Presented By: Qing Zhong, Rocky Vista University
Co-Authors: Rachel Linger, Rocky Vista University
Joel Roberts, Rocky Vista University
Jacquelyn Waller, Rocky Vista University

Introduction
Capstone projects are active and integrative. Although some healthcare programs utilize these modalities, capstone projects have not been reported in a premedical master's program. We introduced a joint physiology-pharmacology capstone project, joining our previously separated physiology and pharmacology capstone projects, in a premedical master's program.

Methods
The joint capstone project was introduced in Spring 2022, across dual campuses with a total of 72 students. Students were divided into teams, and each team selected a disease-drug pair from a list of faculty-provided options. Students searched the disease-related physiologic changes in multiple organ systems, general treatment strategy, novel drug development, and the new drug's mechanism of action and side effects. Finally, each team generated a PowerPoint and delivered a presentation. At the end of the semester, an anonymous survey collected students' evaluations and feedback.

Results
Student performance on the joint capstone project was similar across the two campuses. There were 72 responses to the survey (100%). The majority of students (77.8% - 88.9%) strongly agreed and agreed that the joint capstone project facilitated self-directed learning of the physiology of disease, clinical trials, drug development, and therapeutic management of disease. Students felt strongly that the joint capstone project enhanced the integration of physiology, pharmacology, and disease. Most students (80%) estimated spending 5-30 hours on their projects.

Conclusion
A joint Physiology-Pharmacology capstone project in a premedical master's program is an effective and efficient strategy to enhance premedical students' ability to integrate physiology, pharmacology, and disease. This project cultivates self-directed learning and teamwork.

Presented By: Rama Soundararajan, University of Texas
Co-Authors: Varsha Gandhi, Drexel University College of Medicine
Paolo Mangahas, University of Texas
Mabel Perez-Oquendo, University of Texas
Gabriele Romano, University of Texas
Ryan Udan, University of Texas
Ignacio Wistuba, University of Texas

Purpose
Each year, a substantial government investment is channeled into biomedical training programs. However, for most trainees, these opportunities do not translate into advanced career benefits in the scholastic research track, and much talent remains untapped. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position in academia. This transition is a challenging process, and requires knowledge and skills that are not necessarily developed during a traditional university experience. 

Methods
To address this critical training gap, we implemented a structured course to provide formalized training for successfully navigating academic positions in biomedical research. Navigating Academic Careers is a 9-module course covered over 13 weeks in 25.5 instructional sessions. The key educational objectives were designed to cover 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche and networking. The effectiveness of the course content, organization, and delivery was evaluated using a REDCap survey. 

Results 
89.9% of survey participants agreed that the scope and variety of the content were appropriate, and 91.1% agreed that the session was relevant and applicable to their needs. Among the 17 classes covered in this curriculum, the course content for Mentoring Part 1, Networking for Postdoctoral Fellows, and Career Conversation: Landing the Job and Getting Started Part 1 was best received based on trainees' responses. 

Conclusions
The analyses suggest that integrating this modular structure into postdoctoral training can facilitate the bench-to-tenure-track transition. Given that the Navigating Academic Careers course is now offered virtually and on-demand, it allows for adaptability by other academic institutions to teach how to obtain and execute a faculty position.

Presented By: Skye Lander, California University of Science and Medicine
Co-Authors: Helena Spartz, California University of Science and Medicine

Purpose
Many medical institutions' missions and values show commitment to underserved populations and often reward applicants and/or students who engage in activities that show social responsibility. However, these opportunities often encompass a previously delineated and mandated task and often do not cultivate a student's individual creativity in giving back to the vulnerable populations within their community or allow expression of a student's diverse background with insights that only they may uniquely have about their surrounding community in need. 

Methods 
Service-Learning Scholars, a new student-faculty initiative designed to empower students with the fundamentals of service-learning and community engagement. The program includes a 10-week educational phase featuring journal clubs and discussions on initiating community projects, practical experience with local community service-oriented organizations, and participation in at least two town hall meetings for community improvement insights. Guided by faculty, the program culminates in a capstone project, fostering student creativity to launch a distinctive service or event that addresses a previously overlooked community need. 

Results 
In its inaugural year, Service-Learning Scholars has shown promising outcomes. The aim is to drive awareness of socioeconomic and cultural diversity in their communities, as well as personal growth through altruism. Faculty guidance ensures program-specific goals are met, fostering critical thinking in service logistics. The primary challenge was encouraging student initiative within the program. Solutions include close mentorship with the program faculty lead. 

Conclusions 
For medical institutions seeking impactful community engagement, a structured service-learning program unites faculty and students in a collaborative effort to foster student resourcefulness and insights and address community issues.

Presented By: Mary Kate Worden, University of Virginia School of Medicine
Co-Authors: Johanna Craig, University of Virginia School of Medicine
Karen Knight, University of Virginia School of Medicine
Eli Williams, University of Virginia School of Medicine

Purpose 
Artificial intelligence-powered chatbots, like ChatGTP, have shown potential in a variety of medical contexts including research, diagnosis, and patient monitoring.  However, these bots make errors, and their use can raise ethical and legal concerns.  To help first-year medical students recognize the strengths and limitations of using artificial intelligence (AI) as a source for biomedical information students were asked to critique the output of ChatGTP in 300-500 words. 

