Ebun Ebunlomo
Houston Methodist Hospital

Purpose
Academic medical centers (AMCs) have three missions: provide patient care, teach and conduct research. To promote teaching excellence and comply with accreditation standards, healthcare providers at AMCs are tasked with developing and facilitating curricula. However, they often have limited formal training in effective teaching. Coupled with the limited formal training are additional challenges such as lack of time to learn effective teaching skills. To this end, this abstract will discuss how the Office of Curriculum and Educational Development (OCED) at Houston Methodist is building a culture of excellence in teaching.

Methods
We will describe how OCED has bridged the gap among key stakeholder groups - GME (Graduate Medical Education) teaching faculty, allied health providers across diverse professions (nursing, PT/OT, music therapy, spiritual care, pharmacy) and trainees in knowledge and skills for effective teaching through the following programs: Clinician Educator Pathway (CEP) and Effective Teaching Skills Series.

Results
In 2021, OCED reached 1,515 learners through 49 offerings. To date, OCED has reached 1,372 learners across 11 departments such as Internal Medicine, Neurology, PT/OT, Pharmacy, Spiritual Care, Nursing, Vascular Surgery and Orthopedics. Its Clinical Educator Pathway - a 2-year program - has reached 20 learners.

Conclusions
It is crucial to address this gap in teaching effectiveness as we aim for excellence in teaching in AMCs. This is particularly important given that accreditation bodies are now requiring teaching faculty, Program Directors, and trainees to reach teaching-related milestones. Furthermore, there is greater emphasis on recognizing the diversity of learner populations in order to optimize the learning climate and foster transfer of knowledge and skills into practice. In addition, the recent COVID-19 pandemic highlighted the importance of exploring other educational strategies beyond the traditional lecture. OCED has begun engaging diverse professionals and empowering them with the tools to enhance their teaching effectiveness.

Laura Nelson
University of South Dakota Sanford School of Medicine

Purpose
Objective Structured Clinical Examination (OSCE) has been used in healthcare education for decades. Traditionally, OSCE is used to assess learners’ patient history taking, physical examination and management, communication skills, data interpretation, and clinical procedures. OSCE allows learners to apply their knowledge and analytical/deductive skills to solve clinical problems. OSCE represents a major part of Kolb’s cycle of experiential learning; however, it misses a very important component: knowledge synthesis. USD SSOM has developed and implemented an innovative OSCE method that addresses that deficiency and closes Kolb’s cycle. Developing OSCE-style cases enhances medical students’ meta-cognitive processes and improves knowledge internalization.

Methods
USD SSOM requires MS2 students to develop an OSCE-style clinical scenario that is graded by the course director. Student-developed OSCE scenarios are used in a series of 360-degree OSCE (OSCE 360) experiences. During these experiences, the student-author of the scenario serves as a simulated patient for the case they wrote, the second student serves as a student-physician, and the third student serves as a student-examiner. Student-examiner performs assessment and feedback to the student-physician, and student-patient provides feedback from the patient’s standpoint. The entire activity is observed by a clinical faculty member, and each participant is graded. OSCE 360 experiences occur once a week, and learners rotate in their roles. Students’ performances in each role are assessed and graded by clinical faculty and peers. At the end of the course, students are assessed with a course-specific survey.

Results
A rich data set has been obtained during implementation and several iterations of the course. The data have been analyzed and preliminary results demonstrate correlations between learners’ deductive and constructive skills as well as high satisfaction with the course.

Conclusions
OSCE 360 is an innovative educational method that closes Kolb’s cycle of experiential learning and extends the scope of OSCE use.

Bruce Newton
Campbell University School of Osteopathic Medicine

Purpose
There are many sources that give advice on how to prepare for medical school. However, none of these sources approach it from a point of view using illustrations by Gustave Dor© from Dante's Inferno. This approach is a, hopefully, humorous way in which to orient matriculants during the introduction to medical school and talk to nervous students on what to expect in the gross anatomy laboratory.

