Mark Hernandez
Alabama College of Osteopathic Medicine

Purpose
The 2022 Main Residency Match witnessed a record number of US MD and DO senior applicants, as well as a record number of positions offered in primary care (PC). However, given the slight decline from the prior year in PC positions filled by US seniors, these results point to the seemingly intractable challenge of promoting students' interest in Primary Care residencies. The 2022 Match also heralded the waning of the global COVID19 pandemic, a phenomenon that heightened awareness of the importance of global health, and also curtailed medical students' study abroad experiences. This study explores the potential intersection of these two challenges by examining associations among: 1) interest in Primary Care residencies; 2) interest in global health activities, and; 3) demography.

Methods
We designed a survey administered to DO medical students during the first week of their academic year to gauge interest in global health and international medicine. The survey, administed to pre-clerkship students and 3rd-year clerkship students from 2019-2022, used ordinal scale items to explore their interest in PC residencies, their interest in global health and international travel, and their perceptions of how various factors might encourage / discourage their intent to participate in global health programs. To help ensure anonymity, the only demographic information asked for included gender identity and year of medical school.

Results
Analyses detected statistically significant associations among PC intent, interest in international travel, and gender identity. In particular, females showed higher interest in PC intent and international travel. Because data collection began before the pandemic, it is unclear the impact of Covid on the responses.

Conclusion
Global health activities may positively influence interest in PC. Understanding how these factors and gender identity are associated is pivotal toward preparing student physicians to serve in primary care settings.

Samiksha Prasad
Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University

Purpose
The core roles of faculty are increasingly diverse and substantial. Faculty effort should be valued and rewarded to achieve faculty satisfaction, culture of inclusivity, and recognition. This is important to promote retention, maintain morale, and provide clear expectations for faculty growth. There are concerning gaps in the recognition of faculty effort by limited matrices across institutions. Revision of promotion/tenure guidelines to meet the increasing diversity in academic responsibilities is lagging. The goal was to examine the imbalance in official assignments and perceptions of faculty effort in various educator domains.

Methods
An 80-item survey (via Qualtrics) was disseminated via educator listservs. Survey questions collected data on faculty demographics and perceptions of effort in the following categories: teaching, educational leadership and administration, research and scholarship, and service. Likert scales and categorical variables were summarized by means, and standard deviations, Chi-square, and Fisher’s Exact Test for comparisons.

Results

88 complete survey responses were collected between February-May of 2022 from respondents from 27 states. The majority of respondents were full-time employees at MD programs. 78.4% of respondents agreed or strongly agreed that they need to put in more hours than is required of their percent effort. 77.3% of respondents rated their workload as "too heavy" while only 22.7% of respondents rated their workload as"about right." A range of 0.75 to 1 full-time equivalent dedicated to teaching positively correlated with negative perceptions of workload and intent to stay.

Conclusions
The survey used in this study was specifically designed to collect quantitative measures of faculty's perceived and official efforts across various health professions programs. This data provides critical information that can be used to assist institutions to improve metrics used in both evaluating and rewarding faculty performance in health professions education.

Delores Amorelli
Kaiser Permanente School of Medicine

Purpose
The purpose of this case study was to explore how undergraduate medical school faculty at a private, allopathic medical school see themselves as educators, to examine how they construct their professional identities as educators, to determine what, if any, role faculty development plays in the formation of professional identity as educators, and to consider the impact these professional identities have on their teaching practices.

Methods
This study utilized an explanatory, sequential mixed methods design. Quantitative data was collected through a researcher-created survey consisting of 22 questions. Participants were asked to select their primary professional identity and answer a series of Likert-style questions adapted from the Professional Self Identity Questionnaire (PSIQ), which is a tool used to measure one's sense of professional identity. Qualitative data was collected through semi-structured interviews with a purposeful sample of two basic science faculty, two health systems science faculty, and four clinical science faculty.

Results
37 faculty completed the survey, and 8 faculty participated in semi-structured interviews. The quantitative data reveal that most faculty don't see themselves as educators as their primary professional identity; however, most faculty feel like educators when engaged in a variety of educational activities, particularly when they are interacting with students. The data also reveals that the nature and requirements of a faculty's role contributes to the formation of their professional identity and that participation in faculty development makes them feel like educators. Finally, the data suggests that how medical school faculty see themselves as educators impacts their confidence when teaching students.

Conclusion
Medical school faculty should be encouraged to think of themselves as educators, so that their confidence in teaching and other educational practices can be strengthened. This can be achieved by spending more time orienting them to their roles as educators as well as providing more opportunities to engage with students.

