graphical user interface provided too many options leading to a paralysis when navigating through the application. The application was not intuitive to use and required training to effectively use the Anatomage table as a supplemental tool.

Conclusion
This exploratory study showed affordances and limitations expressed by healthcare professional students when using a virtual dissection table for anatomical instruction. Insights gained in this study will be used to further define the role of virtual dissection in anatomical instruction.

Maxwell Ye
Boston University Aram V. Chobanian & Edward Avedisian School of Medicine

Purpose
While ultrasound imaging is becoming an extremely prevalent clinical diagnostic tool for monitoring health, clinical skills training for it has been obstructed by expensive and disciplinary specific resources. In recent years, this issue has been compounded by the global pandemic, which limited the number of in-person preclinical and clinical experiences. To provide professional school students with generalizable, cost accessible, and kinesthetically interactive instruction on point of care ultrasound, we constructed an application for mobile devices that utilized hardware elements to simulate the motion of an ultrasound transducer.

Methods
Programming was accomplished through React Native, a Javascript based library and IOS/Android programming framework, to create a multipage app that provides training for five views of the heart: the parasternal long axis, parasternal short axis, aortic valve, mitral valve, and apex. By extracting the device’s orientation from gyroscope data using the Expo software development kit (SDK), a React developer tool, the program matched specific angles to ultrasound views.

Results
Users calibrate the sensor against the body part in question and then rotate the mobile device to display ultrasound images or video GIFs. The app allows students to connect kinesthetic and visual learning experiences together, which can improve quality of ultrasound training. In addition, by distributing the app through the Android/IOS app store, many users can be given access to the app, lowering the barrier to training.

Conclusion
We are currently evaluating the user experience. Future versions of the app will use data from other hardware elements to simulate tilting, sliding, rocking, and compression movements, greatly increasing the efficacy of simulation. Consequently, this research delves into simulating an ultrasound transducer, but exploration into how to take advantage of mobile device capabilities and go beyond 1:1 simulation could give more significant clinical anatomy training results.

Daniel Sebastian Del Castillo Rix
Universidad Del Norte

Purpose
Providing high-quality medical education in lower-middle-income countries is challenging. Most resources are in English and don’t consider specific differences in care like treatment availability, cost, and best practices. Digital education platforms that facilitate the creation of resources addressing these gaps help provide high-quality medical education in each country’s native language. We used the Bricks Create tool by ScholarRx to guide Colombian medical students in the creation of high-quality accessible digital education resources.

Methods
This 5-month program at Universidad Del Norte Medical School in Barranquilla, Colombia, worked with 30 students during their outpatient internal medicine rotation. Students were provided access to ScholarRx’s Bricks Create tool, allowing them to create their own digital medical education resources. They were given monthly guidance in groups of 6 on how to create Spanish Bricks that were appropriate to the care available in their environment. Each month, a new group would have weekly guided discussions, a feedback session, and a satisfaction survey to assess students’ perceived benefits from this program.

Results
One Brick was created per student, all in Spanish. All students passed the grading rubric, and the average score was 89%. Student satisfaction with the Bricks Create tool and project methodology was extremely positive, and participants felt they gained a greater understanding of the topic they worked on. All but one medical student said they would like to create future Bricks in different rotations and all students wanted future institutional access to ScholarRx and the Bricks creation tool.

Conclusion
Including students in the creation of educational resources that address specific aspects of care in their environment was considered a positive experience. Creating a curriculum in students’ main language that addresses their medical education and patient care needs is essential for medical education around the world. Future larger cohorts would benefit from including validated surveys and broadening their study population to include other lower-middle-income countries.

Victoria Winter
Kirk Kerkorian School of Medicine at the University of Nevada Las Vegas

Purpose
The purpose of our study is to quantify Anki usage and examine its effectiveness for first-year medical students during their preclinical phase of medical school. As medical schools continue to condense the preclinical phase of medical education, finding resources that aid medical students in remembering a tremendous amount of medical information is becoming more crucial. A popular tool among medical students is an application called Anki, a free and open-source flashcard program that utilizes spaced repetition for quick and durable memorization.

Methods
We designed a new Anki add-on, “Anki Stat Scraper” to collect voluntary data on first-year medical students at Kirk Kerkorian School of Medicine (KSOM) beginning with their 8-week anatomy and physiology course. Study participants (N=45) were divided into 4 groups: Heavy (N=10), intermediate (N=8), light (N=12), and non-Anki (N=15) users, based on the amount of time each student spent on the flashcard app, the quantity of flashcards they studied per day, and how many days they used the app prior to their exams.

Results
Anki users had higher average exam scores than their peers who did not use Anki as a study technique. Average exam scores were 90%, 89%, 87%, and 85.6% for heavy, intermediate, light, and non-Anki users respectively (P>0.05). Additionally, a significant number of Anki users scored above 85% compared to non-Anki users (67% vs. 53%).

Conclusion
Our research suggests that Anki is a powerful educational resource that may be recommended to medical students who want to excel in their preclinical studies.

