Falicia Harvey
University of SC Columbia School of Medicine

Purpose
The literature reports mixed reviews regarding the usefulness of admission criteria to predict academic success in medical school. The purpose of our study was two-fold. First, we wanted to investigate the relationship between admission data, and performance in the preclinical courses, to students' performance on national examinations (CBSE and USMLE). Second, we wanted to use the data to see if we could predict which students might be at risk for poor performance on the national examinations, and therefore, identify those students who may benefit from early academic guidance/intervention. Furthermore, the data was used to identify high performance characteristics for the purpose of disseminating that information to improve all students’ performance.

Methods
A retrospective analysis of admission data (MCAT, GPA, major, institution etc.) was conducted for students graduating 2019-2025 to see if specific preadmission criteria predicted academic success. Additionally, a retrospective analysis of students' performance on M1 and M2 coursework as well as CBSE and USMLE examinations was conducted to identify trends in high performing students and to identify "at risk" students.

Results
MCAT scores strongly correlated with performance in M1 physiology, anatomy & biochemistry blocks. Undergraduate GPA had no such correlation. A gap-year did not improve student performance. High performance on physiology content for M1's correlated most strongly with higher performance in M2 courses. Performance on Year 1 & 2 NBME exams correlated with higher STEP 1 & 2 scores.

Conclusion
MCAT score is a useful admission criterion to predict academic performance. Mastering physiology content is important for success in M2 courses. Academic intervention for students struggling with physiology content may improve overall M2 performance. NBME exams prepare students to score well on STEP exams. Additional academic support for students that perform poorly on NBME exams may improve STEP scores.

Karie Gaska
Ross University School of Medicine

Purpose
The wave of activism across the U.S. in 2020 brought new resolve to address racism in medicine and medical school curricula. Students and faculty brought the Antiracism Reading Program to Ross University School of Medicine (RUSM) in the summer of 2020, currently still being implemented. A challenge in antiracism education is meeting the needs of all students who bring varied experiences to the classroom. The current presentation reports on students' qualitative experiences in a large and diverse population of first semester medical students.

Methods
Our program, adapted from the University of Washington, includes pre-reading and small group discussions co-facilitated by students and faculty for all incoming first semester students. A total of 1,059 students participated in the program between fall 2020 and Spring 2022 with 803 completing post program surveys. We began preliminary qualitative analysis of the free responses provided regarding student understanding of racism in medicine and what they would like to see in the antiracism curriculum.

Results
In terms of student awareness of how racism impacts clinical medicine, responses ranged from having no awareness to very specific personal examples. Other responses fell under these categories: 1) physician bias leading to poorer outcomes 2) BIPOC patients receiving worse care 3) awareness of specific historical links, and 4) structural racism impacts. Students wanted to see: 1) logistical changes 2) encouraging more participation 3) enhancement through pre/post activities 4) space to share personal experiences 5) ideas for action steps 6) more opportunities throughout the curriculum, and 7) including the impact of other forms of oppression in the antiracism curriculum.

Conclusion
Results highlight the need to understand specific learner experiences regarding antiracism. Weighing the importance of personal sharing while ensuring BIPOC students and members of minoritized communities are not coerced into the emotional labor of educating their peers is an area for investigation.

Deborah Barry
University of Virginia

Purpose
Despite the important role of nutrition in patient health and well-being, nutritional counseling by physicians occurs in only 20-40% of patient encounters. Research has shown that providing nutrition education increases medical student intentions to provide nutrition counsel, however, the need to practically measure students' skills in offering nutritional counsel is needed. Our two-week Culinary Medicine (CM) elective sought to increase our students' integration of nutrition knowledge and culinary arts skills, and improve their competence and confidence in providing nutrition counseling to patients.

Methods
We utilized pre and post test surveys with 4th year culinary medicine students (N=14) and a control group (N=15) to measure culinary medicine knowledge, food security, and confidence in patient encounters. Both control and study populations participated in standardized patient encounters that were video taped and coded using a rubric to measure counseling skills. We used non-paramedic statistical analyses for related samples.

Results
Analysis of survey data yielded several areas of significance (p=0.002) when comparing pre/post intervention, including reduction of food insecurity and increasing in confidence with patient encounters. Video data analysis is on-going, however, preliminary scoring indicates that CM students were both more confident and competent in providing nutrition counsel to standardized patients.

Conclusions
Our pilot data indicates a significant increase in nutrition counseling skills as a result of participating in the CM elective. Future work includes expanding our elective to a complete curriculum spanning all 4 years of medical education, the inclusion of longitudinal data to measure nutrition counseling in patient encounters, and including inter-professional opportunities for dietetic interns to work alongside medical students in the teaching kitchen.

Rupa Lalchandani Tuan
University of California, San Francisco, School of Medicine

Purpose
Health equity education is an essential element for the development of socially conscious healthcare professionals. We designed a Health Equity Curriculum (HEC) to promote structural competency and reduce implicit bias in healthcare providers. Here we report on the development and evaluation of HEC as an integrated longitudinal thread in the 2nd-year curriculum in UCSF School of Pharmacy (SOP).

Methods
We utilized Kern's 6-step curriculum development model, starting with a needs assessment and evaluation, followed by revising and developing goals and objectives. We focused on methods aligned with critical pedagogy and transformative learning theory. As HEC was threaded into an impacted curriculum, we aimed to reduce the burden on existing course blueprints. Student Health Equity interns were recruited and trained to review existing course materials, develop new HEC materials, and evaluate the effectiveness of HEC. To implement HEC, we worked with course directors, leadership, student interns and subject-matter experts.

Results
HEC learning objectives: 1) Identify structural determinants of health and explain how structures contribute to health disparities, 2) Design interventions to reduce structural causes of health disparities, and 3) Engage in compassionate, equitable, and civil discussions. Results from the needs assessment and 10-week pilot evaluation recommended HEC be thread and integrated into the existing curriculum, and synchronous activities be prioritized. We designed discussion-based, peer-driven and reflective activities, and placed students in longitudinal small groups with 1-2 HEC discussions per course. Discussions were student-facilitated and consisted of pre-work, synchronous discussions, and asynchronous written reflections. HEC was also integrated into an existing health advocacy project. We evaluated HEC through a questionnaire, student interviews, and qualitative analysis of student reflections.

Cconclusion
We gained insights into student engagement and performance in an integrated, longitudinal HEC in UCSF SOP. Given the challenges of integrating health equity education into impacted curricula, our curriculum delivers a rich learning experience with minimal instructor-led, in-class time.