Jessica Bergden
Eastern Virginia Medical School

Purpose
The lack of underrepresented groups in medicine and health professions is predominantly due to disparities such as bias in educational environments, limited educational opportunities in Medical College Admissions Test (MCAT) preparation, and absence of mentors and role models. Here we propose a longitudinal mentoring and support program connecting underrepresented premedical students with medical and health professions students to overcome these hidden barriers. This project aims to investigate the effectiveness of an MCAT preparatory course through measuring student self-efficacy, motivation, and engagement.

Methods
Junior premedical scholars from local universities participated in four sessions at Eastern Virginia Medical School (EVMS) with each session dedicated to one of the four MCAT subject areas. Content was delivered via lectures by medical & health professions student mentors followed by quizzes, review and group work grounded in the Test-Enhanced Learning Strategy. Program effectiveness was measured via various means: surveys, participation, and focus group interview.

Results
Scholar MCAT self-efficacy improved after the completion of the program, t(12) = 15.69, p< 0.0001, d= 0.86. Individual subject scholar MCAT self-efficacy scores are trending towards increasing self-efficacy for all MCAT subjects; however, mean differences were not significant. Additionally, results showed increased scholar MCAT motivation after participation, t(12) = 2.28, p= 0.04, d= 1.2. Main themes from post-course feedback demonstrated scholars found sessions helpful and engaging. Mentorship was deemed "high-quality" and "great".

Conclusion
Overall, feedback was favorable and continuation of this mentoring program to support and recruit underrepresented groups into medicine is supported by the data. Future data collection will include obtaining MCAT scores of scholars to assess the program's longitudinal effects.

Vicky Zhang
Nova Southeastern University Kiran C. Patel College of Allopathic Medicine

Purpose
Diversity and inclusion is a core initiative in the medical school admissions process. Pipeline initiatives are historically approached via generalized categories. While this broad approach has improved recruiting of underrepresented groups in medicine (URiMs) it fails to capture success for individual cultural groups. Our previous work sought to utilize census and AAMC admissions data to examine underrepresentation via country of origin. We present a broader exploration of our findings on a national, state, and county level and propose granular utilization of population data as a guideline to URiM recruitment.

Methods
Demographic data for US allopathic schools' matriculation was extracted from the AAMC's publicly available reports. US and regional demographics were extracted from the US 2020 Census data. Subgroups were distinguished based on groups identified by AAMC. Recommendations were organized for each US Allopathic Medical school based on the state and county of each institution.

Results
Representation of individual immigrant groups dramatically varied at national, state, and county levels. Distinct recommendations were identified for each school based on community representation. Individual groups in the Asian demographic showed the most dramatic variations. Students that identified as Indian were overrepresented relative to the overall representation in the United States while Filipino, Chinese, and Japanese students were significantly underrepresented relative to overall representation. Similarly, our findings showed Latinx underrepresentation was dramatically highest in the Mexican population.

Conclusion
Pipeline programs are an effective method of addressing disparity underrepresented racial groups. As of this publication a granular pipeline program to target individual immigrant groups has yet to be implemented. Our data provides a guide for medical schools to identify community level underrepresentation. Notably, our work shed light that a central repository of medical school URiM initiatives is not currently available. Our work highlights the need to take a granular approach toward inclusion and creation of a central repository of pipeline programs.

Vanessa Bester
Augsburg University

Purpose
The U.S. Bureau of Labor Statistics projects the Physician Assistant workforce will increase by 31% in the next ten years. Despite the growth in the profession, the percentage of individuals from underrepresented minority groups is disproportionally small compared to national demographics. The lack of diversity in the PA workforce is contributing to a profound negative public health effect. The inequalities affect access to quality care, patient-provider concordance, treatment compliance, reduced linguistic and cultural competency. Although measurement is a key part of any diversity strategy, there are no standardized practices available for PA programs. The purpose of this qualitative study was to ascertain characteristics and strategies of success that programs attribute to the recruitment and retention of diverse PA students.

Methods
Ground theory and critical action framework research was used to conduct 41semi-structured qualitative interviews from the 61 top-performing diversity PA programs. All coding, inter-coder reliability tests, consensus of emergent codes, data visualization and analysis was completed using qualitative software by 4 researchers.

