Presented By: Jaymi Russo, University of South Dakota Sanford School of Medicine
Co-Authors: Brittany Grant, University of South Dakota Sanford School of Medicine
Alan Sazama, University of South Dakota Sanford School of Medicine
Eleanor Turner, University of South Dakota Sanford School of Medicine

Purpose
Longitudinal Integrated Clerkships (LIC) curriculum schedules have gained more popularity among medical schools and have been shown to improve relationships among patients, students, and faculty compared to a block schedule1-3. The University of South Dakota Sanford School of Medicine (SSOM) implemented a comprehensive LIC curriculum for all campuses in 2014. The SSOM consists of 4 campuses (rural & urban) situated across the state and is struggling with faculty sufficiency which has made scheduling students difficult. Adding to this issue is reported dissatisfaction with patient continuity from students and faculty. As a result, inpatient clinical experiences were implemented in 2023.

Methods
A pre and post-mixed methods analysis concerning the newly implemented inpatient clinical experiences was conducted with third-year medical students and teaching faculty. Participants completed an anonymous online survey regarding satisfaction with the LIC schedule and patient continuity. The first survey was conducted in December 2022 for faculty and students enrolled in the 2022-23 LIC before the implementation and again in July and December 2023 for students enrolled in the 2023-24 LIC.? Faculty were surveyed again in January of 2024.

Results
Many students (82%) and faculty (79%) were satisfied with the traditional LIC schedule when surveyed in late 2022. However, 38% of students (N=52) participating in the LIC reported dissatisfaction with patient continuity with 30% of faculty (N=92) reporting the same. Midyear 2023 student (N=52) results showed 83% were satisfied with inpatient experiences with satisfaction of patient continuity also increasing from 2.8 to 3.5. Upcoming qualitative and quantitative results concerning satisfaction with patient continuity and the LIC schedule change for students and faculty will be shared.

Conclusion
Initial findings include increasing inpatient clinical experiences in the LIC curriculum has increased student satisfaction concerning patient continuity and overall learning.

Presented By: Hejin Jeong, Case Western Reserve University School of Medicine
Co-Authors: Ifeolorunbode Adebambo, The MetroHealth System

Purpose 
There has been a growing emphasis on integrating social drivers of health (SDH) education into medical school curricula. However, clinicians continue to express a lack of knowledge and confidence in combatting patients' SDH. To enhance medical students' ability to identify and address the social needs of patients, we performed a needs assessment in our institution and developed a novel SDH workshop. 

Methods 
We surveyed medical students within our institution to identify their perception of the effectiveness of the current SDH curriculum, level of confidence in addressing SDH, and desire for additional training on SDH before clinical rotations. The survey included Likert-style and free-response questions to allow students to elaborate on the specific gaps in the current curriculum. 

Results 
Of 43 students who responded to the needs assessment survey, 48.82% perceived that the current preclinical curriculum is very or extremely effective in teaching the upstream causes of SDH. However, only 18.60% and 13.96% indicated that the curriculum was equally effective in preparing students to identify and address patients' social needs, respectively. 79.07% desired more training on addressing patients' social needs. 

Conclusions 
While the current preclinical curriculum on SDH may adequately educate students on the general concept of SDH, our survey results suggest a need for targeted education on the practical skills required in managing SDH. We plan to offer such a workshop to our preclinical students, which will include a case-based lecture and a simulation experience with a patient. Through this experience, students will practice integrating validated SDH screening tools into patient interviews, devising patients' biopsychosocial problem lists, and collaborating with community organizations and social workers to address the identified social needs. Should the participants of this workshop affirm its substantial educational value, this workshop can be adapted into other institutions' curricula to enhance future physicians' ability to advocate for patients affected by SDH.

Presented By: Aniela Mendez, Tecnológico de Monterrey
Co-Authors: Emilio Salas, Tecnológico de Monterrey

Purpose 
Academic self-regulation (SR) is crucial for this process; it includes establishing goals, assessing the objectives, emotional response to progress, and adjusting strategies to achieve the initial objectives or quit the task. In the healthcare curriculum, self-regulated learning (SRL) is crucial to improving academic achievement and clinical performance; however, there is a lack of studies that aim to diagnose and subsequently intervene in healthcare students' self-regulation and learning process. 

Methods 
 The Motivated Strategies for Learning Questionnaire (MSLQ) was applied to second-semester students from different health programs in the School of Medicine and Health Sciences of Tecnologico de Monterrey in Mexico. This questionnaire evaluates two constructs of SRL: the motivational and the use of learning strategies. The questionnaire was anonymously answered and students received their scores and feedback on strengthening the lower-scored constructs. Subsequently, a group of 15 medical school professors was interviewed to inquire how academic SR supports or correlates with the results of the MSLQ. 

Results 
The MSLQ was answered by 602 students from different health programs on four campuses. The average score was 79 for the motivational dimension and 74 for learning strategies. This questionnaire also evaluates the sub-constructs of each dimension. For the learning strategies, the sub-constructs with the lowest scores were effort regulation (67) and collaborative learning (69); and memorization, organization, and elaboration received the highest scores (79, 78, and 78 respectively). On the other hand, 73 students showed challenges in managing academic motivation. Interviews with the professors are being conducted at present. 

Conclusion 
Students and teachers must be aware of the self-regulation process in the learning environments. Compelling evidence supports its importance and for healthcare students, a prompt assessment and consequent intervention early in their careers will improve performance and achievement of academic goals enabling success in years to come.

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

Purpose 
Due to the transition of USMLE Step 1 to a P/F scoring system, students can increase engagement in novel opportunities to advance their professional development. At CUSM, structured experiences in healthcare and community wellness have been developed. Students were empowered to craft programs alongside faculty to gain curriculum development proficiency as educators. This program example highlights Rural Health Scholars (RHS), a student-created program aimed at tackling the discrepancy of care and physician shortage in rural populations. 

Methods 
RHS and other programs were constructed by a student and a faculty member around three main tenets: 1) Education in clinical practice sensitive to the culture and healthcare needs of rural communities, 2) Practical experience is gained through an eight-week experience in the different departments of a rural hospital in Kayenta, AZ, and 3) Capstone as an individualized scholarly project reflecting the culmination of student education and experience. Each of these tenets is evaluated, facilitated, and approved by the program faculty lead. The faculty lead supervises students throughout this longitudinal experience. 

Results 
After RHS's first year, all students have reported growth in their confidence in clinical medicine and understanding of the socioeconomic and cultural diversity of rural communities. Students have demonstrated unique capstone projects exhibiting personalization to their experience including community education workshops, rural community health programs, and education at conferences and medical schools. Faculty guide and enhance these achievements with program-specific outcomes. The primary challenge is tracking program and student progress. Solutions include harnessing the Learning Management System for increased ease of tracking conducted through faculty workshops. 

Conclusions 
Medical institutions and their faculty should consider developing similarly structured scholar programs with the aid of their students keen on exploring their zeal for education. Furthermore, students enrolled in these programs benefit from distinguishing experiences and report multifaceted professional growth and development.

Presented By: Stephanie Moore-Lotridge, Vanderbilt University Medical Center
Co-Authors: Kristen Archer, Vanderbilt University Medical Center
Eric Bowman, Vanderbilt University Medical Center
Rogelio Coronado, Vanderbilt University Medical Center
Lance LeClair, Vanderbilt University Medical Center
Nathaniel Lempert, Vanderbilt University Medical Center
Craig Louer, Vanderbilt University Medical Center
Ryan Martin, Vanderbilt University Medical Center
Daniel Stinner, Vanderbilt University Medical Center
Jacob Wilson, Vanderbilt University Medical Center
Rick Wright, Vanderbilt University Medical Center

Purpose
A robust pipeline of skilled orthopaedic surgeon scientists is needed to meet the clinical and research demands of the future, while also increasing diversity in the field. We established an integrated research and clinical exposure program in the field of orthopaedic surgery to serve as a developmental catalyst for the next generation of surgeons and surgeon-scientists. Here, we reflect on the first two years of this program.

Methods
An 8-week immersive program was developed and implemented. Students were recruited through a multistep application and interview process and paired with faculty mentors to conduct research projects and gain focused career mentorship. These research endeavors were complimented with a robust curriculum of didactic, clinical, and hands on training. Student perceptions about the program and their career interests in orthopaedics and research were assessed at the midpoint (week 4) and completion of the program.

Results
Nine participants were selected including 3 females and 3 underrepresented minority students. When surveyed on their interest in orthopaedics (1-10 rating scale, 1 = very low and 10 = very high), prior to the program the median response was 8(range:6-10), midpoint was 10(range7-10), and endpoint was 9(range:8-10). When surveyed on their interest in including research as part of their future career, prior to the program the median response was 5(range:3-8), midpoint was 8(range:5-9), and endpoint was 9(range:7-10). Finally, when asked at the endpoint survey if they would reapply to the program, the median response was 10(range:9-10).

Conclusions
Survey results indicated that a consistent to slight improvement was made in orthopaedic interest and a marked improvement was made in the student's interest in pursuing research as part of their career after completing the 8-week summer program. These results lead us to conclude that students had high levels of satisfaction with this combined research and clinical exposure program in Orthopaedic surgery.

Presented By: Anna Horvath, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Co-Authors: Sophie Ahmad, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Kendall Chaffin, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Edward Simanton, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
Practitioners commonly encounter patients seeking advice regarding complementary and alternative medicine (CAM); it is vital that medical students build a foundation of knowledge in this field to counsel patients. Kirk Kerkorian School of Medicine (KKSOM) is unique in that CAM has been taught both longitudinally and as a stand-alone three-week course for different class years. We seek to understand whether the scheduling of the curriculum impacts students' attitudes toward CAM.  

Methods 
The externally validated CAM Health Belief Questionnaire (CHBQ) was distributed to students via email at the beginning and end of phase one. Class of 2023/2024 (CO23/24) participated in longitudinal CAM curriculum and Class of 2025 (CO25) participated in a three-week course at the end of phase 1. Half of the CO25 was asked to fill out the end of phase 1 survey before the CAM course and half after. Demographic data was collected for all classes. Data was analyzed via a series of paired sample t-tests.  

Results 
CO25, who had a stand-alone CAM curriculum, had a significant change of attitude towards CAM from the beginning to end of phase 1 (p<0.001). CO23/24, who participated in longitudinal CAM curriculum, did not have a significant difference in attitudes. CO25 that took their survey before the CAM course had an insignificantly greater increase in attitudes than the half that took it after (0.44 vs 0.26). Demographic data showed that CO25 had younger students and a greater number of students with lower socioeconomic status. Qualitative feedback from students showed that the course's fast pace, timing before Step, and lecture-centric learning style were detrimental to student's learning. 

Conclusions 
Stand-alone CAM courses have the ability to positively impact student's attitudes towards CAM, but certain considerations need to be taken into account to improve student's reception to the topic.

Presented By: Lydia Ugwu, University of Illinois College of Medicine at Peoria
Co-Authors: Jessica Hanks, University of Illinois College of Medicine at Peoria

Purpose 
Given the paradigm shift from teacher-centered to learner-centered instruction, it is pertinent for faculty to master techniques that maximize student involvement and engagement in the learning process. Furthermore, research indicates student engagement is strongly associated with academic achievement, which further highlights the need for a mastery of engagement strategies. Consequently, this poster aims to illustrate the three major dimensions of engagement identified in the literature and ways these dimensions can be operationalized in the classroom. 