Anna Lunderberg
Michigan State University

Purpose
Firearm violence is an epidemic in the United States (US) with 45,222 deaths in 2020 - the most recorded since 1968.1 Medical schools should recognize diseases of increased prevalence and adjust curricula accordingly, however, few medical schools address firearm violence prevention and education (FVPE).2 We evaluated changes in students' confidence, comfort, and perceived barriers to firearm safety counseling (FSC) through the implementation of a FVPE intervention.

Methods
This was a pre-and-post survey study among first-year medical students at a single US medical school. The FVPE intervention included a moderated discussion of physicians' roles in FSC and an educational video. Data included demographics, firearm experience, and 11-point Likert scales for key outcomes: comfort and confidence in FSC, and perceived barriers to FSC. Random intercept models were used to analyze the effect of FVPE on the key outcomes. All analyses were conducted with R 4.1.1.3

Results
There were 76 participants: 53% female, 44% male, and 3% non-binary. 43% were 24 years or younger and 21% reported previous firearm safety course completion (FSCC). Among participants with no previous FSCC, the estimated mean comfort and confidence improved by 1.4 (95% CI: 0.6,2.2) and 1.6 (95% CI: 1.9,2.3), respectively. No change was seen among participants with previous FSSC. 42% of participants identified “not knowing what to do if a patient at risk of a firearm injury has access to a firearm†as a barrier to FSC. However, the likelihood of barriers impeding FSC decreased post-intervention, with a mean composite score reduction by 10% overall (P<0.001).

Conclusions
The implementation of FVPE in a single medical school improved students' confidence and comfort and reduced perceived barriers to FSC. A standardized FVPE curriculum will best prepare future physicians to address the firearm epidemic.

Safa Salem
Ohio State University College of Medicine

Purpose
There exists structural gaps in current medical education pertaining to issues of race, gender, sexuality, culture, and health equity. Social determinants of health are poorly integrated within preclinical medical curricula, emphasizing the need for culturally competent educational reform. At the Ohio State University College of Medicine, we developed and launched a novel student organization, Cultural Awareness, Representation, and Education (CARE), which seeks to enhance medical training by bolstering cultural competency among the next generation of physicians.

Methods
CARE is divided into a total of five subcommittees (Diversity in Medicine, LGBTQ+ Health, Stigmatized Health, Immigrant Health, and Accessibility and Health Equity), that advocate for health equity across the spectrum of the social determinants of health. Our current subcommittees span a diverse array of topics, and host clinician-led workshops ranging from identifying skin disorders on dark skin to increasing accessibility to mental healthcare among marginalized populations. We partnered with Ohio State's Clinical Skills Education and Assessment Center (CSEAC) to acquire and implement the College of Medicine's first set of melanated suture pads.

Results
We piloted four workshops to over 70 students and administered pre- and post surveys. Students exposed to our workshops reported a belief that exposure to diversity in medical training reduces disparities in medicine. Student evaluations unequivocally demonstrated that culturally competent curricular workshops positively impact medical education.

Conclusion
Our clinician-led workshops exposed students to matters of health equity pertaining to complex patient backgrounds and experiences, reflecting a critical need for medical schools to formally integrate cultural competency as a mandatory component of medical education. By hosting workshops in these clinical areas, we aspire to promote cultural competency and equip medical students with the knowledge required to adequately treat patients from all walks of life.

Alan Detton
Columbia University

Purpose
To develop novel, just-in-time procedural anatomy correlate (PAC) sessions linking foundational knowledge to clinical practice for students preparing to enter their clinical year. PAC sessions reinforce prior anatomy concepts, introduce radiological and procedural skills, facilitate low-stakes introductions between students to clinical faculty, and highlight clinical specialties underrepresented in UME curricula.

Methods
Second-year UME students participated in five PAC sessions which enabled students to work with/learn from practicing clinicians about field-specific fundamental surgical and procedural concepts like chest tube placement or laparoscopy. Sessions were delivered during the fall of second year to reinforce high-yield anatomical content taught in the first year, introduce regionally-appropriate diagnostic imaging, and preview basic surgical and clinical skills. Faculty from anatomy, anesthesia, general surgery, obstetrics &amp; gynecology, cardiothoracic surgery, and neonatology collaborated to deliver sessions and create custom videos to review relevant anatomical, radiological, and procedural concepts. Additionally, topic pre-quizzes and a comprehensive final assessment were developed to assess current levels of knowledge to gauge overall knowledge retention following the experience. 

Results
PAC sessions and preparatory materials were created and delivered on spinal anesthesia, chest tubes, acute appendicitis, ectopic pregnancy, and neonatal scalp lesions following operative delivery. Students were separated into small groups to attend the in-person laboratory sessions where they rotated through demonstrations on prepared cadaveric specimens to review high-yield anatomy, pertinent radiological imaging, and hands-on practice with procedural and surgical tools.

Conclusion
PAC sessions are an effective way for diverse faculty to collaborate on interprofessional content development and delivery that reinforces existing/introduces novel anatomical, radiological, and procedural topics.  Additionally, PAC sessions may mitigate anatomical knowledge atrophy occurring between first and second years, better preparing students for their clinical clerkships while facilitating introduction to foundational procedural knowledge and between students and clinical faculty from procedural specialties.

Ke Xin Lin
University of Toronto, Temerty Faculty of Medicine

Purpose
Quality improvement and patient safety (QIPS) is a core competency in undergraduate medical education. Research has shown that combined didactic and experiential learning effectively enhances the application of foundational QIPS knowledge and skills to improve clinical outcomes and patient experience. While the core curriculum of the University of Toronto (UofT) MD Program involves didactic QIPS teaching, no formal opportunities exist to gain hands-on experience. This study aims to evaluate the effectiveness of Quality Improvement Experiential Student Training (QuEST), a longitudinal theoretical and project-based program, in equipping students with foundational QIPS knowledge and skills.

Methods
QuEST consists of monthly didactic educational seminars, independent online modules developed by the Institute of Healthcare Improvement, participation in an experiential QIPS project, and completion of monthly capstone assignments related to their QIPS project. The study used pre-program and post-program Quality Improvement Knowledge Application Tool (QIKAT-R) and surveys to evaluate QIPS knowledge and skills, and self-reported QIPS attitudes and goals. QIPS project implementation and scholarly production were tracked.