Results
Four overarching themes were identified across programs. Characteristics and attributes for success are 1) alignment of mission, inclusive action, and striving to improve program outcomes; 2) significant effort directly related to diverse community outreach and the PA pipeline; 3) dedication to student retention and support; and 4) commitment to diverse and inclusive learning environments.

Conclusion
Physician Assistant programs are the pathway for the development of a diverse PA workforce. This study provides empirical evidence that with intentional effort PA programs can actualize their diversity missions and create inclusive environments to enhance workforce diversity.

Matthew McMillin
Baylor College of Medicine

Purpose
Baylor College of Medicine (BCM) is opening a Temple regional campus (BCM-T) requiring recruitment of multiple foundational sciences faculty members. To fill these positions efficiently while promoting interaction between candidates and BCM faculty, group in-person interviews were utilized. We hypothesize that interviewing foundational sciences medical educators in a group setting will promote more successful formation of productive educator teams and require less resource utilization by BCM when compared to traditional individual faculty interviews.

Methods
The subject cohort comprises candidates for foundational faculty educators at BCM-T. Candidates were informed in advance that several interviewees would be present. Instructions to candidates also indicated that interviewees had differing areas of expertise, thus minimizing competitiveness between candidates. The itinerary for the group interviews consisted of candidates presenting a 30-minute teaching demonstration individually, meeting key stakeholders individually, and having social interactions with each other throughout the interview process at meals, pre-briefings, debriefings, and shared information sessions. Interview visits concluded with an opportunity for verbal feedback on the group-interview experience and the potential to complete a survey on this aspect of the interview.

Results
Results include anecdotal candidate impressions and supervisor feedback from those responsible for hiring BCM-T faculty. Observed outcomes to date include positive feedback from candidates and the rapid formation of a functional BCM-T educator team since participants were already familiar with areas of expertise and individual strengths of team members. One challenge of this approach is the inability to collect information from interviewees that do not join the BCM-T faculty.

Conclusions
Group interviews provide an opportunity for BCM-T to build productive educator teams rapidly and efficiently. Consequently, we are incorporating this approach for future faculty recruitment and will collect additional outcome measures to better understand the benefits of this interview style going forward.s to better understand the benefits of this interview style going forward.

Lara Teheux
Radboudumc Amalia Children's Hospital

Purpose
Research on residency selection tools does not explore their learning value, despite international consensus that "educational effect" is a criterium for good assessment practices. Insights into the learning value would benefit the integration of selection in the learning continuum. This study aimed to 1) explore the learning value of an assessment tool used in residency selection; and 2) understand what factors influence applicants' learning.

Methods
The online assessment is a validated tool that measures intelligence, personality, motivation and a set of core competencies. We conducted a qualitative phenomenological study that included 16 in-depth, semi-structured interviews with applicants for pediatric residency training at the Radboudumc Amalia Children's Hospital (The Netherlands). Interviews were transcribed and anonymized. Thematic analysis was used to understand individual experiences and to identify patterns.

Results
The experienced learning value could be divided into four themes: the assessment stimulated self-reflection, which could trigger learning conversations; it increased self-awareness of strengths and pitfalls, which lead to self-acceptance or development of learning goals; it increased self-awareness of motivational drivers, considered helpful in career choices; and it improved understanding of career requirements. In some applicants, however, learning remained implicit. This was influenced by three factors: applicants' views on the acceptability of this selection tool; applicants' perceptions about the credibility of the assessment and its results; and applicants' focus on selection or learning.

Conclusion
Selection for residency through an intelligence, personality, motivation and competency assessment can be a valuable learning experience for applicants. In some applicants learning remained implicit, likely explained by a focus on selection rather than learning or skepticism about its acceptability and credibility. Selection assessments should be explicitly presented as a learning opportunity and integrated in the learning curriculum to fully exploit their learning value. Future research should explore ways to support learning through selection assessments in residency training.

Gail Brekke
Prairie View A&M University Undergraduate Medical Academy

Purpose
Many undergraduate pre-medical students are unprepared for student internships, shadowing experiences, or jobs in the medical field. Forming a Community Emergency Response Team (CERT) program at our university offers students training in emergency preparation and training, including CPR/AED/ First Aid Training and certification, triage and shelter creation and maintenance. Pre-first responder training (such as CERT), enhances their experiences and better prepares them for future medical internships and shadowing experiences through real life, hands-on training.