Methods
The PowerPoint was created by using illustrations by Gustave Dor© with a brief statement added to each illustration about varying aspects of medical school in general and gross anatomy in particular. The presentation was made in a small group setting (8-12 matriculants) during orientation to medical school from 2005-2022. Copies of the plates were made from a prior publication by Frank Behrens: Dante's Infernal Guide to Your School (1971, Simon & Schuster, NY) Although this presentation is similar to the book referenced above; to date, the publisher has not responded to my emails or calls about permission to use the illustrations and modify the original idea by Mr. Behrens for medical schools to a large audience. Continued attempts will be made so as not to violate applicable copyright laws.

Results
Many students enjoyed the presentation. Some students confided to me they were not familiar with Dante's Inferno but were too afraid to admit it in a small group setting.

Conclusions
Overall, the presentation "broke the ice" in the small group settings. Many students seemed to relax and started to ask questions about the medical school experience and gross anatomy. Some felt the presentation made them see it was safe to ask instructors questions if they did not understand a concept.

Munder Zagaar
Baylor College of Medicine

Purpose
Health professions students often learn foundational sciences without clear connections made to clinical reasoning. To support sound clinical decisions, there is a need for a developmental framework to guide novice health professions students on how to apply foundational knowledge as a basis for clinical action. The purpose of this study was to describe the development and perceptions of a framework designed to guide foundational thinking and clinical reasoning in second-year pharmacy students.

Methods
Using script theory as a conceptual model, a Foundational Thinking Application Framework (FTAF) was designed around a 4 -credit Pharmacotherapy course at the beginning of the second year. The framework was implemented in the course using two structured learning guides, (1) a unit plan to support initial script formation and (2) a Pharmacologically Based Therapeutic Evaluation to guide application of scripts to clinical cases using foundational thinking. A total of 71 students in the course were asked to complete a 15-question online survey assessing perceptions toward specific components of the FTAF.

Results
Of 39 survey respondents, most students agreed or strongly agreed that the FTAF-based course structure helped develop critical skills that apply to different clinical scenarios (n=37, 95%), that frequent assessments helped them to identify weak points and further apply knowledge in other courses (n=34, 92%), and that the unit plan was a useful organizer for the course (n=37, 95%). Text comments highlighted that the Pharmacological based Therapeutic Evaluation provided good practice for clinical experiences and helped to organize critical thinking.

Conclusion
Our study found that second-year pharmacy students had positive perceptions of a foundational thinking application framework implemented within a pharmacotherapy course. Students perceived the FTAF learning guides to be helpful in organizing and retrieving knowledge during the activities and assessments. Pharmacy education can benefit by adapting script-based strategies that have been successful in other health professions. during the activities and assessments. Pharmacy education can benefit by adapting script-based strategies that have been successful in other health professions.

Sol Roberts-Lieb
Carle Illinois College of Medicine

Purpose
Faculty come to a medical school with different experiences levels in pedagogy and teaching. Finding ways to provide training for faculty can be challenging due to time or interest constraints. We have initiated an innovative strategy of providing needed faculty development by combing faculty (and student) desire to offer elective courses.

Methods
The program has run for four years. Faculty and students interested in creating an elective send their idea or contact information electronically to an electives mailbox. The Senior Director of Faculty Development (SDFD) or Assistant Dean for Curriculum (ADC) then schedule an initial meeting. At that meeting, faculty are introduced to the college's mission, vision, curriculum, and elective program requirements. Faculty then share their elective idea while the SDFD or ADC inquire about goals, objectives, and assessments. After the initial meeting, additional meetings are scheduled as needed and the elective proposal is workshopped between the faculty and the SDFD or ADC. During this process, the faculty are provided resources and help in creating S.M.A.R.T objectives and valid assessments. Following this phase, the proposal is sent to the Curriculum Oversight Committee on Electives for review and approval. Throughout the process, the SDFD or ADC is in contact with the faculty to provide support, answer questions, and assist in the elective approval process.

Results
Over 80 electives have gone through this process. Faculty have reported a better connection to the mission and vision of the college, expressing gratitude for the support and assistance in understanding the nuances of the program and in creating a medical school elective. Many have returned to create additional electives or recommend this to their colleagues.