Results
QuEST enrolled 44 students across 16 projects. Using a 7-point Likert scale (1=not important/confident at all; 7=extremely important/confident), preliminary results from the pre-program survey demonstrated that participant self-reported QIPS attitudes were 6.28/7 (SD=0.23), QIPS knowledge was 3.47/7 (SD=0.57) and QIPS skills were 3.33/7 (SD=1.03). The most common participant program goals were to build competency in QIPS (74%), integrate QIPS into their future careers (43%), engage in research (33%), and make a difference in QIPS (24%). Post-program survey results will be available at the end of the academic year.

Conclusion
Students feel moderately confident in their QIPS knowledge and skills, and are enthusiastic about the value of QIPS in healthcare. The next steps include following students longitudinally to determine whether QuEST participation led to sustained QIPS engagement in the clinical setting.

Brooke Hooper
Eastern Virginia Medical School

Purpose
Effective strategies for incorporating training and feedback on the knowledge, skills, and attitudes of cultural humility in the health professions is needed. The development of curriculum and assessment tools for cultural humility training in a medical education program is described.

Methods
A working group of key stakeholders including educators, standardized patients, community members, physicians, and students was formed to develop a 4 year cultural humility curriculum for use in medical education. Cultural humility was first defined based on group consensus. Four key learning objectives were identified based on the definition. Lectures, small groups, and self-directed learning sessions related to the cultural humility objectives were identified, modified, or developed. Assessment instruments were developed using modified Delphi methodology and focus groups to develop a multiple-choice question quiz, a standardized patient educator checklist, and a survey to assess values and attitudes about the perceived importance of cultural humility in patient care.

Results
Sixteen faculty members completed faculty development consisting of modules on teaching and role modeling cultural humility in the classroom. The first cohort of 150 MD students completed a cultural humility promise statement at orientation. A multiple-choice question quiz on cultural humility showed item discrimination and focus areas for curriculum development. Students participated in 6 standardized-patient encounters with a cultural humility elements checklist, including standardized patient responses to "I felt respected, valued, and heard." A baseline survey demonstrated that 12.5% of this initial cohort had no opinion about "valuing diversity" in patient care prior to engagement in this curriculum. The survey will be repeated at the end of the 4 year curriculum.

Conclusion
Cultural humility is an important quality that is difficult to define, teach, and assess. A working group of diverse stakeholders developed a process for the development of a cultural humility curriculum and assessment tools for use in health professions education.

Samarpita Sengupta
University of Texas Southwestern Medical Center

Purpose
Quality Improvement (QI) is key to optimal delivery of healthcare, and teaching QI to medical learners is critical to ensuring positive clinical outcomes are sustained. In collaboration with Southwestern Health Resources (SWHR), the University of Texas (UT) Southwestern Department of Physician Assistant (PA) Studies launched the Embedding Quality Improvement Into Practice (EQUIP) program in 2019. EQUIP provides PA students with a didactic curriculum and opportunity to complete a QI initiative at a clinical site.

Methods
Students receive 4-weeks of didactic content, which provides the foundation for developing their own QI project. SWHR clinical sites were recruited to participate in this program. During the subsequent 8-week clinical rotation, students work closely with the SWHR team to identify, design, and execute the project. A PA faculty mentor oversees the project, and the Director of Research aids with data collection and analysis. Upon completion of their projects, students submit a final manuscript and deliver a final oral presentation. A pre-post test is conducted to evaluate knowledge and skills. Additionally, student feedback on course and lecturers is collected.

Results
Fourteen students have successfully completed the program. The average post-test scores on each of the items in both cohorts of 2020 and 2021 students show significant improvement from their pre-test scores. Quantitatively, students scored the course, lecturers, and PI specialists very well and provide congruent qualitative comments. A few opportunities for improvement exist with time management by the students to complete all assignments within the allotted timeframe.

Conclusions
The UT Southwestern PA program strives to create a distinction track for students who participate in EQUIP. The success of this innovative addition to the UTSW PA Program's curriculum not only adds to the longitudinal educational experiences in quality improvement and patient safety (QI/PS) but also further aligns the program's curriculum with its mission.

Olalekan Ogunsakin
Touro College of Osteopathic Medicine

Purpose
Expansion of Substance Use Disorder (SUD) curriculum in medical schools among medical students has become imperative following spate of increased cases and fatalities from substance overdose in our communities nationwide.The goal of our project is to evaluate the specific intervention of SUD curriculum expansion among our students. This abstract describes the project, the intervention, and its outcomes as it applies to tackling the SUD epidemic in our communities.

Methods
Our project has been running now for three (3) years. It involves engaging specific Course Directors in our institution on ways to expand SUD curriculum in their respective courses. We secured an approval from the Curriculum Committee for expansion and equally secured an IRB approval to use validated questionnaires to evaluate pre- and post- SUD knowlege among our students at the start and end of the semester respectively. In addition, several events pertaining to SUD, including Narcan Training and certification, and Harm Reduction training sessions were conducted during the semester. A validated pre- and post -event surveys were distributed and completed by all partcipants in these events.

Results
Over 800 students have participated actively in our program with more than 600 students trained and certified in Naloxone administration. Five (5) faculty have also included SUD objectives in their respective courses, specifically in the Osteopathic Manipulative Methods (OMM) courses involving pain management. From analysis of the pre- and post questionnaires, greater than seventy-five percent (75%) of participatnts have increased their knowleged on SUD and its management by participating in our interventionary initiatives.

Conclusions
Intentional engagement and expansion of SUD curriculum in our institution has increased knowledge of our students and faculty in identification, management, and treatment of SUD cases in our communities.

Brianne Lewis
Oakland University William Beaumont School of Medicine

Purpose
Physician use of harmful language impacting patient care has been well documented. Therefore, promoting appropriate language to describe patients should begin at the earliest stage of medical education. Early learning of appropriate language promotes consistent education leading to humanized care. Faculty should be aware that textbooks recommended to students in their training may unknowingly contain harmful language, providing an opportunity for early intervention. We completed an analysis on biochemistry textbooks for harmful language since medical students use these resources in preclinical training.

Methods
A quantitative analysis for harmful language was completed on three clinical biochemistry textbooks most frequently used by medical schools in our region. Prior to analysis, a reference glossary of harmful terms was generated. Harmful terms were included if there was supporting literature to document how use of these terms results in suboptimal care. Three independent researchers separately reviewed the textbooks for evidence of harmful language considering the context of its use. Harmful language categories were generated and analysis included frequency of use across all textbooks using NVIVO software.