Methods 
A geneticist wrote twelve brief prompts for ChatGTP that included a clinical vignette about a patient with high suspicion of genetic disease as well as four clinical questions related to the patient presentation.  ChatGTP returned 12 text responses.  Each medical student (n=152) was given one of the prompts and asked to critique the associated response from ChatGTP with respect to its accuracy, completeness, and clarity using the biomedical literature as a reference source. Students then met in small groups with genetic counselors to come to consensus on their critiques and give oral presentations on the diseases. Faculty evaluated the essays and genetic counselors gave students narrative feedback on the quality of their oral presentations. The educational impact of this exercise was evaluated from student responses to a query on the course evaluation. 

Results 
Students reported a deeper understanding of both the benefits and pitfalls of their own use of AI in their role as future physicians.  Additionally, many students reported that the exercise encouraged them to consider how their patients might be using AI and the implications that has for clinical practice.  

Conclusions 
Asking students to analyze sets of known ChatGTP output greatly enhanced the feasibility of this exercise by simplifying the faculty effort required to evaluate student critiques of AI-powered answers to clinical questions. 

Presented By: Marissa Zhu, Wayne State University School of Medicine
Co-Authors: Matthew Brennan, Wayne State University School of Medicine
Steven Pierce, Wayne State University School of Medicine

Purpose
This project describes the application of an innovative curricular feedback loop to enhance student experiences in an asynchronous Medical Student-as-Teacher (mSAT) course. The initiative aimed to address the structural and organizational weaknesses identified in the original mSAT course.

Methods
Initially, a collaborative effort between the curriculum specialist, faculty, and administration led to the creation of modules centered on teaching, learning, and clinical reasoning. Mid-course evaluations, however, indicated students' dissatisfaction, highlighting the modules and assignments as cumbersome and irrelevant. In response, the curriculum specialist collaborated closely with faculty stakeholders and student curriculum representatives to thoroughly analyze student feedback. This collaboration informed the subsequent development of an Integrated Master Checklist (IMC), replacing the module-based structure. The IMC was crafted to offer a more streamlined and integrated learning experience for M4 students.

Results
Preliminary observations suggest that the IMC approach facilitates a more organized and focused learning experience. Students reported a clearer understanding of course requirements and appreciated the alignment of course content with their teaching sessions.

Conclusions
This ongoing project underscores the value of incorporating student feedback in developing innovative solutions to curricular challenges. The Integrated Master Checklist (IMC) addresses the perceived disconnect between asynchronous modular activities and in-person teaching sessions. The IMC aligns evidence-based teaching strategies and adult learning theory with concrete teaching applications. The curricular improvement process, and the resulting innovation (IMC), demonstrate the value of a collaborative approach, emphasizing responsiveness to learner needs as a key driver for improvement.

Presented By: Kate Carnevale, Nova Southeastern University

Purpose
The first two years of medical education are packed with rigorous foundational knowledge that future physicians will need to be successful during their clinical training and beyond. Group projects and gamification of learning can work to reduce stress of the workload, build teamwork skills, and integrate learning in an enjoyable manner. Modeling the online gameshow "Umm, Actually", second year medical students worked in teams to create challenging questions with rationale, based on course learning objectives, for a competitive gameshow style capstone project ahead of the last cumulative final exam of their pre-clerkship training.

Methods
Four cohorts of second year medical students (N = 201) were divided into teams and tasked with developing a set of multiple-choice questions based on learning objectives that spanned their systems block course. Students completed team contracts and evaluations to keep all team members accountable. Following question submission, student groups participated in a gameshow style competitive event, answering student and course director generated questions. Students were assessed based on successful submission of the questions, a threshold number of correct questions individually and as a team, and peer evaluations of teamwork and professionalism. The top three teams and top scoring student were honored. Course evaluations and focus group feedback were used rate student opinions of the capstone project.

Results
Second year medical students at the end of their pre-clerkship training successfully completed the gameshow style capstone project, meeting all outlined expectations. Peer evaluations rated each student's interpersonal skills and professionalism highly. Course evaluations and student focus groups rated the project as enjoyable, team building, and helpful for their learning.

Conclusion
The gameshow style capstone project for second year medical students was an interactive, teamwork-driven, and celebratory method of assisting students in reviewing for their cumulative final exam, while reducing stress associated with rigorous pre-clerkship training.

Presented By: Tyler Bland, University of Idaho

Purpose
This study investigates the impact of applying Cognitive Theory of Multimedia Learning (CTML) principles in medical education, focusing on PowerPoint slide design for pharmacology coursework. It aims to enhance student achievement and situational interest, thereby improving learning outcomes in the preclinical phase.

Methods
A quasi-experimental design was employed, with students divided into a Control group (n=32) using traditional slides and an Experimental group (n=28) using redesigned slides based on CTML principles. Both groups were exposed to the same pharmacology content over three semesters. The redesigned slides featured six critical design elements, including high-yield image worksheets and visual communication strategies prioritizing symbols over text. Post-study surveys, incorporating the Situational Interest Survey for Multimedia, were used to assess motivation and preference.

Results
The Experimental group demonstrated a modest but significant increase in achievement scores compared to the Control group (101% improvement, p = 0.043). Additionally, the Experimental group showed significantly higher situational interest, both in triggered interest (M=4.85, SD=0.25) and maintained interest (M=4.87, SD=0.24), compared to the Control group. These results indicate a clear preference for the redesigned slides among the Experimental group participants.

Conclusions
The findings underscore the effectiveness of CTML design principles in medical education media design. The use of these principles led to increased academic achievement and heightened situational interest among students. This study advocates for the intentional redesign of educational media in medical education to achieve similar positive outcomes, emphasizing the importance of aligning media design with cognitive psychology theories.

