Presented By: Roey Ringel, 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
Cailtin Neri, Boston University Chobanian & Avedisian School of Medicine
Gwynneth Offner, Boston University Chobanian & Avedisian School of Medicine
Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose
There is a growing prevalence of flipped classroom environments in medical schools. In these settings, faculty-generated customized learning content is frequently used for student self-guided learning and pre-work. However, faculty-generated content can be variable, lacking standardization in design and alignment with student learning needs. To address this challenge, we hypothesized that developing a checklist for content creation informed by student perspectives may mitigate common pitfalls in the creation of customizable content with the goal of optimizing learning efficiency and content creation. 

Methods 
Our mixed-methods study involved the development and implementation of a survey and focus groups with second-year (M2) medical students who had interfaced with faculty-generated self-learning guides (SLGs) during their M1 year. SLGs are faculty generated guides that integrate text, video, and images to teach major topics in each academic block. Three SLGs were evaluated for organizational and content-related aspects by the participants. A grounded theory approach was used to analyze the data. 

Results 
70/158 M2's responded to the survey, while 11 M2's participated in the focus groups. Major themes were identified including, chunking written content, limiting the length of video content, and generating answerable learning objectives, among others. These themes were then distilled into a concise 10-point best-practices checklist designed for faculty use throughout the lifecycle of self-learning guide preparation. 

Conclusion 
Our proposed checklist represents a straightforward yet potent tool for faculty engaged in developing customizable content for preclinical medical school curricula. By incorporating student perspectives, this checklist aims to enhance the coherence between faculty intentions and student perceptions and learning of self-learning guides. This streamlined approach not only has the potential to fortify the learning experience for students but also may facilitate a smoother content creation process for faculty members. Embracing this checklist may foster a more effective and harmonized learning environment in medical education. "

Presented By: Russell Franco D'Souza, UNESCO
Co-Authors: Surapaneni Krishna Mohan, Panimalar Medical College Hospital & Research Institute
Princy Louis Palatty, Amrita School of Medicine
Mary Mathew, Kasturba Medical College, Manipal Academy of Higher Education

Purpose
In the context of modern healthcare landscape, characterized by a cross-disciplinary nature and the globalization of medical practices, it becomes imperative that educators enable future health professionals to navigate the intricacies of diverse ethical conundrums and lay the foundation for empathetic healthcare delivery that prioritizes patient dignity, preferences, and well-being. Thus, the 3T-IHSc (Train Teach and Transfer Bioethics and Human Rights knowledge) Integrated in Health Sciences program by the UNESCO Chair in Bioethics was conducted to equip health professions educators with innovative and sustainable approaches to bioethics education.

Methods
Over 1,270 senior faculty from Indian health science universities including eight government and ten private universities have successfully completed the 3T-IBHSc Bioethics course. The curriculum is divided into three components: Bioethics Principles, Bioethics Knowledge Transfer Technology, and Integrated Bioethics. This workshop-style course incorporates a cafeteria setting, employing interactive teaching methods, case-based teaching, and simulated teaching vivas. Upon successful completion of the course, the participants were awarded the certification.

Results
By the end of the course, the learners were able to reflect on the significance of interdisciplinary and transnational collaboration in integrating bioethics content across health science disciplines. They gained insights into different teaching-learning methods utilized in bioethical education and understood how to align them effectively with specific educational goals and bioethical content. Also, learners were taught how to align diverse assessment methods with the nuances of bioethical education, ensuring that ethical competence and understanding are appropriately measured and evaluated at their own institutions.

Conclusions
The 3T-IHSc program, spearheaded by the UNESCO Chair in Bioethics, serves as a pivotal initiative in addressing the evolving landscape of healthcare ethics education. Through the emphasis on empathy, patient dignity, preferences, and overall well-being, this program contributes substantially to the development of healthcare professionals committed to ethical practice in the dynamic and interconnected world of contemporary healthcare.

Presented By: Colleen Croniger, Case Western Reserve University

Purpose
The adult learner is very different today compared to the student from 10 years ago, when learning was primarily from lectures  and reading textbooks. Today, there are many resources available that are streamlined and efficient. However, they present the material as isolated facts and don't integrate the concepts which are essential for long-term learning. The goal of this project was to develop new interactive teaching methods to replace the traditional biochemistry lectures taught in the pre-clerkship curriculum  (Block 3) at CWRU. 

