Amy Jayas
Association of American Medical Colleges

Purpose
Medical Student Performance Evaluations (MSPEs) intend to provide an honest, objective summary of a student's attributes, experiences, and academic accomplishments. However, challenges regarding MSPE content, usage, and interpretation persist. An understanding of MSPE users’ perspectives can inform improvements to the MSPE.

Methods
Using Association of American Medical Colleges’ 2020 Resident Readiness Survey data from U.S. Program Director (PD) respondents nationally, a thematic analysis, focused on the MSPE, was conducted on written responses to an open-ended prompt about usefulness of intern information provided to the PD by the medical school. Two investigators independently open-coded these comments, comparing and reaching consensus on preliminary themes, then analyzed additional comments and jointly finalized themes after no new themes emerged.

Results
Of 2,859 PD respondents (69.5% of 4,109 invited), 697 (24.4% of 2,859) provided comments; we analyzed 450 (64.6% of 697) of these comments. MSPE information perceived as useful included assessments that accurately aligned with interns’ performance, detailed evaluations of clinical performance, and identification of areas for improvement. PD concerns about MSPEs included a sense that MSPEs did not provide truly evaluative information, leading to perceived lack of transparency; and challenges related to the wide variety of MSPE formats. Optimal MSPE characteristics that PDs identified included a standardized format, area of improvement and specialty-specific sections, and more assessment details regarding rotations and clerkship comments.

Conclusions
In this national sample, PDs perceived the MSPE as useful when it accurately aligned with interns’ performance, provided detailed assessments, and described areas for improvement. These findings, based on U.S. centric residency transitions, extend previous recommendations from national organizations regarding MSPE transparency to improve its content. Optimal MSPE characteristics identified through these PD comments can inform future MSPE guidance and practices at all medical schools to improve the transparency of the transition to residency process.

J. Douglas Miles
University of Hawai'i John A. Burns School of Medicine

Purpose
Neurophobia “anxiety about neuroscience topics” is common among medical students. There is concern that this may adversely affect students' likelihood to choose neurology as a career, or their ability to diagnose neurological conditions. Students at a Hawai'i medical school were surveyed to assess their level of neurophobia.

Methods
Over the course of 3 years, 228 Second-year medical students were asked to asked to rate their anxiety about neuroanatomy, compared to other classes in medical school. Students rated their anxiety on a 4-point Likert scale, on which the options included: “Not anxious at all,” “Not very anxious,” “A little anxious,” and “Pretty anxious.”

Results
Of the 228 students who responded, 208 (91.2%) stated that they were at least a little anxious about neuroanatomy compared to other medical school courses. This percentage increased over the three-year period, with 85.7% of respondents in 2020, 93.2% in 2021, and 94.8% in 2022 reporting at least a little anxiety. Over all three years, 110 (48.25%) reported feeling pretty anxious, while only 3 (1.32%) reported no anxiety at all.

Conclusion
The vast majority of second-year medical students at the University of Hawai'i John A. Burns School of Medicine report significant levels of anxiety regarding neuroanatomy compared to other courses in medical school. It remains to be seen if this neurophobia is likely to adversely affect student's performance in the course.

Michael Dewsnap
Texas A&M School of Medicine

Purpose
Leadership is noted as an essential, often overlooked, component of medical education, as it improves the physician’s ability to lead others. Existing literature shows that leadership training in undergraduate medical education (UME) differs widely among institutions. Interventions for leadership development have not been significantly documented with regard to their impact on medical students. The purpose of this study (IRB2022-1022) is to understand how a leadership seminar influenced medical students’ perceptions of their ability to lead other healthcare professionals.

Methods
A leadership seminar was offered to 23 student government leaders from all four years of medical school. A mixed methods approach was used to collect and analyze data on their perceptions. A pre and post-seminar survey consisting of open-ended questions and a series of graded statements were administered. A combination of qualitative analysis on the open-ended responses and t-test on the scored statements allowed for subjective and objective reflections of the seminar’s influence.

Results
Comparing the responses from both surveys illustrated a change in perspective on the development of leadership and application of learned skills beyond the scope of the clinical team. The findings from the pre-seminar survey demonstrated a focus on individual abilities while responses gathered after the seminar focused on the role of the team and group dynamics. The t-test analysis showed that after the seminar, participants felt significantly more confident in being proactive when addressing group dynamics.

Conclusion
The impact of the study showed that participants were able to reflect on their personal capabilities as leaders, while considering their role and other’s responsibilities on a team to achieve common goals. Leadership development in UME encourages medical students to assess their strengths and weaknesses and further apply learned skills to the medical field.

Rakshita Giri
Kirk Kerkorian School of Medicine at the University of Nevada Las Vegas

Purpose
The objective of this study was to determine which variables associated with historically disadvantaged groups were the most crucial predictors of medical school performance. Previous studies have shown that students from a variety of disadvantaged groups score lower on the Medical College Admissions Test (MCAT) than their peers. Despite starting medical school with a lower performance, these students academically equalize with their peers by Step 2. However, research has not investigated the compounding effect of these disadvantages and if they are predictive of medical school performance.

