Presented By: Stephanie Richardson, Baylor College of Medicine
Co-Authors: Peter Boedeker, Baylor College of Medicine
Munder Zagaar, Baylor College of Medicine

Purpose 
This study delves into student preferences for asynchronous versus synchronous pharmacology sessions within a Physician Assistant Program during the 2023-2024 academic year. Despite the enduring shift to asynchronous learning prompted by the COVID-19 pandemic, it remains uncertain whether maintaining this format post-pandemic holds advantages. To discern the nuances between synchronous and asynchronous instruction, and their impacts on time commitments and learning approaches, we conducted a survey among 40 Physician Assistant students enrolled in the Fall 2023 Pharmacology I course. 

Methods 
Students participated in a survey comprising 17 Likert-scaled items and open-ended response prompts. The survey aimed to explore preferences and perceptions concerning asynchronous, synchronous, and Zoom sessions. Students provided feedback on the time required to grasp content, challenges in managing diverse time requirements, and the effectiveness of combining asynchronous and synchronous sessions in their learning and assessment. 

Results 
With an 87.5% response rate (35 students), the majority strongly agreed (45.71%, n=16) and agreed (31.43%, n=11) that synchronous sessions helped structure their study routines better. Furthermore, an aggregate of students (82.85%, n=29) expressed agreement that real-time interactions during synchronous sessions significantly enriched their learning experience. Students' open-ended responses favored synchronous sessions, highlighting advantages in managing personal and academic commitments, establishing study routines, enhancing comprehension, and enriching the overall learning experience. Conversely, attitudes towards asynchronous sessions were less favorable due to the lack of real-time interaction, increased time investment, and difficulties in grasping crucial concepts without immediate guidance. 

Conclusions 
Students from the Pharmacology I course strongly preferred synchronous sessions, emphasizing the value of authentic interactions, whether in-person or via virtual platforms. While sessions can be recorded for future access, students favor formats that facilitate dynamic discussions with peers and facilitators, emphasizing the importance of interaction in driving the learning process. This insight will enhance the ongoing development of our educational programs.

Presented By: Adam Lerchenfeld, Nova Southeastern University
Co-Authors: Kyle Bauckman, Nova Southeastern University

Purpose 
Spaced repetition and active recall (SR/AR) tools are stigmatized in education as short-term memory tools. We aim to dispel stereotypes of SR/AR tools and harness its utility toward a more nuanced and advanced learning experience. 

Methods
Faculty and student views on integrating SR/AR into curriculum were gauged via a Likert scale survey. Outcomes were utilized to develop a faculty and student workshop focused on identifying common ground. 75% of student responders (n=35) identified use of SR/AR for studying. 57% of faculty (n=14) were familiar with SR/AR. 78% of faculty showed interest in integrating SR/AR into the curriculum. 50% of faculty would adopt SR/AR if it increased student engagement. An in-house SR/AR deck was made for the Fundamentals course and 70% of first-year student responders (n=10) utilized this deck. Out of the 70% who utilized the deck, 86% were satisfied with the cards. Additionally, 29% of the students stated that the deck encouraged them to attend lecture with 57% being impartial. 

Results 
Students identified SR/AR as beneficial to learning. Majority of faculty expressed interest in adapting SR/AR to their sessions though this correlated with concerns of unfamiliarity. We aim to develop a workshop to address faculty concerns of SR/AR. SR/AR has a perception of a rough memorization tool and rather a mechanism to synthesize factoid-based knowledge into higher order sessions. Faculty development will focus on implementation of SR/AR for first order knowledge allowing for advanced integration during the session. 

Conclusions 
SR/AR is a tool used ubiquitously in the medical education landscape. Many variations of the tool are freely available but generally discouraged or ignored in academic establishments. Implementation of a training session to adapt these tools is practical and may enhance student investment in institutional learning modalities.

Presented By: Heather Christensen, University of Cincinnati
Co-Authors: Aaron Marshall, University of Cincinnati

Purpose 
Narrative reflection has a growing role in medical student education, as it has been shown to foster deeper understanding and encourage introspection. This can be particularly helpful during pre-clerkship years, when empathy and overall well-being decline. The purpose of this study was to pilot (optional) opportunities for second-year medical students to integrate reflective practice into their learning of renal and gastrointestinal systems. 

Methods
Narrative reflection opportunities (letter-writing, drawing, prompts) were offered to second-year medical students (M2, n=178) at University of Cincinnati College of Medicine (UCCoM) during their renal-gastrointestinal course. ChatGPT (AI) was utilized for sentiment analysis and generating themes from written responses; each (de-identified) student submission was coded for AI-generated themes. Responses were analyzed based on student demographics: gender, under-represented in medicine status (URiM), and quartile rank. Students were offered up to 1% extra credit for participating. 

Results 
129 students (72.5%) participated in the first round of reflection activities; participant demographics represented the M2 cohort for self-reported gender (53.5% female, 45.7% male) and URiM status (12.5%), and quartile rank. Of the initial participant group, 78% continued participation through all activities. Those most likely to stop participating were male (32% attrition vs. 13% females), non-URiM students (23% attrition vs. 12.5% URiM), and top quartile students (25% attrition in Q1/2 vs. 17.6% in Q3/4). AI-generated themes from open-ended responses included: complex integration of concepts, exploration of study modalities, concern for exam preparation, and focus on time-management/self-care. Sentiment analysis was positive and encouraging, revealing a sense of accomplishment and satisfaction with progress in the course. 

Conclusions 
Optional narrative reflection exercises provide medical students with an opportunity for meta-cognition and self-assessment. At the conclusion of this (currently ongoing) study, we will analyze student motivation for participation, and the impact on their learning and overall medical education experience.

Presented By: Anna Dean, University of South Carolina School of Medicine Greenville
Co-Authors: Ann Blair Kennedy, University of South Carolina School of Medicine Greenville
William Wright, University of South Carolina School of Medicine Greenville

Purpose
There has been little research into self-directed learning activities surrounding LGBTQ+ healthcare in undergraduate medical education. At the University of South Carolina School of Medicine Greenville (USCSOMG), one approach has been for students to complete their choice of an online learning module provided via the National LGBTQIA+ Health Education Center. This project aims to describe the modules selected by medical students and explore demographic factors associated with the student's choice of module.

Methods 
Subjects are first-year medical students at USCSOMG from academic years 2020-21, 2021-22, and 2022-23. Students' selected module information is drawn from certificates uploaded by students after completing their chosen activity. Additional data is provided by demographics reported at the time of matriculation. A mixed methods approach was utilized for data analysis. The analysis used categorization of qualitative data, chi-square, and regression tests as appropriate.

Results 
While data collection and analysis are currently ongoing, initial analysis indicates that overall, 41% of the students completed an introductory/foundational learning module and there are statistically significant differences between the cohorts. Furthermore, a statistically significant regression model (?2(9) = 19.22, p = 0.02 ) reveal variables that predict the likelihood that students would select an intermediate/advanced learning module.

Conclusion 
This study addresses the gap in research on self-directed LGBTQ+ healthcare learning in undergraduate medical education, exploring module choices among USCSOMG students. Initial findings highlight module preferences and predictive factors, contributing to inclusive healthcare education for future professionals.

Presented By: Martin Schmidt, Des Moines University
Co-Authors: Cali Bills, Des Moines University
Andrew Mannisto, Des Moines University

Purpose 
Interprofessional education (IPE) is an essential element of health professions curricula that prepares graduates to function in collaborative healthcare teams. Development and scheduling of IPE events requires considerable effort as these sessions need to fit the participating programs' diverging curricula. The present study assesses if the learning outcomes of a small-group IPE activity justify such efforts. 

Methods 
A series of interactive case discussions illustrating the clinical and basic science aspects of inborn errors of metabolism was developed (termed "Scientific Knowledge Integrated in patient Presentations"; SKIPPs). Students of 3 health science programs - DO. DPM and PA - were combined into small groups to discuss and present clinical scenarios. Participants were surveyed about their confidence in teamworking skills, clinical reasoning, and ability to integrate clinical and basic science concepts. 

Results 
Non-parametric testing of pre/post survey scores shows significant confidence gains for students of all participating programs. The first iteration of the experiment (N=142) showed that mixed PA/DO groups have higher post-SKIPPs confidence scores in all 3 tested domains (teamworking, clinical reasoning and integration of sciences) than DO-only or DPM/DO groups. Free-text comments were overwhelmingly positive (83%, N=36) with the most frequent comment being that SKIPPs are excellent opportunities to apply classroom knowledge to clinical scenarios. 