Results
Our results show that clinical biochemistry textbooks used in medical training contain harmful language to describe patients or their conditions. We generated two primary themes of harmful language and documented its presence. The first primary theme, “Negative Clinical Language and Convention†(n=92), included the following sub-themes: difficult patient, general negative descriptive language, patient as failure and questioning patient credibility. The second primary theme, "Labeling Bias or Condition Association" (n=256) included the following: activity level, age, alcohol use, diabetes, drug use, fertility, obesity, occupation, weight and other disease or condition association.

Conclusion
Our results highlight the presence of harmful language in foundational resources which can negatively reinforce the manner in which future medical professionals speak to and about their patients.

Kirsten A. Porter-Stransky
Western Michigan University Homer Styrker M.D. School of Medicine

Purpose
Nearly half of people who die from suicide interact with the healthcare system within the month prior to their death, yet many health care providers are uncomfortable screening patients for suicidal ideation. Less than half of surveyed general practitioners received formal training on suicide risk assessment. Unfortunately, mental health conditions remain stigmatized, with some health care providers perpetuating stigmatizing attitudes about depression and suicide. There is an urgent need for better training on suicide prevention within health professions education.

Methods
Following input from a multi-disciplinary team, a thread on suicide prevention was created and implemented for second-year medical students and weaved throughout a 4-week Behavioral Science course at an allopathic medical school. This curriculum included asynchronous independent learning, lectures, case-based learning, team-based learning, and a standardized patient encounter in the stimulation center. To evaluate the effectiveness of this novel curriculum, learners were invited to complete pre-course and post-course mixed-methods surveys, including the previously validated Revised Depression Attitude Questionnaire (R-DAQ), probing knowledge and attitudes of mental health and suicide. Data were analyzed with ANOVAs and descriptive statistics. This study was approved by our Institutional Review Board.

Results
All second-year medical students completed this new curricular thread, and over half the class participated in the surveys. Following training, students' R-DAQ scores significantly improved. Analysis of the sub-scales within the R-DAQ showed increases in professional confidence in managing depression and therapeutic optimism about patient's recovery, including decreasing stigmatizing attitudes.

Conclusions
Rather than having stand-alone events on mental health or suicide, developing a thread with multiple teaching modalities facilitated repetition and integration with patient care. The present study demonstrates that this method is effective in not only teaching learners about mental health but also improving their attitudes about depression and suicide. This model could be implemented in other health professions education.

Surapaneni Krishna Mohan
Panimalar Medical College Hospital & Research Institute

Purpose
Medical schools worldwide are introducing various innovations in teaching and learning methodologies to transform the contemporary,non-personalised medical education into a more vivid, interactive and self-directed way of learning.Thus, recognising its importance, we designed,implemented and evaluated innovative SPLICE modulesfor the Phase I MBBS students to enhance meaningful and contextual learning.

Methods
It is a mixed methods study involving first professional year medical students (n = 148) who were divided into two groups as the control groupand the intervention group. Six "SPLICE" modules were administered to the intervention group. The educational outcomes assessed were the academic performances between the groups. At the end of the session, the evaluation of SPLICE was done at 3 levels. The participants evaluated the SPLICE modules with regard to 13 items and plenary sessions with regard to 8 items on a 5-point Likert scale. Student's feedback was obtained on 10 point rating scale.

Results
Majority of the students perceived SPLICE modules have enhanced their communication and promoted meaningful, active learning. Students perceived the plenary sessions to be well organised with good interaction with experts. Students have also provided excellent ratings for feedback on SPLICE modules that signifies the usefulness of our innovation. With regard to the test scores to assess the academic performances, the intervention group has outweighed the control group by performing better in terms of test scores (P < 0.0001).

Conclusion
The innovative curriculum with SPLICE coincided with improved academic performance and was perceived favourably by the students. SPLICE modules facilitated development of critical thinking skills, self learning skills and aroused interest in active, contextual and meaningful learning by integrating early clinical exposure. Students perceived that the SPLICE modules are helpful in terms of future application of knowledge to clinical practice and improved their attitude towards the newer trends in medical education.

Gabi Waite
Geisinger Commonwealth School of Medicine

Purpose
With increasing utilization of horizontally and vertically integrated curricula, learners have difficulty recognizing and building upon core concepts of immunology, which is presented infrequently throughout the curriculum and in USMLE and often combined with other discipline contents. We designed a strategy that highlights core concepts, pathophysiological contexts, and links to other disciplines in our integrated curriculum.

Methods
Using backward design (Wiggins & McTighe, 1998), we implemented the four-step strategy. First, we mapped immunology instructions throughout the four-year curriculum, determining applicable core concepts. Second, relevant core concepts were refined through a student focus group and reviews of a free-access curriculum database (Aquifer Sciences TM) and literature. Third, in each immunology instructional module, we placed a linkage table. The linkage table included new and reviewed core concepts, applicable clinical context, and connected material from other disciplines. Additionally, a stop sign was used as a visual cue directing students to important core concepts to review. Lastly, in strategic placement of content, our medical students first learned the basic structure and function of the immune system with 7 short videocasts over two days. The remaining 22 immunology modules containing the linkage table were presented over 12 months within organ system-based courses.

Results
In our Graduate Questionnaire, students' ratings on preparedness for a clerkship with the study of immunology increased by over 40% over four years. In our block evaluations, student comments that previously expressed difficulty with the conceptual understanding of immunology disappeared, replaced with comments that expressed positive experiences with instruction. Students' performance on immunology assessment items in block exams improved.

Conclusion
Visual strategies to consistently highlight core concepts strengthened students' recognition of immunology discipline and core concepts. This strategy has been successfully applied to other disciplines, such as microbiology, and has been durable with our recent curriculum renewal process.

Steven O'Neill
Case Western Reserve University School of Medicine

Purpose
Medical students at Case Western Reserve University School of Medicine receive limited pathology exposure during preclinical years, restricted to optional bi-weekly lectures. Feedback from students and faculty alike indicate a desire for an applied pathology experience during third-year clerkships. The purpose of the present study is threefold: 1) to examine whether students benefit from the integration of pathology into the general surgery clerkship, 2) to collect qualitative data on student opinions of an embedded pathology experience, and 3) to assess student understanding of the role pathologists play in patient management.

Methods
A novel curriculum was developed wherein students followed surgical specimens from the operating room to Surgical Pathology and participated in tissue sectioning and slide review. Students presented deidentified pathologic reports in a simulated patient (SP) encounter. The intent was to develop student confidence in their abilities to interpret and communicate pathology reports to patients and colleagues. Students were given a self-efficacy exit survey consisting of questions graded by a 100-point scale and sections for open-ended feedback.