Methods 
Extant literature on frameworks for student engagement in higher education were reviewed. Articles selected for review included empirical studies and systematic literature reviews. 

Results 
The literature underscores three major dimensions of student engagement, namely Emotional, Cognitive and Behavioral engagement. The emotional dimension deals with the affective domain of learning, the cognitive dimension refers to students' psychological investment in mastering the skills intended by the curriculum, while behavioral engagement refers to observable student behavior that demonstrates involvement in learning. Studies indicate there is a correlation between student achievement and the individual and combined constructs of engagement i.e., Emotional, Cognitive and Behavioral. 

Conclusion 
Exploring engagement as a multidimensional construct enables faculty to leverage the way students feel, think and behave to create educational experiences that are learner-centered and potentially improve student achievement. Demonstrating how the three constructs can be operationalized will help faculty translate theory to practice.

Presented By: Veronica Marie Benitez, Nova Southeastern University
Co-Authors: Kyle Bauckman, Nova Southeastern University
Rolando De Leon, Nova Southeastern University

Purpose 
 6% of non-Hispanic white physicians express Spanish-language proficiency, in contrast to 69%-92% of Latino doctors. Paradoxically, the number of Latino physicians has declined over the past three decades. Communication disconnects between Spanish-speaking patients and healthcare providers are associated with adverse outcomes, longer hospital admissions, reduced access to care, and lower service quality. Medical schools in the U.S. have incorporated some form of Spanish training into their curricula to address these disparities. How these projects are integrated into the longitudinal curriculum has yet to be explored. Currently, our institution lacks a framework for a medical Spanish program. We aim to develop guidelines for meaningful implementation of medical Spanish for all fluency levels to augment a more equitable patient care experience.

Methods
Medical Spanish modules were reviewed and evaluated for its use as an effective and feasible medical Spanish program. The online platform's three levels were compared alongside our first-year pre-clinical curriculum.

Results 
Medical Spanish learning modules are an efficient framework to teaching medical Spanish in parallel to the ongoing curriculum. Tailored implementation of the online platform alongside the pre-clinical curriculum allows students to adapt the patient interview skills necessary to lead clinical interactions in Spanish.

Conclusions 
By engaging in a language program, medical students can make significant strides to improve Spanish language proficiency and minimize the language barrier that is linked to adverse health outcomes among Spanish-speaking populations. We aim to explore optimal integration of medical Spanish modules within pre-clinical curricula and its perception by students following clerkship rotations.

Presented By: Marissa Zhu, Wayne State University School of Medicine

Purpose
This study aims to evaluate the perceived efficacy and utility of various feedback models - ATA (Ask-Tell-Ask), SFED (Set, Feedback, Explain, Direct), R2C2 (Relationship, Reaction, Content, Coaching), and ARCH (Ask/allow for self-assessment, Reinforce things done well, Confirm areas needing correction, and Help with an improvement plan) - within a students-as-teachers course for M4 medical students. It explores these models across diverse teaching sessions, including Case-Based Learning (CBL), Clinical Skills Labs, Small Group Discussions, and Lectures, to identify the most effective models for specific contexts and purposes.

Methods
The study employs a mixed-methods approach, combining quantitative data from surveys with qualitative data from course assignments and focus group interviews. Upon completing their teaching session, M4 students will complete a Feedback Model Comparison Log to document their reflections and experiences with the effectiveness of a specific feedback model for their teaching session. Quantitative ratings gathered from these reflection logs will quantitatively assess M4 students' perceptions of each feedback model's efficacy and utility. Additionally, content analyses of course assignments will provide qualitative insights into students' experiences, attitudes, and perspectives regarding the feedback models.

Results
Preliminary findings indicate varying levels of perceived effectiveness and utility among the feedback models across different teaching contexts. Initial data suggests that the SFED model appears to be the most adaptable and effective in clinical settings, significantly influencing the improvement of feedback skills among M4 students.

Conclusions
Initial findings from this research contribute to understanding the role and impact of different feedback models within an mSAT course. Lessons learned so far underscore the importance of contextually appropriate feedback mechanisms in teaching settings and enrich the literature on feedback models in medical education.

Presented By: Joseph Sepe, University of Minnesota Medical School
Co-Authors: Alexa Lauinger, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign

Purpose 
Traditional pre-clerkship medical education consists of several blocks of classes, including problem-based learning sessions and anatomy dedicated to a single system of the human body. After completing one block, students transition to a new organ system. Common concerns with this approach is the separation of organ systems that are more interdependent than this curricular model implies. This project demonstrates the benefits of an integrative, multi-organ system approach to teaching and learning clinical physiology and pathology, especially as it relates to long-term treatments and risk factors in ischemic heart and ischemic brain diseases. 

Methods 
A four-week course was created focussing on neurocardiology and the heart-brain axis. During this time, students completed a thorough literature review relating to the pathways that connect the heart and brain, including animal and clinical studies. Following the course, students presented their findings to faculty and other students. 

Results 
This elective course gives students the opportunity to further explore the relationship between different systems in the body and how the treatment of one pathology can influence another. Students applied these pathways in the heart-brain axis to propose new treatment regimens for ischemic heart and brain diseases. This more complete approach to medicine will improve overall understanding of pathologies and patient care in the future. 

Conclusion 
A curriculum that expands past the traditional organ block system can help improve student understanding and transition to a more holistic-based care system. Improved understanding of these interactions will impact post-incident treatment for heart and brain pathologies in the future and promote innovative medical solutions. Due to the future impacts, this multi-system understanding of physiology and pathology is essential for medical education.

Presented By: Kashif Ahmad, Universidad Autónoma de Guadalajara School of Medicine
Co-Authors: Miranda Robledo, Universidad Autónoma de Guadalajara School of Medicine

Purpose 
Curriculum design may be an overwhelming task, yet curriculum redesign takes over a variety of different strategies to diversify and change mindsets, increasing the overwhelming state of the process. As an International Medical School that graduates' residents and citizens from the US, it is imperative to enhance the educational framework, aligning it with contemporary medical practices, global healthcare demands, USMLE, and accreditation standards from the United States and Mexico. 

Methods 
A mixed-methods approach was adopted, comprising extensive literature reviews, stakeholder consultations, surveys, and focus group discussions involving faculty, students, and healthcare professionals. The analysis included identifying gaps in the existing curriculum, through an extensive curricular mapping, feedback evaluation, and benchmarking against successful models and accreditation requirements. 

Results 
The findings highlight crucial areas requiring improvement, including clinical exposure during the basic sciences years, cultural competence, standardized testing readiness, and interprofessional collaboration. Key outcomes of the redesign initiative encompassed the integration of advanced clinical simulations, revamping of active learning during master classes and flipped classroom activities, and integration of an enrichment program for USMLE Step 1 high-yield reviews. Still, major challenges may be found during the mentality change within the faculty, and removing the fear of change. 

Conclusion 
The curriculum redesign has proven to be a two-sided instrument in addressing the specific needs of US-IMGs, enhancing their preparedness for the ever-evolving healthcare landscape. The collaborative approach ensures a well-rounded curriculum catering to diverse learning styles, fostering cultural competency and meeting accreditation benchmarks. The study underscores the importance of iterative evaluation and adaptation in medical education to produce competent physicians capable of meeting global healthcare challenges. In order to achieve the change, the integration of a Faculty Development Department has been pivotal.

Presented By: Lillian Sims, University of Kentucky College of Medicine
Co-Authors: Mallory Johnson, University of Kentucky College of Medicine
Kimberly Jones, University of Kentucky
Sydney Short, University of Kentucky College of Medicine

Purpose 
Medical students are at risk of exposure to emotionally distressing cases during clerkships, which can result in emotional burdens when they have not had prior exposure, adequate preparation, or support. Students need to recognize this burden and cope in healthy ways. Rather than leave this burden to individuals, medical schools should prepare students for these experiences. At this institution, faculty teaching in a combined Emergency Medicine and Neurology rotation expressed interest in students' experiences outside the scope of normal course evaluations.  

Methods 
 This study entails a confidential, IRB-approved questionnaire emailed to all M3 students at a single, MD-granting institution (1 main site and 3 regional campuses) as they completed their Emergency Medicine/Neurology block. This combined block spans 6 weeks, and the survey rolls out with the associated NBME shelf exams. Providing real-time insight for clerkship directors to be able to best prepare students for the block and plan long-term curricular interventions.

Results  
Initial results from 50 students have coalesced around four consistent themes describing emotional distress rooted in 1) helplessness due to the limited student role; 2) witnessing harm or death of a patient, often for the first time; 3) resurfacing personal trauma; 4) and empathy burden. The data has identified three coping mechanism categories: 1) physical activity and hobbies; 2) wellness practices; and 3) talking to friends, family, and peers. However, students commonly identified "avoidance" as a coping strategy, underscoring the need for better preparation for healthy emotional recovery.

Conclusions 
Our real-time data reveals that students face emotional distress during their clerkships, and some do not have appropriate coping mechanisms in place to handle this burden. Clerkship directors can utilize this in-depth student feedback to make real-time adjustments to their curriculum, training environment, and resources.

Presented By: Sarah Harendt, Virginia Tech Carillion School of Medicine
Co-Authors: Natalie Karp, Virginia Tech Carillion School of Medicine
Mariah Rudd, Virginia Tech Carillion School of Medicine
Shari Whicker, Virginia Tech Carillion School of Medicine

Purpose
Clinical faculty professional development to support HSSIP content creation and integration within clerkship learning environments is lacking in medical education and scholarly literature. VTCSOM and Carilion Clinic embarked on developing a "clinical champions" cohort model to increase knowledge across the breadth and depth of the AMA HSS framework and develop clinical educator role models who demonstrate and communicate an understanding of HSS in practice throughout the clinical environment. 

Methods
Faculty (n=9) from each core clerkship were selected by educational leadership and departmental chairpersons. Clinical Champions were required to attend nine, full-day sessions over 12 months and to develop a HSSIP curriculum element for respective clinical clerkships. Champions were granted 0.1% protected time for faculty development and curriculum creation. Participants completed individual session evaluations and a full program evaluation at the end of the experience. 

Results 
Champions attended nearly 100% of nine required sessions. Clinical Champions (n=9) found the following elements beneficial: HSS content delivery by internal and external presenters (100%); curriculum development sessions (75%); and group work with cohort peers (67%). At completion, 80% of Clinical Champions (n=5) indicated they were more comfortable teaching others about the following HSS content: Population, public, and social determinants of health, Value in healthcare, Leadership principles of teamwork, and Systems thinking. Also, 60% indicated they were more comfortable teaching others about: Healthcare structure and process, Clinical informatics and health technology, Health system improvement, and Change agency, management, and advocacy. 

Conclusions 
The HSSIP Clinical Champions evolved into a core group of HSS leaders, broadly representative across departments, with enhanced skills to educate and guide learners across the medical education continuum. We made slight modifications to the cohort experience before a second HSS cohort launch in November 2022. Additional data will be available for reporting at the 2024 IAMSE Annual Meeting.