Conclusion 
While the organization of SKIPPs posed significant logistical challenges originating from the different curricula of the participating programs, significant confidence gains and positive free-text comments of participants justify the efforts that went into planning and execution of the event. It is noteworthy that PA/DO interprofessional student groups had the best outcomes, suggesting that SKIPPs can be an effective tool for interprofessional education. Since the inter-group differences fell short of statistical significance, more iterations of the experiment are necessary to reach the predicted sample size of 600 enrollees for statistical power (80%, p=0.05).

Presented By: Sathyak Saini, Texas Tech University Health Sciences Center - Lubbock
Co-Authors: Daniel Webster, Texas Tech University Health Sciences Center - Lubbock

Purpose 
This project investigates the effectiveness of a high-yield fact sheet (HYFS) designed to enhance Histology learning of first-year medical students during the Anatomy, Histology, and Embryology (AHE) block at Texas Tech Health Sciences Center. Specifically, this study aims to assess the impact of the HYFS on student performance and gather quantitative and narrative feedback on its utility. 

Methods 
First, we distributed a needs-analysis survey to the previous medical school class and the responses revealed a great demand for additional resources in Histology. Second, we prepared a pre-quiz with five content-based questions that was administered before students accessed the HYFS. The HYFS itself, a comprehensive and targeted list of high-yield concepts, was developed. Finally, a post-quiz which included the same objective questions along with new subjective questions, was conducted 12 weeks later. The subjective questions asked how much time the students spent utilizing the HYFS and the primary method in which they used it to study. 

Results 
The pre-quiz mean score of 3.03/5 improved significantly to a post-quiz mean of 3.76/5 (P=0.009), and the median performance increased from 3/5 to 4/5. Student performance on AHE exams showed modest improvement from the previous year. Additionally, 76% of post-quiz respondents stated that the Histology HYFS was helpful for reviewing material during AHE. These data affirmed the positive impact of the HYFS on histology learning outcomes. 

Conclusion 
This research underscores the significance of targeted resources (like HYFS), in enhancing medical education. The feedback and improved quiz scores highlight its effectiveness as a learning resource. This study contributes valuable insights into the potential of such resources to meet the diverse needs of students, and will help to shape future pedagogical approaches in medical education.

Presented By: Amin Shah, University of Texas Rio Grande Valley
Co-Authors: Kelsey Baker, University of Texas Rio Grande Valley
Angela Martinez, University of Pittsburgh
Daneil Salinas, University of Texas Rio Grande Valley

Purpose
The core physiological concepts which are highly theoretical when delivered via didactic lectures, can be reinforced through experiential learning experiences. Our goal was to develop and incorporate experiential learning of skeletal muscle physiology lab activity that would improve medical students' understanding of muscle length-tension relationship and the effect of fatigue on muscle strength.

Methods
The present study was done in the fall semester of 2 consecutive years from 2022 to 2023 in the Musculoskeletal and Dermatology Module in the undergraduate MD pre-clerkship curriculum at the University of Texas Rio Grande Valley School of Medicine. Students performed two experiments using an HHD: (1) The Elbow Flexion Experiment which was used to obtain measurements of force produced by the bicep muscles at 6 different angles, and (2) the Fatigue Experiment which was used to determine the effect of fatigue on hand muscle strength. Following lab activity, students submitted the assignments (graphs of flexion experiment and graph of the effect of fatigue on pinch strength with an explanation of physiological principles behind the observation).

Results
The response rate of participants were 100% and 55.76% in 2022 and 2023, respectively. Demographic data revealed that the majority of student participants were Hispanic/Latino (50.46%) followed by white/Caucasian (18.69%), and Asian (11.21%). Furthermore, 55.14% were male and 44.85% were female students. Post-activity survey data demonstrated that 98.5% of students had agreed or strongly agreed with their ability to use HHD to collect muscle force measurement and understand the physiological principles of muscle length-tension relationship and the effect of fatigue on hand muscle strength.

Conclusion
The experiential learning activity provided an active approach to understanding the physiological concepts of muscle length-tension relationship and the effect of fatigue on hand muscle strength. Evaluation of students' experience of experiential learning activity demonstrated their understanding of underlying physiological principles of different aspects of skeletal muscle physiology.

Presented By: Nancy Moreno, Baylor College of Medicine
Co-Authors: Sherita Love, Baylor College of Medicine
Alana Newell, Baylor College of Medicine
Tyson Pillow, Baylor College of Medicine

Purpose 
Use of active learning pedagogies is becoming ubiquitous in health professions education. These approaches, however, require educators to develop new skills as planners and facilitators, so that sessions flow smoothly, and every learner attains the intended knowledge and skills. Importantly, students who are less engaged tend to learn less during active learning sessions than those who participate fully. Thus, we have developed a framework for organizing one's teaching to ensure that learners have equitable opportunities to be involved, and develop knowledge and skills during active learning classes.

Methods 
The Rethinking Your Teaching approach has been delivered in faculty development sessions during the past 18 months. Participants include course directors, content creators and other instructors responsible for planning and delivering a new active learning curriculum for undergraduate medical education. The interactive workshop is supported by planning tools for envisioning what will happen before, during and after a class session, including strategies to engage every learner. Use of the 5E (Engage, Explore, Explain, Elaborate, Evaluate) model of instruction is incorporated into the planning tools. The two-hour session serves as the gateway to a series of additional workshops related to active learning and technology integration.

Results 
One hundred and five (105) faculty members have participated in Rethinking Your Teaching workshops. Session evaluations are uniformly high, with overall ratings of 4.69 on a 5-point scale (5 = excellent; N=34). The planning tools and teaching strategies have been incorporated by individual instructors in the design and delivery of large group interactive sessions.

Conclusion 
Short-term faculty development opportunities can support active learning initiatives and encourage educators to expand their teaching repertoire to include strategies that engage every learner, instead of just a few class participants. Based on educator feedback, professional development supported by explicit planning tools enhances the design and delivery of active learning sessions.

Presented By: Rosemary Bassey, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell

Introduction
Since the introduction of the integrated medical curriculum, the concentration has mostly been on developing creative instructional and assessment strategies as core of curriculum design. However, the role of review sessions in the undergraduate medical curriculum has not been fully recognized. 

Method
This project will compare student perception of and satisfaction with two pedagogical approaches to active review sessions in medical education. Questionnaires will be used to assess students' perception and satisfaction with case-based faculty-driven and inquiry-based student-driven review sessions at the Zucker School of Medicine. One or two focus groups with 6-8 student participants will be used to follow-up and further explore the questions highlighted in the survey. Thereafter, the qualitative and quantitative data will be analyzed.

Results
We anticipate constructive feedback which will be used to provide recommendations for implementation of active review sessions in undergraduate medical education.

Conclusion
This is a work in progress. However, review sessions are an integral part of active learning and has been shown to be useful in consolidating critical information, recognizing learning gaps, and developing the critical thinking skills needed to tackle examinations.

Presented By: Marley Jacobs, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Co-Authors: Emily Ames, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Carlos Georges, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Josh Levy, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Edward Simanton, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Colin Standifird, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Victoria Winter, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
Medical education is characterized by a short preclinical phase that requires students to learn large volumes of information. Many educational resources use established learning principles to benefit retention. Anki is an open source, free digital flashcard program that uses space repetition to review information over increasing time intervals. Anki's algorithm enhances long term retention by increasing the interval each time there is a correct answer. Once the flash card reaches an interval of 21 days it becomes a "matured" card. 

Methods
Using the software add-on "Anki Stat Scraper," students' quantitative Anki usage was collected. Based on their number of matured Anki cards, students were classified into groups of longitudinal Anki users and inconsistent reviewers. Analysis of the top and bottom quartiles was run and t-tests were utilized to assess a correlation between Anki usage and final exam scores. 

Results 
Preliminary results showed that the average final exam score of students using Anki and participating in the study was 86 (n=44). The average number of matured cards was 6700 with the number of matured cards ranging from 0 - 23,070. The top quartile of matured cards (n=11) had an average final exam score of 92, and the bottom quartile of matured cards (n=11) had an average exam score of 85. The comparison of these quartiles revealed a p-value of ??0.0046. Data collection is ongoing; we expect additional findings. 

Conclusion 
Analysis revealed a significant difference in NBME cumulative final exam scores between the highest and lowest quartile of mature Anki cards, proposing that a daily longitudinal review may contribute to higher exam scores. Anki's spaced repetition is a valuable resource for medical students, especially as they build and expand upon their knowledge in the preclinical phase.