Desiree Palumbo
Case Western Reserve University

Purpose
Learning to recognize various heart sounds and murmurs can be a challenging skill for a PA student to learn. Advancements in technology has led to smartphone-based applications that enhance medical education. Littmann University application features a library of heart sounds, murmurs, and more. Designed to enhance cardiac diagnostic skills for PA students, Littmann University application was incorporated into an originally developed virtual classroom lecture series.

Methods
Conducted during spring semester 2022, Littmann University application was utilized in a six session, virtual classroom lecture series. First year PA students enrolled as an optional extracurricular activity to enhance cardiac auscultation skills. Each session was one hour in duration and delivered via Zoom. Use of the application required participants to use a smartphone. Headsets were recommended for optimal listening. Sessions featured heart sounds from the application shared in 90-second intervals and coupled with a PowerPoint lecture. Lectures included clinical patient vignettes and corresponding educational content for each heart sound. Additionally, interactive features of the application were utilized during sessions. Pre- and post-surveys and testing were administered to validate the use of this tool.

Results
Four PA students participated in this study. Survey feedback from participants indicated that Littmann University application is a valuable tool that aides in physical diagnostic skills of heart murmur and sound identification. Pre- and post-tests using the application demonstrated improved identification of heart sounds and murmurs.

Conclusion
Littmann University smartphone application and corresponding lecture series serves to increase PA student competency in the identification of a variety of heart murmurs and sounds. The focal point of lessons learned include low PA student recruitment. Low PA student participation was attributed to the optional, extracurricular enrollment. Future investigation will incorporate the use of Littmann University application directly into curriculum.

Emma Fenner
Southern Illinois University School of Medicine

Purpose
Current medical school curriculum primarily utilizes 2D diagrams and complex descriptions that can be difficult for medical students to apply to clinical scenarios. Our team sought to convert an established electronic problem-based learning module (ePBLM) into an interactive, educational game with embedded decision point questions that alter clinical outcomes. Reported here is our method of designing the visual representations of cellular processes relevant to the bacterial sepsis case. We believe this is the first time this instructional platform has been employed at the cellular level and placed into the context of medical school learning. Our hypothesis is that gamification of this case will allow for better medical student understanding of multidisciplinary details.

Methods
A bacterial sepsis case was illustrated for our pilot case. We developed stylized versions of cells and abstract, 3D shapes to represent subcellular components. The script-writing software, CELTX, allowed us to create a concept map of the cellular details involved in the development of sepsis. We included multiple choice questions to test comprehension with subsequent illustrations of relevant pathological processes. The game can be replayed, inviting multiple attempts to improve upon their previous clinical outcomes. The game was made available on a volunteer basis to second-year medical students as they worked through the sepsis ePBLM case.

Results
Preliminary review of 16 second-year medical students who participated in playing the game found 37.5% agreed with the statement “I find pathology difficult to understand.” 37.5% of students also favored the implementation of gamified education materials.

Conclusion
We were successful in producing an interactive game of sepsis linking conceptual questions to clinical outcomes. Future goals are to further develop 3D animations depicting the cellular and subcellular interactions involved in multiple complex pathophysiologic processes. Ideally, this gamified approach will allow students to more clearly visualize the intricate steps involved in pathology and promote better understanding of the topic.

Alice Fornari  
Donald and Barbara Zucker SOM at Hofstra/Northwell

Purpose
The ACGME, in partnership with the ACCME, AACOM, and AAMC, published the first-ever Clinician Educator Milestones, designed to support development and improvement of teaching and learning skills across the continuum of medical education. As medical educators we must provide opportunities to acquire the recommended competencies. This release supports transfer of competency-based education to faculty roles. As faculty developers we must address a historical limitation to achieve work-based accessible evidence-based micro-content for micro-learning that is not bound by time or geographic location.

Methods
Just-in-time teaching tools (jiTTs), designed as micro-content infographics, were developed as effective micro-content resources designed to deliver timely relevant information to trainees and faculty to support micro-learning. Brief Powtoon video clips, with micro-content, will be demonstrated to guide learners to apply micro-content within their environments. CPD credits are available for users who access JiTT infographics for their learning needs.

Results
Up to date data on usage of infographics as a FOAMed resource will be shared that will include world-wide access statistics, most accessed categories of content as well as individual usage of JITTs. Current results include 4500/ 90 countries. The top category opened is Classroom Teaching and the top JiTT opened is 5 Microskills of Teaching with Limited Time. 7 users have accessed CME credits. Qualitative feedback from end users include: “Overall, an easy-to-use app, with a wealth of information, presented with admirably clear text and infographics. I have recommended this to both junior and senior educator colleagues”…”these are succinct are excellent and makes it digestible and reviewable multiple times to learn simple facts before teaching.”