Presented By: Cameron Hill, 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
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
Roey Ringel, 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 
Our medical school's curriculum redesign focuses on team-based learning, a model increasingly prevalent in medical schools. In preparation for active learning, faculty create self-learning guides (SLGs) which consist of self-paced videos, text and images that students complete independently to prepare for in-class application and discussion. Clear and specific learning objectives (LOs) in all material, including preparatory, are essential for maximizing student preparedness for in-class application and assessments. The goal of this study was to compare faculty and student perceptions of the clarity and specificity of SLG LOs and the alignment between student and faculty perceptions. 

Methods 
In July 2023, first-year medical students and faculty teaching in the first year curriculum were invited to complete an online Likert-scale survey, which asked participants their perspectives regarding whether SLG LOs are answerable. Focus groups were conducted with a subset of students and faculty. Data was analyzed using t-tests, descriptive statistics and thematic analysis for the qualitative data. 

Results 
Students (n=72/158) and faculty (n=18/58) completed the survey. Students expressed lower ratings of the SLG LOs (mean, SD: 3.27, 0.92) compared to faculty (4.39, 0.49) (p<0.0001). Student focus group data (n=11) suggested that LOs are not consistently answerable. Students seek answerable LOs that direct students on what material to study and aid in long-term studying and board exam preparation. However, faculty focus group data (n=3) suggested that LOs are generally answerable. 

Conclusion 
Learning objectives are essential to aid students in learning and guide them on how to prepare for activities and assessments. There is a disconnect between what faculty and students perceive as answerable LOs. Faculty should consider having students provide input and feedback when developing LOs. It is important to develop answerable LOs to aid in student understanding of the material.

Presented By: Melissa Armas, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Co-Authors: Anita Laloo, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Samiksha Prasad, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine

Purpose 
Physicians play a significant role in the field of public health. This course aims to introduce medical students to the current landscape of public health and the role of informatics with respect to physicians and community health while providing them with the tools necessary to integrate scientific research into these fields. 

Methods
This non-clinical-dual track elective consisted of the theoretical track (2 weeks) and the applied manuscript track (4 weeks) designed for medical students in their 4th year of their Doctor of Medicine (MD) program. The theoretical track consisted of twelve contact hours out of which six were didactic and six involved active learning modalities. The manuscript track consisted of an additional six individual student-mentor meetings. The elective was delivered for the 2023 term and will continue to be offered for upcoming academic years. 

Results 
During the first iteration of the course, 83% of the enrolled students participated in the theoretical track and 17% in the applied manuscript track (n=6). Preliminary evaluation data suggested the elective was well received with a mean total of 43.50/45.00 points (97%) for the overall course evaluations. The qualitative data bolstered the overall rating of the course with comments such as, "I learned a lot of useful information and skills from the course" and "The course packed a lot of useful information for anyone who wants to empower the less fortunate." 

Conclusions
A dual-track non-clinical elective course delivered through workshops, mentorship, and research experience provides students with flexibility and pertinent mentorship opportunities to apply their knowledge to translational research. The use of active learning strategies helped foster learner engagement, critical thinking, and problem-solving ability. More efforts to increase innovation and institutional support are needed to disseminate the applied manuscript track scholarly work with the academic medicine scientific community.

Presented By: Samantha Olson, Pennsylvania State College of Medicine
Co-Authors: Gitanjali Bhushan, Pennsylvania State College of Medicine
Hailey Kindt, Pennsylvania State College of Medicine
Brian McGillen, Pennsylvania State Hershey Medical Center
Jill Stachowski, Pennsylvania State College of Medicine

Purpose
Despite strong efforts to instill health systems science (HSS) principles in medical students through institutional curricula, barriers to engaging with systems science include the vast amounts of new terminology medical students encounter as they enter medical school and the limited time they have to devote to HSS. Medical students at the Penn State College of Medicine (PSCOM) created and implemented a HSS reference guide which was provided to first and second-year medical students during their preclinical HSS course. 

Methods
The reference guide followed the flow of the PSCOM HSS curricula and contained eight domains such as health care structures and processes; social determinants of health; population and public health; clinical informatics and health information technology; healthcare economics; evidence-based medicine; value-based care; and health care policy and advocacy. Information was presented in various formats which included definitions, tables, and conceptual diagrams. To align with the concepts of adult learning theory, individual guides were uploaded to Canvas after class, allowing students to critically think about the material before being presented with answers. 

Results 
The reference guide has been successfully implemented in two medical student classes with the goal of providing easily accessible and digestible information that supplements classroom learning. It is designed to be used 1) after class to better understand that day's learning objectives, 2) while working on class posters and projects and 3) by clerkships students, allowing them to identify health systems issues in the wards and helping them create solutions in real-time. 

Conclusion 
This quick reference guide increases accessibility to new HSS concepts and mitigates the "time burden" students feel when taking HSS courses in addition to basic and clinical sciences courses. Removing these barriers promotes engagement with HSS and therefore understanding of these critical concepts, providing a foundation for creating HSS-conscious physicians to ultimately improve healthcare quality and cost.

Presented By: Elizabeth Rivera-Mateo, Ponce Health Sciences University

Purpose 
Medical school curriculum must include content and learning experiences that prepare students on the importance of health disparities and inequities. Medical students also need to learn how to collaborate with other health professionals to provide patient care. This abstract describes the implementation of an interdisciplinary case discussion activity in a health disparities course. 

Methods 
A one-time case-based discussion activity was implemented in an interdisciplinary health disparities course as part of the curriculum of the medical program. The activity consisted of three (3) patient cases where students interacted with practitioners from other health professions with the goal of discussing the health problem, explaining risk factors, identifying access to health care, and discussing ways to improve it. Students, divided into groups, examined the cases for 20 minutes and had an additional 10 minutes to present the findings. Practitioners served as proctors during the discussion, guiding students during their clinical reasoning process. Active participation was observed and a satisfaction survey was administered. 

Results 
Eighty-six percent of students responded to be highly and very satisfied with the implementation of this activity. Ninety-four percent indicated to be highly and very satisfied with the course material in preparation for the activity. Also, ninety-five percent were highly and very satisfied with the practitioners who serve as proctors. Students indicated were able to integrate the content learned in the course and praise the interactions with other healthcare practitioners in their understanding and analysis of health disparities to improve patient care. 

Conclusions 
Exposing students to an interdisciplinary discussion of health disparities promotes an understanding of the role of healthcare providers in ensuring equitable healthcare access and delivery. It also helps familiarize students with the importance of team-based aspects of the healthcare environment early on in their training.

Presented By: Andee James, University of South Dakota Sanford School of Medicine
Co-Authors: Pasquale Manzerra, University of South Dakota Sanford School of Medicine

Purpose 
The relationship between diet, disease prevention, and treatment is well understood yet, physicians often fall short in addressing the nutritional aspects of diseases such as cancer, obesity, and diabetes in their patients. Improving the nutrition counseling offered by physicians can produce changes in diet, weight, and blood lipids reducing the risk for chronic illnesses. However, medical students are not provided the necessary tools to practice high quality, effective nutrition counseling. This project aims to utilize the expertise of Registered Dieticians and senior medical students to increase the nutrition knowledge and clinical skills of pre-clerkship students.

Methods 
Pre-clerkship medical students were given the opportunity to attend a series of lectures given by registered dietitians supplemented with comments from upper-level students who shared their clinical experiences working with patients requiring dietary input. The series started with general nutrition and continued with lectures in subsequent systems blocks including cardiovascular, GI, and endocrine. The students were given a pre and post survey assessing their knowledge of nutrition related to the body system, their perception of the role of the physician in nutrition education, and their perception of nutrition as a part of improving health and preventing disease. 

Results 
Students particularly appreciated the sessions being presented by registered dietitians and medical student(s) in their clinical phase. Of the 157 responds from the five sessions, 87% strongly agreed or agreed having the session presented by registered dietitians provided valuable insight. They found the material aligned well and supplemented their basic science curriculum while adding valuable clinical applications. 

Conclusions 
Nutrition education provided by registered dietitians and senior student(s) represents an opportunity to provide medical students entering clerkships an interdisciplinary experience that increases their confidence to discuss diet with patients and broaden their understanding of the dietitian role in patient care.

Presented By: Falicia Harvey, University of South Carolina School of Medicine Columbia
Co-Authors: Colleen Croniger, Case Western Reserve University School of Medicine
Chris Gainey, University of South Carolina School of Medicine Columbia
Les Hall, University of South Carolina School of Medicine Columbia
Dan Kaminstein, Medical College of Georgia at Augusta University
Tao Le, ScholarRx
Steve Mirande, ScholarRx
Carol Nichols, Methodist University Cape Fear Valley Health School of Medicine

Purpose 
In Spring 2023, a curriculum gap arose unexpectedly at one of our institutions in the form of an immediate need for a pre-clerkship evidence-based medicine course. The need was for both a new curriculum and course director to lead the team delivering that curriculum. Colleagues both internal and external to the institution came together to assist. This case study illustrates a collaborative approach to medical education that can be translated to other scenarios and institutions. 

Methods 
Medical education leaders from the institution, including the Dean, identified the issue and began a multipronged approach, using principles of design thinking and innovation, to identify a solution. We focused on resources available both within and external to the institution. These included financial and human resources, commercial products, educational theory expertise, innovative thinking, and external professional relationships. 

Results 
Connected professional relationships led to sharing of curricular resources from other institutions and the procurement of a professional commercial product. Acquiring these resources along with support from institutional leadership led to the recruitment of a new course leader who proposed novel resource adaptation and educational approaches and who successfully recruited additional faculty to the team. New content delivery methods and assessments utilizing new and shared resources have been implemented, based on the new director's expertise and experience. Qualitative and quantitative outcome measures will be reviewed. 

Conclusion
One of the hallmarks of design thinking focuses on decision-making based on evidence rather than history. As we seek to educate the next generation of physicians, more collaborative and less institution-centric approach to medical training is needed. An unanticipated curriculum gap allowed for collaboration, creativity, sharing of resources, and non-linear problem-solving across multiple institutions and commercial entities. Scaling principles of this theory can lead to new collaborations, innovations, and ideas to benefit learners across multiple institutions.

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

Purpose 
Patient-clinician racial discordance has proven to be a predictor of worse health outcomes for underrepresented groups. The Saturday Clinic for the Uninsured in Milwaukee, WI showed significant racial discordance between patients and volunteers. Studies have shown improving physician communication and providing bias training can help address these disparities. This project aimed to alleviate this discordance by developing a cultural humility and implicit bias training for student volunteers.

Methods
Student managers (n=14) were provided a 1.5-hour training which included time to reflect on personal experiences and how it informs the care they provide patients. Medical student volunteers (n=83) were provided with an abbreviated (30-min) version of this training. Attendees filled out a 5-question survey using a 5-point Likert scale to reflect on their understanding of cultural humility and implicit bias.

Results 
Preliminary analysis showed average scores from pre-to post-intervention increased by 1.00 point for student managers and 0.24 points for medical student volunteers. There was an increase in confidence scores for four of the five survey questions in both groups.

Conclusion 
Our project indicates that engagement of student volunteers in cultural humility and implicit bias training led to higher confidence scores.