Methods
Performance was examined at five points during medical education: MCAT, preclinical exams mean, USMLE Step 1, clinical exams mean, and USMLE Step 2. Student status for the following disadvantages were identified: first generation, socioeconomic disadvantage (SED), underrepresented in medicine (URiM), competitive college ranking, and high school quality. A multi-variable linear regression was performed to determine the most important disadvantage predictor for each exam. A chi-squared test was used to determine associations between the biggest predictor and other variables. An ANOVA test was then performed to determine differences in test performance.

Results
Students who are URiM scored lower on all five examinations compared to the other disadvantaged categories. URiM students are more likely to also be first generation and SED. However, students who are first generation and SED but not URiM showed improved performances throughout the course of their medical education.

Conclusions
URiM students are more likely to have a compounding effect of 3 disadvantages (URiM, first generation, and SED) that negatively impact educational performance. However, students with any number of disadvantages, not including URiM, actually improve in performance.

Lise McCoy
New York Institute of Technology College of Osteopathic Medicine

Purpose
Faculty development is a dynamic part of every undergraduate medical school. However, in the US, aside from accreditation standards, there exist few inventory tools for measuring FD program quality. In 2021, our team of experienced faculty developers created a new inventory instrument, called the Faculty Development Program Quality Measures Inventory (FDPQMI).

Methods
Designed as a survey instrument, the FDPQMI may be used to gather quantitative, longitudinal data from stakeholders for formative or summative program evaluation or planning. Stakeholders (faculty developers, college of medicine leadership, or organizations) may use the inventory to rate their own FD programs with respect to 5 categories, 30 measures, and 156 quality indicators, deriving a total score. In 2022, we shared the inventory with our AAMC Faculty Development GEA for input and revision.

Results
From our pilot phase, we refined the outline of the instrument, constructed in five categories, and 30 measures. The five categories are as follows: Resources for FD: Personnel, Budget, Academic Technology Support, etc. Culture: The extent to which faculty developers influence the culture of learning at the COM. Activities: The training activities provided for faculty development by internal and external trainers. Outcomes: The standards, resources, and data required in order to establish faculty development outcomes. Program Evaluation: The processes and steps toward FD program evaluation.

Conclusion
This project has highlighted the need to design a validated inventory for improving faculty development programs for undergraduate medical education. If expanded, the inventory might be helpful for improving faculty development in graduate medical education other health professions schools. In 2023, we plan to conduct a series of focus groups with diverse stakeholders to validate the instrument, and develop a tandem website for sharing quality indicators of faculty development. During this poster session, we will introduce the inventory, gather input, and invite participants to rate their own programs.

Maria G. Zavala-Cerna
Universidad Autónoma de Guadalajara

Purpose
Off-label use of stimulant medications among medical students to improve academic performance (“pharmacologic cognitive enhancement” [PCE]) has been prevalent for at least a decade. Among studies that have examined this group, few explore associated factors beyond coping with high-stress levels have not been fully explored. Our main objective was to update current literature by determining the association between learning approaches and PCE use among a cohort of international medical students during the basic sciences portion of their medical education.

Methods
After IRB approval, we conducted a cross-sectional study via an anonymous survey amongst a population of international medical students. The survey included the Study skills inventory for Students (ASSIST) to characterize study habits. Medication use and ADHD diagnosis status were determined. If medications were taken for non-medical purposes, we inquired about motivation and anxiety levels at baseline and with use. For statistical analysis, we used mean and SD for descriptive purposes. The inferential phase was done with the student’s T-test for quantitative variables and chi squared for qualitative variables.

Results
We received 113 responses to our online survey. Nearly half (46.9%) of respondents were aged 24-26, 30.1% were over the age of 27, and 36.8% identified themselves as males. Overall, the prevalence of CE use was 8.0%. Within this group, 88.9% sought to improve academic performance, and 44.4% reported severe anxiety at baseline. Less PCE use was associated with strategic (p < .0033) and/or deep (p < .0493) approaches to learning.

Conclusion
Among a cohort of international medical students, the prevalence of PCE was 8.0%. Our results underscore the motivation to improve academic performance while enduring high stress within a hyper-competitive environment. By evaluating CE use and study habits, we offer a unique assessment of possible factors contributing to off-label stimulant use among medical students.

Diane Chico
Texas A&M School of Medicine

Purpose
Noting that the existing mentoring programs for faculty mainly revolved around promotion and research, the members of the Academy of Distinguished Medical Educators (ADME) developed a program to provide mentoring to faculty members in the areas of instruction and educational leadership. The Mentoring for Educational Excellence and Leadership (MEEL) program is a year long program that pairs members of the ADME to mentees seeking to enhance their professional development as an educator and/or goal of achieving effective leadership in education. This presentation will describe the program, its outcomes to date, and lessons learned.

Methods
MEEL addresses the mentoring needs of faculty and post docs in the areas of instruction and leadership in medical and graduate education. The program is an individualized collaboration between MEEL Fellows (mentees) and mentors. Mentors are primarily members of the ADME while mentees (Fellows) are faculty and post docs from across the School of Medicine. The first cohort of the MEEL program began in 2019 and, to date, there have been three cohorts.