Conclusion
While this effort is focused on creating electives, we've demonstrated that core pedagogical skills (i.e., objective, goals, and assessment creation) can be provided when most needed and of greatest value to faculty.

Carlos Brown
Carle Illinois College of Medicine

Background
Many health profession schools integrate bioethics and health systems science in didactic format in the early years of education but wait until students’ clinical rotations to introduce simulations. However, competencies in communication, teamwork, and medical ethics, are essential to preparing for collaborative healthcare practices and early exposure to these concepts through simulation helps to develop mindful learners, as well as furthers students’ professional identity formation. Introducing interdisciplinary and integrative simulations in the preclinical years is an innovative way to prepare students to be well-rounded health practitioners who provide holistic health care.

Methods
One-hundred and twenty-five nursing and medical students were required to participate in a simulation designed to foster intrapersonal and interpersonal reflection of one’s physical and communicative roles in providing medical care. These reflections were complimented by the practical reiteration of applying a closed-loop strategy, using the SBAR strategy, assessing the general health and well-being of the standardized patient (SP), providing medical interventions, and examining the imbrication of medical ethics in providing care. Students were debriefed on their performance by the standardized patient and basic science, bioethics, and clinical faculty.

Results
A retrospective self-assessment showed an increase in confidence to speak up during medical uncertainty and an increased understanding of communication strategies to use with an interprofessional team. Over half of the responses noted an appreciation for teamwork, interdisciplinary practice, and a realistic experience. Over 90% of students enjoyed the simulation, found it valuable to their education, and stated that they can use the knowledge acquired in their future practice.

Conclusions
This activity highlighted the value of the preclinical introduction of medical ethics and communication in healthcare systems through simulation. However, a limitation is this was a single-institution study.

Marrisa Cox
Michigan State University

Purpose
Collaborative learning is increasingly employed as an instructional modality in undergraduate medical education. Peer-to-peer teaching leads to a deeper understanding and clarification of misconceptions. Collaborative learning success depends on group dynamics, which may be impacted by several factors. A previous study on two-stage assessment in MSU-CHM gross anatomy lab revealed inter-campus differences in group experiences, notably related to group cohesion. Here, we use a mixed-method approach to explore the factors impacting group dynamics and student perception of collaborative learning at each campus.

Methods
Students in the class of 2025 and 2026 were invited to complete a survey about their gross anatomy experience at the end of their first year. Responses were analyzed to identify patterns within and between cohorts, campuses, and performance quartiles. A subset of survey respondents were then invited to participate in a semi-structured focused interview to further investigate recurring themes from the survey data. Thematic analysis was performed to identify themes characteristic of both cohorts and campuses, as well as themes unique to each group.

Results
Survey results indicate students had diverse group experiences and an intercampus difference was detected. Thematic analysis revealed that group dynamics are impacted by interpersonal relationships, previous anatomy experience, self-confidence, and interest in anatomy. Environmental factors, such as classroom layout and faculty behavior, contribute to group splintering, inter-campus differences in group dynamics, and overall learning experience.

Conclusions
Collaborative learning relies on active and productive discussion among students and a favorable group dynamic. Our study found that group dynamics may be affected by several factors, particularly interpersonal relationships and the learning environment. By helping students develop positive relationships among group members and encouraging group cohesion during class, medical educators can foster a successful collaborative learning environment resulting in increased understanding of topics and overall satisfaction.

Sara Keeth
Lecturio

Purpose
Neurodiverse learners in medical, nursing, and other health education may hesitate to self-identify due to lingering stigma around neurodiverse diagnoses such as attention deficit disorder and autism spectrum disorders. Although the percentage of students who self-identify as neurodiverse in health professions education is low, the actual percentage of neurodiverse learners in medical and nursing school is estimated to be higher. Educators in the health professions can help neurodiverse students succeed without requiring those students to self-identify or "out" themselves by using Universal Design for Learning (UDL) principles for their courses. In particular, online elements delivered via learning platforms offer opportunities for neurodiverse student success through UDL. An added benefit of UDL means that all students benefit from more accessible and more easily navigable courses.