Presented By: Munder Zagaar, Baylor College of Medicine
Co-Authors: Claire Horner, Baylor College of Medicine

Purpose
As medical education embraces integrated curricular design and competency-based frameworks, many foundational and health system sciences have been reimagined as threads weaving through the curriculum horizontally and vertically. This study investigates the experiences and strategies employed by thread directors in a recently integrated medical curriculum, seeking to address the lack of consensus on best practices for thread integration in pre-clinical health sciences education.  

Methods
In July 2023, Baylor College of Medicine implemented a shift to an integrated thread-based curriculum, compressing the pre-clinical program to 12 months and emphasizing problem-based learning across nine organ system courses. This shift necessitated a redesign of standalone courses into longitudinal threads, posing challenges in organization, instruction, and assessment. To address this, 22 faculty were assigned to direct 19 threads, including pharmacology, ethics and social determinants of health. A procedure was subsequently established to facilitate communication between administrators, threads and courses. A survey was conducted to assess thread director experiences, perceived challenges, and strategies employed for content representation during the transition from a lecture-based curriculum to an integrated thread-based approach. 

Results 
As the new curriculum is being implemented, results will be collected following the fall phase of the MS-1 year in January 2024, involving the thread directors' perspectives on thread design and effective approaches for content integration across the curriculum. Upon IRB approval, final findings from both quantitative and qualitative analyses will be presented at the meeting.  

Conclusion
Lessons learned from this study include the classification of effective approaches for course-to-thread transition, the resources needed to accurately manage content across courses that primarily use active learning. This study forms the basis for future research on tracking student experiences with curricular threads and optimal strategies for stakeholders to monitor longitudinal thread performance.

Presented By: John Szarek, Geisinger Commonwealth School of Medicine
Co-Authors: Devon Bremer, Geisinger Commonwealth School of Medicine
Igor Danelisen, Geisinger Commonwealth School of Medicine
Jennifer Koestler, Geisinger Commonwealth School of Medicine
Brytanie Marshall, Geisinger Commonwealth School of Medicine
Ashley Shamanskyu, Geisinger Commonwealth School of Medicine
Shubhra Shetty, Geisinger Commonwealth School of Medicine
Margrit Shoemaker, Geisinger Commonwealth School of Medicine
Gabi Waite, Geisinger Commonwealth School of Medicine
Jennifer Zangardi, Geisinger Commonwealth School of Medicine

Purpose
Medical schools are designing their curricula to provide students with earlier entry into clerkships. Systematically linking foundational science (FS) to patient care across the curriculum can enhance cognitive integration and recall. While having a strong FS foundation is crucial to the practice of medicine, there is no universally accepted standard for integration of FS across the MD Program. The purpose of our innovation is to ensure this linkage through deliberate augmentation of students' perception of FS during their clinical phases. 

Methods 
In renewing our curriculum, FS faculty were deliberately paired with core clinical education faculty. Teams worked together to design both pre-clerkship and clerkship sessions. Integration methods utilized included interactive didactics, gamification, case discussions, and quizzes. To enhance the visibility of FS integration, we used a symbol derived from our school's curriculum logo to emphasize FS integration to students during the individual sessions. 

Results 
Questions related to quality and satisfaction with FS integration were added to end-of-clerkship evaluations. Preliminary results demonstrate that students acknowledge FS integration across the rotations (94% strongly agree/agree). Moreover, in one clerkship, students' performance on comprehensive FS quizzes (83%±0.03%) was comparable to scores on clinical quizzes. Additional results, including cohort performance on formative assessments, subject examination performance related to FS application, and longitudinal trends in the AAMC GQ will be available by the time of the conference. 

Conclusions 
Strengths include cross-phase collaboration among FS and clinical faculty and clear labeling of FS integration. Limitations to FS integration include the nature of the workplace, time pressures, and faculty skill set. This innovation is both feasible and transferable. The deliberate pairing of FS and clinical faculty promotes teamwork and ensures coordination of FS across phases. Using an institutional logo to denote FS integration requires little effort and, together with the intentional pairing of faculty, enhances cognitive integration.

Presented By: Yuriy Slyvka, Ohio University Heritage College of Osteopathic Medicine
Co-Authors: Kelly Davidson, Ohio University Heritage College of Osteopathic Medicine
Jill Harman, Ohio University Heritage College of Osteopathic Medicine
Ruger Porter, Ohio University Heritage College of Osteopathic Medicine
Christian Stork, Ohio University Heritage College of Osteopathic Medicine

Purpose 
To improve the readiness and success of students from Appalachian counties in Southeast Ohio and underrepresented minority students at Ohio University Heritage College of Osteopathic Medicine (OUHCOM), a pipeline program called the Pre-Matriculation Program was created. Here we describe the program's goals and outcomes. 

Methods 
The Pre-Matriculation Program began 41 years ago and was most recently updated in 2023 to mirror the current OU-HCOM curriculum. Participants must be from Appalachian counties in Southeast Ohio, or from a population that has been historically underrepresented in medicine. This 4-week program is designed to facilitate the transition of accepted students into the OUHCOM curriculum by immersion in activities representing the first-year educational experience. We surveyed the academic performance of cohorts from the last 2 years, with a special focus on anatomy, histology, and physiology, and looked back on their performance at OUHCOM. 

Results 
Over the last 2 years, 30 scholars completed the program and matriculated to OUHCOM. According to our survey, 17% did not have any previous experience in Histology (approximately 50% were not exposed to digital slides), 10% had no experience with human anatomy (53% had no experience in cadaver dissection), and 3% had no previous experience with physiology. At the end of the course, 85% of students reported increased confidence in anatomy, 75% in histology, and 84% in physiology. All participants indicated an improved understanding of OUHCOM's curriculum and were satisfied with the overall level of teaching. It was also shown that 100% of program participants from the last two years are progressing satisfactorily through the curriculum. 

Conclusion 
OUHCOM established a summer program that provides an opportunity for participants to improve their academic performance in medical school. This program improved knowledge of basic sciences disciplines, OUHCOM's curriculum, all serving the goal of improving academic performance, student retention, and graduation.

Presented By: Nicholas Staffa, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Co-Authors: Kencie Ely, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Sarah Kazemeini, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Gemma Lagasca, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Axel Rivas, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Edward Simanton, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
Required class time is a highly debated subject in academia, with many claiming that reduced class time hinders learning by reducing valuable, interpersonal interactions. There is no current data that supports these claims, and previous research has shown that increased class time does not directly correlate with improved test scores.

Methods 
Class time will be classified as time spent engaged in mandatory structured learning activities under the guidance of qualified instructors such as lectures and group discussions. We will use the weekly schedules from preclinical phases of the classes of 2024, 2025, and 2026 to calculate the required class time. To assess the effect of required class time on medical student success, we will analyze the NBME-style exam scores for block courses against required time. In addition class attitudes will also be assessed and correlated to the total amount of required time. Deidentified course evaluations will be analyzed and standardized using a point system to determine the correlation in class time with student satisfaction of faculty and course material.

Results 
It is expected that there will be no significant difference between scores on NBME-style exams and required contact time. We hypothesize that a decrease in required contact time correlates with a more positive overall attitude towards courses.

Conclusion 
Since current research and attitudes regarding mandatory in-person contact hours are conflicting, this study aims to provide empirical data on the correlation between class time and academic performance. Furthermore, this study aims to provide insight into student attitudes of courses based on the amount of required lecture time demanded.

Presented By: Brett Szymik, Augusta University/University of Georgia Medical Partnership
Co-Authors: Amy Baldwin, Augusta University/University of Georgia Medical Partnership
Lia Bruner, Augusta University/University of Georgia Medical Partnership
Tresa Chappell, Augusta University/University of Georgia Medical Partnership
Shereen Farooq, Augusta University/University of Georgia Medical Partnership
Janette Hill, University of Georgia
Ellen House, Augusta University/University of Georgia Medical Partnership
Dina Teshager, Atrium Health Carolinas Medical Center
Lia Topper, Duke University School of Medicine

Purpose 
Case-based learning (CBL) is an integral component of many pre-clerkship curricula, and small group learning (SGL) utilizing cases is the cornerstone of our curriculum. The purpose of this study was to investigate faculty and learner perspectives of sample cases before and after major revisions made by a faculty-led case oversight team. 

Methods 
Three focus groups with faculty (n=4) and students (n=5) who had completed their pre-clerkship curriculum were conducted. Participants compared and discussed two SGL cases from the 2016/17 academic year with their revised versions from 2021/22. Cases were randomly selected from a pool of eligible cases utilized in both academic years that underwent significant changes based on specific criteria. A semi-structured protocol allowed focus group participants to openly discuss similarities and differences between the two versions of each case, including how the versions might impact learning and preparedness for clerkships/clinical practice. Data from the focus groups were analyzed by three team members using constant comparative methods to inductively code these data and identify themes. 

Results 
Analysis indicated that faculty and learners generally agreed that the updated cases from 2021/22 were beneficial for learning, better prepared the students for clerkships, and were more useful for future patient care. Both faculty and learners indicated that inclusion of additional information (e.g., media, patient social determinants of health) added to the realism of the cases and therefore, the overall effectiveness for learning. 

Conclusion 
Our faculty-led case oversight team employs feedback, review, and revision for continuous quality improvement of cases in pre-clerkship curricula as a process to ensure an optimal learning experience. Faculty and learner perceptions of case revisions provide valuable insight into changes made over time as well as potential impact on learning. Overall, revised cases were perceived as improved and valuable by both faculty and medical learners.

Presented By: Oheneba Boadum, University of Mississippi Medical Center
Co-Authors: Kathryn Veazey, Drexel University College of Medicine

Purpose
Selecting clinical content for pre-clerkship neuroscience courses is a daunting process. Many instructors and students focus on "high-yield" concepts (HYCs), meaning they have a high likelihood of appearing on standardized exams. Still, HYCs do not necessarily correlate to clinical conditions with high clinical incidence rates (CIRs). This study investigated if the first-year neuroscience-related clinical conditions presented at two medical schools aligned with CIRs. The researchers then compared these conditions to those covered by four review textbooks, as well as collected data on the methods used to teach them.

Methods
First-year neuroscience content (ex. Syllabi, lesson plans, etc.) at two US allopathic medical schools were screened for clinical conditions, including the teaching methods used. These were compared with HYCs from four standard neuroscience review textbooks, as well as national CIRs to identify similarities and discrepancies.

Results
While most neuroscience HYCs in review textbooks were taught at both institutions, there appeared to be significant discrepancies between certain HYCs and CIRs. For example, several conditions with CIRs below 0.5/10,000 persons received frequent mention in both the medical curriculum and review textbooks (ex. Syringomyelia - CIR 8.4/100000; Schools = 2/2; Textbooks = 4/4). However, more commonly occurring conditions received less curricular attention (ex. Fetal alcohol syndrome - CIR 1.5/1000; Schools = 1/2; Textbooks = 3/4). These results are part of a broader list of similar findings the researchers observed. Teaching methods were either didactic, team-based learning, independent learning modules, or multidisciplinary reviews.

Conclusion
There was a lack of consistency between first-year clinical neuroscience concepts, HYCs in review texts, and clinical incidence/prevalence rates. This may be indicative of a larger problem within medical education of prioritizing content to prepare students for licensing exams, instead of preparing students for what they may see in clinical practice.