Methods 
Short videos (<5 min) were generated on the main topics of biochemistry taught in Block 3 for the M1  students (class of 2027). Formative quizzes were made to test the knowledge gained in these short videos. These resources were offered asynchronously. On Friday, students attended a required 2-hour interactive session that applied the material covered in the videos and quizzes. These sessions included case studies and USMLE Style Step 1 questions. The interactive session was led by an expert faculty member in biochemistry. 

Results 
All students took the end of block survey which included questions on their attitudes towards this novel approach. Knowledge was assessed in the exam at the end of Block 3 and the results were compared to the class of 2026, which had traditional lectures only. 

Conclusion 
Students utilized the asynchronous videos and quizzes to prepare for the interactive sessions. Students felt that the asynchronous videos offered greater flexibility than in person  traditional lectures. The formative quizzes and interactive sessions helped to integrate their understanding and improve their knowledge in biochemistry.  Thus, we have developed a novel approach to teach biochemistry which can be easily utilized by other medical schools curriculum.

Presented By: Gloria Conover, Texas A&M University
Co-Authors: Steven Maxwell, Texas A&M University

Purpose
We developed an innovative advanced elective course to intentionally train clerkship medical students to integrate clinical practice with scientific literature when addressing challenging cases unresponsive to routine standard care.

Methods
Third-year medical students underwent a two-semester longitudinal selective wherein they constructed detailed clinical concept maps for patients encountered during clerkships. Following a targeted search of pertinent primary literature related to their chosen patient case, students integrated key mechanistic concepts from scientific literature, elucidating cellular or molecular explanations for patient symptom presentation and complications during care. Students received personalized actionable feedback twice monthly on their assignments, culminating in composing a well-documented mechanistic case study manuscript. 

Results
From 2020, seven medical students enrolled in the pilot course through competitive selection. Project themes spanned pediatric neurological disorders (such as Dravet Syndrome and Rauch-Steindl syndrome), stroke, hepatic encephalopathy, and complications like necrotizing fasciitis due to Serratia marcescens. Four out of six students completed an end-of-course Likert-styled survey, and six presented poster papers. One student has a manuscript under review. Respondent students (n=4) agreed that the course significantly enhanced their self-directed learning (rating: 3.75; 1=strongly disagree, 4=strongly agree), critical thinking (4.00), scientific communication skills (4.00), and ability to translate scientific findings into clinical practice (4.00). 

Conclusion 
This selective effectively instructed MS3 students to distill biological mechanisms underlying real-world disease complications using information derived from published preclinical literature. Students gained confidence in devising detailed therapeutic plans by critically analyzing the clinical application of translational literature, aiming to offer improved treatments to future patients. Additionally, this course fostered collaboration between faculty mentors, consultants, and students, nurturing relationships that deepen their knowledge.

Presented By: Matthew Yee, Columbia University
Co-Authors: Cecilia Brassett, University of Cambridge
Jane Dutton, King's College
Mandeep Gill Sagoo, King's College
Sean McWatt, Western University Schulich School of Medicine and Dentistry
Geoffroy Noel, University of California at San Diego School of Medicine
Takeshi Sakurai, Kyoto University
Dana Stearns, Harvard Medical School
Anette Wu, Columbia University

Purpose
Nutrition affects overall health, yet comprehensive nutrition education is persistently lacking in medical schools. Even when taught, nutrition courses rarely include global cultural perspectives. Physicians are thus insufficiently equipped to support diverse patient populations with nutrition-related guidance. Our objective was to develop a novel online, international, and interactive elective course for senior medical students to learn and review fundamental nutrition topics in a cross-cultural context.

Methods
This course was based on formats from the International Collaboration and Exchange Program (ICEP) at Columbia University. From March to April 2023, students participated via videoconferences in didactic lectures and small group discussions. Discussion topics included nutrition-related cultural perspectives and practices. To investigate course outcomes, we administered pre- and post-course surveys to explore student perspectives on nutrition knowledge, cultural competency and health equity, and to direct feedback on the course itself. We included validated Likert scale questions from a Cross-Cultural Care Survey (CCCS). Inductive thematic analysis was conducted for short-response course feedback questions, in which student responses were semantically coded.

