Moderated by Jessica Chacon
Session Coordinator: Rosalba Esther Gutierrez Olvera

Presentation 1 - Years Later and Years to Go: a Qualitative and Quantitative Study Demonstrating the Disproportionate Impact of COVID-19 on Female Medical Educators
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.

Presentation 2 - Investigating the Effectiveness of an MCAT Preparatory Course for Underrepresented Premedical Students Enrolled in a Longitudinal Diversity, Equity, and Inclusion (DEI) Mentoring Program    
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 &amp; 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.

Presentation 3 - A Getting Started with Scholarship of Teaching and Learning Workshop Series to Engage Diverse Faculty in Medical Education Research    
Jordan Moberg Parker    
Kaiser Permanente School of Medicine

Purpose
Many medical school faculty, especially junior faculty, lack exposure to conducting medical education scholarship, yet it is a critical component of academic promotion. We developed a novel Getting Started with Scholarship of Teaching and Learning (SoTL) workshop series aimed at reaching faculty populations not previously engaged in education research. The series guides faculty step-by-step through the process of conducting a SoTL project, including project design, data analysis, drawing conclusions, and disseminating results.

Methods
The SoTL series was 5 skill-building workshops, conducted virtually via Zoom over 6 months, that allowed faculty the opportunity to develop and refine SoTL projects with peers. To meet the needs of faculty, all workshops were offered multiple times, including during lunch breaks and after hours. Faculty from all 3 academic departments and across ranks attended sessions. Each session included an introduction to literature on the topic, an example of SoTL to illustrate concepts, and small-group breakouts to apply concepts to faculty generated SoTL project ideas.

Results
35 unique faculty attended at least one workshop in the series, and many of these participants are now engaged in SoTL projects at various stages. Currently, 12 faculty have identified questions they'd like to explore with a SoTL project, 3 faculty are designing projects, and 4 faculty are analyzing the data from a project. Most workshop participants (87%) have indicated that they plan to contribute to the development and dissemination of medical education knowledge and practices. Participants specifically appreciated the use of real-life SoTL project examples to illustrate concepts and the option to actively engage in designing a project step-by-step throughout the series.

Conclusion
This introductory SoTL series engaged diverse faculty, across departments and ranks, that had not previously conducted education research. We have plans to develop more in-depth modules for faculty further along in their SoTL projects.