Conclusion
Faculty developers must expand delivery of content and develop systems that use creative technology-assisted modalities with micro-content to support micro-learning within diverse learning environments. The developmental micro-teaching trajectory, using micro-content, can serve as a scaffold for faculty members and those responsible for faculty development efforts

Sherita Love
Baylor College of Medicine

Purpose
Low achievement of clinical competencies in pharmacology among medical students remains a challenge. The PharmaCORE dashboard was developed as an instructional resource to (1) increase faculty awareness of pre-clinical pharmacology content standards and (2) introduce learner-centered instructional strategies for delivering pharmacology content. This project describes the development and preliminary evaluation of the dashboard including, awareness of the content depth and the perceptions of educators.

Methods
Pharmacology drug topics were reviewed and ranked across 16 preclinical courses using a skill-based ranking system. An instructional strategies repository was developed in partnership with the Center for Teaching and eLearning, Pharmacology learning objectives were linked to corresponding active learning strategies based on Revised Bloom’s Taxonomy. The database was reviewed by seven faculty with experience teaching pharmacology, several of whom were actively teaching content covered by the dashboard. They completed a post-usage survey focusing on user experience and evaluation of the dashboard.

Results
A majority of faculty expressed agreement that the dashboard increased their awareness of the appropriate level of content depth for each drug they taught (5/7), and that they would use the content level listed in the database to guide their lesson planning (6/7). A majority of faculty agreed that PharmaCORE was easy to navigate (5/7) and interacting with the database was clear and understandable (5/7). Overall, 5/6 faculty agreed that the database is useful and 7/7 agreed that they are likely to implement some of the instructional strategies described in the PharmaCore dashboard in future lessons.

Conclusion
This study describes a web-based instructional dashboard designed to provide faculty with pharmacology instructional guidance using a repository of active learning strategies. Preliminary results indicate that faculty found the dashboard easy to use, helpful in increasing pharmacology coverage awareness, and a useful repository of instructional strategies. Data from this project will inform best practices for larger studies.

Kathleen M. Everling
University of Texas Medical Branch

Purpose
To provide a venue for students to provide ongoing, “real-time” recognition of excellence in teaching.

Methods
We have continued to monitor and address issues of student mistreatment within our medical school. During an in-depth literature review to identify successful mistreatment interventions at other institutions, we reviewed work by Blackall et. al.(1) describing a process to highlight the positive. We recently adopted this initiative and discuss our early experiences and outcomes. At the beginning of the 2022-2023 Academic Year, we introduced the Recognition of Teaching Excellence program for students on core clerkships. An online form is always accessible to students. The class (n=230) was oriented to the process; clerkship directors remind students that they can recognize anyone they encounter for teaching excellence during each rotation. The form includes dropdown menus to identify the rotation and instructor’s name. A free text box prompts students to describe their experiences. Students may self-identify or remain anonymous.

Results
We retrieve student entries in a spreadsheet facilitating ease of review. By week 20 of the clerkships, we received 266 student entries identifying 191 unique individuals. Teachers from all core disciplines have been recognized including new (interns, residents) and very experienced (professor-level) instructors. Student descriptors included “kind, welcomed questions, respectful, knowledgeable, role model, encouraging, and took time to each”, consistent with highly valued teacher skills described by others.(2)

Conclusions
All recognized teachers will receive a congratulatory letter from educational leadership including their received comments.  Given the high level of clerkship student participation, we are expanding the program to all courses within the medical school curriculum. We aspire to create a culture that consistently celebrates positive teacher-learner encounters and provides appreciative feedback to instructors. This process was simple to create in our existing learning management system and is easily adaptable to other institutions.

Martha E Garcia
San Juan Bautista School of Medicine, Universidad Central del Caribe

Purpose
Chronic diseases have a huge impact on population health and require multidimensional culturally sensitive intervention strategies, involving different professionals, patients, communities, and institutions. Both cooks and health professionals have critical roles in the creation of healthy and culturally sensitive culinary options for people; however, they report limited knowledge of the topic. The Therapeutic Culinary elective was designed and implemented for culinary arts students at Universidad de Antioquia, Colombia and Medical Students in Puerto Rico intended to improve nutrition knowledge, promote the use of approved medicinal plants, and increase awareness about opportunities to participate in strategic alliances to promote healthy eating behaviors.

Methods
This hybrid course was designed and offered by a physician with experience in culinary medicine and a phytochemistry and ethnobotany expert. The 7 modules curriculum presents an introduction to phytotherapy and culinary medicine, therapeutical activities of plants; secondary metabolites, extraction techniques, criteria to select therapeutic recipes and, practical experiences to create therapeutic recipes. Students are evaluated through short quizzes, oral presentations, and a capstone project entitled: “My therapeutic plate’’ where they select a medicinal plant as the main ingredient of their creation. Students conduct research about phytochemical, nutritional, cultural, and historical aspects of the selected plan and present their creations in the teaching kitchen with an invitation to the academic community.

Results
In the first edition of the elective course, 16 students were enrolled. This elective has demonstrated feasibility, acceptability, and preliminary accomplishment of learning objectives. We administered pre and post-surveys to participants to examine students’ satisfaction with the course and obtain feedback.

Conclusion
This elective is an innovation that can be easily implemented in other settings. The curriculum can be adjusted for different populations and needs.