Results
Students (n=40) were successfully recruited from past ICEP participants on four continents (North America, Asia, Europe, and Africa). Compared to the pre-course baseline, post-course survey evidence demonstrated students’ improvement in perceived nutrition content knowledge and ability to provide patients with advice on diet and healthy eating. CCCS Likert-type scales demonstrated that students gained an improved appreciation for cultural competency practices and health equity promotion. Thematic analysis demonstrated that students also gained an interest in interprofessional education and dietary culture exposure in their medical training.

Conclusions
Teaching nutrition in a synergistically cross-cultural context promotes practices essential for equitable healthcare delivery. We propose that global student small group learning should be further investigated to support cultural competency training. Our novel course format introduces students to multiple dimensions of medicine that are crucial for holistic patient care but are rarely included in traditional curricula.

Presented By: Autumn Fritz, Western Michigan University Homer Stryker MD School of Medicine
Co-Authors: Sara Allison, Western Michigan University Homer Stryker MD School of Medicine
Amy Gyorkos, Western Michigan University Homer Stryker MD School of Medicine
Morgan Helmich, Western Michigan University Homer Stryker MD School of Medicine
Jade Woodcock, Western Michigan University Homer Stryker MD School of Medicine

Purpose 
Undergraduate medical students often encounter challenges when transitioning from theoretical knowledge to practical application in the gross anatomy lab. Peer-teaching is integral in bridging this gap and is shown to be positively accepted by medical students. This study aims to incorporate peer-led cadaveric demonstrations into the gross anatomy lab via a dissection elective as a novel educational approach to facilitate a supportive learning environment, foster peer-to-peer knowledge transfer, and enhance students' preparedness.

Methods 
In a dissection elective course, students created peer-led videos demonstrating anatomy on cadavers and models. These instructional videos highlighted essential anatomical structures, relationships, and mnemonic devices relevant to the lab objectives. These videos were then incorporated into pre-laboratory modules and disseminated to 89 second-year medical students, asynchronously for lab preparation. To assess effectiveness, video engagement data were gathered through Sproutvideo, and student feedback was collected via post-lab surveys using Redcap.

Results 
In a study with 52 consenting students, 62% engaged with videos and 46% completed a survey. On average, students watched 85% of all videos (11/13), viewing 95% of each video's length. Although videos were accessible 5 days before the lab, most video viewings (87%) occurred on the day of the lab, with 13% the day before. Survey feedback showed high satisfaction: 70% used the videos for lab preparation and 96% plan to use videos for exam review. Of those who used the videos for lab preparation, 94% found them beneficial, 94% felt more confident in the lab, and 71% felt it improved engagement with peers during lab.

Conclusion 
Peer-led videos significantly enhanced medical students' lab preparedness and confidence, fostering better peer engagement and learning experiences. Utilizing a dissection elective to incorporate peer-led teaching can be beneficial to medical students.

Presented By: Heather Christensen, University of Cincinnati
Co-Authors: Isabella Ramicone, University of Cincinnati

Purpose
Medical students have limited exposure to medical education (MedEd) or teaching practice prior to residency. To mitigate this, our institution offers a longitudinal elective: "teaching in medical education" (TiME). First-year (M1) medical students learn MedEd principles and conduct near-peer teaching sessions as second- and third-year (M2/3) students. This provides ample teaching practice; however, robust evaluation of student teaching remains limited due to faculty resources. Given the importance of feedback, we piloted a peer-mentorship program within TiME. A self-guided curriculum was developed for M4s to describe effective mentorship and bolster knowledge of learning theories and teaching principles, and to provide quality feedback. 

Method
Fourth-year (M4s) TiME students applied to mentor small-groups of M2 student-teachers and M3 apprentices. M4s hosted sessions with M2/3s to discussing difficulties faced by student-teachers, provide teaching advice, and attend/evaluate M2-teaching sessions. In this pilot, we analyzed the demographics of M4 mentors and used chat-GPT (AI) to identify themes in M4s' narrative application responses. Impact of this program will be measured upon conclusion of this pilot year (in March). 

Results 
Of the M4 TiME cohort (n=25; 56% female, 44% male), six students applied to be a mentor (83% female; 33% male) and nine M3s applied to be a mentor-apprentice (56% female; 44% male). The mentors closely reflected the gender distribution of the M2 mentees (70% female; 30% male). Applications had an overall positive and reflective sentiment. AI-generated themes from responses to "Why do you desire to be a mentor?" included: commitment to growth, desire to give back, and curiosity. 