Presented By: Dawn Owens, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Co-Authors: Anastasia Mashukova, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Samiksha Prasad, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Fatemeh Rhana Mousavi, Core Laboratory Medical, HCA Physician Services, IRL Pathology Services
Kallidaikurichi Venkatachalam, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine

Purpose
Professor-centered didactic sessions continue to be largely utilized in higher education overall. However, medical education curricula reform is moving towards active learning that emphasizes the importance of teaching modalities that promote student engagement and critical thinking skills and foster curiosity and discovery in students. Historically, students perceive topics in the area of histology as primarily theoretical because of relatively less prevalence in standardized medical licensing exams. However, more engaging methods to discuss the pathological importance of histology and how it relates to the treatment of their patients need to be developed.

Methods
Four-hour histology laboratory sessions were delivered each year during the hematology course for first-year medical students. For the 2021-22 deliveries of the session, the four hours were traditional didactic setting (n=100), while for the 2023 iteration, the session was implemented as a large group (with smaller sub-groups of 5-6 students) active learning (team-based learning) interactive histology laboratory session (n=54). Faculty with content expertise circulated through the groups and facilitated the discussion. Assessment of student learning involved identification on the basis of prompts on a virtual slide was completed.

Results
Students displayed 100% participation during the assessment of content related to this session (n=54). The qualitative data showed that student engagement in the active learning components of the session was well received. Student evaluations for the sessions will be assessed for the impact of the active learning session as compared to the traditional didactic session.

Conclusions
The activity will highlight the importance of interactive histology laboratory sessions to have better outcomes in student learning. More efforts are needed to increase innovation and incorporate evidence-based active learning strategies in medical education, especially to foster learner engagement, critical thinking, and problem-solving ability. Student performance related to histology during the course assessment will be evaluated and used to guide future active learning sessions.

Presented By: Michelle Lam, The International Federation of Medical Students' Associations (IFMSA)
Co-Authors: Menatalla Elmallah, The International Federation of Medical Students' Associations (IFMSA)
Grace Huertas, The International Federation of Medical Students' Associations (IFMSA)
Kana Kordic, The International Federation of Medical Students' Associations (IFMSA)

Purpose 
To ensure that medical schools become and stay socially accountable, continuous improvements are required regarding response to current and future health needs and challenges in society, reorientation of education, research and service priorities, strengthening governance and partnerships with other stakeholders and evaluation and accreditation to assess their performance and impact. Medical education's commitment to social accountability (SA) is crucial for addressing community health concerns. The International Federation of Medical Students' Associations (IFMSA) plays an active role in SA , advocating for socially accountable curricula and engaging with stakeholders to create a positive outcome through toolkits, policies, participation in global events and raising awareness among its members.

Methods 
IFMSA promotes SA through an online Social Accountability Workshop (oSAW). Primary goal of this was to enable participants to understand the importance of SA as a tool to mitigate gaps between health needs of populations and resources provided by healthcare systems. oSAW spanned three weeks, encompassing 18 hours of interactive sessions conducted via Zoom. Utilizing diverse teaching methods (interactive lectures, problem-based learning, simulations, debates, working groups, quizzes, reflective circles) participants explored key topics, including social determinants of health, universal health coverage, and stakeholder engagement.

Results 
Twenty medical students participated in the workshop, providing pre-assessment scores for motivations (4.4) and confidence levels (3.1) on a 1-5 scale. Post-workshop, improvements were observed in motivation (4.7) and confidence (4.2). Knowledge increased by 10-20% across the different topics, with 40% consistently rating 4 or 5 on the 1-5 scale.

Conclusions 
IFMSA's innovative approach to SA, incorporating diverse teaching methods and addressing key health-related topics, has proven successful in enhancing participants' motivation, confidence, and knowledge, a meaningful contribution to the broader goal of fostering socially accountable medical schools.

Presented By: Lisan Smith, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Co-Authors: Samar Hegazy, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Saadeddine Shehab, University of Illinois Urbana-Champaign
Taylor Tucker, University of Illinois Urbana-Champaign

Purpose
Human-Centered Design (HCD) is a problem-solving approach that identifies the unmet needs of a population in order to collaboratively and iteratively develop innovative solutions. Research shows that engaging students in HCD experiences can help them develop human- centered, metacognitive, communicative, collaborative, experimental, and creative mindsets. The purpose of this work is to show how evidence-based frameworks, resources and tools can be used to design, implement, and assess HCD activities in medical courses, especially those that include problem-based learning.

Methods 
Using the provided frameworks, resources and tools medical faculty will be able to evaluate their course or curriculum content to identify clear connections with HCD processes and mindsets. Then, they will be able to write HCD learning objectives and think of activities that can support the integration of HCD into their course or curriculum.

Results 
HCD activities have been successfully implemented in engineering courses at the University of Illinois at Urbana Champaign based on faculty and students surveys and assessments, respectively. Extension of HCD into Carle Illinois College of Medicine will likewise assist students in acquiring medical knowledge through learning about and applying the HCD processes and mindsets. Furthermore, they will be able to transfer these learnings to problem solving scenarios in other contexts.

Conclusions
Integrating HCD into medical courses, especially those employing problem-based learning or project-based learning, is a pivotal approach for students to acquire effective problem-solving processes and mindsets. Supporting educators in medical science education to integrate HCD in existing courses will enable students to acquire these processes and mindsets in addition to knowledge of the discipline. This will hopefully lead to a generation of professionals equipped with the ability to humanize and innovate healthcare practices that can improve society.

Presented By: Martin Liberman, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Michelle Cheng, Boston University Chobanian & Avedisian School of Medicine
Matthew Kang, Boston University Chobanian & Avedisian School of Medicine
Rutvin Kyada, Boston University Chobanian & Avedisian School of Medicine
Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Kitt Shaffer, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose 
The Ultrasound is for Everyone (USIFE) elective at Boston University Chobanian & Avedisian School of Medicine was previously taught using the Zoom lecture approach followed by a brief practical session. We developed a new system of deploying content through self learning guides (SLGs) to improve the learning experience of medical students and give them more autonomy over how and when to learn the material. 

Methods 
The SLGs were developed to be used independently or be supplemental to in-class lectures. The SLGs consisted of background science behind US, detailed instructions on which probe to use and how to place each for a study, and how to operate the machine. US images, probe placement diagrams, and video links were included with instructional text. The SLGs aimed to teach specific ultrasound techniques: cardiac, abdominal, FAST exam, eye, and thyroid. We performed a narrative inquiry of student comments regarding content and format of the SLGs and on the overall USIFE curriculum. 

Results  
In previous years, students stated they felt limited to learning the content during the scheduled lecture time and subsequent practice sessions. In this past year, 110 students received these guides. After incorporating SLGs, 33 students who participated in the research expressed increased flexibility to learn the material on their own schedule and then practice with the instructors during multiple practice sessions, allowing for higher retention of the material and improved application of clinical skills. Students noted that the SLGs effectively broke down the complexities of ultrasound, providing a clear understanding of various structures and enhancing their overall learning experience. 

Conclusion 
Using SLGs to teach ultrasound in a flipped classroom model greatly improved the USIFE learning experience. SLGs should be highly considered in other institutions for teaching ultrasound as it provides medical students with greater autonomy and better understanding of the material.

Presented By: Michael Ammons, Texas Tech University Health Sciences Center - Lubbock
Co-Authors: John Pelley, Texas Tech University Health Sciences Center - Lubbock
Daniel Webster, Texas Tech University Health Sciences Center – Lubbock

Purpose 
This project addresses the overwhelming volume of practice questions students encounter during their pre-clinical years. Our primary goal is to explore first-year medical students' perception of question analysis (QA) and its impact on preparation for clinical vignette-style questions at our institution. A secondary goal of this project is to explore a hypothesized relationship between Myers-Briggs Type Indicators (MBTI) and QA.

Methods 
A survey was administered to medical students during the week preceding the General Principles (GPX) course to determine how many students had previously employed QA techniques. It also incorporated questions derived from the MBTI learning styles associated with sensing and intuitive types. In the initial week of the GPX block, 180+ students received a QA mapping tool (QAMT) and an instructional video explaining the QA process. Subsequently, students received eight weekly quizzes comprising 10-20 multiple choice, clinical vignette-style questions with rationales. Participation in the quizzes and the use of the QAMT were both voluntary. Upon completion of the block (in December), students will be surveyed for the changes in understanding, utilization, and importance of QA to their exam preparation.