Methods
A review of neurodiversity in health professions Brief discussion of challenges and benefits of neurodiversity Practical application for UDL in courses Practical application for UDL in online elements delivered via learning platforms Description of how UDL benefits both neurodiverse and neurotypical students

Results
Using Universal Design for Learning in health professions education can reduce unnecessary barriers to learning for all students.

Conclusion
Small changes in course design using the principles of Universal Design for Learning can benefit all students in health professions education but may have particular benefits for neurodiverse students.

Ethan Snow
University of Nebraska Medical Center

Purpose
With increasing enrollments and demands to teach more content without adding contact hours, reciprocal peer teaching and learning (RPTL) has gained traction as a pedagogy for its efficacy, conservation of faculty time and effort, and similarities to clinical learning. As dissection-based human anatomy laboratories entail a distinctive structure and learning environment, RPTL in the anatomy laboratory offers a unique arrangement of active learning (i.e., dissection) and peer communication (i.e., RPTL via prosection). The objective of the present study was to analyze the effect of RPTL on student learning in the anatomy laboratory.

Methods
Fifty students in a health sciences program at an accredited medical institution were divided into two groups. For each anatomy laboratory, one group dissected and learned from faculty instruction. In the subsequent laboratory, that same group peer taught the alternate group what they had learned and accomplished (<30 minutes) before leaving the alternate group to assume dissector and subsequent teacher roles for that day's content. Laboratory examinations, RPTL facilitation guides, and an end-of-semester course survey assessing student satisfaction and perceived impact of RPTL were administered and analyzed.

Results
Dissection and teaching vs. prosection and passive learning correlated no significant class-wide effect on performance of examination items testing respective content; however, when comparing students in upper vs. lower performance quartiles, notable differences were apparent for these performances, content difficulty, preparation time, and general satisfaction.

Conclusions
RPTL can be an efficient and effective pedagogy in the anatomy laboratory, but dissection and teaching are more likely to benefit upper quartile performers while learning via prosection is more likely to benefit lower quartile performers. When implemented effectively, RPTL can positively impact student psychology, communication, team building skills, attitudes toward learning, and study habits. Outcomes from this study may inform frameworks for teaching and learning in other health sciences programs.

Steve Maxwell
Texas A&M School of Medicine

Purpose
Research and the scientific method drive medical advances. Physicians increasingly need to utilize the master adaptive learning skills of finding and evaluating basic science research that can shape new approaches to patient care. To prepare for these responsibilities, medical students must be trained for proficiency in finding, critically assessing, synthesizing, and translating clinically relevant basic research literature. Our course—Medical Student Grand Rounds (MSGR)—employs basic science faculty mentors to train first-year medical students to find, critically assess, and present primary basic science research literature about self-selected topics relevant to patient care.

Methods
Students found, critically assessed, and presented basic research literature about self-selected, medically relevant topics. In less than 1 semester, mentored by basic science researchers, they completed 8 milestones: 1) search research literature databases; 2) choose a clinical topic using searching skills; 3) outline the clinical topic's background; 4) outline a presentation based on the topic's mechanistic primary research literature; 5) attend translational research-oriented grand rounds by faculty; 6) learn to prepare oral presentations; 7) write an abstract; and 8) present at Grand Rounds Day, emphasizing their topic's research literature.

Results
End-of-course evaluations by both basic science mentors and students, and qualitative analyses of student self-reflections surveys, indicated that students became proficient in interpreting research articles, preparing and delivering presentations, understanding links among basic and translational research and clinical applications, and pursuing self-directed learning.

Conclusion
MSGR encourages life-long learning by showing students how to access and assess topic-specific basic research literature. MSGR's successful delivery in this format to more than 900 students across 6 years supports its generalizability to other suitably equipped environments. MSGR highlights the value of mentoring from basic science researchers early in students' educational experience to promote development of the master adaptive learning skills of finding, assessing, and communicating translationally relevant basic science information.

V. Thomas Gaddy
Augusta University-University of Georgia Medical Partnership

Purpose
Medical students often struggle with applying principles of histology and microscopic findings to disease processes. We therefore developed a session using a series of cases around the theme of infertility to help students apply content knowledge. Student perceptions of how well this session facilitated their learning were measured.