Conclusion 
The pilot peer-mentorship program successfully launched. Ongoing data collection includes perception of community amongst the mentor groups, impact of mentorship on M2 student teaching, effectiveness of teaching evaluation, and confidence in M4 mentor-leadership.

Presented By: Caroline Hall, Western Michigan University Homer Stryker M.D. School of Medicine
Co-Authors: Erik Larson, Western Michigan University Homer Stryker M.D. School of Medicine

Purpose
LCME standard 6.1 instructs medical schools to ensure that learning objectives for each required learning experience are made known to all students. In this study, we assess the value in exceeding this standard by visually aligning learning objectives with lecture slides to establish a closer association with course material. This builds upon similar satisfaction-focused research, but here we quantify the impact on summative exam performance. 

Methods 
In a single course (medical genetics), we either modified or did not modify individual lectures by tagging each lecture slide to a specific objective. Additionally, a summary slide linking slide numbers to learning objectives was included at the conclusion of each modified lecture. In a prospective cohort study, pre-initiative exam scores for the graduating classes of 2025 and 2026 were gathered, followed by post-initiative data for the class of 2027. Test items common to the class of 2027 and either or both classes of 2025 and 2026 were analyzed. Two 2-sample t-tests compared difficulty between treatment and control groups, examining all items and those with a difficulty index exceeding 0.2. An optional, anonymous survey gauged student perception through five Likert scale questions and a free-response section. 

Results 
We did not observe a statistical difference in scores on test items between groups, arguing that lecture slide tagging with objectives does not impact learning. Even so, the survey demonstrated positive responses regarding its helpfulness, clarity in test expectations, and stress reduction. 

Conclusion 
Exam performance is independent of learning objective placement in lecture slides, however student satisfaction with the content delivery and perceived summative exam preparation is improved by tagging individual slides with the corresponding learning objective(s).

Presented By: Sydny Long, University of South Carolina School of Medicine Greenville
Co-Authors: Helen Kaiser, University of South Carolina School of Medicine Greenville
Shanna Williams, University of South Carolina School of Medicine Greenville

Purpose  
Near peer-teaching is a method of improving student retention and comprehension that has shown success in graduate medical education. Near-peer-teaching involves a medical student providing content instruction to another student one or more years their junior. Both the student teaching the material and the student receiving the instruction have demonstrated increased self-confidence and understanding of the material in both pre-clinical and clinical environments.

Method 
At the University of South Carolina School of Medicine Greenville (USCSOMG), we provided an elective rotation to fourth-year clinical medical students (M4s) that involved teaching anatomy to first-year students in the dissection lab and writing summative exam questions for these students under the guidance of anatomy faculty. M4s wrote, edited, and contributed questions to eight exams administered to first-year students over the course of their anatomy module for the academic years of 2021-2022 and 2022-2023. Test items were analyzed to determine difficulty, discrimination index, and point biserial with the purpose of assessing question integrity. For each exam, the means of these three values were compared between questions written by anatomy faculty and for those written by M4s.   

Results
No difference was seen between faculty and M4 written item point biserials, difficulty, and disc index. When items were compared by individual exam, one M4 group items (Head and neck, 2022) showed higher difficulty, and point biserial than faculty items (P value, amount difference).  

Conclusion  
Based on these results, we recommend that fourth-year medical students receive further opportunities to teach content to and write exam questions for first-year medical students to create a more well-rounded, clinically-relevant curriculum and enhance the educational repertoire of early-career doctors.

Presented By: Princy Louis Palatty, Amrita School of Medicine
Co-Authors: Russell Franco D'Souza, UNESCO
Surapaneni Krishna Mohan, Panimalar Medical College Hospital & Research Institute
Mary Mathew, Kasturba Medical College, Manipal Academy of Higher Education (MAHE)

Purpose
Lectures have shown to be an ineffective pedagogical tool to inculcate moral values and bioethics in the medical curriculum. In this study, we have used participatory theatre (street play) as a novel as a prototype to teach the Universal Declaration of Bioethics and Human Rights (UDBHR) bioethical principles.

Methods
This study was conducted in two stages. Medical student volunteers were introduced to the principle of Non-Discrimination and Stigmatization and then requested to prepare the script and perform a street play to demonstrate this principle. After the performance, the students were divided into three groups as follows: i) Students who were observers, ii) Student performers who participated in the  focal group discussion and iii) Student performers who participated in the qualitative reflection following their performance. A qualitative methodology was chosen with triangulation using Gibb's cycle to analyse the data. All students were provided validated structured questionnaires.