Results 
We expect this analysis to: - Increase understanding of the QA process evidenced by post block survey. - Increase utilization of QA by first-year medical students when taking practice tests. - Support or negate a relationship between MBTI learning styles and QA

Conclusion 
QA as a tool for exam preparation is limited in use by its exposure and understanding by medical students. As exposure and awareness to the QA process increases, medical students will be equipped with an additional tool to enhance their studies as well as clinical reasoning skills. Finally, analysis of MBTI learning styles will facilitate refinement of QA for medical students.

Presented By: Nicole Johnson, Western Michigan University Homer Stryker M.D. School of Medicine
Co-Authors: Sara Allison, Western Michigan University Homer Stryker M.D. School of Medicine
Amy Gyorkos, Western Michigan University Homer Stryker M.D. School of Medicine
Laura Scheid-Cobb, Western Michigan University Homer Stryker M.D. School of Medicine
Jade Woodcock, Western Michigan University Homer Stryker M.D. School of Medicine

Purpose
Anatomy is a fundamental aspect of medical education; however, the large volume of structures to learn presents a challenge for many students and the best instructional methods are still highly debated. Recently, gamification has been shown to boost student engagement and comprehension and introduce an element of fun and competition that increases student motivation. The current study aims to utilize an educational escape room in the novel context of a medical school musculoskeletal (MSK) gross anatomy lab and investigate student perceptions of the event.

Methods 
The 1-hour educational escape room takes place in the final week of the MSK course. During this event, 84 first year medical students work in groups of 3-4 to complete a series of puzzles related to the gross anatomy content covered throughout the course. Examples of these puzzles include matching nerve injuries to sensory deficits, matching radiographs to associated named fractures, and identifying structures on cadaveric specimens. Students then complete a survey related to their perceptions of the escape room. Descriptive statistics will be used to illustrate quantitative findings. Qualitative data will be analyzed by creating codes and reporting frequencies of student responses.

Results 
Data is collected during the MSK course. The results of the study demonstrate student perceptions related to the timing of the event, strengths and weaknesses of the event, content covered, group dynamics, student engagement, and metacognitive impacts.

Conclusion 
This study demonstrates the feasibility of utilizing an educational escape room as a review event for an MSK cadaveric gross anatomy lab. Additionally, it reveals how students perceive different aspects of the escape room and provides insight for other educators as they build similar events in their curriculum.

Presented By: Brian Keisler, University of South Carolina School of Medicine Columbia

Purpose 
This poster aims to share a novel experience to hone interprofessional as well as clinical practice skills through a progressive case discussion and utilization of wearable technology.

Methods 
This poster will describe an IPE activity in which third-year pharmacy and medical students collaborate in small teams to apply their knowledge to a progressive case scenario from the inpatient to the outpatient setting to include application and wearing of a CGM. There is minimal published evidence regarding interprofessional experiences for the management of diabetes. There is also a lack of published data regarding application and utilization of CGMs in educational settings, particularly as an interprofessional activity. Additionally, a recent report indicates great variability in the amount of CGM education in Doctor of Pharmacy curricula in the United States. This poster will provide additional data regarding interprofessional collaboration with skills development for optimal management of patients with diabetes utilizing CGMs. In addition, student commentary regarding the impact of the CGM experience on lifestyle choices and future practice will be shared.

Results 
At the time of this submission, we have received data from one of four planned sessions during the 2023-24 academic year. A second session was recently completed, but we have not yet received results from the collection tool from our students. Based on the first session, both medical students and pharmacy students responded positively (either "agree" or "disagree") to a variety of questions to assess the value of these sessions in terms of interprofessional development. By the time of the IAMSE conference, we will have data from three of four sessions.

Conclusions
While we are still early in our data collection, we believe that initial results confirm our hypothesis that an interprofessional method for teaching diabetes education is effective for increasing overall knowledge around diabetes care, and specifically with continuous glucose monitors.

Presented By: Brandy Sreenilayam, Philadelphia College of Osteopathic Medicine
Co-Authors: Nikita Mirajkar, Philadelphia College of Osteopathic Medicine
Michael Roberts, Philadelphia College of Osteopathic Medicine
Junius Rosario, Philadelphia College of Osteopathic Medicine

Purpose 
Active learning in the classroom leads to better long-term retention of material. One form of active learning involves asking questions and students responding anonymously. This study investigated the impact of student engagement in electronic response software during lectures on medical students' performance. 

Methods 
TopHat® was utilized as the active learning platform in biochemistry and pharmacology lectures. Upon completion of the courses, data was coded and identifiable information about the students was removed. Collected data included the number of TopHat® questions a student attempted to answer in a lecture, the number of TopHat® questions answered correctly in a lecture, the number of exam questions answered correctly in a lecture and the final grade in the course. Data was analyzed using Statistical Package for the Social Sciences (IBM SPSS) Version 28, Excel and Google sheets. Three years of data has been collected from the biochemistry lectures and two years from the pharmacology lectures. 

Results 
The statistical analysis indicated that the number of TopHat® questions a student answered correctly in a biochemistry lecture was statistically significant for predicting their assessment performance. However, only 4.1% of the variability in correctly answered assessment questions could be accounted for by the variation in correctly answered TopHat® questions. For the pharmacology lectures, there was not a significant predictive relationship between TopHat® usage and assessment performance. Interestingly, unsolicited student feedback also conveyed an enhanced learning experience in lectures with embedded TopHat® questions. 

Conclusion 
In-class student engagement through TopHat® was found to correlate with improved learning. The TopHat® platform only collects data from students who choose to respond to a question during the live lecture. Students benefit from these practice questions regardless if they actively participate during the live lecture or watch the recorded lectures asynchronously.®

Presented By: Anastasia Mashukova, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Co-Authors: Marye Lee, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Alvin Nguyen, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine

Purpose
Despite recognized benefits, the integration of active learning in health professions education encounters challenges, particularly in larger courses exceeding 150 students, where effective translation remains elusive. Previous findings demonstrated the successful implementation of small-group active learning in a large class using the Zoom "Breakout room" feature.

Methods
This study evaluated students' academic performance and satisfaction in a physiology course delivered solely through didactic lectures versus the same course incorporating additional virtual active learning sessions. The assessment included a Likert scale survey and the standard course evaluation, gauging perceived session effectiveness and student confidence in the material.

Results
Knowledge of physiology was assessed through unit exam scores and pretest-posttest improvements for students from two programs (n=121). Differences in average exam scores were determined using Student's t-test. Survey results and course evaluation data were aggregated for all enrolled students (n=116). Analysis of four unit exams revealed significantly higher scores with collaborative sessions compared to didactic lectures (p-value <0.01). Posttest scores for 2022 showed a significant increase compared to 2019 (p-value <0.01), indicating enhanced understanding. Survey results demonstrated an average Likert score exceeding 4.0 for five out of seven questions. The course evaluation indicated increases to ? 4.0 for five out of six metrics in 2022, compared to one out of six in 2019.

Conclusion
Examination of exam scores, survey feedback, and course evaluations collectively indicates an augmentation of students' knowledge of physiology, heightened confidence in applying the material, and increased satisfaction with its integration into health professions education. This study underscores the efficacy of active learning strategies, specifically implemented through virtual means, in optimizing educational outcomes in physiology courses.

Presented By: Madisen Swallow, Yale School of Medicine
Co-Authors: August Allocco, Yale School of Medicine
Ryan Bahar, Yale School of Medicine
Marina Gaeta Gazzola, New York University Langone Medical Center
Guneet Janda, Yale School of Medicine
Darius Mostaghimi, Yale School of Medicine
Divya Ramakrishnan, Yale School of Medicine
Jack Tang, Yale School of Medicine
Tho Tran, Yale School of Medicine
Thilan Wijesekera, Yale School of Medicine

Purpose
Although student feedback is frequently utilized for course improvement, there are few reports of medical student leadership of didactic courses, particularly in clinical reasoning. We developed a novel strategy to increase curricular content, engage students, and provide professional development opportunities through selecting students as associate clinical reasoning course directors (ACDs).

Methods
Since June 2020, 18 students have been selected for the ACD role. ACDs are students in their third or fourth years selected based on their interest in clinical reasoning and background in education for a mutually renewable one-year term by the faculty course director (T.P.W). ACDs have had a range of clinical interests, including internal medicine, emergency medicine, diagnostic radiology, OB/GYN, surgery, pediatrics, dermatology, and anesthesiology. ACDs lead creation of course activities, facilitate didactic sessions for peers and faculty, and provide feedback during curricular development.