Methods
During curricular planning it was determined that additional support was needed to help students connect concepts about histology and microscopic image interpretation to various etiologies of infertility. A set of staged-reveal cases was developed to highlight how multiple conditions could manifest as infertility. The session was held during Year 1 at the end of a nine-week systems-based Gastrointestinal, Endocrine, and Reproductive systems module. Sixty-one students worked in teams of seven or eight to solve the cases. After each case, a faculty member led a short class-wide debrief session. A six-item questionnaire was administered to collect students' perceptions of the learning activity.

Results
All 61 students in the first-year class participated in the learning activity, and 16 students completed the survey (response rate, ~26%). Students rated each of the following statements on a 5-point Likert scale (1=strongly disagree to 5=strongly agree): (1) This activity helped me to review principles of reproductive biology [mean 4.44, SD 0.79], (2) This activity helped me to integrate clinical findings and basic science knowledge [mean 4.44, SD 0.86], (3) The break-out sessions during this activity provided a valuable opportunity to learn from my peers [mean 4.0, SD 1.17], (4) Using the microscopes provided an opportunity to enhance my microscope skills [mean 4.0, SD 1.06], and (5) I found this activity to be engaging [mean 4.31, SD 1.04]. Written comments were overwhelmingly favorable.

Conclusion
This study indicates that students value learning histology and microscopic image interpretation when paired with staged-reveal cases to illustrate relevance. Next steps include publishing these cases in a peer-reviewed educational repository.

Samantha D'Amico
William Carey University College of Osteopathic Medicine

Purpose
Death certificates influence population-based mortality statistics, which guide disease surveillance and allocation resources. Error rates to 45% have been observed in death certificate completion, with physician inexperience and lack of training cited as causes.  Medical students receive limited instruction on death certification. Providing students with a strong foundation in anatomic pathology and introducing the process is crucial as the accuracy of death certificates has a lasting impact on the landscape of public health.

Methods
We studied the pathology of cadavers in the anatomy lab at William Carey University College of Osteopathic Medicine to compare with the cause of the death on the death certificate. In 2020 and 2021 respectively, 31 and 33 cadavers were examined by medical students guided by a board-certified anatomic and clinical pathologist. Specimens and gross photographs were collected. Clinical diagnosis on the death certificate was compared to gross and microscopic findings. IRB approval was not required due to "Not Human Subjects Research" designation.

Results
In 2021, cause of death was confirmed in 24 cases with 7 discrepancies among 31 cadavers (22.5% error rate). In 2022, cause of death was confirmed in 25 cases with 8 discrepancies among 33 cadavers (24.2% error rate).

Conclusions
Error rates observed were lower than previous reports, but reliability and accuracy of cause of death based on clinical diagnosis remains a problem. Limitations include sample size, sampling bias from enrollment in the Anatomical Gifts Program, and no access to medical records of cadavers. Educational interventions beginning during medical school and continuing throughout a physician's career can emphasize the importance of accurate completion and improve the error rate. We recommend medical schools using cadavers for gross anatomy provide their students with similar pathologist-guided experiences to introduce to death certification and provide hands-on experiences with anatomical pathology.

Juan David Coellar-Pauta
Tec de Monterrey

Purpose
High-fidelity simulations train medical students and health professionals for real-life situations. Challenging experiences that require students to apply their knowledge and skills can improve their performance. Likewise, the complex situations faced in simulations improve students' self-confidence and critical thinking. Feedback is one of the main drivers for this. The "Good judgment" or 3-step debriefing system is an effective strategy based on learning opportunities that arise during a clinical simulation. The objective of this study is to identify the role of this debriefing system on self-confidence and knowledge perception during clinical simulation.

Methods
This study enrolled 70 fourth-year Mexican medical students randomly divided into 12 teams. Before the activity, the students answered a Pre-simulation validated survey on self-confidence and knowledge perception. All the teams participated in a standardized high-fidelity clinical simulation. 6 teams received a 3-step debriefing session immediately after the simulation and then answered the Post-simulation survey. The other 6 teams answered the survey before the debriefing session. The results of the Pre and Post-simulation surveys were compared among both groups.