Results
A total of 96% of the students agreed that street play was useful to learn the principles of bioethics. The overall assessment of usefulness of participatory theatre to teach these ethical principles was rated as excellent/very good by 78% of the students. The student expressed high approval for the questions pertaining to the theatrical aspects like depiction, relevance, impact, sensitivity, group dynamics, synchronization and clarity.

Conclusions
Participatory theatre is an effective teaching tool in facilitating learning of bioethics principles for medical undergraduates. Learning, unlearning and the evolution of new behaviour as an attitude is the common outcome observed in this study. The students are obligatorily exposed to situations that confronted with opinions, customs and beliefs that were previously not known to them and compel them to think and contend with a myriad of issues that impact them. This method could be a creative alternative to the traditional teaching techniques of teaching bioethics.

Presented By: Kenneth Onyedibe, Mercer University School of Medicine
Co-Authors: Jaehwa Choi, Mercer University School of Medicine
James Drummond, Mercer University School of Medicine
Angabin Matin, Mercer University School of Medicine
Manish Mishra, Mercer University School of Medicine
Iuliia Zhuravlova, Mercer University School of Medicine

Purpose
Epidemiology has become essential for medical professionals. In the Microbiology course of our Master of Science in Preclinical Sciences (MSPCS) program we conducted an interactive introduction to Epidemiology (Epi-Day) where students learn how to track and study an outbreak.

Methods
Epi-Day is a two-week infectious disease outbreak simulation culminating in a day of data discussion and a quiz. Two randomly selected students were "infected" as index cases. Students received instructions outlining an "infected" student's actions (spreading and reporting the infection). Deidentified, collated data on the outbreak are then provided to students for analysis and discussion, in teams, following basic epidemiology lectures (Cohort vs. Case-Control study designs). Afterwards, students were asked to provide feedback in the course evaluation. Two independent evaluators rated responses as beneficial, neutral, or non-beneficial, and a third evaluator was invited if there was disagreement in assignment.

Results
Students provided diverse reflections on how they perceived the simulation. Of the 16 responses from two different academic sessions (2021 and 2022), 10 (62.5%) indicated it was beneficial, 4 (25%) non- beneficial, and 2 (12.5%) were neutral. Comments in "beneficial" group include: "They helped you think like an epidemiologist ...", "I think epidemiology day was beneficial because it gave us the chance to learn about cohort and case-control studies". Conversely, comments such as "Epi-day is not fun, its pure chaos and anxiety-inducing" were rated as non-beneficial.

Conclusion
Our implementation of Epi-Day in the 2-years prior served as a useful introduction for MSPCS students to basic methodologies utilized in epidemiology. Most students thought Epi-day was beneficial and the team-based learning design allowed students an immersive learning experience to understand epidemiological concepts. We are refining the design of future Epi-Day programs to address students' concerns and make this simulation more beneficial. Student reviews of year three Epi-Day simulation await the end of the semester.

Presented By: Christohper Simenz, Medical College of Wisconsin

Purpose 
Connecting medical training and physicians to underserved communities often involves unilateral education, while reciprocal education with trusted community partners helps to build capacity for improved patient access and develop equity-focused providers. This outreach program was implemented to improve connection between medical trainees and underserved communities, increase partnership and awareness of local community partners, and promote development of equity-focused healthcare practitioners. 

Methods 
Perceptions of 39 residents (Anesthesiology, Neurology, Obstetrics and Gynecology, Radiation Oncology, Surgery), 7 residency directors, and 2 community partners were analyzed after participation in two community outreach experiences with local partners combating food and housing insecurity during a one-year pilot study. Residents, residency directors, and community partners completed session evaluations including Likert (scale A:1=SD/7=SA, scale B:1=low/10=high) and free response questions for program satisfaction, feasibility, and impact. 

