Moderated by Yuan Zhao
Session Coordinator: Joshua Costin

Presentation 1 - Mapping Literature Trends of Medical Student and Resident Biasis    
Akshata R. Naik    
Oakland University William Beaumont School of Medicine

Purpose
Medical schools and residency programs often incorporate training to reduce physician biases towards patients and their conditions. In order to organize available literature we conducted a mapping review to identify the types of biases studied within medical student (MS) and resident (RES) populations and characterized them further as studies focusing on a) identifying bias, b) mitigating bias or c) both. Our goal was to generate a list of biases and quantify studies based on their focus within the study populations. 

Methods
Online databases (PubMed, PsycINFO, WebofScience) between 1980 and 2021 were searched for articles. All references were imported into Covidence for independent screening of studies. Conflicts were resolved by reviewers and the same protocol was followed for full text reviews. We sorted the studies by focus: "evidence of bias" (EOB) and/or "mitigation of bias" (MOB) and population (MS or RES or mixed). Further, we mapped the studies to the type of bias investigated.

Results
A total of 139 articles fit our inclusion criteria for data extraction. Our mapping analysis generated 12 categories of biases and showed that racial bias, bias towards patients with specific diseases/conditions and weight bias were the most researched topics. We further mapped the studies based on the population and focus. Of the studies included, we found a higher ratio of EOB:MOB studies at the MS level. While at the RES level, we found the opposite representation with a lower ratio of EOB:MOB. 

Conclusion
Our research should be of interest to institutions, program directors and medical educators who not only wish to address types of bias but also identify where there is a dearth of research. This study also underscores the need to introduce mitigation efforts at the MS level.

Presentation 2 - Innovative Self Directed, Problem-Oriented, Lifelong Learning, Integrated Clinical Case Exercise (SPLICE) Modules Promote Critical Thinking Skills, Early Clinical Exposure, and Contextual Learning Among First Professional Year Medical Students
Surapaneni Krishna Mohan    
Panimalar Medical College Hospital & Research Institute

Purpose
Medical schools worldwide are introducing various innovations in teaching and learning methodologies to transform the contemporary,non-personalised medical education into a more vivid, interactive and self-directed way of learning.Thus, recognising its importance, we designed,implemented and evaluated innovative SPLICE modulesfor the Phase I MBBS students to enhance meaningful and contextual learning. 

Methods
It is a mixed methods study involving first professional year medical students (n = 148) who were divided into two groups as the control groupand the intervention group. Six "SPLICE" modules were administered to the intervention group. The educational outcomes assessed were the academic performances between the groups. At the end of the session, the evaluation of SPLICE was done at 3 levels. The participants evaluated the SPLICE modules with regard to 13 items and plenary sessions with regard to 8 items on a 5-point Likert scale. Student's feedback was obtained on 10 point rating scale. 

Results
Majority of the students perceived SPLICE modules have enhanced their communication and promoted meaningful, active learning. Students perceived the plenary sessions to be well organised with good interaction with experts. Students have also provided excellent ratings for feedback on SPLICE modules that signifies the usefulness of our innovation. With regard to the test scores to assess the academic performances, the intervention group has outweighed the control group by performing better in terms of test scores (P < 0.0001). 

Conclusion
The innovative curriculum with SPLICE coincided with improved academic performance and was perceived favourably by the students. SPLICE modules facilitated development of critical thinking skills, self learning skills and aroused interest in active, contextual and meaningful learning by integrating early clinical exposure. Students perceived that the SPLICE modules are helpful in terms of future application of knowledge to clinical practice and improved their attitude towards the newer trends in medical education.

Presentation 3 - Service-Learning Participation Supplements the Education and Professional Development of Pre- and Current Health Professional Student    
Naomi A Schmalz    
Creighton University School of Medicine, Department of Medical Education

Purpose
The purpose of this study was to investigate the short- and long-term student outcomes of service-learning (SL) through Anatomy Academy participation in personal, social, civic, academic, and professional domains of pre- and current health professional (HP) students. 

Methods
Former service-learners (Mentors) who worked in pairs to teach anatomy, physiology, and nutrition to children in the community were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their SL experience on: teaching skills, civic engagement, and personal, interpersonal, academic, and professional development. Follow-up interviews with a subset of survey respondents were performed. 

Results
The survey was completed by 219 Mentors and 17 respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of SL participation on elements of personal and interpersonal development (e.g., self-esteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Former Mentors agreed that SL participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to their careers. Several current HPs reported that they regularly employ teaching and interpersonal skills learned in SL in their professional roles. Former Mentors reported that SL validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%). 

Conclusions
These results indicate that a health education-based SL program offers preclinical students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of SL to the literature, demonstrating how SL can supplement the education and professional development of pre- and current HP students.

Presentation 4 - Equip-ing Physician Assistant Students with Quality Improvement Tools Through Embedding Quality Improvement Into Practice    
Samarpita Sengupta    
University of Texas Southwestern Medical Center

Purpose
Quality Improvement (QI) is key to optimal delivery of healthcare, and teaching QI to medical learners is critical to ensuring positive clinical outcomes are sustained. In collaboration with Southwestern Health Resources (SWHR), the University of Texas (UT) Southwestern Department of Physician Assistant (PA) Studies launched the Embedding Quality Improvement Into Practice (EQUIP) program in 2019. EQUIP provides PA students with a didactic curriculum and opportunity to complete a QI initiative at a clinical site. 

Methods
Students receive 4-weeks of didactic content, which provides the foundation for developing their own QI project. SWHR clinical sites were recruited to participate in this program. During the subsequent 8-week clinical rotation, students work closely with the SWHR team to identify, design, and execute the project. A PA faculty mentor oversees the project, and the Director of Research aids with data collection and analysis. Upon completion of their projects, students submit a final manuscript and deliver a final oral presentation. A pre-post test is conducted to evaluate knowledge and skills. Additionally, student feedback on course and lecturers is collected.

Results
Fourteen students have successfully completed the program. The average post-test scores on each of the items in both cohorts of 2020 and 2021 students show significant improvement from their pre-test scores. Quantitatively, students scored the course, lecturers, and PI specialists very well and provide congruent qualitative comments. A few opportunities for improvement exist with time management by the students to complete all assignments within the allotted timeframe. 

Conclusions
The UT Southwestern PA program strives to create a distinction track for students who participate in EQUIP. The success of this innovative addition to the UTSW PA Program's curriculum not only adds to the longitudinal educational experiences in quality improvement and patient safety (QI/PS) but also further aligns the program's curriculum with its mission.