Results
Thirty-one third-year medical students participated in this curriculum and 16 completed the self-evaluation. The average self-confidence scores of abilities to discuss pathology reports with physicians or patients were 68.8 and 66.3, respectively. Fourteen respondents stated they would recommend this curriculum to other students, noting SP encounters as a key element.  Eight students noted they had a profoundly better appreciation for pathology upon completion of this curriculum.

Conclusion
This format for integrating pathology into the surgery clerkship moderately improved student confidence in their ability to discuss pathology reports with providers and patients. Student feedback affirmed the utility of SP encounters to contextualize and self-assess their own understanding of pathology and disease processes. As educators continue to improve medical curricula, efforts should be made to include histopathologic interpretation among active learning opportunities.

Harika Dabbara
Boston University Chobanian & Avedisian School of Medicine

Purpose
Pre-clerkship ultrasound education has become increasingly common in medical schools. This study evaluates the efficacy of an intensive two-week fellowship in improving self-reported confidence, hands-on scanning performance, and students' ability to gauge their skills.

Methods
Second-year medical students participated in a two-week intensive anatomy and ultrasound fellowship. Before the fellowship, students filled out a pre-survey to self-report their confidence with ultrasound, particularly the cardiac exam. They also performed a hands-on condensed cardiac assessment adapted from the Objective Structured Assessment of Ultrasound Skills, which was evaluated by emergency medicine ultrasound fellows and professors. Both the survey and assessment were repeated after the fellowship. Mann-Whitney U test and Spearman's rho were used to test for significance with p < 0.05.

Results
18 students completed the pre-survey and post-survey. 12 students completed the pre-assessment and post-assessment. A mean confidence score between 1-5 points was calculated for each student using multiple survey questions gauging confidence. Students were also given an assessment score between 0-16. Post-survey confidence scores (Mdn=4.1) were significantly higher than pre-survey confidence scores (Mdn=1.79), (T=171, Z=3.73, p<0.001). Post-assessment scores (Mdn=11.5) were significantly higher than pre-assessment scores (Mdn=4.5), (T=73.5, Z =2.72, p = 0.007). Furthermore, pre-survey confidence scores were not significantly correlated with pre-assessment scores (r=-0.256, p = 0.377, N=14). However, post-survey confidence scores were significantly correlated with post-assessment scores (r=0.648, p = 0.043, N=10).

Conclusions
Our ultrasound curriculum was effective in improving both self-reported confidence with ultrasound and cardiac scanning skills in pre-clerkship students. Additionally, our curriculum improved students’ ability to gauge their skills, exemplified by the negative correlation between confidence and skills prior to the fellowship versus the positive correlation after the fellowship.

Tyler Capen
Boston University Chobanian & Avedisian School of Medicine

Purpose
Gross anatomy courses with interleaving ultrasound (US) skills have the unique ability to not only further a student's foundational knowledge but also integrate important clinical basics that can increase long-term retention. Typically, US application follows anatomy instruction, but no studies have elucidated the student experience of learning US first before learning the underlying anatomy.

Methods
In the new Boston University Chobanian & Avedisian School of Medicine pre-clinical curriculum, students can learn US skills prior to the corresponding anatomy. This study provides a narrative inquiry of the first two, first-year students who took advantage of this opportunity. The students were taught point-of-care US techniques for the anterior thigh, identifying major landmarks and fascial layers, then applying these skills to anatomical donors before dissection. We interviewed the students (C.A.) and (D.S.) in this case study for their impressions of the experience, and to understand the extent in which US helped them learn anatomy.

Results
Students were able to create roadmaps based on the landmarks identified on ultrasound serving to enhance their corresponding cadaveric dissection. Specifically, students expressed that "Ultrasound has helped me frame my dissections and understand subcutaneous landmarks before making an incision." (C.A.) "With cutaneous nerves, ultrasound helped my dissection approach to increase precision and decrease potential mistakes." (D.S.)

Conclusion
Interweaving these educational methods allowed for a dual approach of hands-on ultrasound training coupled with imaging interpretation in a guided/standardized paradigm. Because US is a non-invasive imaging modality, simultaneous use of US on cadaveric specimens allows students to kinesthetically interact with the structures and then practice visualizing the same structures on US. This methodology allows students to continue to master translatable clinic skills while simultaneously linking foundational anatomy and imaging to improve their spatial understanding.

Jutta A. Ward
Touro University Nevada College of Osteopathic Medicine

Purpose
Interprofessional Education (IPE) has become an expectation, and requirement, in accreditation standards for health professional programs. We have integrated an IPE event into the first semester of health professional training with the goal of providing multiple IPE opportunities during the didactic years to better prepare students for their clinical training.

Methods
Students were placed in groups of six with 3-4 of the participating disciplines. Students first completed the SPICE-R survey, a short (10-item) self-report survey designed to measure health professions students' perceptions of interprofessional education and interprofessional collaborative practice. They then discussed the educational requirements and roles of each discipline within their group. Students then participated in a large group discussion with faculty facilitators to discuss and clarify any concerns or myths about each profession. Students then discussed four ethics cases in their groups followed by a large group facilitated discussion with faculty. Students completed the SPCIE-R again at the end of the session.

Results
Students from DO, PA, PT, OT, Pharm D and nursing (n=425) participated in the event. There was a significant increase in scores for all ten items (p<.01) on the SPICE-R indicating that students felt they learned new information and felt better prepared for interprofessional interactions in the future.

Conclusion
The importance of interprofessional collaboration within the health care system requires that students begin their IPE training as early as possible. Early in the curriculum students are brough together to discuss themes and issues relevant to all the disciplines. Students had the opportunity to learn about each other's professions addressing the Roles and Responsibilities core competency of IPE. Because students have little clinical knowledge, ethics discussions allowed for students and faculty to respect and hear various points of view and begins to address the Value and Ethics core competency of IPE.

Akshata R. Naik
Oakland University William Beaumont School of Medicine

Purpose
Medical schools and residency programs often incorporate training to reduce physician biases towards patients and their conditions. In order to organize available literature we conducted a mapping review to identify the types of biases studied within medical student (MS) and resident (RES) populations and characterized them further as studies focusing on a) identifying bias, b) mitigating bias or c) both. Our goal was to generate a list of biases and quantify studies based on their focus within the study populations.

Methods
Online databases (PubMed, PsycINFO, WebofScience) between 1980 and 2021 were searched for articles. All references were imported into Covidence for independent screening of studies. Conflicts were resolved by reviewers and the same protocol was followed for full text reviews. We sorted the studies by focus: "evidence of bias" (EOB) and/or "mitigation of bias" (MOB) and population (MS or RES or mixed). Further, we mapped the studies to the type of bias investigated.