Results 
Scale A: Resident responses indicated outreach experiences enhanced their connections to community (Mdn=7, IQR=0), fellow residents (Mdn=7, IQR=1), and residency program (Mdn=7, IQR=2). Responses indicated value in the curriculum from residents (Mdn=7, IQR=1), residency directors (Mdn=7, IQR=0), and community partners (Mdn=7, IQR=0). Scale B: Satisfaction with the learning experience and overall programming from residents (Mdn=9, IQR=3; Mdn=10, IQR=2), residency directors (Mdn=10, IQR=1; Mdn=8, IQR=2), and community partners (Mdn=10, IQR=0; Mdn=10, IQR=0) were apparent. Inductive thematic analysis of free response questions produced 7 themes: value of resident socialization, partnership with community, experience enjoyment, understanding the work of community partners, growth of new perspectives, considerations for the healthcare system, and learning about Milwaukee. Analysis of residency director and community partner surveys showed uniformly positive feedback on experiences and proactive resident engagement. 

Conclusion 
Participation in community-engaged outreach programs provided multiple positive impacts and fostered growth of resident perspectives on community health and its relation to the healthcare system, perspectives on equitable healthcare practice, and was valued by residency directors and community partners.

Presented By: Jennifer Van Swol, The University of Chicago
Co-Authors: Jean Clore, University of Illinois College of Medicine at Peoria
Daniel Henley, University of Illinois College of Medicine at Peoria
Michelle Rusch, University of Illinois College of Medicine at Peoria
Ann Willemsen-Dunlap, Jump Simulation and Education Center
Melissa Williams, University of Illinois College of Medicine at Peoria

Purpose
Healthcare providers regularly engage in difficult conversations with patients and families. De-escalation training can help reduce safety risks by equipping providers with tools to anticipate and respond to agitation and aggression. This pilot study evaluated the effectiveness of verbal de-escalation training delivered through simulation (involving standardized participants [SPs]) to improve situation awareness (SA), identification of future worries for the patient, and de-escalation skills of first year resident physicians (interns). 

Methods 
Pediatrics (n=11) and Med-Peds (n=1) interns attended a workshop to learn about 10 de-escalation domains before completing two simulated encounters. Part one involved interacting with a guardian resistant to admitting their child because of previous negative hospital experiences. In part two, the admitted child developed medical complications. Assessments included SA (including future worries) in addition to facilitator and SP ratings. 

Results 
SP communication ratings (max=32) in part one (mean=21.4, SD=4.0) were comparable to part two (mean=21.7, SD=2.7). Facilitator ratings in part one (mean=4.7, SD=2.3, min=1, max=8) were higher (p<0.05) than part two (mean=3.3, SD=2.6, min=1, max=7). SA results were limited by facilitator and SP training. For SA in part two, 50% of interns correctly identified items in the physical environment (SD=1.1) and 42% accurately recognized escalation behaviors (SD=0.9). Reports of future worries could be categorized into multiple themes including patient harm, guardian escalation, and concerns related to provider fear. 

Conclusions 
Despite standardized de-escalation training beforehand, there were a number of inaccuracies in SA scores, suggesting a need for additional training. Preliminary examination of reported future worries identified safety issues, personal insecurities, and legitimate patient care concerns. Findings can be used to tailor future de-escalation training to address interns' perceived deficits including managing safety concerns in addition to combating fear of reprisal and imposter syndrome.

Presented By: Michelle Rusch, University of Illinois College of Medicine Peoria
Co-Authors: Aaron Costerisan, University of Illinois College of Medicine Peoria, Carle Health - Methodist
Toufic Khairallah, Tyrian HealthCare, LLC
Michael Neff, University of Illinois College of Medicine Peoria
Peter Phan, University of Illinois College of Medicine at Peoria
Greg Podolej, University of Illinois College of Medicine Peoria
AJ Pool, University of Illinois College of Medicine Peoria
Kevin Wombacher, University of Illinois College of Medicine Peoria

Purpose 
Research indicates performance in real-life settings depends on domain knowledge established through a combination of content and procedural knowledge. This criteria presents a challenge to training procedural skills in medicine with meaningful context. Training must be strategically delivered and assessed to effectively achieve and measure mastery. The purpose of this research was to evaluate the effectiveness of a simulation-based pseudo escape room to improve student engagement and skill mastery of third year medical students. 

Methods 
The finale for a third year medical student (n=57) clinical skills course utilized a simulation-based pseudo-escape room format. Skills tested included US, Airway, IV, EKG Placement, Foley, and ABG or NG placement. Each group (4-5 students) had 45 minutes to complete the escape room. Time, error rates, and clinical logic via ABC accuracy (prioritizing airway > breathing > circulation) were recorded to measure performance. Follow-up and long-term effectiveness was measured via questionnaires including adapted versions of the SET-M, Simulation Design Scale, and Science Motivation Scale II. 