Results 
ACDs contributed to the design, development, and facilitation of over 90 hours of new clinical reasoning education reaching over 550 medical students and 250 faculty. Medical student activities included creation of a virtual concept-mapping tool, eight additional didactics, and 22 additional workshops (different types of clinical problem-solving exercises). Faculty development sessions included 16 highly-rated workshops on teaching clinical reasoning, wherein student participation was rated a valuable feature. Satisfaction was high among ACDs, and non-graduating ACDs chose to stay in the role for the subsequent year.

Conclusions 
To our knowledge, this is the first example of student leadership in a medical school clinical reasoning course. It is beneficial to recruit students into leadership roles for clinical reasoning education, in which they offer unique expertise and perspectives as near-peers. Limitations include a small sample size at a single institution. Given the potential to significantly expand student leadership in didactic education, this model can and should be adopted into other courses and institutions.

Presented By: Chasity O'Malley, Wright State University Boonshoft School of Medicine
Co-Authors: Lindsay Benedik, Wright State University Boonshoft School of Medicine
Stephanie Johnson, Wright State University Boonshoft School of Medicine

Purpose
Integrating nutrition into undergraduate medical education poses challenges, especially when addressing the expansive topic of nutrients and their roles. Limited time in most medical school curricula exacerbates the difficulty. To address this issue, art has been utilized to inspire and motivate students toward self-directed learning. The incorporation of art as an active learning strategy has the potential to transform passive knowledge into a genuine comprehension of the subject matter, proving particularly advantageous when tackling complex subjects within a limited timeframe. This study investigates the efficacy of visual art as a tool for collaborative learning of vitamin and mineral toxicities and deficiencies in undergraduate medical education.

Methods 
The goal of the activity was to assist students in effectively managing the vast amount of information related to vitamin and mineral deficiencies and toxicities and to acquire this knowledge in a meaningful and creative way. Students worked in groups of 6-7 to create a pictorial project to represent a vitamin or mineral deficiency/toxicity that merged art with science into their learning. A survey followed the activity to assess their perception of the activity.

Results 
Survey results showed that students enjoyed engaging in the activity and found the activity to be beneficial to their learning. Qualitative data also indicates preference for this method of content delivery compared to other styles.

Conclusions 
Designing sessions that allow students to interact with material in a creative, artistic manner can be both engaging and enjoyable. This preliminary study afforded students the opportunity to create their own study aids for vitamin and mineral deficiencies and toxicities, showing significant potential to become a fundamental component in active learning curricula. One limitation was the participation of only 15% of the learners in the survey, constraining the findings to a small cohort. However, this matches the participation for end of module review participation.

Presented By: Nicole Occidental, University of Arkansas for Medical Sciences
Co-Authors: Tiffany Huitt, University of Arkansas for Medical Sciences
Erica Malone, University of Arkansas for Medical Sciences
Weston Northington, University of Arkansas for Medical Sciences
Anders Nowell, University of Arkansas for Medical Sciences
Kimberly O'Brien, University of Arkansas for Medical Sciences
Sara Ottinger, University of Arkansas for Medical Sciences

Purpose
During cadaver dissections, medical students encounter unexpected findings and variations. Occasionally, findings prompt further research and reflection towards clinical significance. This study's purpose is to describe how abnormal findings prompted further investigations into causes and related processes impacting long-term quality of life.

Methods 
This report is initiated by the observations of five first-year medical students who performed a dissection of a female donor in her late 90's. During dissection, they discovered an absence of the right psoas major and iliacus muscles. Evidence of a midline abdominal scar, and staples along the right iliac fossa and along the right side of her vertebral column, indicated surgical removal.

Results 
The rare absence of these muscles prompted students to investigate the underlying causes and impact on quality of life. Related literature indicates the most likely explanation for the absence of these muscles is an iliopsoas resection associated with surgical removal of a retroperitoneal sarcoma. Other surgical options for the removal of these muscles are unlikely given the role these muscles play in hip flexion and ambulation. Further investigation revealed issues related to the absent muscles. The most notable of these was scoliosis exacerbated by unbalanced hip flexors. Severe scoliosis is a risk factor for hiatal hernias, and is associated with decreased lung capacity, which were evident in this donor. Finally, the lack of mobility in her right leg contributed to the fat infiltration in her anterior thigh muscles.

Conclusion
Cadaver dissection often leads to discoveries of unique pathologies and anatomical findings. In this case, the absence of the iliopsoas muscle intrigued students and faculty, sparking further investigations and learning. This investigation provided insight into the quality of life the donor may have experienced and provided students a more complete picture of how she lived and died.

Presented By: Amber Heard-Booth, Michigan State University
Co-Authors: Rylee Ellen Lane, Michigan State University
Ryan Tubbs, Michigan State University College of Human Medicine

Purpose 
Medical illustrators have a unique skill set that positively impacts their potential to become valuable members of an anatomy laboratory's operational and/or teaching staff. Since 2013, anatomy faculty at Michigan State University's College of Human Medicine (MSU-CHM) have regularly taught and mentored medical illustration students from Kendall College of Art & Design (KCAD). As part of the program, KCAD students enroll in four anatomy courses at MSU-CHM, culminating in a human prosection course. After this course series, students have a strong foundation of anatomical knowledge and a semester of prosection experience. High-performing students are encouraged to apply for prosector positions after graduation. Here, we discuss the benefits of having medical illustrators in the anatomy lab.

Methods 
Retrospective surveys were used to gather multiple perspectives on the value of having medical illustrators present in the anatomy lab. Populations surveyed include current and former prosection students, undergraduate students from courses where a medical illustrator served as a teaching assistant, and KCAD graduates who worked as prosectors in the lab.

Results 
Survey results highlight several benefits of having medical illustrators present in the anatomy lab. For example, students favorably highlight their use of illustrations to convey anatomical concepts and their attention to detail when offering prosection guidance; KCAD graduates who worked as prosectors added depth to portfolio projects and developed professional skills; and faculty anecdotally appreciate the high-quality prosections produced by medical illustrators, as well as their ability to produce original illustrations for teaching resources.

Conclusions 
Medical illustrators bring a unique perspective and skill set to the anatomy lab that is mutually beneficial for themselves, students, and faculty. We suggest anatomy departments consider developing relationships with medical or scientific illustration programs in their area as a potential pipeline for training skilled prosectors and/or teaching assistants.

Presented By: Joseph Mariscal, Michigan State University
Co-Authors: Christian Foxworthy, Michigan State University
Jeff Haus, Corewell Health
Matthew Mischler, OSF Healthcare
Cory Schmidt, Corewell Health
Justin Steele, Corewell Health
David Synhorst, Corewell Health
Janae Whyte, Michigan State University

Purpose
This research investigates whether virtual reality lectures enhance medical students' engagement and enjoyment while learning ultrasound-guided lumbar puncture. Traditional teaching methods like slideshows may be less engaging and accessible. The study will assess student satisfaction through surveys and evaluate the impact of virtual reality teaching on performance using a task trainer model. By comparing virtual reality and traditional lectures, we aim to contribute valuable insights into the potential benefits of incorporating virtual reality into medical education.

Methods
Medical students from Michigan State University College of Human Medicine and the University of Illinois College of Medicine at Peoria will be randomly assigned to virtual reality or slideshow lectures. After the lectures, participants will complete a survey to gauge engagement and enjoyment. Subsequently, students will perform ultrasound-guided lumbar puncture on a task trainer, and their performance will be assessed using a rubric. The study utilizes mixed methods to analyze survey and performance data, ensuring rigorous evaluation of the proposed teaching method.

Results
Data analysis will be performed in the spring, and we hypothesize that participants will experience more enjoyment and engagement in the virtual reality group, while performance gauged by success rate and time to complete a lumbar puncture will be similar between groups.

Conclusions
Participants utilizing virtual reality to learn and practice procedures stand to enjoy medical education, have more access to practice their techniques, and may be more successful and efficient compared to traditional slideshow learning. This project contributes to understanding virtual reality's benefits in teaching medical procedures. As technological advancements continue, the utilization of virtual and augmented reality technology within medical education should be increased.

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

Purpose
This study investigates the impact of incorporating active learning methodologies into the teaching of physiology within the Master of Biological Science program, aiming to assess the influence of active learning on students' exam performance.

Methods
Over two consecutive years, students underwent traditional didactic lectures in the first year, while the subsequent year introduced the same content with the integration of active learning through large group discussions. These active learning sessions were delivered virtually, utilizing Zoom Breakout Rooms. Students were placed in breakout rooms to discuss clinical cases or multiple-choice questions, requiring them to apply the knowledge gained during traditional lecture sessions.