Results
A total of 139 articles fit our inclusion criteria for data extraction. Our mapping analysis generated 12 categories of biases and showed that racial bias, bias towards patients with specific diseases/conditions and weight bias were the most researched topics. We further mapped the studies based on the population and focus. Of the studies included, we found a higher ratio of EOB:MOB studies at the MS level. While at the RES level, we found the opposite representation with a lower ratio of EOB:MOB.

Conclusion
Our research should be of interest to institutions, program directors and medical educators who not only wish to address types of bias but also identify where there is a dearth of research. This study also underscores the need to introduce mitigation efforts at the MS level.

Kosha Gala
International Federation of Medical Students' Associations

Purpose
The ideal medical education produces competent healthcare professionals who can deliver socially accountable healthcare. Medical schools frequently lack the resources to help students develop the necessary competencies through the set curricula, teaching and learning methods, and assessment tools. To bridge this gap, students organize educational activities and also contribute to the hidden curricula. The International Federation of Medical Students' Associations (IFMSA) is a platform that advocates for such activities. Assuring the quality of these activities is necessary for a positive impact on medical curricula. Hence, the IFMSA developed a Competency-based Non-formal Medical Education Toolkit.

Methods
To develop the toolkit, IFMSA formed a working group. The group worked to establish learning objectives that took into account medical competencies, teaching approaches, the learning environment, and assessment tools. Additionally, the group worked on creating comprehensive teaching models that included sexual health, research education, and medical ethics.

Results
Six teaching strategies, with numerous learning objectives, and five assessment methodologies were identified, elaborated, and aligned with the competencies in the toolkit. Additionally, three educational models reflecting the fundamentals of sex education, medical ethics, and research skills were proposed. The toolkit also serves as a manual for medical students to engage educators in using a learner-centered approach to teaching. The toolkit usage was assessed through an assessment form shared with national member organizations of IFMSA, revealing that 88.9% of them found it helpful.

Conclusion
There is a learning gap between medical students' needs and the educational resources provided by medical schools. Meaningful Student Engagement in peers-assisted learning through non-formal educational activities plays an essential role in the development of the necessary competencies for future health workers. The toolkit guides students to organize such activities. At the same time, it recommends competencies for educators to implement more student-centered learning.

Meagan Tran
Mayo Clinic Alix School of Medicine

Purpose
Although teaching is an essential skill for residents and physicians, limited opportunities exist for medical students to develop as educators. 60% of US medical schools lack dedicated instruction on educational skills, with most existing programs targeting fourth-year students. The Students as Teachers Selective (SATS), a student-led longitudinal elective, aims to equip first- and second-year medical students with teaching skills.

Methods
The seven-month course consisted of six skill-focused workshops, one panel of career educators, and one final project showcase. We recruited a group of four second-year and two first-year student leaders with backgrounds in education to develop and execute the sessions. To evaluate the effectiveness of the curriculum, pre- and post-course surveys measured participants’ knowledge and confidence level in the course’s learning objectives. Responses were measured on a five-point Likert scale and tested for significant difference using Wilcoxon’s signed rank test.

Results
11 first-year students participated in the course and 10 students completed both the pre- and post- course surveys. Upon completion of the course, 90% of students rated themselves as very or extremely confident in creating learning objectives, creating lesson plans, assessing prior knowledge, adapting to learners, and soliciting feedback from learners. All these findings represented a significant improvement in confidence with essential teaching skills from the pre-course assessment with p<0.05. 90% of learners agreed that this selective helped to improve their teaching skills. 60% of learners strongly agreed that the selective helped them identify areas in which they could improve as an educator.

Conclusion
This series of workshops improved learners' confidence with essential teaching skills and helped identify how they could improve as educators. Unlike most other Students as Teachers programs, this course was designed and taught by medical students, with the goal that near-peer teaching would help target appropriate content and maximize relevance for learners.

Benjamin Daines
University of Central Florida College of Medicine

Purpose
With the ever-expanding field of medicine, information overload continues to challenge both medical students and faculty. An understanding of how students perceive and dynamically utilize formal and informal resources, specifically in pre-clinical years, is vital to successfully integrate commercial learning platforms into medical school curriculum and reduce unnecessary stress caused by resource overload. Therefore, this study builds on prior research by examining students' use and perception of formal (faculty-prescribed) and informal (peer recommended third-party platforms) across cohorts.

Methods
A sequential explanatory mixed methods design was used to compare students' perceptions and use of informal resources (defined as commercial resources, such as UWorld, Sketchy, and Anki, recommended by peers) and formal resources (defined as traditional curriculum resources, such as lectures, self-directed learning modules, textbooks, and journal articles prescribed by faculty). *Define IMDQ* (IMDQ) based on Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) Model of Motivational Design were used to collect data. Ethnographic interviews and learning logs were also analyzed.

Results
Students reported significantly greater level of overall motivation to learn from informal than formal resources. Students found informal resources higher yield and more visually appealing. Students preferred informal teaching methods across all ARCS constructs: attention, relevance, confidence, and satisfaction. Additionally, student perceptions of formal resources decreased between first and second year across all ARCS constructs. Thematic analysis of first year interviews suggests students found that informal resources allowed stronger and more complete understanding, had clear and concise presentations, and provided cues to improve retention, while formal resources lacked depth, organization, and clarity.

Conclusion
On average, students reported higher levels of motivation to use informal resources than formal curriculum resources as indicated by their perceived levels of attention, relevance, confidence, and satisfaction. Faculty should consider integration of informal resources to maximize student learning of foundational sciences and engagement with their education.

Edith H. Wang
University of Washington, School of Medicine

Purpose
At our institution, students complete preclinical work in December of Year 2 and are required to take Step 1 prior to beginning core clerkships in late March. Students increasingly fail to meet the Step 1 deadline, which disrupts and negatively impacts their progression in the curriculum, and increases clerkship logistical and capacity demands. This abstract describes a course designed to reduce the number of USMLE Step 1 failures and unanticipated delays to the start of clerkships and the outcomes.

Methods
Since January 2019, we have offered a Comprehensive Basic Sciences Review (CBSR) course for students at risk of Step 1 failure due to low performance in pre-clerkship courses and the Comprehensive Basic Sciences Exam (CBSE). This optional, invitation-only course reviews fundamental content using a question-based approach. CBSR students have a more structured and extended Step 1 study period, beginning clerkships in summer rather than spring. To evaluate the effectiveness of this intervention, we compared Step 1 performance of CBSR students with controls matched by academic performance, MCAT, and CBSE. We also will analyze time to graduation for the matched cohorts.