Presented By: Gloria Conover, Texas A&M University
Co-Authors: Emma Grosser, Texas A&M University
Edward Mendoza, Texas A&M University
Selina Nigli, Texas A&M University
Victoria Pilsner, Texas A&M University

Purpose 
We implemented the Medical Scholar Research Pathway Program (MSRPP) Distinction, a voluntary, co-curricular longitudinal program spanning three years, aimed at guiding MS2 students through faculty-mentored research experiences to significantly contribute to academic medicine scholarship. This pilot study, utilizing a competitive selection process, seeks to guide medical students in scholarly research under faculty mentorship within a decentralized community medical school encompassing multiple satellite campuses. 

Methods 
Eligible medical students can enter the MSRPP Distinction through two pathways: an 8-week summer research program during the M1 summer or a competitive year-long internship between years 3 and 4. All admitted students are required to dedicate 12 credit hours to research electives during clerkship rotations. Regular one-on-one meetings with the program director track progress and establish personalized research goals. Electives can cover clinically focused topics aligned with students' residency goals or related complementary fields. 

Results 
In the academic year 2023-2024, the pilot program accepted 9 MSRPP distinction students. A mentorship agreement is strongly recommended to clarify authorship discussions with faculty mentors before the start of the MSRPP Distinction. Through rigorous research experiences, students are expected to develop and refine their written and oral research presentation skills, aiming for at least one peer-reviewed journal article. Students reported high satisfaction levels, indicating increased confidence in comprehending the physician's role within research teams and concurrent improvement in self-directed learning and critical analysis abilities. 

Conclusion 
Involving undergraduate medical education (UME) learners in faculty mentored research experiences significantly expands their professional network, boosting their competitiveness for residency programs. Early exposure and faculty-guided training in scholarly research not only enhance students' scientific knowledge but also cultivate lifelong learning skills and establish robust foundations for advancing their research literacy. Equipped with these skills, our medical students are poised to lead in the advancement of complex disease diagnosis and management.

Presented By: Phoebe Li, Rutgers New Jersey Medical School
Co-Authors: Rijul Asri, Rutgers New Jersey Medical School
Sophia Chen, Rutgers New Jersey Medical School
Jeremy Grachan, Rutgers New Jersey Medical School
George Holan, Rutgers New Jersey Medical School
Christin Traba, Rutgers New Jersey Medical School

Purpose
Leadership skills are critical to the professional development of physicians. There is an increased demand for structured longitudinal experiential learning in this area within undergraduate medical education. A possible solution is to give students a defined leadership role with an appropriate level of responsibility, which increases perceived skill development due to active involvement. Rutgers New Jersey Medical School introduced a facilitator role for the anatomy small-group curriculum to provide leadership opportunities to pre-clerkship medical students.

Methods
This study explores the effects of a student facilitator role in anatomy small-group sessions on perceived leadership skill development. Anatomy is integrated throughout the organ system-based blocks of the pre-clerkship curriculum, and students (n=175) remain in the same anatomy groups (6 students per group) to discuss content, complete case studies, and take team assessments. Students are required to rotate through the facilitator role and lead their group during their designated sessions. The role of the facilitator is to focus on leading the discussions, not to teach content. This study uses a pre-course survey and post-course survey (to be completed in January 2024) voluntarily completed by students.

Results
61 students (34.9%) completed the pre-course survey. Preliminary data reveals that prior to the anatomy curriculum, 86.9% of students had experience working in a small-group learning format and 73.8% felt confident in their ability to lead a team. Students revealed that they do not feel confident addressing unengaged team members, with only 39.4% of students indicating that they had confidence in this skill.

Conclusions
Students need to develop their leadership skills with regards to interpersonal communication, especially when addressing unengaged peers. The implementation of a leadership role in a small-group setting could give students the opportunity to practice these skills and strengthen their professional development.

Presented By: Alexa Gandy, University of South Carolina School of Medicine Columbia
Co-Authors: Jeanette Fulton, University of South Carolina School of Medicine Columbia
Falicia Harvey, University of South Carolina School of Medicine Columbia

Purpose 
Nationwide pass rates have decreased as students transition to a pass/fail (P/F) Step 1 scoring system. The University of South Carolina School of Medicine Columbia (USC SOMC) has been monitoring this transition, along with a concurrent change from a discipline/course-based curriculum to a systems-based curriculum and a move to P/F grading. The purpose of this study is to evaluate the role of course-based versus systems-based curriculum on student performance to better inform curriculum delivery. 

Methods 
Student performance in coursework, course NBME exams, CBSE, and Step 1 were examined for two years each of course-based and systems-based curriculum. Individual student CBSE categorial data and institutional categorical Step 1 data were used as consistent measures across all four years. CBSE categorical data (percent correct) normalized to categorical national means, along with the percentage of students scoring at or above the national mean for Step 1 categorical data was examined. 

Results 
Analysis of the data shows a poorer performance in many categories of the CBSE in the first year of systems-based curriculum which corresponds with the simultaneous transition to a P/F Step 1 exam. The second year of systems-based curriculum shows significant improvement over the first year and often improvement over the old curriculum, with some exceptions. A review of Step 1 categorical data shows similar enhanced performance patterns with a systems-based curriculum, also with a few notable exceptions. 

Conclusion 
It can be difficult to isolate performance strengths and weaknesses given the multiple variables involved (COVID, curriculum change, Step 1 P/F, P/F grading). Differential performances based on the type of curriculum delivery and a review of the data will help inform the preclinical curriculum at USC SOMC.

Presented By: Alexa Gathman Ries, University of Utah School of Medicine
Co-Authors: Todd Brown, University of Utah School of Medicine
Rachel Codden, University of Utah Health
Bethany Lewis, University of Utah Health
Morgan Millar, University of Utah School of Medicine

Purpose 
This study evaluates knowledge gaps in dermatology among Clinical Officers in Uganda. The effectiveness of Project ECHO (Extension for Community Healthcare Outcomes) as an educational intervention was evaluated with pre- and post-questionnaires. 

Methods 
The effectiveness of monthly didactic and case-based ECHO sessions was gauged using pre- and post-session surveys assessing practice type and perceived lecture impact. The study focused on a convenience sample of Clinical Officers, and statistical analysis was performed to determine knowledge average change. 

Results 
Out of the convenience sample, respondents represented multiple work settings but were most commonly from urban out-patient (41%) and rural out-patient (34%) settings. Analysis of 5 months' survey data revealed that the percentage of respondents reporting "very knowledgeable" of the session topic increased from 2% pre-survey to 51% post-survey. All but one respondent felt the session was a "good mix of lecture and learning." Ninety-four percent of respondents said they are "somewhat likely" or "very likely" to treat complex patients in their practice instead of referring to specialty care. Regarding the application of learned concepts, 68 participants indicated "Definitely Yes", and 13 "Probably Yes". Fifty-six participants reported no barriers to applying their knowledge; fourteen cited the need for additional training or resources. 

Conclusions 
The ECHO sessions enhanced dermatological skills and confidence among Clinical Officers in Uganda. The participants' increased comfort level treating complex patients themselves, rather than referral, suggests a promising impact on dermatology healthcare accessibility and quality. These outcomes underscore the effectiveness of the ECHO model as a transformative approach to medical education and care in resource-limited settings.

Presented By: Sonia Lobo, Geisinger Commonwealth School of Medicine
Co-Authors: Karla Feeley, Geisinger Commonwealth School of Medicine
Francis Gesel, Geisinger Commonwealth School of Medicine
Matthew Hamers, Geisinger Commonwealth School of Medicine
Sireesha Mamillapalli, Geisinger Commonwealth School of Medicine
Alexis Notarianni, Geisinger Commonwealth School of Medicine
Mahdi Taye, Geisinger Commonwealth School of Medicine
Gabi Waite, Geisinger Commonwealth School of Medicine

Purpose 
Nutrition education content in Geisinger Commonwealth School of Medicine's Total Health Curriculum falls short of national recommendations with 14 hours of instruction predominating in the preclinical phase and centered on the basic sciences. Additionally, the nutrition content fails to emphasize chronic disease prevention and lacks continuity between formal preclinical and clinical instruction. We performed a qualitative assessment to determine perceived gaps, beliefs, and competencies in nutrition education from stakeholders and solicit their suggestions for intervention and improvement. 

Methods 
We conducted semi-structured focus groups and one-on-one interviews with stakeholders throughout Geisinger to clarify gaps and barriers to nutrition instruction improvement. Purposive sampling was used to identify study participants, which included students, faculty, residents, physicians, and other healthcare professionals. Qualitative thematic analysis was completed using a grounded theory approach and inductive coding process. Semi-structured interviews and focus groups were recorded, transcribed, and thematically analyzed. 

Results 
To date, 20 participants were interviewed, representing diverse stakeholder groups. Participants' views on nutrition varied based on their roles as students, teachers, clinicians, or community stakeholders. Collectively, participants acknowledged the inadequacy of current nutrition education and the challenges in recognizing nutrition as a clinical tool in medicine; further, they noted the importance of a having a comprehensive foundation in clinical nutrition independent of medical specialty. Suggestions for improving nutrition education included qualified nutrition instructors, honing of motivational interviewing skills, and better integration throughout medical training. Quantitative analyses are underway to construct a conceptual framework explaining the longitudinal gaps in nutrition education.

Conclusion 
Our initial findings underscore the need for innovative initiatives to incorporate nutrition content throughout Geisinger's medical education curriculum, while recognizing the challenges of doing without emphasis of nutrition on national medical licensure examinations. Identifying a tangible framework to enhance nutrition education at Geisinger is underway.

Presented By: Chris Gitter, Medical College of Wisconsin
Co-Authors: Himanshu Agrawal, Medical College of Wisconsin
Jose Lucas Zepeda, Medical College of Wisconsin
Madeline McGauley, Medical College of Wisconsin
Omeed Partovi, Medical College of Wisconsin
Andrew Petroll, Medical College of Wisconsin
Molly Thapar, Medical College of Wisconsin
April Zehm, Medical College of Wisconsin

Purpose 
Communication skills training (CST) remains undervalued and underrepresented within undergraduate medical curricula, especially at the preclinical level. Students transitioning to clinical rotations may lack confidence and feel unprepared for challenging patient conversations. Operation Conversation (OC) is a novel student-run extracurricular, mentored CST program for preclinical medical students to practice difficult conversations. We developed and piloted a longitudinal, extracurricular CST program focused on challenging and underrepresented content areas prior to clerkships. 

Methods 
OC involved three, 90-minute virtual workshops for preclinical students. During each workshop, students reviewed a case and relevant medical content, then role-played in pairs while a facilitator observed. All parties completed a communication skills checklist, students received verbal feedback, then roles reversed. Self-, peer-, and facilitator-completed communication skills checklists were completed after each role play, enabling individual, longitudinal communication skill tracking over time. Students' open-ended reflections on the experience were analyzed for themes, and final program evaluations were collected. 

Results 
Sixty-four students participated in OC during the first year of implementation. Mean communication scores increased from the first to the third workshop as rated by self (75.2% to 86.7%, P<0.05), peers (87.8% to 93.6%, P<0.05), and facilitators (82.9% to 92.6%, P<0.05). Students valued the challenging experiential learning despite initial anxiety, getting feedback, and the perspective-taking gained by playing both roles. 