Results
Analysis of the results revealed a statistically significant increase in exam scores (p<0.05, n=60) when active learning strategies were introduced. Furthermore, we received multiple positive comments from students in the form of unsolicited feedback.

Conclusions
The traditional didactic lecture format, despite being a longstanding and widely accepted method in medical education, may benefit from the introduction of active learning techniques. The engagement and participation fostered through large group discussions appear to enhance students' understanding and retention of physiological concepts. We aim to use our results to advocate for the integration of additional active learning modalities into our MBS program, optimizing learning outcomes and preparing students for the multifaceted challenges of the medical field.

Presented By: Matthew Kang, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Michelle Cheng, Boston University Chobanian & Avedisian School of Medicine
Rutvin Kyada, Boston University Chobanian & Avedisian School of Medicine
Martin Liberman, Boston University Chobanian & Avedisian School of Medicine
Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Kitt Shaffer, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose
The musculoskeletal (MSK) system often poses a learning challenge for medical students, particularly in integrating gross anatomy with mechanical function and clinical pathologies. The Ultrasound is for Everyone (USIFE) elective at Boston University Chobanian & Avedisian School of Medicine designed Self-Learning Guides (SLGs) to help bridge this gap, allowing students to independently learn relevant MSK anatomy before applying their knowledge in guided ultrasound (US) practice sessions. This study evaluates the efficacy of these SLGs. 

Methods 
Three SLGs were written providing introductory lessons on MSK ultrasound for upper extremities, lower extremities, and the femoral triangle. They integrated overarching US imaging concepts with step-by-step guidance on machine operation, probe placement, and image interpretation with accompanying visual aids. The SLGs were offered to 110 first (M1) and second (M2) year students for review prior to in-person sessions wherein they practiced MSK imaging firsthand. The utility of the SLGs was assessed through narrative inquiry of students' learning experiences, focusing on the guides' ease of use and effectiveness in facilitating conceptual understanding & practical skills. 

Results 
The SLGs were met with positive reception amongst 33 students who participated in the research. Compared to traditional lecture-based approaches, students appreciated the autonomy offered by SLGs which allowed them to approach new information at their own pace. Students highlighted the guides' utility in building a conceptual framework that tied clinical imaging concepts together with high-yield MSK anatomy, improving knowledge retention and proficiency during subsequent application sessions. This approach simultaneously bolstered students' confidence in MSK anatomy and point-of-care ultrasound techniques. 

Conclusions 
Introducing SLGs for MSK ultrasound education provided a meaningful adjunct to traditional teaching methods. This approach, emphasizing independent knowledge acquisition followed by guided practical application, shows potential in enhancing anatomy and ultrasound proficiency amongst M1 and M2 students as they prepare to translate their didactic learning into direct clinical practice.

Presented By: Deepak Sharma, St. George's University
Co-Authors: Kazzara Raeburn, St. George's University

Purpose
The incorporation of ultrasound sessions and radiological images in the anatomy curriculum has become standard pedagogy in anatomy education. However, there is still limited information on the use of medical imaging integrated into the anatomy cadaver lab. Over the past three years, we have implemented hands-on ultrasound labs and have integrated clinical radiology into the anatomy cadaver lab during the first and second years of the basic sciences' medical curriculum.

Method
During each anatomy lab, students review the cadaveric anatomy of a particular system and the relevant medical imaging. Normal and pathological medical images are taught alongside corresponding prosected formalin-fixed cadaver specimens. Learning objectives for each session require students to integrate their anatomy knowledge and apply this to the associated medical image. Each session lasts for two hours and is followed by two assessment questions. During ultrasound labs, students are randomly grouped into teams of three students. Each group is supervised by an MD faculty member and each student performs ultrasound on a standardized patient. Each session lasts for one hour and is followed by two assessment questions.

Results
Over 1500 students have completed hands-on ultrasound sessions including ultrasound certification at the end of the basic sciences. The integration of medical imaging into the anatomy cadaver lab has been positively received by students and faculty. It has demonstrated positive impacts on student learning and improved student confidence in applying anatomical concepts to medical imaging.

Conclusion
The integration of imaging into the medical school anatomy education course has given students increased comprehension of regional anatomy and confidence in their ability to apply this knowledge to medical imaging.

Presented By: Catherine Pepper, Texas A&M University School of Medicine
Co-Authors: Sheila Green, Texas A&M University, Medical Sciences Library
Steven Maxwell, Texas A&M University School of Medicine

Purpose 
Generative Artificial Intelligence (gAI) in the form of ChatGPT became freely and publicly available on 11/30/2022, swiftly influencing teaching practices. Medical educators and librarians are devising strategies to address ensuing instructional challenges. Research and anecdotal evidence suggest that students utilize ChatGPT for assignment assistance, blurring the lines between original work and content generated by Large Language Models (LLMs). We present our strategy for incorporating gAI into teaching PubMed literature searching with the aims of exposing students to the process of searching strategy construction and then allowing them to explore how gAI might enhance or hinder that process.

Methods 
First-year medical students in the Medical Student Grand Rounds (MSGR) course at {redacted} School of Medicine complete a graded exercise: searching PubMed for a basic sciences topic, following a librarian-led lecture on the use of MeSH terms, subheadings, filters, and keywords. The exercise was modified for Spring 2024 to include additional instructions for gAI searches, directing students to use the LLM of their choice to generate search terms for the same topic, to critique the LLM response, and to share their experience in a course discussion board. Grading and feedback centered on the students' good-faith efforts to perform the search process and critically evaluate the LLM tool.

Results 
This study will be conducted Spring 2024. A sample of student-created and gAI search strategies and their results will be compared to evaluate appropriateness of search terms and Boolean combinations, differences between retrieved article sets, and relevance of resulting articles to the topic. Student perceptions will be extracted from the discussions.

Conclusion 
Integrating gAI into assignments may serve to mitigate its use in submissions implied to be students' own work. However, LLM technology may serve as a valuable teaching tool that encourages students to exercise critical thinking skills in determining its place in practice. Generative AI may or may not produce effective literature searches.

Presented By: Kirsten Larson, Drexel University College of Medicine
Co-Authors: Cheryl DeScipio, Drexel University College of Medicine
Carolyn Giordano, Drexel University College of Medicine
Monika Jost, Drexel University College of Medicine
Leon McCrea, Drexel University College of Medicine
Todd Strochlic, Drexel University College of Medicine

Purpose 
While genetics is integrated into undergraduate curricula, foundational genetics and the math, problem-solving, and logic skills required for success in medical genetics begin in K-12 education. Many undergraduate courses have replaced basic genetics content with advanced topics, potentially disadvantaging students who attended under-resourced middle and high schools. Many students who enter MD programs from post-baccalaureate programs find the core genetics concepts difficult, impacting their exam performance and overall well-being during the first months of medical school class. To help address these deficits, we have added genetics workshops to the post-bac curriculum. 

Methods 
Students completed pre- and post-workshop knowledge assessments. Then, using a flipped classroom model, the students asynchronously reviewed content on mitosis, meiosis, and the basics of inheritance. Academically diverse teams, created based on the pre-workshop quiz data, met for several short problem-solving sessions. During these sessions, students worked with their peers under faculty supervision in a large group setting (~70 students). Quantitative and qualitative feedback on student genetics preparation and confidence in the subject matter was collected pre- and post-workshop and analyzed. 

Result 
This workshop was implemented in the 2023-2024 academic year. Combining a peer assessment scheme (students review each other's work) with a proctor model (oversight by faculty or more experienced teachers) allowed students to identify gaps in their knowledge and logic and develop a deeper understanding of the topic. The pre-test and post-test confirmed gains in knowledge. In addition, students indicated a higher level of confidence and satisfaction with the topic after completing the workshops and before starting the MD Program. 

Conclusion 
A targeted intervention before matriculation into medical school can help address disparities in genetics knowledge.

Presented By: James Swigart, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Co-Authors: Grace Park, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Chris Pecenka, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Joseph Sepe, University of Minnesota Medical School

Purpose
Escape rooms are becoming more common in educational environments to promote engagement and enjoyment of students. Current literature describing escape room activities focuses primarily on team building and social behaviors as opposed to the effectiveness of the activity as a learning tool. Our study addresses this gap in a pre-clerkship organ-based system curriculum.