Results
Sixteen faculty have completed the program with nine faculty members currently in the third cohort. Fourteen faculty members have served as mentors across the three years.  Results from an end of program reflection indicate that mentees felt this program helped them attain their goals, such as creation of a course and moving into leadership positions. Both mentors and mentees found the experience beneficial.

Conclusion
Mentoring programs that focus on instruction and leadership in medical and graduate education are desired by faculty and serve to help them achieve their goals in these areas. This program has shown promise in creating a framework of support for faculty to develop as educators and leaders.

Benjamin Ramsey
University of South Carolina School of Medicine Columbia

Purpose
There is a large demand for volunteer clinical experiences among medical students. Medical schools often market themselves to prospective students by offering opportunities to work with underserved patients early in their education and make a difference in the local community while in school. We have created a structured intervention (PIIT model) where volunteer medical students provide diabetic education and lifestyle counseling for patients at a local free clinic.

Methods
The PIIT model (Patient Education, Individualized Goal Setting, Interim Monitoring, Targeted Follow-up) has been used at a free clinic in Columbia, SC since August 2022. Free clinic providers select patients for enrollment who have poorly controlled diabetes. Patients are given a link to a YouTube channel with educational videos which are written at a fourth-grade reading level. A medical student volunteer calls the patient to screen for social barriers to care and set specific goals for diet, physical activity, sleep, and hydration. The medical student calls the patient for follow-up at a patient-determined interval of one to four weeks. Third and fourth year medical students document patient progress in the free clinic’s EMR prior to each patient’s next clinic visit. Preliminary data on patients undergoing PIIT model intervention is being collected including A1C, BMI, and subjective ratings of diabetes management.

Results
26 medical student volunteers are currently working with their assigned patients. The free clinic work is supported by a student organization with eight leaders in the third and fourth year classes as well as three faculty advisors. The project has received interest from free clinics state-wide. Preliminary data on patients will be presented as well as feedback from student participants.

Conclusion
Student-led service initiatives can facilitate valuable patient encounters and increase a medical school’s community footprint.

Gisselle Gallego
The University of Notre Dame, Australia

Purpose
People with disability experience health disparities and discrimination. One important factor contributing to the quality of health care are the attitudes of health care providers. The aim of this study was to assess the impact of an educational intervention on medical students’ attitudes towards people with disability.

Methods
An education intervention that included a communication workshop delivered by a Speech Pathologist and two educators with lived experience. The intervention focused on learning practical skills and interactions with people who have difficulty communicating. The workshop combined elements of disability education, direct experience, and interaction with two educators with disability and a Q&A discussion centred around experiences within the health system.

Results
Eight students agreed to participate in the intervention. Pre survey Attitude towards Disabled People Form O (ATDP-O) scale scores ranged from 63 to 90 with a mean score of 76. The amount of time spent with someone with disability varied largely from less than 5 hours to more than 50 hours. The focus group reflective discussion drew out a broad range of views and three key themes were identified: 1) ‘developing skills’, 2) ‘perceptions and preconceived ideas’ and 3) ‘futile efforts against a flawed system’. All students described the workshop as a valuable learning experience. Most of the students emphasised that the workshop had led to an increased level of comfort, confidence, awareness and understanding about how they would approach and communicate with their future patients with disability, as the ‘clinicians of tomorrow’. Students also highlighted the lack of disability education in the current medical curriculum.

Conclusion
Our findings suggest that this education intervention with combined elements including people with lived experience has a potential to change medical student’s attitudes, build their confidence, skills and comfort working with people with disability and in particular, those with communication disorders.

Veronica Coleman
University of Texas Southwestern Medical Center, School of Health Professions

Purpose
Increasing diversity in the Physician Assistant (PA) profession is crucial to providing equitable, and culturally competent healthcare to the nation’s changing demographics. Despite many efforts to enhance PA workforce diversity, 73% of Texas PAs were White according to the 2020 NCCPA demographic data. Over the past decade, the UT Southwestern (UTSW) Department of PA Studies has intentionally increased recruitment, retention, and the number of diverse graduates. Increasing proportion of program graduates work in underserved communities.

Methods
We obtained demographic data of program graduates from the Cohorts of 2016 and 2020 from Integrated Post-Secondary Education Data System (IPEDS) and compared that to NCCPA data of Texas PA demographics. We also analyzed whether the proportion of graduates serving medically underserved areas (MUAs) changed between 2016 and 2020.

Results
In 2016, 63.4% of UTSW PA graduating class was white, which decreased to 46% in 2020. In comparison, approximately 73% of Texas PAs are white in both 2016 and 2020. We found that in 2016, 20% of our graduates worked in MUAs, that rose to 29% with the 2020 cohort.

Conclusion
Through intentional efforts aligning with the program’s mission and vision, recruiting in colleges and institutions that serve historically underrepresented groups, holistic admissions processes, and retention through targeted support, UTSW has been able to increase the diversity of its graduating PA students between 2016 and 2020. Increasing proportions of these graduates serve in MUAs, thereby contributing to workforce diversity and healthcare equity.