Methods
The Prairie View A&M University (PVAMU) Texas Undergraduate Medical Academy (UMA) has had a CERT program since 2016. Campus CERT offers classes every semester, which consist of 24 classroom hours, with a CPR/AED/First Aid component, Stop the Bleed training, triage and shelter training, and a disaster drill simulation. Since the CERT program is a federal program operating as a division of Homeland Security under FEMA and the Department of Defense, all federal guidelines are followed. Participation in CERT training is free of charge, and all equipment and materials are provided through a grant.

Results
Over 50 participants have successfully completed CERT training, and at least 10 have also completed advanced CERT instructor training. Popularity of the program continues to grow, and the CERT course has proven invaluable to the community when disaster has struck, such as Hurricane Harvey in 2017. The skills learned in the CERT course have been used as the participants continue their journey in the medical field.

Conclusion
The campus CERT program continues to grow, and has successfully prepared future medical professionals for student internships, shadowing experiences, and careers in the medical field. The participants actively participate in CERT activities, and several have completed advanced training and gone on to grow their own CERT programs at other universities. Maintaining a campus CERT program has benefited the students, faculty, staff, and community.

Ahdeah Pajoohesh-Ganji
The George Washington University

Purpose
Research-intensive faculty and physicians in medical schools teach undergraduate and graduate students, staff, medical students, interns, and residents on a daily basis. However, they are often asked to teach without receiving any formal training in evidence-based teaching. To provide these faculty with essential teaching training, we designed a seminar series, the Teaching Essential Series (TES). Our goal was to determine how the TES helped these faculty.

Methods
TES consisted of seven sessions (learning objectives; assessment; designing instruction; writing exam questions, maximizing clinical learning; balancing research, teaching, and service; and using technology to teach). All TES sessions consisted of a brief online module, including a video and application activity, as well as an hour Zoom session designed for an in-depth discussion of the topics and application of the concepts introduced in the online modules. In this ongoing mixed method study, using a Kirkpatrick Model evaluation lens, we conduct semi-structured interviews and perform pre- and post-surveys assessing knowledge attainment, confidence, and satisfaction. Descriptive statistics are used to analyze survey data while interviews are transcribed verbatim and analyzed thematically.

Results
Our preliminary thematic analyses of interviews identified three themes: 1) novel use of new knowledge in and outside of the classroom; 2) challenges of balancing research, teaching, and service; and 3) conceptualizing excellence in teaching as a process. Preliminary survey analyses indicate satisfaction with the sessions, increase confidence in skills, and increased knowledge attainment.

Conclusions
Research-intensive faculty and physicians in medical schools are expected to teach without any formalized training. Our findings suggest that a seven-session series on teaching essentials provides the necessary foundational knowledge and skills for participants to immediately and effectively apply what they have learned in the classroom and in other areas of their professional/personal lives. Preliminary findings support the transfer of knowledge beyond formal classroom teaching and the perceived value of the program.

Heather Christensen
University of Cincinnati

Purpose
Several studies revealed the impact COVID-19 had on academic medicine, from healthcare workers to research scientists to students. However, there is a paucity of data describing the experiences of educators, who were called to convert coursework online. Our national, mixed-methods study aimed to understand the unique impact of "work-from-home" orders on medical educator (MedEd) faculty.

Methods
Members of IAMSE were invited to participate in our national study, a quantitative survey investigating faculty experience prior-to/during COVID-related work orders, across a range of professional roles and domestic contexts. Qualitative questions elucidated positive/negative sentiments, and a three-round Delphi probe identify the most pressing concerns in MedEd.

Results
Participant responses (n=195) were analyzed across gender, race, age, and faculty role/rank. Men and women reported different perceptions of the shared responsibilities in the home space. While all MedEd faculty reported feeling overwhelmed during the pandemic with workdays that lacked continuity (p=0.013 for males; p <0.001 for females), gender x response contingencies showed a significant COVID effect for female educators: only 46% of women felt on track to achieve career goals and only 30% were satisfied with work-home-balance. However, 72% of women did (strongly) agree that they were producing quality work. Qualitative data showed negative perceptions toward adaptations to new technology and rapid switches to online learning. Educators reported lower productivity in research and scholarship, and observed teaching quality suffered. Positively, participants did report becoming more efficient with their time. Themes were bolstered by the Delphi probe, which elucidated the unfavorable impact of online interactions. Top concerns were related to student-professor or inter-professional relationships hindering the learning environment.

Conclusions
It is important to understand the impact of abrupt shifts to online teaching and "work-from-home" orders. Namely, women and junior faculty experienced these circumstances significantly different than male counterparts. Our rich data set has broad implications for advancement of MedEd faculty.