Methods
64 first-year medical students completed three discipline integrated organ-based courses as part of their first semester in the curriculum. During the last week of each course, students participated in an escape room activity to review content of that course and integration with previous courses. After the activity, students completed a course final exam and an activity evaluation survey. This study correlates the student satisfaction of the escape room activity with the performance on the course final exam. Students that did not participate in the activity were also examined to see if completion of the activity influenced course final exam scores.

Results
Students on average enjoyed the activities (4.2/5), learned from their peers (4.1/5) and felt that the activities were effective ways to review the content (3.6/5). The enjoyment and effectiveness measurements are lower than last year (4.5/5 and 4.3/5 respectively) indicating cohort differences. Students that completed the activities scored on average 2.5 percentage points higher than those that did not. Members of the clinical faculty have begun attending the session and shadowing the students to gain ideas for adding active learning to clerkship courses suggesting additional use of the activities for faculty development.

Conclusions
The escape room activities are an effective way for students to review the content of the course, but indications of cohort differences question their use more generally. While students still enjoy the activities, if excitement continues to decline, the activities may be retired due to the time commitment of the faculty.

Presented By: Jickssa Gemechu, Oakland University William Beaumont School of Medicine
Co-Authors: Eiman Abdel Meguid, Queen's University Belfast
Inaya Hajj Hussein, Oakland University William Beaumont School of Medicine
Abdo Jurjus, American University of Beirut
Abay Zenebe, Addis Ababa University, College of Health Sciences, School of Medicine

Purpose 
Anatomy is the oldest discipline of medical sciences, with human donor dissection functioning as a critical learning tool since the 12th Century CE. However, the dissection experience has always been associated with strong emotions, particularly at first exposure. This multicenter study assessed the emotional & anxiety experiences, cultural attachment, and coping strategies across different curricula. 

Methods 
First-year medical students from Oakland University William Beaumont School of Medicine (OUWB), American University of Beirut (AUB), Queens University Belfast (QUEENS), and Addis Ababa University (ETH) completed an online survey at two-time points: Time 1 (a week before initial exposure to donor dissection) and Time 2 (a week after exposure).  

Results 
The self-report results on emotional experiences showed a significant difference between the four schools at Time 1, but not at Time 2. There was no significant change from Time 1 to Time 2 among cultural attachment reports. The four schools showed a decrease in reported anxiety levels at Time 2. They did not show any significant differences in positive coping at Time 1 while showing significant differences at Time 2. Negative coping manifested significant differences at both Time 1 & 2. 

Conclusion 
These findings revealed significant group differences between students from different curricula. There appear to be differences between groups nested in these schools, not only prior to the dissection experience but also in how they acclimate to the emotional experiences during dissection. The significant change from Time 1 to Time 2 among cultural attachment, (which suggests it functions as a constant), therefore is predictive of other emotions and coping strategies rather than being predicted by them. Among all four schools in the aggregate, positive coping increased from Time 1 to Time 2, while emotional experiences, anxiety-provoking & negative coping significantly reduced.

Presented By: Lisan Smith, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Co-Authors: Samar Hegazy, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Joseph Sepe, University of Minnesota Medical School

Purpose 
A traditional discipline-based teaching approach results in fragmented learning, where students need to connect basic sciences and figure out clinical relevance. Integrated teaching and active learning have been shown to develop critical thinking, self-directed learning, and clinical problem-solving skills. However, there are challenges to implementing an integrated curriculum, such as time limitations and connecting basic sciences coherently. To address these challenges in the Carle Illinois preclinical curriculum, we created complementary integrative teaching approaches to coherently link foundational concepts from basic sciences through interactive learning sessions. 

Methods 
Students are provided with book chapters, pre-recorded lectures, and/or educational videos in advance of the session. For some sessions, instructors provided a brief didactic to recap main concepts. In class, students applied learned concepts to solve clinical vignette-related problems by working collaboratively in small groups of 4-8 students/group. Activities included answering questions, graphing pressure volume (PV) loops, predicting outcomes of PV loops, or designing mini-concept maps to integrate learned concepts for illustrating a patient's condition, including a patient-centered prevention/treatment plan. Peer teach-back was utilized for students to share their answers with the class and get immediate instructor feedback. Students completed voluntary surveys at the conclusion of the sessions to provide feedback about the effectiveness/impact of these approaches on their learning and the strengths/areas of improvement. 

Results 
Most students demonstrated a positive perception of these approaches and emphasized several strengths/benefits of it in promoting their understanding of learned concepts. These approaches appeared to help students reduce cognitive load by integrating concepts to better understand and apply knowledge. 

Conclusion 
This approach expands on evidence-based strategies proven efficient in promoting students' learning. This approach can be adopted by other medical schools seeking to prepare their students to improve their problem-solving by applying integrated knowledge.

Presented By: Jaya Yodh, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Co-Authors: Jenny Amos, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
JoAnn Archey, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Joe Bradley, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Kristine Carpenter, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Samar Hegazy, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Grace Park, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign

Purpose 
The current landscape of medical education is expanding to incorporate health systems science (HSS) content to address health care needs at the community level. At Carle Illinois College of Medicine, we are training Physician Innovators to generate relevant solutions to improve health care. We present an instructional intervention designed to facilitate student understanding of the community-based contexts of the patients they are serving, thus developing systems-thinking skills to allow for more meaningful clinical experiences and impactful innovations. 

Methods 
The longitudinal experience spans students' first five courses starting with Foundations where students are exposed to introductory concepts pertaining to social/structural determinants of health (SSDOH), HSS, and environmental health. In subsequent organ-system courses, students were divided into teams (3-5) based on their clinical site assignments. Teams were assigned a summative presentation across three courses, and individual reflections and peer responses for each course. Discussion prompts linked introductory concepts to course objectives covering health risk factors, patient experiences, and vulnerable populations. Student outcomes will be gleaned through mixed methods analysis of pre-/post-surveys of Jefferson Empathy Scale and Systems-Thinking Scales scores and qualitative thematic coding of student assignments. 

Results 
Initial qualitative observations from student reflections were primarily based on interactions with patients from surrounding rural communities. Examples included lack of transportation, grocery, and specialty care options, increased environmentally-based and smoking health risk in these populations. Students also noted the importance of the role of the physician for identifying solutions to help mitigate constraints on patients imposed by socioeconomic factors. 

Conclusions 
Although the project is ongoing, initial results based on student reflections demonstrate their ability to synthesize demographic, SSDOH, and environmental information into a health systems level analysis of their patient's communities. This project can serve as a model for an easily implementable early intervention to develop holistic and system level thinking skills during undergraduate medical education.

Presented By: Lindsay Benedik, Wright State University Boonshoft School of Medicine
Co-Authors: Stephanie Johnson, Wright State University Boonshoft School of Medicine
Chasity O'Malley, Wright State University Boonshoft School of Medicine

Purpose 
The push towards more integrated medical school curricula and the decreasing time allotted for foundational and pre-clinical material requires the employment of creative approaches to teach the same amount of content in a shorter time frame. In addition, the continued emphasis on the importance of interdisciplinary and interprofessional collaboration lends another challenge to medical educators who must be more purposeful in providing positive examples of this collaboration while delivering content in a concise manner. The use of active learning strategies, such as peer instruction (PI), has been well established, however the execution of such activities by an interdisciplinary teaching team is not widely used. Our team collaborated to develop PI sessions through an interdisciplinary lens.

Methods 
Peer Instruction (PI) has been utilized at Boonshoft School of Medicine for seven years, and during this time, the need for interdisciplinary sessions was identified. With constraints on time for delivery of content, faculty across disciplines including pathology, pharmacology, physiology, and microbiology have collaborated to develop PI sessions and questions to address various disciplinary learning objectives. End of module evaluations were used to identify key areas for integration.

Results 
The examples of integrated sessions and questions presented demonstrate how various disciplines can work together to build collaborative content to further student learning and understanding of complex topics. The framework for session design and practical tips for successful integration will be shared.

Conclusion 
Integration of various disciplines into PI sessions and within PI questions has allowed for additional content to be presented and provided for students to gain a better understanding of the interconnected concepts across disciplines. Faculty appreciate the cooperation, and students observe the collaborative nature of medicine.

Presented By: Launa Lynch, Idaho College of Osteopathic Medicine

Purpose
The jigsaw cooperative learning method is rarely used in pharmacy or medical education. This study compared student outcomes in the passive learning method of lecture versus the active learning method of cooperative learning. Using worksheets along with the jigsaw cooperative learning method students improved their understanding of complex topics in endocrinology related to diseases of the hypothalamic-pituitary axes. 