Natascha Heise
Eastern Virginia Medical School

Purpose
The lack of underrepresented groups in medicine and health professions is predominantly due to various disparities such as bias in educational environments, limited educational opportunities, and the 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 hands-on activities related to medicine and health.

Methods
Freshmen premedical scholars from local universities participated in four sessions at Eastern Virginia Medical School (EVMS) focusing on hands-on activities related to medicine and health: animal dissections and sterile techniques with suturing. Each workshop was composed of a short presentation of the relevant anatomy, self-directed and independent work, and clinical correlations led by medical and health profession student and faculty mentors. Program effectiveness was measured via observations and reflections.

Results
Observations indicated scholars were actively involved in the workshops and asked relevant content questions. The learning environment was deemed respectful and inviting for scholars to share their thoughts and make mistakes. During the reflections, scholars stated the workshops were informational, engaging, and fun to learn from mentors. Scholars further commented the workshops increased their confidence in dissection and suturing. Scholars' perception about medicine and health evolved to feeling inspired, humbled by the medical intricacies, and intrigued to pursue a medical career in the future.

Conclusion
Various outreach and mentoring programs have shown to be successful in engaging and recruiting underrepresented groups into medicine. In this study, the hands-on activities enabled underrepresented premedical students to visit EVMS and get exposed to medicine and health. This effort may have increased their educational opportunities and provided them with mentors and role models. Overall, feedback was favorable and continuation of the DEI program is supported by the data.

Peter Kondrashov
AT Still University - Kirksville College of Osteopathic Medicine

Purpose
As students progress through premedical training, many factors influence their decision-making when choosing a specific medical school for matriculation. The aim of the current study was to investigate factors that influence premedical students when deciding which medical school to matriculate into.

Methods
A short, electronic survey was sent to premedical students at undergraduate institutions in the United States. The survey included a list of 12 potential factors that students considered when applying to medical school. Using a Likert-like scale, factors were rated from most important to least important. Students were also asked to enter their current level of education and identify the institution they attended. For data analysis, a linear mixed effect model was used to account for the rated importance of the 12 factors by the same student.

Results
Overall, 364 students completed the survey. The highest ranked factors included whether the medical school was located inside or outside the United States (80%), whether there were residencies affiliated with the school (76%), followed by program’s average MCAT (75%), GPA (74%), cost (74%), and board pass rate (73%). The lowest ranked factors included whether the program was at a public versus private institution (51%) and the year program was accredited (45%). When comparing ratings with level of education, students with completed bachelor’s degree rated the 12 factors differently than those without (P<.001). When comparing ratings with the type of institution attended or geographical region, there was no effect for how students rated the 12 factors (both P>.68).

Conclusion
Results of the current study suggested that medical school location was the most important factor for premedical students. Other rated factors emphasized the importance of individualized approach to medical school admissions process. By providing a better understanding of the decision-making of premedical students, these findings may assist medical schools with recruitment of potential students.

Supreet Kaur Raina
Mercer University School of Medicine

Purpose
The hidden (implicit) curriculum has a significant impact on several aspects of medical education: formation/modification of students’ attitudes, identification of institutional culture and value, and growth in ethical and professional behaviors. The students in the pipelines, pathways, and bridges programs such as postbaccalaureate graduate programs in medical school experience layers of implicit learning through the learning environment. For the overall success of students as independent learners, the physiology course was reviewed and redesigned to consider factors influenced by both the explicit and implicit medical curriculum.

Methods
Based on the hidden curriculum management model suggested in the previous articles, each of the following factors in the formal curriculum was reviewed: course objectives, content, teaching method, setting, and assessment. To align with the mission and value of our medical school and learning outcomes and expected competencies of our program, the physiology course was redesigned.

Results
The overall course objectives were modified to emphasize problem-solving competencies. The course contents were revised most significantly to promote students for taking challenges in the depth of learning from the breadth of learning many factual pieces of knowledge. Learning resources and teaching methods have been changed to facilitate independent learning. Assessments were revised to align with the revised teaching methods.

Conclusions
In summary, the formal curriculum of the physiology course was redesigned with the consideration of a hidden curriculum. Several barriers and challenges were identified. Proper methods to assess the effectiveness of the revised course remain a significant challenge.

Nelson O. Reyes
San Juan Bautista School of Medicine

Purpose
Precision medicine is a new model of healthcare that considers patients' unique characteristics, like genomics, medical history, lifestyle, and environment. It helps identify risk factors, initiates preventive measures, and personalizes treatment plans. Previous studies have reported the need to expand the educational content in the field of personalized and genomic medicine in medical schools. The SJBSM Precision Medicine Interest Group's (SJBPMG) mission is to contribute to the development of future health professionals involved in precision medicine. Hence, our group promotes evidence-based intervention considering aspects previously mentioned, including sex and gender.