Presented By: Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Molly Cohen-Osher, Boston University Chobanian & Avedisian School of Medicine
Priya Garg, Boston University Chobanian & Avedisian School of Medicine
Cameron Hill, Boston University Chobanian & Avedisian School of Medicine
Thomas McNamara, Boston University Chobanian & Avedisian School of Medicine
Caitlin Neri, Boston University Chobanian & Avedisian School of Medicine
Gwynneth Offner, Boston University Chobanian & Avedisian School of Medicine
Roey Ringel, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose
The Boston University Chobanian & Avedisian School of Medicine recently implemented a novel curriculum method focusing on a flipped-classroom style and team-based learning class sessions wherein students collaborate to apply knowledge to understand the underlying pathophysiology and clinical approaches to diseases. Faculty members created Self-Learning Guides (SLGs) from a combination of in-house text, video and third-party resources for students to prepare for these sessions. This study examined how the faculty viewed the process of curriculum creation, as well as students' perceptions of the SLGs. 

Methods 
A Likert-style survey asking about the implementation, effectiveness, and perception of SLGs was sent to all students of the 2026 class at BU Chobanian & Avedisian SOM; a similar survey about the SLG creation process was sent to all faculty who created SLGs.  

Results 
18 faculty members (58% response) and 72 students (48% response) responded to the survey. 66% of faculty members felt that SLGs required only minimal improvement going forward, compared to 21% of students. 61% of faculty members felt their SLGs alone were sufficient preparation for in-house and Step 1 exams. 61% of faculty additionally said their content did not require additional third-party resources; only 30% students did not feel that third-party resources were necessary to finalize their understanding of SLGs. 

Conclusion 
Faculty and student perceptions of the effectiveness of newly created SLGs are incongruent: Faculty members feel the curriculum they produce is suitably comprehensive for in-house exams and Step 1, but students do not feel as though the SLGs alone are sufficient for standardized board exam preparation. Disconnects between students and faculty may be the result of a gap in student-faculty perceptions of how content should be delivered. In the future, we will study whether student-faculty collaboration on the creation of SLGs minimizes this gap.

Presented By: Hima Nesbit, Medical College of Georgia at Augusta University
Co-Authors: Amanda Barrett, Medical College of Georgia at Augusta University
Anna Edmondson, Medical College of Georgia at Augusta University
Thomas Lyons, Medical College of Georgia at Augusta University
Alexandra Medeiros, Medical College of Georgia at Augusta University
Dilan Shah, Medical College of Georgia at Augusta University
Adam Zbib, Medical College of Georgia at Augusta University

Background
At the Medical College of Georgia, students participate in a First Patient Discoveries Project during the pre-clerkship curriculum. This project allows students to explore the life and death of their "first patient", their body donor. Encouraging evidence-based inquiry and self-directed learning, students complete dissections, examine pathologies, and biopsy findings to establish a probable cause of death. The project provides an opportunity to connect pathological observations noted on body donors to our didactic studies. Here we describe how we determined our donor's cause of death and discuss our knowledge gained regarding our patient's diagnosis, drawing connections to lectures we received. 

Methods
Observations of the body donor, including any visible pathology, were noted during each dissection. Biopsies were taken from the uterine tube, peritoneum, anterior thoracic wall, diaphragm, colon, and lungs. H&E staining and staining for tumor markers was performed. Pathologists were consulted to discuss the findings. 

Results 
Our body donor was an 84-year-old female, who reportedly died of peritoneal cancer. Through dissection, we found a solid ovarian mass and metastases throughout the abdomen and thorax. Histological analysis revealed a high-grade serous carcinoma with multiple tumor deposits, psammoma bodies in the lungs and lymphovascular space, necrosis, and high mitotic activity in cancer cells. While these concepts were briefly introduced in our lectures, our project and subsequent staining for tumor markers allowed us to delve deeper, enhancing our understanding of the route of metastasis from the pelvis to abdominal and thoracic cavities.  

Conclusion 
The First Patient Discoveries Project prepares medical students for clerkship and their future medical careers by bridging the gap between the clinical didactic curriculum and observations made during dissection. Through this project, we demonstrate how first-hand dissection experiences enhance traditional curriculum teachings, offering a more comprehensive understanding of diseases.

Presented By: Matthew Brennan, Wayne State University School of Medicine
Co-Authors: Marissa Zhu, Wayne State University School of Medicine

Purpose
The traditional feedback model in undergraduate medical education is characterized by end-of-course questionnaires and static, unilateral feedback. This paradigm has significant gaps in capturing the student experience. We propose an innovative multidisciplinary curriculum feedback model designed to more accurately interpret course feedback and generate evidence-based solutions.

Methods
Our innovation leverages the expertise of three unique stakeholders in course review: the course director (CD), curriculum specialist (CS), and student curriculum representative (SCR). The feedback model employs five main components: Real-time feedback form - to capture live feedback. Post-course survey and student focus group - to capture class-wide trends as well as in-depth commentary. Multidisciplinary task force - to leverage the expertise of CDs, CSs, and SCRs when interpreting feedback and generating evidence-based solutions. Pilot student focus group - to gather feedback on the proposed solutions. Closing the loop - by informing the prior cohort of course improvements.

Results
This feedback model exhibits several benefits. Real-time feedback captures feedback throughout the course without waiting until the end. A post-course student focus group provides context and depth to course reviews, absent in simple questionnaires. A multidisciplinary task force drastically reduces the likelihood that course feedback is misinterpreted while increasing the practicality and effectiveness of proposed course improvements. The pilot student focus group offers an additional checkpoint to ensure that proposed changes align with student needs. Last, informing the prior cohort of course improvements boosts student morale, improving the quality of future course evaluations.