Methods 
In an integrated endocrinology course, students were taught hypothalamic-pituitary concepts using two different teaching methods: cooperative learning and lecture-based learning. Baseline, pre-and post-tests were administered to students for each teaching method to determine the student's achievement of the knowledge of the hypothalamic-pituitary axes concepts. End-of-course surveys were used to determine the students' satisfaction with the different teaching methods. 

Results 
Results of the study show that cooperative learning has a significant effect on students' achievement in learning. Students showed a significant increase in performance on the pre-test over the baseline assessment when preparing for the cooperative learning method when compared to the lecture session. Students' perception was that lecture was the best way to learn the material. The post-test scores showed students showed significant improvement when compared to the baseline test because of their in-class experience. Clinical faculty indicated when the corporate learning method was used the students asked more in-depth clinical questions. 

Conclusion
Students perceive lecture-based learning as a better method to learn, but their critical thinking skills to understand a disease state are enhanced when a cooperative learning method is used. Cooperative learning should be used more in the pharmacy and medical education setting because it enhances social skills through face-to-face interactions, promotes individual accountability, and improves pre-class preparation of the material. These are important skills to learn in pre-clinical years.

Presented By: Laurel Gorman, Temple University School of Medicine

Purpose
Evidence shows effective healthcare education small-group case-based learning (SG-CBL) can promote collaboration, active learning, and integration. The design of the activities and outcome deliverables contribute to deep and collaborative learning. However, the literature is lacking on how to best design outcomes to promote integrative thinking. For this pilot study, the outcomes from assigned critical thinking cases were compared with self-selected group project outcomes to determine if SG-CBL performance impacts the deliverable quality for future self-selected projects. A secondary purpose was to share SG-CBL process and outcome design strategies to improve SG-CBL practices. 

Methods
Twenty groups of second year medical students were assigned SG-CBL with a required creative whiteboard deliverable. A rubric (0-3 points per criteria; anchor 3=outstanding; 2=meets expectations; 1=developing/needs improvement; 0=insufficient) scored product performance on concept understanding, creativity, integration, and organization. Feedback was provided after each CTC. Groups were later allowed to self-select neurological disease group projects using any method; their self-selected deliverables were evaluated for collaboration, creativity, and complexity. 

Results 
Mean rubric scores for the SG-CBL demonstrated different cohorts: Low-scoring (LS, below 2.5), Medium scoring (MS: 2.5-2.8), and High scoring (HS: 2.9-3.0). The LS group tended to score lower for collaboration and creativity of deliverable (LS 1.75 vs MS 2.75 vs HS 2.6). The LS cohort was more likely to self-select lists (low creativity/complexity) and to divide tasks in lieu of group brainstorming; MS and HS cohorts were more likely to work together to create Cmaps or original patient cases. 

Conclusions 
Results suggest the differences in SG-CBL performance were associated with different collaborate and creative outcomes on future projects. This study was not set-up to ascertain underling reasons for differencing group experiences but it suggests effective small group processes, feedback, and selection of deliverables that promote collaboration, critical thinking, and creative end-products may impact future performance on group tasks.

Presented By: April Hatcher, University of Kentucky
Co-Authors: Grace Macmillan, New York Institute of Technology
Julia Molnar, New York Institute of Technology

Purpose
Addressing bias and stigma in the healthcare system is an important part of medical education because these barriers can compromise patient care. Humanities-based activities have been used to train medical students in residency competencies like collaboration, empathy, and patient-centered practice. Narrative and artistic exercises help participants to appreciate the values of multiple points of view, concordant with a growing focus in medical education on valuing diversity and addressing health inequities.

Methods
Two workshops at the New York Institute of Technology College of Osteopathic Medicine and the University of Kentucky College of Medicine were offered in parallel over the 2023 summer session. A total of 30 students (27 M2, 2 M3, and 1 PhD) participated in five two-hour workshop sessions on obesity and addiction, covering an introduction, project overview, faculty panels, art consultations, nutrition applications, and patient perspectives. Students were provided with art supplies, journals, and culinary samples that highlighted specific diets discussed. The workshop series culminated in a showcase event at each institution involving the broader college community and shared art pieces. A pre- and post-Likert test was given to assess the workshop outcomes and qualitative comments related to self-reported skills for future patient communication.

Results 
Pre- and post-workshop Likert-assessments showed significant improvement (p< 0.001) in self-reported confidence in communicating on stigmatized medical topics, receiving feedback, and viewing other perspectives. Participants described the workshop to be a comfortable environment in which they could share and discuss vulnerable topics and hear new perspectives. Creating a final project was challenging, yet it allowed for introspection and offered a creative outlet. The data indicates the workshop series prompted participants to engage with self-reflection and perspective-taking.

Conclusion
Short-term humanities-based interventions appear to be an effective means of reducing bias in medicine and thus have potential to improve physician-patient relationships and health outcomes.

Presented By: Demidmaa Tuvdendorj, University of Texas Tyler School of Medicine
Co-Authors: Gary Beck Dallaghan, University of Texas Tyler School of Medicine
Allison Hennigan, University of Texas Tyler School of Medicine
Pam Lucchesi, University of Texas Tyler School of Medicine
Michael Skinner, University of Texas Tyler School of Medicine

Purpose 
Assigning learners prework to engage with course material at their own pace facilitates in-class active learning for deeper understanding and retention. Since the success of in-class activities depends on learners consolidating prework, providing appropriate prework material is essential. However, there is little guidance regarding what "appropriate" is. 

Methods
We conducted a systematic literature review to explore prework (e.g., modalities, length, pages) assigned for undergraduate medical education (UME) and other level-comparable programs (e.g., physician assistant, veterinary, dental and pharmacy). Key terms were identified, and a medical librarian assisted. After reviewing 479?abstracts with 2 reviewers, we selected 31 manuscripts for full extraction, using a data extraction form focused on types of pre-work, length of time, test scores, and student satisfaction with different sources of pre-work. 

Results 
Of the 31 manuscripts extracted, 18 had documentation of type and amount of prework used. Twelve compared the test scores and student satisfaction with flipped classroom settings to traditional lecture-based curriculum. Most found that both test scores and student satisfaction improved with a flipped classroom setting. Time students actually spent on assigned prework was reported in 9 articles but predominantly only in the experimental group or with independent study instead of prework. Multiple modalities were evaluated with a general preference for videos, but sample sizes were not large enough to draw a conclusion on the most effective modality. The systematic review was limited to published articles; heterogeneous study design may influence conclusions. 

Conclusions 
The studies confirm that flipped classroom, "efficiency of learning" model is better received by students and is associated with higher test scores. The review raised questions about the amount of prework, the modality of prework assigned, as well as the amount of prework that students are actually doing. Studies are needed to evaluate the intersection between these key factors.

Presented By: Verena Van Fleet, Northwestern Health Sciences University
Co-Authors: Mariluz Henshaw, Touro College of Osteopathic Medicine
Raquel Ritchie, Michigan State University College of Osteopathic Medicine

Purpose 
Complex and extensive processes, such as the human metabolism and its regulation, are introduced to students in smaller chunks. We developed a module (""Three Diets"") to foster the integration of these smaller chunks. Here, we present the details of the module and the flexibility with which it was implemented at three institutions with different curricula. 

Methods 
The module, consisting of three short cases (a high carbohydrate meal, a high protein diet, and a ketogenic diet) and concise resources to support the review of biochemical pathways, was delivered in different ways at three institutions. At Northwestern Health Sciences University (NWHSU), it was part of an assigned group project that challenged students to connect all the major metabolic pathways. At Touro College of Osteopathic Medicine (TouroCOM-NY), it was delivered as an interactive discussion session with the three cases given as prework. At Michigan State University, College of Osteopathic Medicine (MSUCOM), the module was the basis for a board review session employing clicker questions. At NWHSU and TouroCOM-NY, student performance on summative exam questions regarding metabolism and regulation was compared for student cohorts before and after the implementation of the new module. At MSUCOM, performance on clicker questions was analyzed. 

Results 
At NWHSU, there was a favorable odds ratio for improved performance on summative questions for students who used the module. At TouroCOM-NY, there was no significant difference in exam score performance between cohorts. In the board review application at MSUCOM the students' clicker responses revealed that they were performing better on questions related to the high carbohydrate than the ketogenic diet.

Conclusion 
At NWHSU, the module was shown to improve students' performance on summative exam questions, while at TouroCOM-NY, no significant differences were observed. Feedback from students was positive as the case scenarios given were relatable and allowed them to learn peer-to-peer.