Methods
The San Juan Bautista School of Medicine is a USMLE-accredited medical school that uses a Systems-Based curriculum with four years of education. Within this school, SJBPMG was registered on 06/2021 and currently has 84 members. To our knowledge, it is the first precision medicine group in Puerto Rico and is divided into four branches: Evidence-Based Medicine, Advanced Therapies, Sex & Gender, and Community Outreach Program. For each, extracurricular activity is incorporated with the goal of expanding the educational content devoted to the organization’s mission.

Results
Under the Evidence-Based branch, SJBPMG organizes a weekly clinical case in which an average of 54 students participate. Under the Advanced Therapies branch, the organization created an alliance with the Health Science Educational Institute of PR to provide extracurricular education focused on innovative treatment. Under the Sex & Gender division, our group joined the school’s Inter-professional Health and Humanities Curriculum to address competencies in sex and gender topics in the medical field. Lastly, the Community Outreach Program focuses on participating in mobile clinics and health fairs in underserved communities in Puerto Rico.

Conclusion
SJBPMG’s approach is an effective educational model that provides knowledge and skills regarding precision medicine. The organization has developed compelling strategies that adapt to student needs to prepare them with novel practices in medical care.

Mark Guadagnoli
University of Nevada, Las Vegas

Purpose
Feedback is globally acknowledged as a necessity for effective learning and performance improvement. However, depending on how it is delivered, feedback has been shown to have variable effects on subsequent performance. Here we introduce a simple framework for effective feedback called Good, Better, How (GBH). This method has a substantial scientific foundation rooted in cognitive psychology and performance optimization and it was anticipated that it would appeal to anyone who provides feedback to learners or employees.

Methods
Faculty and trainees in a School of Medicine were given a pretest, intervention, and post-test regarding their perception and efficacy of feedback. The intervention was teaching faculty and trainees the feedback method is known as Good, Better, How (GBH). The method requires the giver and receiver of feedback to determine what was good about the event or behavior, what could be better, and suggest tangible methods for improvement. Data were analyzed relative to change scores between the Pre and post-test assessment as well as quantitative measures such as trainee ratings.

Results
Both faculty and trainees noted a significant improvement in their perception and efficacy of feedback after receiving GBH training and using the GBH method. Individuals noted a more constructive and collaborative feedback session that encourages successful behaviors; discourages behaviors that yield suboptimal performance; 3). establishes a method for improving behaviors and strategies; and 4). improves the relationship between the giver and receiver of feedback.

Conclusion
Overall the GBH method was well-received by the givers and receivers of feedback. It is suggested that the cooperative, solution-based approach can have an important place in medical education.

Paula Miksa
Lincoln Memorial University

Purpose
Accreditation standards for multiple health professions include statements about preparing students to provide care to patients with consideration for social determinants of health. Educators must also prepare students to work collaboratively in interprofessional patient centered teams. An essential member of the patient centered team is the patient and with the onset of COVID-19, we have seen a decline in the ability of patients to access health care in traditional ways. Telehealth is one way to improve access to care. Therefore, this project was created to provide students with an opportunity to analyze the impact of social determinants of health including culture, language, and health literacy, along with Interprofessional telehealth considerations, as they pertain to continuity of care and the patient's ability to make and implement health-related decisions across multiple levels of patient-centered care.

Methods
Students from six health care disciplines (PA, FNP, PharmD, DO, DMV, DPT) participated in three synchronous virtual sessions that utilized a progressive simulated case study of a standardized patient and one synchronous virtual debrief. The sessions simulated realistic patient care using telehealth modalities to follow the patient from the hospital setting to a skilled nursing facility to the patient’s home.

Results
Completion of the program (n= 227) led to an increase in knowledge of all educational learning objectives. The students self-assessed readiness to participate in collaborative care increased in all IPEC domains: communication (9.08%), teamwork and team-based care (20.05%), roles and responsibilities (9.74%), and values and ethics (4.73%).

Conclusion
The interdisciplinary team simulations and small group discussions modeled how effective collaborative care can improve continuity of care and patient’s engagement in decision making. Students were able to visualize and reflect on how healthcare professionals collaborate during transitions of care and utilize telehealth to provide patient-centered care and address any social determinants of health.

Arthur Liang
Columbia University Vagelos College of Physicians and Surgeons

Purpose
Doctor-patient interactions act as a crucial component of the medical visit shaping the patient’s understanding, comfort, and trust. Medical professions require technical and diagnostic skills alongside empathy and humanism to holistically care for patients. Premedical programs for high school students often focus on biology, anatomy, and surgery but neglect the ‘art of medicine’ and patient narratives. To address this absence, a summer program for high school students, hosted by the Columbia University VP&S Global Health Organization, aimed to educate high school students on medical topics while emphasizing the fundamental importance of humanism in medicine.

Methods
142 adolescents from 18 countries engaged in a 7-week interdisciplinary medicine and research program. They completed weekly asynchronous medical education modules followed by synchronous didactics and simulated patient interviews. Each module focused on an aspect of medicine such as social determinants of health, patient narratives, and caregiving. Faculty and medical students at VP&S shared insights from clinical interactions. After each week, students completed a ~250 word reflection of the week. The reflections were thematically analyzed for frequency of words and phrases to gauge student response and incorporation of humanism in their learning.