Results
The statistical analysis showed an increase in the average self-confidence and knowledge perception survey score from -1.59 in the control group to 3.9 in the group that received the debriefing session (p-value = 0.001). When testing for the impact on confidence and knowledge independently, the improvement goes from -1.12 to 2.18 (p-value < 0.001) and -0.46 to 1.78 (p-value = 0.008) respectively.

Conclusion
This study demonstrates that an established debriefing technique improves students' self-confidence and learning perception. It shows how crucial it is for students to analyze their mistakes in a healthy learning environment and how this enhances their confidence and learning ability. During medical training many opportunities arise for feedback and the implementation of a validated debriefing technique can make a difference.

Nancy Segura-Azuara
Tec de Monterrey

Purpose
Clinical simulations prepare students to face real-life situations with confidence and certainty. The patient's outcome is an important part of this learning process, especially if it evokes strong emotions in students. This study assesses the effect of catastrophic outcomes during clinical simulations in medical students' learning and confidence.

Methods
A three-level of difficulty high-fidelity clinical simulation was designed. The difficulty levels included addressing allergy history, laboratory findings interpretation, and correlating electrolyte disorders with EKG abnormalities. If students fail to accomplish any of these satisfactorily, the patient develops catastrophic consequences in the simulation. The sample for this study comprised 67 fourth-year medical students, 49% were male and 51% were female. We randomly assigned the students to teams of 6 to 8 students. They underwent the simulation described and then answered a validated survey. Through a cross-sectional pre-post simulation study, the aim was to measure the effect of suffering catastrophic consequences during clinical simulations on the students' self-perception of confidence and knowledge.

Results
Students that participated in the simulation showed an average increase of 7 points (12%) in self-perceived confidence and knowledge (p-value < 0.001). In the subgroup analysis, there is an increase in self-perceived knowledge of 13% (p-value < 0.001) and 7% in self-perceived confidence (p-value = 0.003). Additionally, 54% of students rated their understanding of the case to be outstanding and 46% felt more confident in taking clinical decisions.

Conclusion
Although clinical simulation is already revolutionizing medical education, there is still room for innovation. Through this study, it was shown that witnessing the consequences of incorrect clinical decisions improves medical students learning experience. Additionally, strong emotions caused by failing to correctly solve a case helps students build long-lasting lessons to avoid future mistakes during clinical practice.

Peter Horneffer
All American Institute of Medical Sciences

Purpose
As efforts to create a more diverse and inclusive physician workforce increase, students from less advantaged socioeconomic backgrounds often have less well developed academic skills and may need additional time to assimilate the large amount of new material introduced in medical school curricula. Students who ultimately acquire the study skills can be adversely affected when they are held back from their cohorts in traditional lock-step model of academic progression. Internet-based learning platforms now have the ability to facilitate differential progression through a set of curricular requirements.

Methods
A medical school established to increase the supply of physicians in the underserved country of Jamaica recently transitioned to a modular mastery-directed approach to delivering its medical school curriculum. All curricular content was assigned to students through an Internet-based Learning platform. The platform tracked progression and compliance as well as facilitated the use of evidence-based learning strategies to augment understanding and retention of concepts. Students typically started the program taking a course load of 4 courses/ term but were advised to reduce their course loads to just two or three courses/ term if their academic performance was marginal. They could subsequently take additional courses as their performance improved. Their progression and studies were guided by academic coaches.

Results
While there was initial resistance to being decelerated, students quickly realized the advantages of being able to spend more time on a given course and devoid of the pressure to maintain an excessive workload, they could focus on improving their study skills and comprehension of the material. Initial results show that grades improved when course loads were limited.

Conclusion
Variable progression through a medical school curriculum facilitated by Internet-based platforms provides a student-centric approach to the educational process allowing a more diverse group of students to be educated as physicians.