Conclusion
The multidisciplinary curriculum feedback model represents a significant improvement over traditional feedback mechanisms in medical education, fostering a more responsive and inclusive approach to curriculum review. While it demands more resources and coordination, the model's ability to accurately identify and remedy major course concerns justifies its implementation. The dialogic approach to curriculum development can improve course quality and student satisfaction across institutions.

Presented By: Jeffrey Sosnowski, University of South Alabama College of Medicine

Purpose
The purpose of integrating histology and pathology within lectures, labs and small group learning is to assist students in developing a strong understanding of pathologic changes in normal tissues instead of relying on pattern recognition. Many students are admitted to medical school without having courses in histology and pathology, putting them at a time disadvantage in learning the content in a clinical context. 

Methods 
The histopathology of a tissue is taught within a clinical case context both in lectures and small group learning. Examples of gross tissues followed by ultrasound and additional imaging along with histology images side-by-side with pathology images allow students to comprehend the complexities of disease processes.

Results 
Student objectives include identifying important histologic landmarks that are modified during pathologic processes including reparative, infectious, dysplastic and neoplastic processes. The relevant immunohistochemistry and genetic mutations are also discussed. Students appreciate the continuum of how normal cells and tissues undergo reparative or genetic processes and are modified following a disease process within the same learning exercise. Some students are challenged with these complex integrated disciplines without faculty assistance. Student retention of these disciplines remain with students throughout their years in medical school reflected by higher STEP exam performances in histology and pathology. 

Conclusion 
Many medical students present to medical school without basic histology and pathology courses. Teaching histology and pathology as separate courses requires students to use additional time and effort to bring the material together in an integrated fashion and then overlay the clinical case for an understanding of how they will use this material in the future. Integration of histology and pathology within clinical cases allows for better time management and retention of these disciplines for students.

Presented By: Bindu Menon, University of Toledo College of Medicine
Co-Authors: Kathryn Eisenmann, University of Toledo College of Medicine
Coral Matus, University of Toledo College of Medicine

Purpose
Matriculating medical students, coming from diverse academic backgrounds,  present with varying strengths and weaknesses in their foundational science knowledge. Onboarding these students and  "leveling the field" at the start of the medical school curriculum is a challenge that most institutions face. One solution is to equip students with the tools necessary to take charge of and personalize academic growth at the outset. Precision Medical Education (PME) is a systematic approach that transforms learning by personalizing education. Grounded on tenets of PME and with the long-term goal of producing Master Adaptive Learners, we introduced Self-Regulated Learning (SRL) on day 1 of medical school.

Methods
Students were provided with learning objectives on specific foundational science content and asked to independently assess their learning needs and knowledge gaps. A diverse set of learning resources were assembled accounting for students with diverse backgrounds and learning styles. They were given multiple self-assessment opportunities; after each, they received a system-generated strengths/opportunities report. These customized reports, generated by tagging each item to specific learning objectives, provided individualized guidance to help them focus their learning and master the assigned content. Each student was also part of a peer group that met regularly for support and feedback.

Results
Eighty-two percent of students passed the assessment on the first attempt and most of the remainder on their second attempt. Student surveys showed that 63% of respondents agreed that the SRL helped them recognize areas of weakness. 90% of respondents rated the experience as satisfactory.

Conclusions
Introducing concepts of SRL on day 1 aligns with our goals to equip learners with the educational toolkit and motivational framework that promotes successful self-assessment, critical thinking, and independent lifelong learning in their medical education journey.

Presented By: Michael Fu, University of Oxford
Co-Authors: Raksha Aiyappan, Nanyang Technological University
Ana Baptista, Imperial College London
Simisola Onanuga, Imperial College London
Susan Smith, Imperial College London
Angela Tan, Nanyang Technological University
Xinyu Ye, Imperial College London
Tangming Zou, Nanyang Technological University

Purpose 
Lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) individuals have an increased scope of healthcare needs and face many barriers to accessing healthcare. However, LGBTQ+ healthcare education remains scarce, and students' understanding of LGBTQ+ healthcare remains largely uncharacterised. This study investigated the knowledge of and attitudes toward LGBTQ+ healthcare among medical students in Singapore and the United Kingdom (UK), two culturally different countries. 

Methods 
Medical students in two medical schools, one in Singapore and the other in the UK, completed self-administered cross-sectional surveys using multiple-choice, Likert scale, and free-text questions to explore their ideas, concerns, and expectations about LGBTQ+ healthcare education within their medical curricula. 

Results 
From 330 responses, students' knowledge levels were moderate overall, with pronounced gaps in certain areas, including terminology, sexual health, and conversion therapy. Deficiencies in knowledge were significantly greater among students in Singapore compared to the UK (p<?0.001), whilst LGBTQ+ students and non-religious students had more positive knowledge and attitudes than students not identifying. At least 78% of students had positive attitudes towards LGBTQ+ individuals, but 84% had not received LGBTQ+-specific medical education. Although junior UK students were more satisfied with the adequacy of teaching by their medical school's incorporation of LGBTQ+ inclusive teaching in a newer curriculum, qualitative analyses suggested that students in both countries wanted to receive more training. Students further suggested improvements to the medical curriculum to meet their needs. 