Results
Students completed the program and demonstrated active engagement in discussions on humanism and the art of patient communication more than any other topic. Palliative care was commonly discussed with the phrase “humanize death” mentioned 30 times and related resources 99 times. Students could also recognize the importance of the patient interview in both the diagnostic and treatment process. Students remarked that learning about palliative care through modules, documentaries, and interactions with medical students and physicians had altered their view of what constitutes a career in medicine.

Conclusion
Student and faculty reflections about patient narratives and experience paired with asynchronous educational modules enable summer program students to engage in the humanistic aspect of medicine.

Lydia Lukomski
Eastern Virginia Medical School

Purpose
At Eastern Virginia Medical School (EVMS), in anticipation of an extensive vaccination workforce required for institutional and community COVID-19 immunization programs to mitigate the pandemic, a training and certification program was developed for students in the Doctor of Medicine (MD) and Physician Assistant (PA) programs to serve as vaccinators. This timely and proactive effort created an effective learning experience with life-saving community benefit. Volunteer feedback supported a valuable training model that can be leveraged in additional public health scenarios.

Methods
Faculty and students worked with local and state partners to enable medical and PA students to vaccinate patients. An educational program on the development, side effects, handling and delivering intramuscular injection (IM) of mRNA COVID-19 vaccines was developed. An IRB-approved survey was administered to student vaccinators to elicit feedback about the training and volunteer experience.

Results
Utilizing critical relationships with hospitals, churches, community organizations and health departments between January 2021 and September 2022, EVMS students administered nearly 50,000 doses of COVID-19 vaccines both at EVMS and in the Eastern Virginia region to the most at-risk and underserved communities. Of the students surveyed, responses revealed (1) the most commonly cited reason for volunteering was to serve the community in an essential effort, and (2) the aspects of training students were most satisfied with were the ability to ask questions directly to instructors during training and the direct observation and supervision of IM injections by a physician in the clinical setting prior to completing training.

Conclusion
The initiative presented herein describes a student vaccinator training program during a pandemic which may be adopted by medical schools to provide an innovative student learning experience with life-saving community benefit. Based on our results, a student training strategy can be leveraged for public health efforts including vaccinations and other community health strategies.

Alison Haddock
Baylor College of Medicine

Purpose
Since 1995, Baylor College of Medicine (BCM) has offered a two-year-long faculty development program - the Master Teachers Fellowship Program (MTFP) - to enhance faculty skills as educators, educational scholars, and education leaders across the institution. As part of broader curriculum renewal, we are adapting the program to be competency-based and outcomes-oriented. The purpose of this in-progress study is to identify, refine and operationalize programming aligned with national educator competencies.

Methods
We convened an advisory committee of educational leaders and prior MTFP participants from our schools (Graduate School of Biomedical Sciences, School of Health Professions and School of Medicine) to review the newly released ACGME (Accreditation Council for Graduate Medical Education) Clinician Educator Milestones and a program-developed milestone designed to capture unaddressed program objectives. We asked the committee to provide written feedback specific to an inclusive, longitudinal, educational scholar and leader development program, prioritize milestones for the context, and indicate competency levels at which fellows should enter (prerequisite) and exit (graduate) the program.

Results
The highest prioritized milestones were Science of Teaching and Learning, Curriculum, Reflective Practice, Recognition and Mitigation of Bias, Teaching and Facilitating Learning, and DEI in the Learning Environment. Our developed milestone “Fostering Educational Community “was also rated high or moderate priority by all respondents. Administration Skills, Well-Being, and Programmatic Evaluation were lower priority, due to misalignment with the format, alternative opportunities, or lack of generalization across faculty groups.

Conclusion
Lessons learned include approaches to generalize milestone language to be inclusive of other health professions educational settings, and the need to frame professionalism as a prerequisite for this level of educator development. Next steps include milestone-based self-assessment, CV review and focus groups for current participants and other stakeholders to gather perceptions and identify evidence of achievement of the selected milestones. 

Michael Herr
University of Alabama at Birmingham

Purpose
According to the National Residency Matching Program, 631 pathology positions were offered in 2022. In total, 248 MD seniors applied and filled just over a third (36.6%) of the offered positions. To bolster interest of medical students in pathology, a medical school pathology interest group organized a multi-day, interprofessional teaching activity to introduce rising second-year medical students to pathology as a career.

Methods
During the activity, students biopsied tissue from cadavers in the gross anatomy lab under the supervision of an anatomist. Thereafter, students participated in the standard tissue processing by shadowing a histotechnologist. Under the guidance of a pathologist, students microscopically examined slides and discussed the clinical findings. Five students completed both pre- and post-activity surveys assessing their knowledge of pathology as a specialty.

Results
All five students had a BA/BS degree as their highest level of education. Only one student indicated that he or she had previously shadowed a pathologist as a medical laboratory scientist for a duration of four years. Two students indicated that they were interested in internal medicine, one indicated radiology, one forensic pathology or radiology, and one was undecided. Post-activity survey results indicated that participation increased their knowledge of pathology as a career with a median increase of 0.8 points (range: 0.2 to 1.6) on a 5-point Likert scale. Students also indicated that their participation increased their knowledge of pathology skills and techniques - median increase of 1.2 (range: 0.8 to 1.8).