Jorge Cervantes
Texas Tech University Health Sciences Center Paul L. Foster School of Medicine

Purpose
We developed a Japanese-style animation (anime), to introduce medical microbiology concepts in a fun but informative manner. Staphylococcus aureus was selected as it is one of the first bacteria students learn during the first unit. Content covered bacterial aspects, pathogenesis, mechanisms of virulence factors, diseases that can arise from the infection, and treatment aspects.

Methods
A storyboard on the progression of the story was developed in Photoshop. Symbolism was utilized to relate technical terms with everyday objects, as well as the addition of cultural references with the aim of creating easy-to-remember associations. Animation and text-to-speech for voices was carried using Storyline 360. The animation was presented to a group of medical student candidates.

Results
Eighty-four percent of the participants responded to the survey. Most of the students (over 90%) agreed that the quality of the animation was satisfactory, 81.8% felt more prepared after using it, and 63.7% felt better prepared for medical school. All responders agreed that the animation was entertaining, and helped them learn the basics of microbiology.

Conclusion
Given their accepted function as an educational medium, anime could be used in medical education. Our goal was to create a fun and engaging module that covers the important topics in medical microbiology. Medical educators should carefully choose and revise the material to be used in this type of learning tool.

Leanne M Chrisman-Khawam
Ohio University Heritage College of Medicine

Purpose
Adequate direct observation of medical students' and other health professionals' clinical skills is limited by faculty numbers, time, and scheduling conflicts. We have utilized a standardized process previously documented in family residencies and later stages of clinical training as beneficial in developing improved patient-centered attitudes, skills, and behavior. This abstract describes this novel curricular element and its outcomes.

Methods
The patient-centered observation form is a standardized patient care, video evaluation tool developed by L Mauksch at the University of Washington family medicine residency. It has primarily been used with family medicine residents and some limited use with late clinical years medical students. Our program instituted this evaluation strategy as a part of an accelerated 3-year medical school to family medicine residency program starting in the first semester of medical school as a part of early clinical participation in their future residency sites. The goals included both offering formative feedback to improve early clinical gains and providing some additional direct observation of specific skills competency.

Results
A pre, post, and retro-survey completed by 2nd and 3rd-year students revealed earlier self-insight, self-correction, skills improvement, and desire and plan to work on specific skills early in their clinical training. A follow-up, de-identified, and anonymous focus group gave specific positive commentary on the environment of feedback created, the benefit of formative feedback in learning, and the quicker progression of skills and professional identity development.

Conclusions
Utilization of mentors to train clinical peer pairs in medical school may lead to improved patient-centered clinical skills. Additionally, the act of learning to give feedback on these skills may be part of the benefit. Ensuring individuals' safety and scaling to larger cohorts to confirm concept will be necessary.

Varna Taranikanti
Oakland University William Beaumont School of Medicine

Context
Human cadaveric dissection forms the cornerstone of anatomy education and often helps students develop an interest in surgical fields. However, during the COVID-19 pandemic, most medical schools switched from in-person to virtual anatomy lab experiences. However, it is unknown how it would impact students in their chosen specialty and their readiness for clinical years.

Objectives
This study seeks to investigate the student perception of virtual anatomy lab experiences during the COVID-19 pandemic compared to those who received in-person lab experience and its impact on their clinical years. Methods: An online survey was completed by sixty-eight first-, second-, and third-year medical students at a private, suburban Midwestern medical school. Two-sided t-tests were run.

Results
There was no significant difference between the control group (in-person anatomy) and the experimental group (virtual anatomy) with regard to age or gender breakdown. Both groups had comparable rates of anatomy experience prior to medical school. Though no student experienced both types of anatomy laboratory, the virtual group seemed to perceive that their experience was inferior to an in-person experience. Students in the experimental group indicated that they were less confident in their abilities to answer anatomy questions correctly. However, it did not affect students' perceptions about the relevance of anatomy in choosing a residency specialty.

Conclusions
The results of this study show that while completely virtual anatomy laboratory experiences may be possible under extenuating circumstances such as COVID-19, they are likely not the preferred option for overall student learning. Students who completed an entirely virtual anatomy course felt their experience was inferior, and expressed feeling less confident regarding anatomy and its clinical applications, especially in surgery.