Conclusions 
Students in both schools lacked understanding of commonly-used terminology and topics such as sexual healthcare despite affirming attitudes towards LGBTQ+ healthcare. Although sociolegal contexts may affect students' perspectives, differences were less than thought, and students were equally keen to provide affirmative care to their patients. They emphasised a need for more formal teaching of LGBTQ+ healthcare professions to overcome healthcare disparities in these communities. 

Presented By: Sherlie Vázquez-Colón, Ponce Health Sciences University

Purpose
Medical students seek to achieve the goal of a meaningful bilingual medical education, establishing their careers abroad, and being classified as non-resident students. This research aims to explore the factors motivating the newly enrolled non-resident students to pursue their studies in a bilingual medical school. In addition, it aims to understand their choice of a curriculum that exposes them to Hispanic communities and the challenges they may face with Spanish since this is not their primary language, yet they must have a basic knowledge to be admitted.

Method
A qualitative research approach was employed, utilizing a focus group to gather in-depth insights from non-resident students enrolled in a medical program and explore students' motivations for choosing a bilingual university. Additionally, it examined their experiences in bilingual classes, the curriculum activities such as on-site practices in the community, and overall motivation since the non-resident students' new enrollments have remained at 20% yearly for the last four years.

Results
The findings revealed that motivating factors for non-resident students' decisions to attend a bilingual medical school included access to instruction in both English and Spanish. This allowed them to maintain their academic progress while adapting to a second language and a new culture. They also gained cultural sensitivity and understanding in a supportive and culturally inclusive learning environment among Hispanic communities.

Conclusion
The study findings suggested that a medical program in a bilingual university offers the advantages of personal enrichment and cultural exposure, as well as specialized training in medical Spanish, including medical terminology and cultural nuances in healthcare. This makes it attractive for those seeking a high-quality medical education while navigating a new language and culture. At the same time, bilingual classes provided a unique opportunity to develop language proficiency and cross-cultural communication skills in healthcare best practices.

Presented By: Michael Haight, AlohaCare
Co-Authors: Michele Favreau, JABSOM

Purpose 
Health Systems Science (HSS)  has been identified as the third pillar of medical education. However, there are limited undergraduate medical education (UME) curricula which demonstrate how health plans impact physicians' ability to provide patient care. Many medical school graduates enter residency without an understanding of how health care is structured and funded in the US.  The John A. Burns School of Medicine (JABSOM) partnered with the not-for-profit AlohaCare health plan to pilot an immersive HSS curriculum for rising second year medical students. This curriculum provided a platform for early learners to participate in HSS learning experiences from the health plan perspective. 

Methods 
Two 4-week, 16-hour electives were conducted during July and August 2022. Each elective enrolled two rising second year medical students for a total of 4. Learning activities involved in-person sessions conducted at the Alohacare offices and hands on sessions at community health centers. Students also completed virtual, asynchronous HSS modules. Coursework was co-developed with JABSOM faculty and taught by AlohaCare leadership and staff, who volunteered their time and efforts. Students learned about the core domains of HSS through the lens of managed care by participating in authentic health plan experiences. 

Results 
100% of the students participated in pre-post, electronic surveys and a final debriefing session. The Chief Medical Officer and Senior Medical Director for AlohaCare participated in debriefing sessions at the end of each elective. Although limited by the small sample size, 100% of the student survey results and the qualitative debriefing data demonstrated increased levels of confidence working with health plans. Debriefing data also indicated an increased understanding of how health plans inform physicians' provision of patient care. 

Conclusion 
Early medical student participation in authentic HSS experiences can increase students' HSS knowledge and confidence and facilitate their abilities to provide equitable and inclusive health care.

Presented By: Di Eley, The University of Queensland Medical School
Co-Authors: Luke Finck, Vanderbilt University School of Medicine
Patrick Hu, Vanderbilt University School of Medicine
Stephanie Moore-Lotridge, Vanderbilt University School of Medicine

Purpose
Meaningful research engagement by undergraduate medical students is essential to promote the development of critical thinking and problem-solving skills through the application of the scientific method. Importantly, research productivity has become an integral element in residency applications, particularly for competitive specialties and programs. For these reasons, many medical programs have developed curriculum elements that enhance student research engagement to create meaningful experiences with tangible outcomes capable of establishing a life-long professional identity of curiosity. A broad variety of program models are possible to achieve this which largely depends on the school's resources, mission, and research ethos. This study explored an international approach to providing meaningful and productive research experience in medical school.

Methods
Content experts in the incorporation of research into medical school curriculum and its application were recruited from the USA and Australia to provide expert perspectives. An overview of research inclusion in medical school curricula will be followed by specific exemplars. The presentation will include an overview of the processes for recruitment of supervisors, suitable projects, monitoring progress and expectations, student eligibility, assessment, and timeframes for completion.

Results
Institutions on both continents employ a variety of methods and curricular models offering research skills training to produce scholarly output in the form of a conference abstract and presentation and/or a co-authored journal publication. Both programs integrate research into all years of the MD curriculum by offering students a rich variety of research experiences from self-guided research projects, scholarly quality improvement projects, and 'protected time' research electives ranging from wet lab to clinical research experiences.

Conclusion
This cursory exploration highlights key curricular elements that enhance student research skill development and engagement. These meaningful experiences can establish a professional identity rooted in curiosity that assists in addressing clinical questions in their future practice.