Results 
Average unadjusted completion times for the ABG and NG groups were 28.36 minutes (SD=5.44) and 34.18 minutes (SD=5.46), respectively. ABC accuracy for ABG groups (mean=1.00, SD=0.71) was higher than NG groups (mean = 0.50, SD = 0.55). Findings on adjusted scores (factoring errors) in relationship to follow-up surveys are forthcoming. 

Conclusion 
Results showed a broad range of performance scores and revealed a need for additional US training on fundamental skills. Lessons learned from this first activity informed revisions to the curriculum. For example, adding tests and training on situation awareness and flow. The escape room format presents a promising alternative for medical educators with the potential to increase student engagement and long-term retention of skills.

Presented By: Kathryn Huggett, University of Vermont Larner College of Medicine
Co-Authors: Dana Dunne, Yale School of Medicine
John Encandela, Yale School of Medicine
Jennifer Gibson, Tulane University School of Medicine
Janet Hafler, Yale School of Medicine
Paul Haidet, Pennsylvania State College of Medicine
Jennifer Meka, University at Buffalo, Jacobs School of Medicine & Biomedical Sciences
Felise Milan, Albert Einstein College of Medicine
Shayna Minosky, Kwantlein Polytechnic University
Christopher Mooney, University of Rochester School of Medicine and Dentistry
Jesse Moore, Larner College of Medicine at the University of Vermont
Sandra Oza, Albert Einstein College of Medicine/Montefiore Medical Center
Daniel Pratt, University of British Columbia
Sheira Schlair, Albert Einstein College of Medicine

Purpose
Student evaluation of teaching assumes that students can assess quality, regardless of their perspectives toward particular styles of teaching. In this project, we sought to understand potential pedagogical perspectives among students using a modified version of a well-validated measure of teachers' educational styles (the TPI, available at www.teachingperspectives.com), and to compare them to perspectives of faculty nominated for teaching excellence. 

Methods
We recruited 642 students from the 2nd- and 4th-year classes at 7 medical schools (Yale, Einstein, U Vermont, Penn State U, SUNY-Buffalo, Tulane, U Rochester) to complete the student-TPI, which directed them to respond to 45 items while thinking of a specific teacher that they found particularly effective in the past 6 months. Student-TPI scores are classified into five teaching perspectives (transmission, apprenticeship, developmental, nurturing, social reform). Individuals can have a combination of perspectives, but most have one dominant perspective. We distributed the teacher version of the TPI to 167 faculty named by the students. We compared student perspectives between 2nd and 4th year students, and to those of faculty. 

Results 
The most common perspective among students was apprenticeship (29%), with nurturing second most common (18%). 4th-year students had proportionately higher apprenticeship, and lower transmission. Apprenticeship (28%) and Nurturing (23%) were most common among clerkship faculty, whereas Nurturing (27%) and Developmental (15%) were common among pre-clerkship faculty. A sizable proportion of students (36%) and faculty (35%) did not demonstrate a dominant perspective. 

Conclusions 
This study provides valuable initial insights on students' perspectives of excellent teaching, how those perspectives evolve over the medical school experience, and what perspectives are prevalent among teachers identified by students as outstanding. Mismatches between students' and teachers' perspectives could be a potential hidden driver of student evaluation data, confounding their ability to reflect teaching effectiveness.

Presented By: Kirsten Brown, George Washington University School of Medicine and Health Sciences
Co-Authors: Melissa Carroll, George Washington University School of Medicine and Health Sciences
Mikaela Stiver, McGill University
Peter Vollbrecht, Western Michigan University Homer Stryker M.D. School of Medicine

Purpose
Neuroanatomy educators worldwide face similar instructional challenges including student engagement, neurophobia, and limited quality resources. Existing literature describes solutions to many of these obstacles, however implementing solutions is often done individually. Driven in part by COVID-19, an international group of neuroanatomy educators began sharing resources and approaches through online forums. The growth of this group of contributors sharing ideas and support led to the formalization and consolidation of this community of practice (CoP). 

Methods
Seed funding from the American Association for Anatomy Innovations Program supported the creation of an online platform where members can access a curated database of peer-reviewed, high quality, teaching resources (e.g., 3D printing data sets) and clinical cases. The peer review process was developed to ensure that resources are accurate, pedagogically sound, and presented through a culturally sensitive lens. The short-term impact was assessed with user (e.g., who's using), usage (what's being used), and translation (e.g., what language) data. User surveys will evaluate the long-term impact at a later date. 