Results
Students enrolled in CBSR (n = 50) had significantly higher mean scores on Step 1 (212.7 vs 202.1, p < 0.001) than their matched controls. Matched CBSR students also had a higher passing rate (82.0 vs 74.0%), although this was not statistically significant. This novel intervention was associated with significantly higher Step 1 scores for at-risk students. The impact on unanticipated delays into clerkship will be determined. We cannot exclude that unmeasured characteristics of those who accepted the CBSR intervention may contribute to these findings.

Conclusion
The challenge to support students struggling with Step 1 is widespread; we believe that early identification and targeted support with programs such as CBSR may improve outcomes for students at other institutions.

Marcine Pickron-Davis
Philadelphia College of Osteopathic Medicine

Purpose
The Association of American Medical Colleges states that academic medicine has a responsibility to produce culturally responsive physicians that provide equitable care and confront racism, discrimination, and bias. We piloted a Health Equity and Social Justice elective for 4th year medical students. The learning objective was to provide students with content that will enable them to meet the challenges of healthcare delivery within diverse communities.

Methods
The Community of Inquiry model in which instructors and learners collaborate to maximize the educational experience was developed in consultation with faculty, community and public health experts, and 3rd year medical students. The elective emphasized heightening awareness of inequities and bias, and developing skills to overcome them. Our elective included active learning sessions, lectures, readings, videos, case studies, and student-led discussions. Feedback was sought through course evaluations and discussions. Students were expected to submit a paper illustrating how they will apply this knowledge to clinical practice.

Results
Fourteen students completed the elective. Their papers indicated a comprehension of the material and commitment to incorporating what they learned into clinical practice and mentoring. Students shared the impact of the elective on their perspectives, identified areas for improvement, and suggested additional topics for inclusion. Course evaluations were highly favorable. Students recommended that the elective topics be included in the medical school curriculum.

Conclusions
The need for physicians who understand health-related inequities and the impact of societal factors such as racism has become increasingly clear these past few years, particularly in Black and Brown communities. The elective engaged learners in robust discussions related to health equity and instilled a commitment to reducing disparities in clinical practice. Our goal is to place health equity education front and center in the medical education curriculum.

Esther Nuebel
Noorda College of Osteopathic Medicine

Purpose
Medical schools were challenged to modernize their curriculum to achieve student-centered instruction. The world-wide COVID19 pandemic forced schools to adapt to student facilitated learning approaches including several multimedia applications. The Noorda College of Osteopathic Medicine in Provo, UT, USA, set the goal to elevate the medical curriculum and adult learning in higher education even further.

Methods
A team of biomedical science faculty focusing on Biochemistry created a course called Foundations of Medicine (FOM) which not only covers the basic biochemical concepts but directly correlates clinical examples right from the beginning. The design and evaluation of the course was influenced by the framework of Kern's and Kirkpatrick. The course was taught using student-centered methods, especially video-module learning followed by problem-based learning and Just-in-Time Teaching.

Results
Almost 50% of the student cohort (n=90) returned the course evaluation. On average the students gave the 2 highest scores in 77% of all cases. Specifically, 89% responded that the course description accurately reflected the content of the course. 76% responded that daily quizzes and exam questions covered important content and 76% found the cycle review sessions helpful. The next cohort (n=135) is under evaluation.

Conclusion
The overall student evaluations as well as the measurable exam outcomes confirm this teaching concept as highly successful and furthermore easy adaptable in times where we need to be able to quickly move an entire curriculum online.

Naomi A Schmalz
Creighton University School of Medicine, Department of Medical Education

Purpose
The purpose of this study was to investigate the short- and long-term student outcomes of service-learning (SL) through Anatomy Academy participation in personal, social, civic, academic, and professional domains of pre- and current health professional (HP) students.

Methods
Former service-learners (Mentors) who worked in pairs to teach anatomy, physiology, and nutrition to children in the community were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their SL experience on: teaching skills, civic engagement, and personal, interpersonal, academic, and professional development. Follow-up interviews with a subset of survey respondents were performed.

Results
The survey was completed by 219 Mentors and 17 respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of SL participation on elements of personal and interpersonal development (e.g., self-esteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Former Mentors agreed that SL participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to their careers. Several current HPs reported that they regularly employ teaching and interpersonal skills learned in SL in their professional roles. Former Mentors reported that SL validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%).

Conclusions
These results indicate that a health education-based SL program offers preclinical students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of SL to the literature, demonstrating how SL can supplement the education and professional development of pre- and current HP students.

Andrew Binks
Virginia Tech Carilion School of Medicine

Purpose
In response to USMLE STEP-1 scoring transitioning to pass/fail and a decline in classroom attendance, we have developed a novel, lecture-free, basic science curricular model. The model framework is based in dual-processing theory and aims to begin the transition from novice (Type 2) to expert (Type 1) processing in the pre-clinical years to enhance clerkship and USMLE STEP-2 performance and so strengthen residency applications.

Methods
Kern's 6-steps of curriculum design identified problems of grade-orientated learning, a diminished role of faculty in exam-preparation and undervalued classroom activities. To enhance clerkship preparation, the needs of a new curricular model were 1) exposure to Type-1 processing, 2) earlier development of cognitive networks, 3) harnessing social learning and positive team dynamics, 3) maintain time for autonomous learning, and 5) provide new opportunities for authentic assessment.

Results
To promote the transition from Type 2 to Type 1 processing a three-part, case-based approach included 1) learners developing a differential diagnosis in parallel with an expert clinician, 2) Illness scripting 3-4 signs/symptoms of the case and 3) concept mapping the case to instigate integrated, cognitive network development and deeper learning. The activities were performed in small groups to promote social learning and team dynamics. The activities were restricted to four cases per course (total 16-hours) to allow time for continued autonomous learning. A specifications grading schema provided learner autonomy and included assessment of the illness scripts and concept maps, as well as the group's dynamics.

Conclusion
We have embraced change in STEP-1 scoring as an opportunity to develop a novel, contemporary medical curriculum to supports our learners' transition to expert, team-orientated physicians. By facilitating this transition and by providing a more diverse assessment of learning we have aimed to generate competitive residency candidates and learned, expert physicians.