Conclusion
This interprofessional teaching activity can be implemented by medical educators to increase exposure of medical students to pathology as a career with the benefit of increasing student knowledge in the specialty.

Uzoma Ikonne
Eastern Virginia Medical School

Purpose
Students have an unprecedented number of study resources available to use. A recent study demonstrated a shift in the frequency of student resource use, particularly outside resources (academic resources not provided by academic institutions or faculty), as students progress through the curriculum. The purpose of the current study is to compare the frequency of resource use among medical students across different institutions.

Methods
This prospective cross-sectional study examines factors that influence outside resource use and frequency of resource use for second-year medical students. A questionnaire was sent to second-year medical students at three institutions: one osteopathic (ATSU-School of Osteopathic Medicine) and two allopathic (Eastern Virginia Medical School and the University of Central Florida). Welch’s ANOVA was used for the statistical analysis.

Results
Preliminary results suggest that students across institutions are using outside resources frequently. We observed similar influence of factors for the use of outside resources such as preparing for licensing exams across institutions. However, we observed a difference regarding use of resources to prepare for course exams. Analysis of resource use frequency between institutions revealed some differences. For example, use of resources for disciplines such as physiology, microbiology, and pathology was observed. Additionally, differences were noted when comparing the use of specific resources such as transcripts, self-generated student resources, and online resources generated by peers.

Conclusion
The observation that students across all institutions are influenced similarly to use outside resources to prepare for licensing exams is expected. However, we did observe some differences which could be explained by variations in curriculum, faculty, and student culture. The preliminary results from this current study are consistent with what has been observed in previous studies. Establishing a better understanding of how students use outside resources will enable faculty and institutions to help students develop as self-regulated learners.

Suma Thareja
Medical College of Wisconsin

Purpose
A virtue-based model of character development for training future physicians may lead to increased flourishing in medical students. Ten years ago, the Chicago Project on the Good Physician investigated the moral and professional formation of a nationally representative cohort of third-year medical students. Now, in partnership with the Medical College of Wisconsin and the Kern Institute, we are resampling this cohort to assess physician professional development longitudinally in addition to exploring what variables assessed during medical school predict flourishing ten years later in clinical practice.

Methods
We will invite 550 physicians to complete an online or paper survey. Project stages include 1) developing a rigorous survey with repeated and new measures of character virtues, practical wisdom, and flourishing, 2) performing cognitive interviews to improve survey flow and interpretation, 3) launching survey and collecting responses, 4) completing quantitative and qualitative analyses, and 5) disseminating findings and conducting semi-structured follow-up interviews.

Results
We have completed two stages. We repeated measures of calling, generosity, emotional empathy, burnout, role models, and career interests. Newly, we added human flourishing, self-compassion, illegitimate tasks, and situational wise reasoning scales. We also sought to identify personal, professional, and societal experiences participants may have faced in the past ten years. After assimilating feedback from six content experts and cognitive interview sessions with nine physicians, we modified the order of measures, decreased length, included consistent language within prompts, and diminished the cognitive load around eliciting participants’ life experiences. We plan to rollout the survey after an additional group of cognitive interviews.

Conclusions
Through iterative efforts, we developed an empirical survey to discern changes in caring practices, growth or degradation in character virtues, and human flourishing, of physicians from when they were medical students. We anticipate findings from this study would provide continued evidence in support of a virtue-based model of character education in medicine.

Carol Elam
University of Kentucky

Purpose
Many graduate and professional school leaders recognize the importance of developing curricula that address race, class, social determinants of health, and structural racism as causes of racial disparities in health outcomes. But building timely and relevant educational experiences that address such foundational subject matter as historical contexts, biological and cultural differences, social determinants of health, research ethics, bias and cultural humility, unfair treatment of marginalized populations, and discriminatory health policies and practices may seem formidable. This poster will describe our approach to creating a race, racism, and health inequities elective.

Methods
This elective was first offered in Spring, 2022 to medical and graduate students by our Department of Behavioral Science as a required elective experience in the newly developed White Coats for Black Lives Fellowship experience. Enrollment was capped at 12 students to foster engagement and active learning in an inclusive and trusting environment. Fifteen topics were addressed across each two- and a half hour session -- incorporating readings, reflection essays, and student presentations (e.g., terminology related to diversity and equity, health inequities, and anti-racism initiatives). Instructional approaches were varied and included: Team-Based learning, Interactive exercises led by course faculty, Book Club and Cinema Case Study discussions, Q and A sessions with Expert faculty presenters, and TED talks.

Results
Preliminary evaluation data suggested that students completing the elective thought such content should be required for all health professions students. A comprehensive evaluation of elective outcomes will be conducted in Spring 2023 and will be provided at IAMSE 2023. Ideally, student awareness of racial justice issues and later involvement in anti-racist initiatives should be tracked over time.