Presented By: Megha Mohanakrishnan, University of Cincinnati College of Medicine
Co-Authors: Jonathan Bowden, University of Cincinnati College of Medicine
Bruce Giffin, University of Cincinnati College of Medicine
Andrew Thompson, University of Cincinnati College of Medicine

Purpose
Medical school often includes human dissection as an instructional method for gross anatomy. Research has shown it is common for incoming students to have feelings of stress and anxiety when facing dissection. To help mitigate these feelings, we developed a program where incoming medical students submit a drawing and brief reflection that represents their emotions in anticipation of dissection. The purpose of this study was to investigate common themes in these reflections and determine whether various demographic and background data had an impact on these trends.

Methods
This study focused on dissection reflections from 2022-2023 and included a total of 343 responses. Data were analyzed using thematic analysis. As a first step, ChatGPT was used to develop an initial list of potential themes. Authors MM and JB then conducted an interobserver error study that included an iterative process where the list of themes was refined. After reaching satisfactory interobserver results (94% total agreement) each author coded half of the dataset and results were compiled.

Results
A total of 14 themes were identified. The most commonly cited themes were learning opportunity (54%), gratitude and respect (52%), anticipation and excitement (41%), apprehension and nervousness (39%), and connection to donors (35%). Students who had never taken an anatomy course were almost twice as likely to include comments reflecting on life and death whereas students with anatomy experience more often discussed the learning opportunities associated with dissection. Students reporting as female were at least 1.5X more likely to include themes related to gratitude and respect, connection to donors, and empathy and compassion.

Conclusion
This study supports previous research documenting student apprehension to facing dissection but provides additional layers of information that can aid in better understanding and preparing students for the unique experience of human dissection laboratory.

Presented By: Erica Ausel, Marian University College of Osteopathic Medicine
Co-Authors: Parker Williams, Marian University College of Osteopathic Medicine

Purpose 
Research has demonstrated that members of the LGBTQ+ community often face disadvantages when accessing and utilizing the healthcare system. To this date, little research has been conducted to explore the comfort levels of student doctors about identifying, caring for, and discussing the individualistic healthcare needs of members of the LGBTQ+ community.

Methods 
For this project, medical students were asked to participate in an anonymous online survey to provide information regarding their training and perceived ability and comfort for providing healthcare in these communities. The anonymous survey employed Likert scale statements where students selected their comfortability for identifying, caring for, and discussing the healthcare needs of straight, bisexual, gay, lesbian, cisgender, and transgender patients. Participants could also complete an open-ended question, identifying any specific questions for providing healthcare to the LGBTQ+ community. A total of 198 student doctors responded to this survey. Distributions of survey answers were compared using Wilcoxon Mann Whitney analyses.

Results 
 These data show that student doctors are significantly less comfortable identifying, caring for, and discussing the healthcare needs of individuals within the LGBTQ+ community when compared to cisgendered and straight males and females (p < 0.001). This educational deficit is highlighted by the number of respondents who selected either somewhat or strongly disagreed with the statement that they were taught the importance of asking a patient about their sexual (65/177; 32.2%) or gender (68/179; 37.2%) identities. In contrast to their perceived education, over 85% of student doctors reported a desire to receive further training regarding LGBTQ+ care.

Conclusion
The results of this study aid in identifying areas that can be improved within medical education to better prepare future physicians for working with LGBTQ+ members.

Presented By: Blayne Thomason Santa Maria, Medical College of Georgia at Augusta University
Co-Authors: Amanda Barrett, Medical College of Georgia at Augusta University
Morgan Broniec, Medical College of Georgia at Augusta University
Anna Edmondson, Medical College of Georgia at Augusta University
Alisha Patel, Medical College of Georgia at Augusta University

Purpose
The gross anatomy laboratory profoundly influences medical students, enhancing not just their understanding of human anatomy but also fostering a deeper appreciation for mortality and compassion. As medical students, our body donors are considered our "first patients". Dissection provides us self-directed learning opportunities to discover our donor's cause of death and integrate the pathological findings we encounter in lab with classroom sessions. Here we describe our experiences dissecting our donor, and the complex emotional processes we experienced throughout the journey. 

Methods 
At the Medical College of Georgia, the First Patient Discoveries Project was developed to allow pre-clerkship students the opportunity to investigate the life and death of their body donor. This integrative exercise allows students to practice clinical problem-solving by utilizing pathological findings to hypothesize their donor's cause of death, and to investigate how these findings may have impacted their donor's quality of life. After dissections, students wrote reflections on their observations as well as the emotional experience of lab and how it contributed to their learning. 

Results 
Through this process, our group identified our donor's cause of death as peritoneal cancer, but we took more away from this journey than a diagnosis. We learned how to integrate clinical information from the classroom such as histological markers and the pathogenesis of peritoneal cancer with the gross pathology we saw unfold in dissection. We considered how these pathologies affected the patient's quality of life and end-of-life decision-making. We took away a deep respect for the gift of learning and empathy that the donor gave us.

Conclusion 
Dissection is an integral part of medical education, providing intangibles that cannot be covered in a textbook or online. Students gain an appreciation for not only the medical science but the lived patient experience, which makes for more well-rounded physicians.