Conclusions
Program strengths include student-driven learning, a 2:1 student-to-facilitator ratio, formative real-time feedback, and longitudinal tracking of communication skill development over time. The program was extracurricular with voluntary participation, which limits impact and implications. The program has entered its third year. Simple workshop materials and the virtual format make this feasible and transferable. While it may be difficult to maintain our learner-to-facilitator ratio for larger, class-wide activities, the role-play, communication checklist, and feedback activities could be adapted for use in the core curriculum.

Presented By: Susan DeRiemer, Kansas College of Osteopathic Medicine

Purpose 
One of the challenges to a patient-centered model of healthcare is the siloing of care amongst specialties. A similar challenge occurs in health systems science curricular design. This abstract describes the strategies used to integrate the multiple threads of health systems science into an interprofessional training activity and their effectiveness.

Methods 
The basic structure of an annual interprofessional training in geriatrics was modified over several cycles to explicitly incorporate the major elements of the health systems science framework. The participants represented 10 graduate training programs at 7 institutions. An initial assessment of the health systems science content was used to develop focused integration and enhancement of health systems science coverage. This was accomplished by adding targeted information into the case studies and modifying the reporting instruments the teams were asked to complete. Case reports and responses to post-event surveys were used to evaluate the impact of the modifications on self-assessment of competencies in health systems science domains as well as incorporation of health systems science-related content into team-generated care plans.

Results 
While baseline cases included elements of health systems science components including patient-centeredness, teaming, population, public and social determinants of health and value, it was possible to increase the number and depth of health systems science topics. The most significant gain was in health care policy and economics obtained by inclusion of specific Medicare plan information for the patients. Modifications of the care plan template led to increased attention paid to healthcare structure, value and economics.

Conclusions
Interprofessional practice (Teaming) is one of the key elements of health systems science, but it can also be a vehicle for integrating the remaining core and cross-cutting domains in a way that emphasizes both patient-centeredness and systems thinking. A similar approach can be applied to increase integration in other health systems science learning activities.

Presented By: Poliana Toppa, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Kathleen Wei, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose 
Pre-professional Boston University undergraduate students collaborated with three community-based organizations and public schools across the Greater Boston area to introduce Anatomy Academy, a service-learning outreach program for K-12 students that teaches anatomical, physiological, and nutritional concepts that support healthy lifestyles. In this study, we explored the role of curriculum adaptability toward supporting enduring community partnerships that enhance student engagement and learning. 

Methods 
Working in concert with community organization leaders, we established partnerships that met their specific objectives to engage students in learning about health concepts through a mentored environment. Feedback from peers and educators was vital to refining the curriculum for maximum engagement and effectiveness. Strategic budgetary considerations were assessed to maintain program quality and facilitation. Mentors underwent training sessions to ensure their scientific and cultural competence in delivering anatomy, physiology, and nutrition education. 

Results 
The Anatomy Academy curriculum's modular framework design made it easily adaptable for each community client. For example, elementary grade students required dynamic activities in large groups that were readily applicable. Content consolidation was facilitated by implementing a ""knowledge fest"" at the end of each activity, where students answered questions about the material covered. Secondary grade students were found to best engage in small group activities centered around clinical scenarios and detailed explanations. All sites utilized online resources to facilitate student engagement and to address spatial limitations. 

Conclusions 
By establishing multiple university-public school partnerships attending to distinct groups of students, we have understood the importance of a flexible and adaptable base curriculum accompanied by training of inclusive and culturally competent paraprofessionals. Adaptations were quickly implemented and resulted in increased engagement and content consolidation. Lastly, we have established the importance of online resources in overcoming challenges and facilitating a dynamic learning environment with minimal financial considerations.

Presented By: Johanna Clewing, Texas A&M University School of Medicine

Purpose
Point Of Care Ultrasound (POCUS) has been implemented into many residency programs as it is an important skill to expertise in the assessment of patients and which has been recognized to improve patient safety and satisfaction. However, the training of learners can be challenging, and the main barriers are time and resources. We are presenting an innovative curriculum which promotes interprofessional and interdisciplinary training with the goal of breaking the barriers.  

Methods
We implemented the curriculum 2 years ago but made adjustments along the way to meet our goals more effectively. The current 3- year curriculum scaffolds knowledge and skill and engages in an interprofessional and interdisciplinary approach including different formats of content delivery and skill training. Residents complete modules and quizzes and have hands-on scanning workshops including some relevant procedures before performing ultrasounds under supervision on their patients, working with Nurse Practitioners in our Interventional Radiology department to practice procedures and our echocardiographers for skill training. We built the workshops and procedure labs into our residency block schedule which resolved some of the scheduling challenges. Our senior residents can choose to do an additional elective to deepen their knowledge and skills and to become more confident in image interpretation and clinical integration. 

Results
Residents appreciate the current curriculum as they have time to build their knowledge first, but then have more opportunities for hands-on training and skill practice with our interdisciplinary design. Our learners are satisfied and perform POCUS exams and bedside procedures.  

Conclusion 
The collaboration with other disciplines and healthcare professions has helped us to secure some more resources and valuable learning opportunities. Residents may also be better prepared for their professional goals after residency.

Presented By: Gillian Michaelson, Case Western Reserve University School of Medicine
Co-Authors: Calen Frolkis, The MetroHealth System, The Department of Medicine

Purpose 
The Institute of Medicine reported that diagnostic error may contribute to 80,000 deaths in the US. The American College of Graduate Medical Education (ACGME) includes clinical reasoning as a core competency. Trainees cannot master this if faculty cannot effectively evaluate their skills using language they will understand. Therefore, our goal was to develop and trial a workshop for faculty and students to improve understanding of clinical reasoning and provide a framework for step-wise teaching. 

Methods 
A review of clinical reasoning tools was conducted and the Assessment of Reasoning Tool (ART) was selected as the workshop foundation due to its specific definitions of clinical reasoning components and metrics of success at different levels. The workshop included: an introduction with essential definitions, small group sessions practicing the ART in simulated learner scenarios, and a large group reflective exercise. Participants were immediately surveyed for feedback and will be sent another survey about a year afterwards. Attempts were also made to systematically assess the application of the workshop content on the wards, but this was ultimately unsuccessful. 

Results 
The workshop was presented twice to internal medicine faculty members and once to the majority of the 82 internal medicine residents at a large academic medical center. It was also presented nationally as an Alliance for Academic Internal Medicine webinar. Immediate feedback was overwhelmingly positive and longer-term feedback on applicability is being collected. 

Conclusion 
Education on clinical reasoning and its assessment is a critical and often neglected aspect of faculty and student training. A workshop to propagate a common fluency in the language of diagnostic thinking and develop a comfort evaluating it is a valuable step towards more competent clinicians and educators. An important lesson learned was the difficulty of creating a systematic approach for evaluating student clinical reasoning and faculty feedback across the hospital.

Presented By: Jessica Chacon, Texas Tech University Health Sciences Center - El Paso
Co-Authors: Houriya Ayoubieh, No Affiliation
Brandon Godinich, No Affiliation
Rivers Hock, Texas Tech University Health Sciences Center - El Paso
Satish Maharaj, No Affiliation
Cynthia Perry, No Affiliation
Curt Pfarr, No Affiliation
Mark Raynor, No Affiliation

Purpose
"The Basics and Implementations of Cancer Immunotherapy," is an online elective designed for MS4s at TTUHSC El Paso. The course aims to enhance understanding of immunology/cancer biology and immunotherapeutic treatments for different cancer subtypes. The purpose of this study is to assess the effectiveness of the course in increasing comprehension of immunotherapy among medical students. The two-week elective covers topics such as CAR-T therapy, cytokine therapy, cancer vaccines, PD-L1 antibodies and CTLA-4 inhibitors. Students were also challenged to identify the risks and benefits associated with immunotherapy. At the end of the two-weeks, students were tasked with designing a novel immunotherapy treatment.

Methods
This prospective post-test study utilizes pre-assessment and a post-assessment anonymous survesy to evaluate the elective. This consists of Likert-type scale items and open-ended questions to gauge students' satisfaction, perceptions of benefits, and the overall impact of the online elective on their understanding of immunotherapy treatments.

Results
The entire student cohort unanimously expressed agreement, "Strongly Agree" or "Agree," on the elective's value in describing current immunotherapy techniques, reviewing basic immunology concepts, outlining adverse immunotherapy related events, engaging critical thinking skills, and filling in knowledge gaps related to immunotherapy and immunology. All students unanimously affirmed their own ability to identify the steps needed to manage patients with immunotherapy during residency training. This unequivocal endorsement underscores the course's efficacy in meeting its educational goals.

Conclusion
This research addresses a need to prepare future physicians to implement the rapidly developing field of immunotherapy into clinical practice. The study's goal is to encourage students to familiarize themselves with both current standard of care treatments as well as up-and-coming therapeutics that offer massive potential to the future of medicine. This course hopes to foster medical leaders that can freely move between the laboratory and bedside setting to tackle issues as multi-faceted as cancer.

Presented By: Kaitlyn Novotny, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Co-Authors: Daniel Levine, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Dale Netski, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Edward Simanton, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
Shifting to pass/fail scoring for Step 1 prompts reevaluation of clerkships and Step 2 preparation as its significance has overtaken Step 1 for residency placement. Clerkships following the Traditional Block Rotation model are being replaced by Longitudinal Integrated Clerkships and Longitudinal Interleaved Clerkships (LInC) to enhance student's hands-on learning. The growth in longitudinal popularity sparks concern for the equity of success for various demographics as there is minimal research regarding LInC students' USMLE performance. Our study aims to uncover if LInCs provide equitable medical education for several demographic groups in medical school. 

Methods 
This study evaluated student's Step 1 and Step 2 scores as well as their self-identified demographic information prior to the change in Step 1 grading at Kirk Kerkorian School of Medicine. 145 students from 3 cohorts were categorized as Underrepresented in Medicine, Gender, Disadvantage, First Generation, Low SES, Low MCAT, and Low Step 1 Performance. Each group's mean Step 1 and mean Step 2 scores were calculated, and binary T-tests were performed using a p-value of 0.05. 

Results 
Analysis revealed significant score improvements between USMLE Step 1 and Step 2 for the following groups: Females, students with Low SES, and students who originally received lower Step 1 scores. 

Conclusion 
Upon completion of the LInC model, females, students with low SES, and students who initially scored low on Step 1 all experienced a significant improvement on Step 2. This study underscores the significance of considering demographics when designing clerkship models and has important implications for schools navigating the USMLE exam process. Further exploration should determine if these improvements stem from the experience of the LInC model or its associated testing schedule. Such insights, alongside our findings, could impact medical school's curriculum decisions to facilitate equitable student success.

Presented By: Kearney Gunsalus, Augusta University/University of Georgia Medical Partnership
Co-Authors: Ellen House, Augusta University/University of Georgia Medical Partnership
Jordan Mixon, Augusta University/University of Georgia Medical Partnership

Purpose
Weight stigma is a health issue worldwide. It is prevalent in healthcare and contributes to poor health outcomes through its physiological effects and impact on the behavior of both patients and physicians. Weight bias disproportionately affects minoritized communities; addressing it is therefore a social justice issue. Anti-obesity bias is often perpetuated by medical education, negatively impacting the mental and physical health of both medical students and patients. Changing the way we think and speak about the relationship between weight and health in medical education is a key step in addressing these problems. Long-term, we aim to improve student wellness and patients' health by developing, implementing, and disseminating evidence-based recommendations to mitigate weight stigma in medical training.