Thomas Kuehn
Rocky Vista University

Purpose
Increasing burnout rates during medical education is a prevalent and critical problem. Current rates of medical student burnout are estimated near 50%. Burnout has been inversely associated with empathy amongst healthcare professionals, and ultimately results in worsened patient care quality. Other consequences include negative health outcomes for students and financial loss for schools. Global Health Outreach Experiences (GHOEs), known to enhance cultural awareness and clinical knowledge among medical students, are offered in most programs. Prior studies document that GHOEs "reinvigorate and reengage" physicians suffering from burnout. No study, to our knowledge, has assessed the influence GHOEs may have on medical student burnout specifically. This study examines whether participation in a GHOE, compared to a standard school break, has a positive effect on burnout.

Methods
A case control study utilizing the Copenhagen Burnout Inventory and Toronto Empathy Questionnaire was conducted on students at Rocky Vista University College of Osteopathic Medicine. 41 students participated in a one-week, spring break GHOE and 252 were randomly selected as non-participating students in a control group. Surveys were given 1 week prior, 1 week after, and 10 weeks after spring break.

Results
Response across the surveys in chronological order included 22,20,19 GHOE and 70,66,50 control participants. A significant reduction in personal burnout (PB)(p=0.0161), studies related burnout (SRB)(p=0.0056), and colleagues related burnout (CRB)(p=0.0357) was found among GHOE attendees at 10-weeks after spring break when compared to the control group, who had increased PB/SRB/CRB. Empathy was not significantly impacted by GHOE participation.

Conclusion
The results suggest that GHOEs may be an effective tool for institutions to combat student burnout. The impacts of GHOEs appeared to enhance over time.

Nelleke Gruis
Leiden University Medical Center

Purpose
Society's belief in science is declining. In our biomedical science education, we aim to educate future scientists to become critical members of society, able to understand and decrease the gap between science and society. In order to do so we have developed a humanities program, including art, in our first-year biomedical science curriculum. Students bring forward actual biomedical topics that could raise questions or resistance in society. Groups of 14 students select a topic and work on it for seven months. The end products are a critical report on the introduction of the invention in society, a piece of art, and a presentation. The report must focus on the ethical and societal aspects of the invention and should assess the impact on humans, society and the environment. It is peer-reviewed by fellow students and presented to an actual Dutch council that judges which interventions are for the good of society. Students also select a work of art with the aim to help them raise critical questions about their biomedical invention. This work of art is discussed in the presentation to representatives of society, initiating the debate about further introduction of the biomedical intervention.

Methods
A dataset of written student materials (Student Evaluations, reflections and feedback), drawn from the academic years 2017-2022, was analyzed.

Results
Students became more acquainted with ethical and social aspects of biomedical inventions. The program made students more aware of the impact that biomedical inventions can have on society. Using art as communication and reflection tool appeared to be relatively difficult.

Conclusion
Humanities education facilitates students to be more aware that critical reflection on their inventions, including debate with stakeholders in society, is crucial for acceptance.

Heather Christensen
University of Cincinnati

Purpose
Despite cultural competency requirements for US medical schools, a standardized curriculum to measure these skills does not exist. The purpose of this study was to introduce a validated tool (Intercultural Development Inventory; IDI®) within an undergraduate medical curriculum, to measure intercultural competence and assess whether this tool enhances understanding of cultural competence in medical students and teaching faculty. This tool evaluates movement along an Intercultural Development Continuum (IDC®), using five orientations from monocultural orientation to global mindset.

Methods
First-year medical students (M1s ; n=177) and faculty (n=24) completed the IDI; participants received individual results revealing their perceived and actual cultural humility mindset. Students received individual development plans, and participated in a class-wide review of aggregated (anonymous) M1 cohort results. Faculty had 1:1 coaching on their results, completed an in-house survey, and received a teaching guide. The same cohort of students will complete the IDI again (2023), to assess movement along the IDC.

Results
Ninety-eight percent of students (strongly)-agreed cultural competency is valuable in medical education. Students perceived they held intercultural (87%) vs monocultural (13%) mindsets. Aggregate IDI results revealed the M1 "perceived orientation" on the IDC to be “Acceptance,†a more advanced orientation than their actual cultural mindset, which the IDI revealed to be a transitional mindset. This "perceived-vs.-actual" delta shows M1s overestimated their intercultural competence, and they may feel more adaptive than they likely are. Faculty taking the IDI reported increased understanding of students' cultural competency, preparedness to audit course content, and adequacy of faculty and student training. After the intervention, faculty were less likely to agree that they knew "next steps" to take with cultural sensitivity.

Conclusions
Students overestimated their cultural competence, which supports using this tool early in medical education as they form professional identities. This project increased faculty confidence in this arena, and revealed areas for faculty development.

David S. Franklin
Tulane University School of Medicine

Purpose
Three critical medical school admission parameters include GPA, MCAT scores, and Extracurricular activities (research, clinical, community). We utilize existing medical school curriculum in a Masters (MS) program designed to enhance all three parameters, improving MS graduates credentials applying to medical schools. This abstract describes the MS program and outcomes.

Methods
The Tulane SOM Biochemistry and Molecular Biology Department One-Year MS program provides a non-thesis MS degree. Students are assessed upfront in all three parameters (GPA, MCAT, Extracurriculars). Medical school-equivalent interdepartmental (biochemistry, physiology, microbiology, immunology, pathobiology) courses are prioritized, stressing MCAT preparation, team study, time-management learning strategies, and increasing Extracurriculars activities. Periodic advising emphasizes each student's individual educational plan. Postgraduate advising involves LORs, timing for retaking the MCAT/submitting applications, generating competitive school lists, personal statements and mock interviews.

Results
Over the past decade, we graduated 173 MS students (100% graduation rate). We examined 145 graduates who completed at least 1 medical school admission cycle post-graduation. 47% attempted at least 1 unsuccessful medical school admission cycle prior to MS program enrollment. Mean undergraduate GPA was 3.39. Mean graduating MS GPA improved to 3.8. Mean entering MCAT was 503. Mean graduating MS MCAT improved to 509. Extracurricular activities were enhanced. Medical faculty LORs were obtained. MS graduates significantly improved medical school applications, with 88% obtaining interviews AND at least 1 medical school acceptance. 10% are improving one or more parameters before reapplying. 2% used their MS degree to obtain work. We will breakdown how MS GPA and MCAT calculated potential for interviews and acceptances within one or more medical admissions cycles.

Conclusion
Utilizing medical school-equivalent curriculum, MCAT preparation, extracurricular activities, critical advising, MS graduates increased both admission interviews and acceptance, especially if both GPA and MCAT scores increased to MS mean averages (or greater).