Presented By: Lindsey Claus, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Ali Aijaz, Boston University Chobanian & Avedisian School of Medicine
Tyler Capen, Boston University Chobanian & Avedisian School of Medicine
Brett Cassidy, Boston University Chobanian & Avedisian School of Medicine
Michelle Cheng, Boston University Chobanian & Avedisian School of Medicine
Harika Dabbara, Boston University Chobanian & Avedisian School of Medicine
Deniz Goodman, Boston University Chobanian & Avedisian School of Medicine
Matthew Kang, Boston University Chobanian & Avedisian School of Medicine
Jessica Landau-Taylor, Boston University Chobanian & Avedisian School of Medicine
Martin Liberman, Boston University Chobanian & Avedisian School of Medicine
Minali Prasad, Boston University Chobanian & Avedisian School of Medicine
Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Kitt Shaffer, Boston University Chobanian & Avedisian School of Medicine
Justin Wang, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine
Maxwell Ye, Boston University Chobanian & Avedisian School of Medicine

Purpose 
Recent developments in ultrasound (US) imaging have led to its increased use in both clinical and educational settings. At Boston University Chobanian & Avedisian School of Medicine, US has been incorporated into multiple educational experiences for preclinical medical students since Fall 2021, providing the opportunity to explore how varying modes of preclinical US education impact students' professional identity formation and career planning.

Methods 
From Fall 2021 to Fall 2023, preclinical medical students participated in extracurricular ultrasound educational experiences through a hands-on practicum, a virtual US simulator application, a femoral triangle US simulator model, and self-guided US practice sessions. Participant feedback from subjective survey responses and focus group responses from each of these experiences was collated (n = 79), and grounded theory thematic analysis was performed to identify relevant themes. Research subjects participated in an average of two of the available four experiences.

Results 
Overall, participants in each US experience reported increased confidence with performing future clinical tasks. Across the various experiences, student responses about its effect on their future career planning were divided into two primary sentiments: 1) Students with a strong specialty-specific future plan expressed an increase in enthusiasm for future procedural opportunities within that specialty, and 2) Students with an undecided future career interest reported either an increased interest in procedural specialties or a more focused future interest in radiology or interventional radiology. While sessions included faculty and resident instructors from various departments including radiology, emergency medicine, and internal medicine, the plurality of student-reported specialty-specific interest was focused on radiology and its subspecialties.

Conclusions 
Preclinical extracurricular US educational experiences varying from self-guided learning to simulated clinical procedures provide significant opportunities for students to explore future career interests. Further work can elucidate the long-term effects on student career paths related to participation in these experiences early in medical training.

Presented By: Elizabeth Graham, Eastern Virginia Medical School
Co-Authors: Curt Bay, A.T. Still University
Uzoma Ikonne, Eastern Virginia Medical School
William Wightkin, Eastern Virginia Medical School

Purpose
A current trend in the evolving landscape of medical education involves expanding the clerkship phase. There is a concern, however, that a condensed pre-clerkship phase may compromise the acquisition of basic science knowledge which is critical to a safe and effective medical practice. Therefore, the current study aims to evaluate how a novel clinical pharmacology elective integrates basic pharmacology content and principles of medication safety into the post-clerkship curriculum.

Method
Clinical Pharmacology and Medication Safety is a four-week virtual elective offered to fourth-year medical students. The course integrates a review of basic pharmacology with relevant clinical pharmacology topics, such as safe prescribing practices, via weekly case-based learning sessions facilitated by clinical pharmacists and physicians. To evaluate the effectiveness of the course, students completed pre-elective and post-elective questionnaires. Differences between pre- and post-elective responses were analyzed using the Mann-Whitney U test. 

Results
When asked to describe why they chose to enroll in the elective, students cite a desire to review pharmacology (56%), develop knowledge of medication safety (56%), and prepare for residency (50%). Before starting the course, 12.5% of students felt that they understood what was required to safely prescribe and manage common pharmacotherapies compared to 80% of students who understood these concepts upon completion of the course (p <0.001). Nearly 87% of students agreed or strongly agreed that the concepts presented in the elective will help them safely prescribe and manage common medications upon starting residency.

Conclusion
This clinical pharmacology elective was well-received by students. Further, students reported significant improvements in their comprehension of basic and clinical pharmacology and their readiness for residency. Therefore, this clinical pharmacology elective represents an example of how to utilize the elective phase to vertically integrate basic science content throughout the medical curriculum in the context of a condensed pre-clerkship phase.

Presented By: Robert Mackin, AU-UGA Medical Partnership
Co-Authors: Erika Mackin, MIT Lincoln Laboratory

Purpose 
Our medical curriculum combines multiple basic science and clinical threads into a case-based, small group learning program that is both spiral and organ-based. It is also a two-pass system where basic science with clinical correlations predominate in the first pass; while disease states, with supporting basic science, are the foundation for the second pass. While this structure provides an effective learning environment for students, it presents a logistical challenge for faculty coordination. We are currently mapping our curriculum using a relational database. However, the output is a list of sessions, which makes it difficult to discern relationships between sessions. As the relationships between threads and years is critical to the success of our program, we feel that visualizing elements of the curriculum in two dimensions will improve faculty coordination. 

Methods 
We loaded both sessions and temporal relationships of our first module into a graph database. Session entries included instructor and discipline or thread as properties, and relationship entries included connections to either a calendar timeline or another session. After designing an initial graph schema, the application generated a model of the module's content. A graph query language was used to extract subsets of sessions along with their pre-defined relationships. The resulting models were used to explore relationships between sessions. 

Results 
We have successfully created queries that retrieve and visualize subsets of sessions and their relationships. Using the resulting model, we can recognize where sessions from different threads share complementary concepts and how they need to be chronologically organized to facilitate student learning. 

Conclusion 
Results from trials of our graph database provide an extremely useful mechanism for visualizing elements of our curriculum that would benefit from coordination across the component threads and years. We plan to incorporate additional sessions and keywords into our database to further optimize our curriculum.