Methods 
To this end, we formed a team consisting of medical educators with expertise in biochemistry and psychiatry and a medical student. We reviewed the literature on the health impact of weight stigma, its pervasiveness in healthcare, how it can be reinforced by or reduced in medical education, and its negative impact on student wellness. To investigate the explicit and silent curriculum about the relationship between weight and health, we examined materials from our curriculum and other reputable sources. We identified problematic practices and developed alternative, evidence-based approaches.

Results
We will describe our progress working with colleagues to implement and evaluate these changes throughout our pre-clerkship curriculum. We are tracking dissemination of our recommendations, and forming multi-institution collaborations.

Conclusions
These issues impact health and medical education worldwide. Weight bias is often explicitly or implicitly reinforced throughout all aspects of an integrated medical curriculum. Making changes can be challenging; it requires collaboration among faculty, and buy-in can be inconsistent. Our recommendations are specific, evidence-based, designed to counter rather than perpetuate harm to students and patients, and could readily be implemented at other institutions.

Presented By: Arlene Chan, Central Michigan University College of Medicine
Co-Authors: Jyotsna Pandey, Central Michigan University College of Medicine

Purpose 
Interprofessional collaboration in healthcare elevates patient care quality, emphasizing the importance of learning and collaborating with peers from diverse professions during education. Historically, medical school curricula lacked interdisciplinary teamwork instruction. Interprofessional education (IPE) emerged to bridge this gap, enhancing students' understanding of roles and team dynamics. Our project focuses on 1) exploring IPE's current landscape, 2) evaluating our program, 3) identifying exercise and evaluation gaps, and 4) providing recommendations for other universities. 

Methods 
IPE training impact was evaluated using IPAS and open-ended questions. Initial attitudes (pre-W1) were measured, followed by activities exploring roles and collaborating on a paper-based patient case. PostW1 and PostW2 IPAS assessments identified attitude shifts. A total of 233 students participated from various programs. 

Results 
Students were divided into four categories: 1) medical (MD) students, 2) students from physician assistant, speech and language pathology, audiology, and nursing programs, 3) students from physical therapy and athletic training programs, and 4) students from social work programs. Analyzing p-values for recognizing interprofessional bias, average scores increased across the three time points. PostW1 scores were significantly higher (p = 0.003) than Pre, and PostW2 scores were significantly higher (p < 0.001) than both Pre and PostW1. Qualitative analysis revealed MD students' evolving themes from leader, collaborator, advocator, educator, and diagnose and treat to post-exercise main themes of role clarity, making referrals, and collaboration in reflections on IPE teamwork exercises. 

Conclusions 
These findings underscore the positive impact of IPE training on students' attitudes and understanding of interprofessional collaboration. As future healthcare professionals, these students are better equipped with a collaborative mindset, essential for effective patient care and achieving positive healthcare outcomes. The study supports the continued integration of IPE programs into healthcare education to foster interprofessional competencies and enhance teamwork skills among diverse healthcare disciplines.

Presented By: Alice Villalobos, Texas Tech University Health Sciences Center School of Medicine
Co-Authors: Ion Bobulescu, City University of New York School of Medicine
Cassandra Kruczek, Texas Tech University Health Sciences Center School of Medicine

Purpose 
Our institution transitioned from a legacy two-pass preclinical curriculum with categorical grading to a one-pass organ system-based format with pass/fail grading (>70%). We evaluated first-year medical student (MS1) performance and satisfaction in the Organ Systems-2: Renal and Respiratory (RNR) block that integrated content previously taught in both Year I and Year-II legacy blocks.

Methods 
The 8-week RNR block integrated physiology, pathophysiology, infectious diseases, and pharmacology of the renal system (Weeks 1-4) and respiratory system (Weeks 5-8). Instructional methods included didactic lectures, team-based activities, dry labs, case-based reviews, cognitive integration-clinical reasoning sessions, and simulations. Formative assessments included weekly quizzes and practice exams administered before each exam. Three faculty-designed exams assessed learning in the renal physiology, renal pathophysiology, and respiratory physiology units at the end of Weeks 2, 4 and 6; performance on exam questions was compared with equivalent questions from legacy exams. A customized comprehensive NBME exam assessed cumulative learning at the end of Week 8; mean item performance was compared to mean source item difficulty, as the legacy curriculum had no dedicated renal/respiratory NBME exam.

Results 
Student performance on faculty-designed exams was comparable to the legacy curriculum. Mean scores on renal and respiratory portions of the NBME exam closely aligned with source item difficulty (0.76 vs. of 0.78 and 0.77 vs. 0.78, respectively). Surveys and student focus groups indicated a 73% student satisfaction rate with RNR.

Conclusions
The first implementation of the integrated RNR block resulted in MS1 performance on the NBME exam comparable to source item difficulty, performance on faculty-designed exams matching the legacy curriculum, and high student satisfaction. More detailed analysis of exam performance is needed. Improvements in future iterations of RNR will include additional simulations and flipped-classroom sessions.

Presented By: Isadore Nottolini, University of Central Florida College of Medicine
Co-Authors: Christine Kauffman, University of Central Florida College of Medicine

Purpose
Evidence regarding the impact of attendance on academic performance in medical education has been inconsistent. Previous studies have typically focused on comparing attendance with performance within the same phase of medical school, either pre-clerkship or clerkship. While these studies contribute to understanding effective student support, a comprehensive analysis across both pre-clerkship and clerkship may further benefit these studies and their application to the medical curriculum. This longitudinal cohort study aims to bridge this gap by examining the relationship between attendance patterns in the pre-clerkship years of medical school and academic performance in the subsequent clerkship years. 

Methods
Matriculating students were enrolled in the study in August 2019 and their voluntary attendance was collected prospectively. In-person attendance was collected during their first year until the program was interrupted by the COVID-19 pandemic in March 2020. The second year was online and virtual attendance was collected for the entire academic year. The pre-clerkship attendance level was compared to performance in the six core clerkships using preceptor ratings, NBME subject examinations, overall clerkship grade, and the end of M3 OSCE.

Results
75 students completed the study. Medical student pre-clerkship voluntary attendance showed no statistically significant or meaningful correlation with clerkship performance measures based on Spearman Correlation Two-Tailed tests. 

Conclusion 
Our findings indicate that pre-clerkship voluntary attendance is not a significant predictor of performance in the later clerkship years. Instead, early academic metrics would function as more reliable indicators of future success in medical education. This could aid medical schools in prioritizing academic performance over voluntary attendance rates.

Presented By: Migdalisel Berlingeri, Michigan State University

Purpose 
To support students in the transition to medical school we designed a 6-week program that included learning activities with strong focus on foundational knowledge, understanding of metacognition and support measures that promote study and wellness strategies. This abstract presents the preliminary outcomes of the program.

Methods 
The implementation of this new program involved the design of new curricular activities with new content and teaching modalities. Students prepared for the week using an online. At the start of the week all students met in a Large Group Activity (LGA) that applied the content of the learning module. Throughout the week students participated in small groups sessions that applied the knowledge on specific patient presentations. The LGAs also were the scenario for the sessions on metacognition, learning strategies and wellness activities. Program implementation was evaluated through surveys and assessments of foundational knowledge.

Results 
The new interventions were well received. When surveyed after each large group session most students expressed feeling supported in their transition to medical school. Furthermore, they self-reported growth in the areas of pharmacology, microbiology, human development, and genetics.

Conclusion 
This interdisciplinary intervention was successful in supporting students through the first weeks of medical school while focusing on strong foundational science knowledge. More assessment data will be evaluated to determine the impact of foundational science learning throughout the first year of medical school.

Presented By: Michelle Troup, University of South Carolina School of Medicine Greenville
Co-Authors: Joel Burt-Miller, University of South Carolina School of Medicine Greenville
Trip Crowley, University of South Carolina School of Medicine Greenville
Kelly Quesnelle, University of South Carolina School of Medicine Greenville
Luis Sanchez Ferrer, University of South Carolina School of Medicine Greenville
Manav Shaw, University of South Carolina School of Medicine Greenville
Tae Watts, University of South Carolina School of Medicine Greenville
Wendy Yang, University of South Carolina School of Medicine Greenville

Purpose 
The professional and interpersonal skills of communication, expression of empathy, and cultural competence are vital skills for physicians and as such have been incorporated into LCME Standard 7.6, "Structural Competence, Cultural Competence and Health Inequities". We examined the modalities of instruction, barriers to curriculum development, and learner assessment of these skills in undergraduate pre-clerkship medical curriculum to establish best practice recommendations.

Methods 
We completed literature search of PubMed search for empathy, communication, cultural competency in undergraduate medical curriculum. We included peer-reviewed literature published between 2013 and June 2023 focused on curricular implementation or assessment of empathy, communication, or cultural competence in the pre-clerkship undergraduate medical education years. Articles were excluded if they did not focus on curricular or assessment interventions, were in non-US based undergraduate medical institutions, were not in the English language, or were not based in the pre-clinical years. Of 198 articles reviewed, 103 were excluded on abstract review and the remaining 95 articles were reviewed by two separate reviewers to evaluate: type of curricular intervention.

Results 
Existing literature revealed development of the professional and interpersonal skills of communication, expression of empathy, and cultural competence in undergraduate medical education is being conducted via lecture, small group sessions, and clinical skill based learning. Identified barriers to curriculum implementation and assessment included: stakeholder buy-in, time and/or training of faculty; time in existing curriculum; incorporation of objective assessment tools.

Conclusion 
Existing literature shows a variety of techniques for the implementation of curriculum surrounding development of communication, expression of empathy, and cultural competence in medical learners. Further assessment via targeted survey will help elucidate how medical schools are implementing the LCME Standard 7.6 and assessing medical learner competencies in these areas.

Presented By: Charles Scott, Thomas Jefferson University Sidney Kimmel Medical College
Co-Authors: Michael Baram, Thomas Jefferson University Sidney Kimmel Medical College
Rosemarie Frasso, Thomas Jefferson University Sidney Kimmel Medical College
Christopher Haines, Thomas Jefferson University Sidney Kimmel Medical College
Matthias Schnell, Thomas Jefferson University Sidney Kimmel Medical College
Geoffrey Toner, Kanbar College of Design, Engineering & Commerce, Thomas Jefferson University

Purpose 
Sustaining and enhancing basic science competency during clinical phases of medical education is a significant challenge. Herein we describe a team-based approach for delivery of advanced basic science education in the clinical phase that integrates clinical and basic science content to provide an overview and critical evaluation of the response of the healthcare community to the COVID-19 pandemic, and that challenges students to distill best practices and apply them to emerging viruses with pandemic potential. 

Methods 
Course faculty reviewed public health policy decisions, hospital system innovations, clinical trials design, and evidence-based clinical interventions to COVID-19, as well as advanced basic science topics such as traditional and mRNA vaccine design and development, monoclonal antibody characterization and manufacturing and small molecule antiviral drug discovery, which were delivered at a level that was far beyond what we had curricular time to present to students in the pre-clinical phase of their medical education. Student teams were tasked with applying lessons learned to an emerging infectious disease (H5N1 influenza). 

