Moderated by Bei Zhang
Session Coordinator: Marta Korytkowska

Presentation 1 - Creation and Deployment of Cadaveric Procedural Anatomy Correlate Sessions as Preparation for Clinical Clerkship    
Alan Detton    
Columbia University

Purpose
To develop novel, just-in-time procedural anatomy correlate (PAC) sessions linking foundational knowledge to clinical practice for students preparing to enter their clinical year. PAC sessions reinforce prior anatomy concepts, introduce radiological and procedural skills, facilitate low-stakes introductions between students to clinical faculty, and highlight clinical specialties underrepresented in UME curricula.

Methods
Second-year UME students participated in five PAC sessions which enabled students to work with/learn from practicing clinicians about field-specific fundamental surgical and procedural concepts like chest tube placement or laparoscopy. Sessions were delivered during the fall of second year to reinforce high-yield anatomical content taught in the first year, introduce regionally-appropriate diagnostic imaging, and preview basic surgical and clinical skills. Faculty from anatomy, anesthesia, general surgery, obstetrics & gynecology, cardiothoracic surgery, and neonatology collaborated to deliver sessions and create custom videos to review relevant anatomical, radiological, and procedural concepts. Additionally, topic pre-quizzes and a comprehensive final assessment were developed to assess current levels of knowledge to gauge overall knowledge retention following the experience.

Results
PAC sessions and preparatory materials were created and delivered on spinal anesthesia, chest tubes, acute appendicitis, ectopic pregnancy, and neonatal scalp lesions following operative delivery. Students were separated into small groups to attend the in-person laboratory sessions where they rotated through demonstrations on prepared cadaveric specimens to review high-yield anatomy, pertinent radiological imaging, and hands-on practice with procedural and surgical tools.

Conclusion
PAC sessions are an effective way for diverse faculty to collaborate on interprofessional content development and delivery that reinforces existing/introduces novel anatomical, radiological, and procedural topics. Additionally, PAC sessions may mitigate anatomical knowledge atrophy occurring between first and second years, better preparing students for their clinical clerkships while facilitating introduction to foundational procedural knowledge and between students and clinical faculty from procedural specialties."

Presentation 2 - Redesigning Biochemistry Curriculum in Medical Education    
Esther Nuebel    
Noorda College of Osteopathic Medicine

Purpose
Medical schools were challenged to modernize their curriculum to achieve student-centered instruction. The world-wide COVID19 pandemic forced schools to adapt to student facilitated learning approaches including several multimedia applications. The Noorda College of Osteopathic Medicine in Provo, UT, USA, set the goal to elevate the medical curriculum and adult learning in higher education even further. 

Methods
A team of biomedical science faculty focusing on Biochemistry created a course called Foundations of Medicine (FOM) which not only covers the basic biochemical concepts but directly correlates clinical examples right from the beginning. The design and evaluation of the course was influenced by the framework of Kern's and Kirkpatrick. The course was taught using student-centered methods, especially video-module learning followed by problem-based learning and Just-in-Time Teaching. 

Results
Almost 50% of the student cohort (n=90) returned the course evaluation. On average the students gave the 2 highest scores in 77% of all cases. Specifically, 89% responded that the course description accurately reflected the content of the course. 76% responded that daily quizzes and exam questions covered important content and 76% found the cycle review sessions helpful. The next cohort (n=135) is under evaluation.

Conclusion
The overall student evaluations as well as the measurable exam outcomes confirm this teaching concept as highly successful and furthermore easy adaptable in times where we need to be able to quickly move an entire curriculum online."

Presentation 3 - Evaluation of Expansion of Substance Use Disorder Curriculum Among Osteopathic Students   
Olalekan Ogunsakin    
Touro College of Osteopathic Medicine

Purpose
Expansion of Substance Use Disorder (SUD) curriculum in medical schools among medical students has become imperative following spate of increased cases and fatalities from substance overdose in our communities nationwide.The goal of our project is to evaluate the specific intervention of SUD curriculum expansion among our students. This abstract describes the project, the intervention, and its outcomes as it applies to tackling the SUD epidemic in our communities.

Methods
Our project has been running now for three (3) years. It involves engaging specific Course Directors in our institution on ways to expand SUD curriculum in their respective courses. We secured an approval from the Curriculum Committee for expansion and equally secured an IRB approval to use validated questionnaires to evaluate pre- and post- SUD knowlege among our students at the start and end of the semester respectively. In addition, several events pertaining to SUD, including Narcan Training and certification, and Harm Reduction training sessions were conducted during the semester. A validated pre- and post -event surveys were distributed and completed by all partcipants in these events.

Results
Over 800 students have participated actively in our program with more than 600 students trained and certified in Naloxone administration. Five (5) faculty have also included SUD objectives in their respective courses, specifically in the Osteopathic Manipulative Methods (OMM) courses involving pain management. From analysis of the pre- and post questionnaires, greater than seventy-five percent (75%) of participatnts have increased their knowleged on SUD and its management by participating in our interventionary initiatives.

Conclusions
Intentional engagement and expansion of SUD curriculum in our institution has increased knowledge of our students and faculty in identification, management, and treatment of SUD cases in our communities.

Presentation 4 - Introducing Interprofessional Education Opportunities Early in Health Professional Curricula    
Jutta A. Ward    
Touro University Nevada College of Osteopathic Medicine

Purpose
Interprofessional Education (IPE) has become an expectation, and requirement, in accreditation standards for health professional programs. We have integrated an IPE event into the first semester of health professional training with the goal of providing multiple IPE opportunities during the didactic years to better prepare students for their clinical training.

Methods
Students were placed in groups of six with 3-4 of the participating disciplines. Students first completed the SPICE-R survey, a short (10-item) self-report survey designed to measure health professions students' perceptions of interprofessional education and interprofessional collaborative practice. They then discussed the educational requirements and roles of each discipline within their group. Students then participated in a large group discussion with faculty facilitators to discuss and clarify any concerns or myths about each profession. Students then discussed four ethics cases in their groups followed by a large group facilitated discussion with faculty. Students completed the SPCIE-R again at the end of the session.

Results
Students from DO, PA, PT, OT, Pharm D and nursing (n=425) participated in the event. There was a significant increase in scores for all ten items (p<.01) on the SPICE-R indicating that students felt they learned new information and felt better prepared for interprofessional interactions in the future.

Conclusion
The importance of interprofessional collaboration within the health care system requires that students begin their IPE training as early as possible. Early in the curriculum students are brough together to discuss themes and issues relevant to all the disciplines. Students had the opportunity to learn about each other's professions addressing the Roles and Responsibilities core competency of IPE. Because students have little clinical knowledge, ethics discussions allowed for students and faculty to respect and hear various points of view and begins to address the Value and Ethics core competency of IPE.