Presented By: Buruj Mohammed, Medical College of Wisconsin
Co-Authors: Maie Zagloul, Medical College of Wisconsin

Purpose 
In the US, uninsured patients lack access to crucial diabetes self-management education and support (DSMES) programs after their diagnosis. Patients at the Saturday Clinic for the Uninsured (SCU), a student-led free clinic, do not have access to DSMES. Providing culturally sensitive DSMES is needed to equip both future healthcare clinicians and patients with the necessary knowledge on diabetes management. To develop this program, an understanding of the specific needs of patients with diabetes at SCU is required. This can be done through a needs assessment. 

Methods 
Patients diagnosed with type 2 diabetes were contacted via phone; open-ended questions were posed to patients, directly aligned with the objectives of this project. Responses provided by patients were transcribed verbatim and analyzed via qualitative and quantitative methods. 

Results 
A total of 19 patients completed this needs assessment. The demographic characteristics of the participants included a diverse range of ages, genders, and racial and ethnic backgrounds, reflecting that of the patient population at SCU. Fifty-three percent of participants never received any form of diabetes counseling in the past; 89%, highlighted the need for more comprehensive education on diabetes self-management strategies. Participants consistently mentioned challenges related to managing their diabetes, including finances, medication access, and implementing lifestyle modifications. Most participants expressed a strong desire for more resources and education on managing their condition effectively. All patients were motivated to make lifestyle changes and emphasized the value of peer-support networks. 

Conclusions 
The results of this needs assessment highlight the importance of addressing access barriers, providing comprehensive educational resources, and enhancing support services to empower these patients in their diabetes self-management journey. These findings serve as a foundation for developing targeted curriculum for student educators aimed at improving the quality of diabetes care and support for this patient population at SCU.

Presented By: Heather Fedesco, The American Association of Veterinary Medical Colleges
Co-Authors: Jessica Brodsky, The American Association of Veterinary Medical Colleges
Julie Noyes, The American Association of Veterinary Medical Colleges

Purpose 
The veterinary profession is increasingly concerned about access to care. A strategy to address this issue is practicing across the spectrum of care (SOC). This entails providing a wide range of care options to socioeconomically diverse clients. The American Association of Veterinary Medical Colleges (AAVMC) launched the SOC Initiative to support veterinary education programs in making curricular and cultural changes to prepare SOC practitioners. We report on the initiative's piloting of the 'Ecosystem Model of Systemic Change Leadership' to structure our approach for guiding change in these complex programs. 

Methods 
We focused on four key leader moves from the Ecosystem Model. 'Developing Strategy and Resources' involves creating equitable plans for success, encompassing the necessary revenue, infrastructure, and personnel. 'Leading People and Teams' requires forming a skilled and diverse team aligned with change goals and engaging stakeholders. 'Creating Vision' involves developing shared expectations by drawing from stakeholders and articulating goals, outcomes, and timing. 'Sensemaking and Learning' entails using data to understand perceptions, raise consciousness, and bridge knowledge gaps for robust organizational learning and development. 

Results 
The AAVMC activated the 'Developing Strategy' move by securing funding to hire dedicated staff, which ensured momentum in the initiative's first two years. Leveraging the 'Leading People' move involved forming a task force of diverse stakeholders, which created buy-in for the initiative across the profession. The task force activated the 'Vision' move by defining the SOC competencies of new veterinarians, which provided programs with a clear outcome to guide changes. Leveraging the 'Sensemaking' move entailed introducing a curriculum mapping process for programs to assess their alignment with the competencies, resulting in concrete evidence to direct internal change efforts. 

Conclusion 
The AAVMC's use of the Ecosystem Model illustrates how this model offers a roadmap for guiding change across complex medical education programs.

Presented By: Katherine Martínez Carmona, Tecnológico de Monterrey
Co-Authors: Belinda Carrión, Tecnológico de Monterrey

Purpose
The development of social responsibility and interdisciplinary collaboration is indispensable in the hidden curriculum of health students. Our goal is to evaluate the teachings biomedical students acquire unintentionally through exposure to marginalized communities and by sharing classrooms with students from other programs such as medicine, dentistry, nutrition, and psychology.

Methods 
For this descriptive study, we shared an anonymous and voluntary questionnaire with 1st, 3rd, and 5th-semester biomedical students through the university's social media.  Social responsibility was assessed by asking if activities in marginalized communities were perceived as their professional responsibility or as a course requirement. Involvement in extracurricular volunteering was also questioned. Concerning interdisciplinary collaboration, we inquired if sharing classes with other programs nourished the educational environment and their drive when choosing teammates. Question format was 3- and 5-point Likert scale, multiple-choice, and open-response.

Results 
86 (63.5%) responses were analyzed. Regarding social responsibility, 90% acknowledged it as their professional mission. 79% stated community visits promoted reflection on social, economic, and health discrepancies. 52% declared no involvement in extracurricular volunteering, 36% reported enrollment, and 12% did social service due to curricular demands. Concerning interdisciplinary collaboration, 78% agreed sharing classes provided diverse perspectives and when choosing teammates 68% did so regardless of their career. Medicine was chosen as the most nourishing career for sharing classes and dentistry the least. However, 21% agreed this created a bias from professors toward non-medical students (52% disagreed and 27% neutral).

Conclusion 
The students showed awareness of social discrepancies in unprivileged populations and took an interest in understanding their needs. We believe institutions should promote a socially responsible educational environment. Additionally, several students believed sharing classes with different programs could bias faculty. This invites us to question faculty's viewpoint on interdisciplinary courses and promote awareness of inclusion and non-discrimination regarding career choice.