Moderated by Carol Elam
Session Coordinator: Tony Slieman

Presentation 1 - A Turn of Phrase: Utilization of a Medical School Podcast Elective to Promote Professional Development and Wellness
Andrew Stewart
Nova Southeastern University

Purpose
Professional development and wellness (PDW) is a core competency of NSUMD curriculum. Students engaging in 4th-year electives have minimal opportunities to revisit PDW skills. The MedCast, a podcast-based elective, focuses on disseminating the experiences and perspectives of students as they progress through medical school, allowing for integration of the PDW competency through reflection of personal growth via story-based conversations.

Methods
The four-week elective is offered every month of the M4 curriculum. Students enrolled were tasked with creating four stand-alone two-hour podcast episodes. Students were required to pitch and create a storyboard of their planned content. Topics primarily focused on the experiences and perspectives of medical students, with a few guest appearances from community physicians and faculty. Sessions were recorded using institutional recording devices and free audio editing software. Final recordings are housed on the NSUMD podcast feed and are publicly available. Podcast analytics were tracked and made available to guide students on content creation. Students were assessed on their ability to create a narrative that blends their personal experiences and incorporation of relevant published data.

Results
Students were given an anonymous evaluation of the elective at the end of the experience (n=7). Aggregate outcomes showed high satisfaction for the experience.  Students commented that the MedCast provided an open space to reflect on personal achievements and struggles related to the medical school experience (n=3). Participants highly recommended the elective for future M4s. Podcast analytics show episodes average 50 listeners per month. Episodes focused on touchstones like STEP1 received higher viewership.

Conclusion
The MedCast elective is a unique opportunity for students to demonstrate PDW. Recordings remain available indefinitely to benefit future students. Alums from NSUMD can use these recordings to reflect on their growth and development as practicing physicians. Future goals include marketing episodes via NSUMD social media to help increase overall student investment.

Presentation 2 - The Impact of Global Health Outreach Experiences on Medical Student Burnout
Thomas Kuehn
Rocky Vista University

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

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

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

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

AWARD NOMINEE
Presentation 3 - Integration of Pathology Education Into the General Surgery Clerkship
Steven O'Neill
Case Western Reserve University School of Medicine

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

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

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

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

Presentation 4 - Interleaving Interdisciplinary Ultrasound Practice into Pre-Clerkship Anatomical Courses
Tyler Capen
Boston University Chobanian & Avedisian School of Medicine

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

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

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

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