Conclusion
Using a variety of expert faculty facilitators, a range of instructional methods, and student reflections and presentations contributed to a unique level of engagement between medical and graduate students in considering the pressing topics addressed.

Catherine Coe
University of North Carolina

Purpose
When curricular revisions occur in medical school or residency programs, evaluations are often considered after the fact. Similarly, when faculty development sessions are undertaken, taking time to consider evaluation processes to determine if the program had an impact is lacking. Educators need to consider factors and situations that may facilitate or impede the stated objectives of their programs which will then help to identify what sources of data they need to collect. Pawson and Tilley’s Realistic Evaluation framework is a method of identifying artefacts to be used in a comprehensive program evaluation. Therefore, Realistic Evaluation can be summed up as “What works for Whom and in What circumstances”.

Methods
Although Realistic Evaluation posits that outcomes are a function of contexts and mechanisms. When considered fully, mechanisms within a particular context could result in very different outcomes. For example, pudding mix in its package is powder, but when the context mixes with water it becomes something different. Realistic Evaluation was applied to build the evaluation framework for an accelerated medical pathway program to specific residency programs. With the program involving students, residents, faculty, and communities, immediate and long-term outcomes may be hypothesized.

Results
Application of the Realistic Evaluation Framework identified 5 different contexts, 24 possible mechanisms, resulting in 26 outcomes. With this in mind, we were able to determine what data to collect for overall evaluation of the program. The benefit of using a Realistic Evaluation Framework is that it allows for a structured evaluation approach for complex programming with multiple settings, working towards a common result.

Conclusion
Use of the Realistic Evaluation Framework for this multi-faceted program provided clarity about which elements of data to collect to build the full evaluation plan. When used for evaluation planning, Realistic Evaluation can provide a structure to guide data collection.

Kate J.F. Carnevale
Nova Southeastern University

Purpose
The transition of the United States Medical Licensing Exam: Step-1 to Pass/Fail (P/F), from scored, has triggered uncertainty in students and other stakeholders about medical students’ preparedness and wellbeing related to the exam. A cross-cohort comparison of proposed vs. implemented study plans, practice test averages, and Step-1 pass rates, prior to and after the P/F transition can provide insights into the potential changes in student study approaches and potential resources needed.

Methods
Data from four cohorts of second-year medical students (Class of 2022 to 2025, N = 204) were collected from their dedicated Step-1 self-study preparation block. The student-proposed study calendars, aggregate practice test results, Step-1 pass rates and post-block self-reported surveys were analyzed. Responses were quantified numerically by reported amounts of study time planned and utilized. Aggregate practice test scores and Step-1 pass rates were compared between cohorts and with national averages, as a metric for successful studying during Step-1 preparation.

Results
Analysis of practice exam averages across the four student cohorts demonstrates a potentially slower and less rigorous start to Step-1 self-studying during the dedicated preparation block for the cohorts that prepared for the P/F Step-1 exam format as compared to the previous cohorts that prepared for a scored Step-1 exam. Similarly, self-reported study regiments decreased in the number of hours per day and number of weeks of study for the cohorts with P/F Step-1 exam, despite the proposed study plans being similar for all cohorts.

Conclusion
Decreased time in Step-1 studying and lower practice test scores were observed for the cohorts with P/F exams, compared to previous cohorts that prepared for the scored Step-1 exam. The P/F transition of the Step-1 exam may lead to reduced student preparedness and may require adjustments in the resources and support provided by institutions.

Margaret A. Hadinger
OnlineMedEd
 

Purpose
While faculty development is critical for health professions educators, faculty developers must be deliberate and mindful in how they allocate scarce resources of time, personnel, funding, and focused efforts. This poster describes strategies used to maximize long-term gains through strategic planning.

Methods
In 2022, OnlineMedEd launched a national virtual Community of Practice for faculty development focused on sharing program models and best practices. 3 of the 20 members shared their strategies for resource-efficient faculty development (Columbia University Vagelos College of Physicians and Surgeons (CU VP&S); The University of South Dakota Sanford School of Medicine (USD SSOM); West Virginia College of Osteopathic Medicine (WVSOM). Their strategies were synthesized for clarity and extrapolation for adoption into other campuses.

Results
CU VP&S uses a 4-pronged model for faculty development, including: regular e-communications and seminars, communities of practice, consultations, and mentoring. This effort coordinates with other central faculty development resources and maximizes the outreach of experts and mentors with minimal administrative workload. USD SSOM follows a 3-part model focused on Educational Skills, Career Development, and Research Development. As an institution without a practice plan, ninety percent of faculty are volunteers and do not receive any release time for education. Given the scarcity of faculty time, all modules are designed to be five minutes or less. WVSOM created an “automated and targeted faculty development system” that allows for specific topics to be delivered to targeted faculty: by status (new vs seasoned), region, specialty, level of training, etc. This automation reduces the resources needed to distribute, monitor, evaluate, and document faculty development and CME.

Conclusions
Key takeaways include a list of ideas that other institutions can use to strategically invest their resources to maximize outcomes for their faculty. Next steps include evaluating and synthesizing additional ways of ‘choosing wisely’ more broadly to share with constituents.