Results 
The response of the two fourth-year medical student cohorts who have taken the course thus far was uniformly positive. Moreover, student team volunteer statistics and feedback suggest broad enthusiasm for advanced basic science content when presented in an integrated clinical context.

Conclusions 
Many clinical challenges and innovations (e.g., immunotherapy, opioid epidemic, genome editing) are amenable to an instructional format that integrates clinical and basic science concepts. Although we anticipated that a "spoonful of sugar" (clinical content) would help the "medicine" (basic science) go down, group preference data suggests an appetite among fourth year medical students for continued exposure to cutting edge training in advanced basic sciences.

Presented By: Amanda Croft-deHagen, Michigan State University College of Human Medicine
Co-Authors: Ryan Tubbs, Michigan State University College of Human Medicine

Purpose 
In the United States, sexual assault is unfortunately common. 1 in 2 women and 1 in 3 men will experience sexual violence in their lifetime. It is undeniable that physicians will encounter individuals who are survivors of sexual assault requiring medical care during their careers. This study explores the ways in which sexual assault encounters are currently being taught in United States medical schools via an anonymous online survey to medical educators.  

Methods 
In this cross-sectional study, anonymous online surveys were sent to 193 medical schools (155 allopathic, 38 osteopathic). The survey asked educators how much time in their curriculum is dedicated to sexual assault encounter training and whether the educator feels the time that is dedicated to the topic is adequate. It also asked at what year the training is incorporated into their curriculum and the training modality (e.g. lecture, online modules, simulated encounters). At the study's end, descriptive statistics and frequency tables were used to describe survey outcomes. 

Results 
The majority of educators indicated having some form of sexual assault training in their institution's curriculum, but most also reported that they felt the amount of training was inadequate. The most common training modality used was by online module, followed by lecture, and least commonly, by simulated encounters. Training was most likely to be included as part of clinical skills education in the third year. 

Conclusion 
While many medical schools have some form of sexual assault encounter training for their students, most educators felt the training was inadequate to prepare students for future encounters with patients. The timing and modality of the training is also highly variable between institutions. Here we present recommendations for developing standardized educational modules to help prepare future physicians for encounters with survivors of sexual assault.

Presented By: Mallikarjuna Barremkala, Oakland University William Beaumont School of Medicine
Co-Authors: David Howell, Oakland University William Beaumont School of Medicine

Purpose 
The progressive reduction of anatomical contact hours combined with nonexistent Greek and Latin education in America has substantially stunted medical students' understanding of anatomical terminology. For this reason, many medical students report rote memorization as their main learning approach for anatomical terminology which results in poor retention and incomplete comprehension. As a result, physicians, residents, and medical students have made critical mistakes during patient care. Etymology, or the study of word origins, demonstrates improved comprehension, retention, and recall. This study seeks to determine the efficacy of supplemental etymology modules for anatomical terminology with anticipation of future implementation in the medical school curriculum. 

Methods 
All first-year medical students were provided five optional interactive modules with built-in quizzes and practice questions that integrate etymology with anatomical terminology. These modules vary from previous studies since they provide content concurrent with the Oakland University William Beaumont School of Medicine (OUWB) anatomy curriculum and test individual comprehension. Focus groups of 5-8 students will be conducted to identify the effect of the modules and further areas of improvement for supplemental curriculum.  

Results 
All data from modules and quizzes have been collected and correlated with engagement throughout modules. 100 of 125 (80%) of students utilized these modules in the first year.  

Conclusion 
Initial data suggests engagement with this resource improves anatomical education. We hypothesize that these modules will continue to increase comprehension, retention, and recall of anatomical terminology, and provide a solid foundation for application throughout the curriculum. In addition, we hypothesize that students will report engagement with the material and identify the efficacy of the modules in the focus group setting. We anticipate that this research will provide key input into integrated Anatomy curricula nationwide to combat linguistic comprehension disparities in the medical field.

Presented By: Lillian Lawrence, Geisel School of Medicine at Dartmouth
Co-Authors: Daisy Goodman, Geisel School of Medicine at Dartmouth

Purpose 
Perinatal substance use disorder (SUD) is an enlarging problem that contributes to morbidity and mortality for birthing people and infants. Outcomes improve when patients are treated for SUD, including pharmacologically, and when SUD treatment is integrated with obstetric care. However, OB/GYN residency training programs have not traditionally included content on SUD. Here, we examine the current state of OB/GYN residency training in treating perinatal SUD, with a goal of highlighting innovative programs, and improving the overall quality of training offered.

Methods 
We conducted a thorough literature search to identify OB/GYN residency training programs offering content on treatment of perinatal SUD, using relevant MeSH terms,as key words and phrases utilizing PubMed and Google Scholar databases, and also conducted a citation and cited by search of relevant articles and abstracts.

Results 
Our review revealed that few OB/GYN programs in the US have published about training residents to treat perinatal SUD. Of the 241 OB/GYN residency programs in the US, only three have reported outcomes of training programs focused on SUD. Of these publications, two were conference abstracts. All three demonstrated efficacy: OB/GYN residents who received training reported increased comfort treating perinatal SUD and were more likely to be x-waivered to prescribe buprenorphine.

Conclusions
Few OB/GYN residency programs have incorporated training in the treatment of perinatal SUD and published on the results of their programs. This gap may reflect a lack of training programs, perhaps due to stigma against pregnant people with SUD, or simply a lack of structured evaluation and publication of outcomes of programs that do exist. OB/GYN residency programs should incorporate and evaluate content on treating perinatal SUD, and address its direct harms to patients, through training new physicians in the compassionate treatment of SUD during pregnancy.

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

Purpose
Continuity of care has been shown to improve long-term health outcomes. Uninsured patients are typically unable to receive long-term care and rely on free clinics to address gaps in their healthcare. Many free clinics, however, are dependent on a revolving door of volunteers - with a high-turnover rate - thus impacting the care this patient population receives. The Saturday Clinic for the Uninsured (SCU), is a student-led clinic established in Milwaukee, serving a vulnerable patient population. In order to address this disparity, SCU implemented a Clinical Continuity Track (CCT) program for high-risk patients diagnosed with multiple chronic conditions. The project looks to assess the impact of clinical continuity in uninsured patients with chronic conditions. 

Methods 
Nationally accepted standards of care for managing chronic conditions such as Hypertension, Type II Diabetes, and Hyperlipidemia were gathered. A retrospective chart review on CCT patients was done collecting data on whether these parameters were met in the 6 months prior to CCT enrollment and 6 months following CCT enrollment. 

Results
Patient satisfaction survey demonstrated increased comfort and confidence in CCT patient healthcare, as well as a positive impact on health behaviors. Overall, completion of chronic condition specific management parameters overall have been improved or maintained after patient CCT enrollment.

Conclusions
There currently is no literature examining differences in the quality of continuity vs non-continuity-based care in the setting of student-run free clinics. Free clinics are imperative to providing care to underserved populations. However, limitations on resources, funding, and volunteers leads to most patients visiting these clinics to be seen by a different medical care team at each appointment. The CCT program at SCU increases patient confidence in managing their chronic conditions and in the healthcare they receive. Moreover, completion of healthcare parameters for chronic conditions has either been maintained or improved upon CCT enrollment.

Presented By: Oluwatobi Soares, Baylor College of Medicine
Co-Authors: Nital Appelbaum, Baylor College of Medicine
Kyle Blackburn, Baylor College of Medicine
Adel Hassan, Baylor College of Medicine
Sandra Haudek, Baylor College of Medicine
Elizabeth Merlinsky, Baylor College of Medicine

Purpose 
To explore the efficiency of a course-tailored Anki deck by comparing the weekly card total and weekly time spent using Anki of two medical school classes, one class with and one class without access to the course-tailored deck known as "HassAnki" at the time of participating in a required preclinical course at Baylor College of Medicine. With regards to this study, "efficiency" would be measured as maximizing the weekly card total while minimizing the amount of time spent studying using Anki weekly.

Methods 
In Spring 2023, rising third (MS3) and fourth (MS4) year students at Baylor College of Medicine were recruited to complete a survey on perceptions and usage of study tools during their orientations. While the MS3s had access to HassAnki, the MS4s did not. The average number of cards completed weekly and the average number of hours spent using Anki weekly were calculated for both classes. Two unpaired t-tests were performed; one comparing the number of cards completed weekly, and another comparing the number of hours spent using Anki weekly.

Results 
The 30 responses from the MS3s and 24 responses from the MS4s yielded a response rate of 16% and 14%, respectively. Weekly, the MS3 class spent 27 hours using Anki and completed 434 cards on average, while the MS4 class spent 14 hours using Anki and completed 334 cards on average. The first unpaired t-test revealed no statistical difference between the weekly card totals (p>0.05) but the second t-test showed a statistical difference between the weekly hours spent using Anki (p<0.05).

Conclusions 
While HassAnki did not make a significant difference with regards to the number of Anki cards completed weekly, it did significantly increase the number of hours spent using Anki on a weekly basis. Overall, this would imply a lower efficiency for HassAnki compared to the other Anki decks used.

Presented By: Stephen Schneid, University of California at San Diego School of Medicine
Co-Authors: Rachel Bryant, University of California at San Diego School of Medicine
Karyssa Domingo, University of California at San Diego School of Medicine
Destiny Frederick, University of California at San Diego School of Medicine
Sidney Lin, University of California at San Diego School of Medicine
Sadie Munter, University of California at San Diego School of Medicine
Daniela Osowiecki-Feldman, University of California at San Diego School of Medicine
Kelsey Smith, University of California at San Diego School of Medicine
Eli Solomon, University of California at San Diego School of Medicine
Lauren Wedekind, University of California at San Diego School of Medicine

Purpose 
Drug-related overdose deaths continue to skyrocket, representing an ongoing public health crisis in the US. With the emergence of Health Systems Science as the third pillar of medical education, it is imperative for educators to ensure that trainees are equipped with the knowledge to provide non-stigmatizing care for people who use drugs (PWUD) and critically evaluate healthcare delivery systems. 

Methods 
Six second-year medical students were recruited from the Harm Reduction Student Interest Group (HRSIG) leadership to facilitate a session for the 23 incoming medical students enrolled in our online 7-week summer pre-matriculation course (PMC). Our two-hour long harm reduction session included an interactive didactic introducing harm reduction principles, an infectious disease physician who spoke about her clinical practice, and a case-based discussion in small groups facilitated by the second-year medical students.

Results 
After the session, students were asked to provide written reflections on what they learned during the session and what they hoped to learn more about. A major positive theme was our framing of harm reduction as a foundational approach to working with all patients, not just PWUD. Identifying the small decisions that many of us make throughout the day (e.g., sunscreen or seatbelts) as harm reduction helped offer more points of entry to a topic that has historically been stigmatized in medicine. The PMC was an ideal environment to introduce this topic as early exposure to student-led harm reduction efforts allowed incoming students a chance to engage with harm reduction in a practical and meaningful way once school started. During the first two months of medical school, there was an increase in student engagement with HRSIG, with many students citing our session as the reason for their interest.

Conclusion 
Integration of harm reduction education in the PMC setting provides incoming medical students an avenue to engage in tangible advocacy efforts early in their training.