Moderated by Qing Zhong
Session Coordinator: Terence Ma

Presentation 1 - Medical Students as Educators: Non-Formal Education Guide
Kosha Gala    
International Federation of Medical Students' Associations

Purpose
The ideal medical education produces competent healthcare professionals who can deliver socially accountable healthcare. Medical schools frequently lack the resources to help students develop the necessary competencies through the set curricula, teaching and learning methods, and assessment tools. To bridge this gap, students organize educational activities and also contribute to the hidden curricula. The International Federation of Medical Students' Associations (IFMSA) is a platform that advocates for such activities. Assuring the quality of these activities is necessary for a positive impact on medical curricula. Hence, the IFMSA developed a Competency-based Non-formal Medical Education Toolkit.

Methods
To develop the toolkit, IFMSA formed a working group. The group worked to establish learning objectives that took into account medical competencies, teaching approaches, the learning environment, and assessment tools. Additionally, the group worked on creating comprehensive teaching models that included sexual health, research education, and medical ethics. 

Results
Six teaching strategies, with numerous learning objectives, and five assessment methodologies were identified, elaborated, and aligned with the competencies in the toolkit. Additionally, three educational models reflecting the fundamentals of sex education, medical ethics, and research skills were proposed. The toolkit also serves as a manual for medical students to engage educators in using a learner-centered approach to teaching. The toolkit usage was assessed through an assessment form shared with national member organizations of IFMSA, revealing that 88.9% of them found it helpful. 

Conclusion
There is a learning gap between medical students' needs and the educational resources provided by medical schools. Meaningful Student Engagement in peers-assisted learning through non-formal educational activities plays an essential role in the development of the necessary competencies for future health workers. The toolkit guides students to organize such activities. At the same time, it recommends competencies for educators to implement more student-centered learning.

Presentation 2 - Medical Students as Teachers: A Student-Led Course in Developing Teaching Skills
Meagan Tran    
Mayo Clinic Alix School of Medicine

Purpose
Although teaching is an essential skill for residents and physicians, limited opportunities exist for medical students to develop as educators. 60% of US medical schools lack dedicated instruction on educational skills, with most existing programs targeting fourth-year students.  The Students as Teachers Selective (SATS), a student-led longitudinal elective, aims to equip first- and second-year medical students with teaching skills.

Methods
The seven-month course consisted of six skill-focused workshops, one panel of career educators, and one final project showcase.  We recruited a group of four second-year and two first-year student leaders with backgrounds in education to develop and execute the sessions.  To evaluate the effectiveness of the curriculum, pre- and post-course surveys measured participants’ knowledge and confidence level in the course’s learning objectives. Responses were measured on a five-point Likert scale and tested for significant difference using Wilcoxon’s signed rank test.

Results
11 first-year students participated in the course and 10 students completed both the pre- and post- course surveys.  Upon completion of the course, 90% of students rated themselves as very or extremely confident in creating learning objectives, creating lesson plans, assessing prior knowledge, adapting to learners, and soliciting feedback from learners. All these findings represented a significant improvement in confidence with essential teaching skills from the pre-course assessment with p<0.05.  90% of learners agreed that this selective helped to improve their teaching skills. 60% of learners strongly agreed that the selective helped them identify areas in which they could improve as an educator. 

Conclusion
This series of workshops improved learners' confidence with essential teaching skills and helped identify how they could improve as educators.  Unlike most other Students as Teachers programs, this course was designed and taught by medical students, with the goal that near-peer teaching would help target appropriate content and maximize relevance for learners.

Presentation 3 - Building A Health Equity Thread for Healthcare Professional Students
Rupa Lalchandani Tuan    
University of California, San Francisco, School of Medicine

Purpose
Health equity education is an essential element for the development of socially conscious healthcare professionals. We designed a Health Equity Curriculum (HEC) to promote structural competency and reduce implicit bias in healthcare providers. Here we report on the development and evaluation of HEC as an integrated longitudinal thread in the 2nd-year curriculum in UCSF School of Pharmacy (SOP).

Methods
We utilized Kern's 6-step curriculum development model, starting with a needs assessment and evaluation, followed by revising and developing goals and objectives. We focused on methods aligned with critical pedagogy and transformative learning theory. As HEC was threaded into an impacted curriculum, we aimed to reduce the burden on existing course blueprints. Student Health Equity interns were recruited and trained to review existing course materials, develop new HEC materials, and evaluate the effectiveness of HEC. To implement HEC, we worked with course directors, leadership, student interns and subject-matter experts.

Results
HEC learning objectives: 1) Identify structural determinants of health and explain how structures contribute to health disparities, 2) Design interventions to reduce structural causes of health disparities, and 3) Engage in compassionate, equitable, and civil discussions. Results from the needs assessment and 10-week pilot evaluation recommended HEC be thread and integrated into the existing curriculum, and synchronous activities be prioritized. We designed discussion-based, peer-driven and reflective activities, and placed students in longitudinal small groups with 1-2 HEC discussions per course. Discussions were student-facilitated and consisted of pre-work, synchronous discussions, and asynchronous written reflections. HEC was also integrated into an existing health advocacy project. We evaluated HEC through a questionnaire, student interviews, and qualitative analysis of student reflections.

Conclusion
We gained insights into student engagement and performance in an integrated, longitudinal HEC in UCSF SOP. Given the challenges of integrating health equity education into impacted curricula, our curriculum delivers a rich learning experience with minimal instructor-led, in-class time.

Presentation 4 - Putting Health Equity Education Front and Center: A 4th Year Elective for Medical Students
Marcine Pickron-Davis
Philadelphia College of Osteopathic Medicine

Purpose
The Association of American Medical Colleges states that academic medicine has a responsibility to produce culturally responsive physicians that provide equitable care and confront racism, discrimination, and bias. We piloted a Health Equity and Social Justice elective for 4th year medical students. The learning objective was to provide students with content that will enable them to meet the challenges of healthcare delivery within diverse communities. 

Methods
The Community of Inquiry model in which instructors and learners collaborate to maximize the educational experience was developed in consultation with faculty, community and public health experts, and 3rd year medical students. The elective emphasized heightening awareness of inequities and bias, and developing skills to overcome them. Our elective included active learning sessions, lectures, readings, videos, case studies, and student-led discussions. Feedback was sought through course evaluations and discussions. Students were expected to submit a paper illustrating how they will apply this knowledge to clinical practice. 

Results
Fourteen students completed the elective. Their papers indicated a comprehension of the material and commitment to incorporating what they learned into clinical practice and mentoring. Students shared the impact of the elective on their perspectives, identified areas for improvement, and suggested additional topics for inclusion. Course evaluations were highly favorable. Students recommended that the elective topics be included in the medical school curriculum. 

Conclusions
The need for physicians who understand health-related inequities and the impact of societal factors such as racism has become increasingly clear these past few years, particularly in Black and Brown communities. The elective engaged learners in robust discussions related to health equity and instilled a commitment to reducing disparities in clinical practice. Our goal is to place health equity education front and center in the medical education curriculum.