Results 
The Global Neuroanatomy Network (GNN) was launched in November 2023 by 23 neuroanatomists representing 22 institutions from 11 countries across 5 continents and 9 languages. This core team developed the GNN portal and the initial resources, drawing on the experiences of both clinicians and educators. At the time of submission GNN membership already exceeded 130 members representing 30 countries from 6 continents. Teaching resources (n=27) outnumber clinical cases (n=5). All materials are in English, but translations are underway. 

Conclusions 
The GNN is a CoP, resource repository, and dissemination mechanism for neuroanatomy educators worldwide. As the GNN grows, the goal is to expand the current offerings to include more resources and additional translations. Therefore, the GNN welcomes the submission of materials from all members of the neuroanatomy community.

Presented By: Anastasia Mashukova, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Co-Authors: Michael Parke, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine

Purpose
Understanding Autonomic Nervous System (ANS) physiology is essential for grasping the pharmacology of autonomic drugs and the pathophysiological mechanisms of various systemic diseases. However, ANS function is consistently perceived by students as one of the most difficult topics to master. Previously, our pre-clerkship curriculum included two interactive lectures on the fundamentals of ANS function. One was led by physiology faculty, and the other was led by pharmacology faculty. These faculty members also served as experts for a Team-Based Learning session, where students discussed clinical cases associated with ANS dysfunction. Nonetheless, it was evident from academic outcomes and feedback provided in course evaluations that ANS-related content still presented a major challenge. Based on these observations, we set out to improve the sessions specifically dedicated to ANS within our pre-clerkship curriculum.

Methods
To achieve this goal, we incorporated an additional ANS session in the format of a large group interactive discussion. Multiple-choice questions used during the session were specifically designed by physiology and pharmacology faculty with overlapping expertise to address common student misconceptions regarding ANS function. Next, we compared exam and course evaluation scores to the same parameters obtained last year when the session was not delivered.

Results
We found a significant increase (p-value <0.05) in students' performance on the exam questions addressing ANS. Furthermore, we observed improvement in overall course and faculty evaluations. Additionally, students no longer identified ANS as the most challenging part of the course in their comments.

Conclusion
Our results confirm that the incorporation of a large group interactive discussion integrating physiology and pharmacology of the ANS improved academic performance and prompted positive feedback from students. In the future, we plan to implement a similar approach to improve academic outcomes in other content areas of the pre-clerkship curriculum.

Presented By: Carlos Rocha, UAG School of Medicine

Purpose 
The UAG SOM Anatomy Club at the Universidad Autónoma de Guadalajara School of Medicine responds to the shifts in medical education with a transformative online complementary course. This initiative aims to reshape the pedagogy of gross anatomy, aligning seamlessly with the prevailing trend of clinically focused medical education. The purpose is to bridge gaps in basic sciences education, propelling students toward elevated performance in clinical learning. 

Methods
Recognizing the challenge of reduced attention spans, the Anatomy Club employs an innovative microlearning approach. This methodology systematically organizes information into concise segments, leveraging constant review and recall principles for optimized retention. Breaking down the intricacies of gross anatomy into manageable 15-minute daily sessions, participants engage in dynamic 10-minute online video sessions and concise 5-minute assessments six days a week over a 14-week period. The fully online nature of the course enhances flexibility, accommodating demanding schedules and providing consistent, efficient learning. A comprehensive analysis was conducted to assess the impact of the course on overall performance, distinguishing between participants and non-participants. 

Results 
In the analysis of the 2023 first and second-year medical student cohort consisting of 942 students, ?25% (234 students) successfully completed the Anatomy Club course. Evaluations with a clinical focus highlighted discernible outcomes between participants and non-participants. Non-participating students exhibited an average score of 59.8 points, while participants demonstrated a significant increase to an average of 75.5 points, marking a substantial and statistically significant improvement of 26.4%. 

Conclusion 
The Anatomy Club's course introduces an innovative paradigm in basic science education, strategically aligning with the contemporary emphasis on clinically oriented learning. Validated by statistically significant performance enhancements, the program's methodological effectiveness positions it as a bridge between foundational knowledge and clinical application. Seamlessly integrated into existing clinically focused curricula, the Anatomy Club emerges as a new model in medical education methodology.