Presented By: Carol Nichols, Methodist University Cape Fear Valley Health School of Medicine
Co-Authors: Renee Chosed, University of South Carolina School of Medicine Greenville

Purpose 
To promote faculty development and foster better collaboration around best practices in medical education, two medical schools with similar missions and geographical proximity in South Carolina partnered to create a joint faculty development seminar series, which was implemented in the fall of 2022. 

Methods 
Leaders from two medical schools identified the need for cost-effective faculty development opportunities and worked together to develop a series of faculty development sessions and workshops that would be available to faculty at both schools and would foster education and curricular discussions between the faculty. A survey was sent to faculty at both schools to determine which faculty development topics would be most useful. The survey results guided the planning of the sessions. 

Results 
Faculty development sessions offered during AY 2022-2023 included four outside seminar speakers who presented on topics such as using curricular reform to promote faculty and student wellbeing, active learning strategies, TBL, and backward course design. The fifth session was an NBME item-writing workshop. Three sessions were presented in person (at one or both schools) with a virtual option for attendees from the other school). Two sessions were offered virtually for all attendees. An end-of-year satisfaction survey sent to faculty at both schools showed satisfaction with the program.

Conclusion 
The faculty development sessions provided an opportunity for faculty at both medical schools to learn ways to better embrace best practices related to medical education. Faculty also had opportunities to engage with different colleagues to learn from one another and share curricular ideas and experiences. Strong collaboration among the two schools and a commitment toward shared resources have contributed to the success of the program, which is continuing. This model is translatable to other medical schools that share similar missions, have geographical proximity, and are looking for collaborative and cost-effective faculty development options.

Presented By: Alyssa Reinschmidt, University of San Diego Sanford School of Medicine
Co-Authors: DenYelle Kenyon, University of San Diego Sanford School of Medicine

Purpose 
Approximately 8.2% of the United States population has Limited English Proficiency (LEP), and South Dakota exhibited a 105% increase in this population from 2000-2021. Patients with LEP are subject to many health disparities including inappropriate use of medications and longer hospital stays. To mitigate disparities, future physicians should be trained to utilize language services appropriately. This project offers an educational module to the medical students at the University of South Dakota Sanford School of Medicine with the goal of preparing them to work with medical interpreters and patients with LEP. 

Methods 
An educational module was developed through a literature review process and discussions with professionals in medical interpretation and diversity and inclusion. The module was presented to a pilot group of 11 medical students in November 2022. The students completed a pre- and post-module survey, which evaluated the preparedness, knowledge, and attitudes that students have when working with patients with LEP. The module will be presented to a larger group in spring 2024. 

Results 
Eleven medical students participated in the pilot session. Results were analyzed using a paired t-test. The results suggest that students a) felt the module better prepared them to work with patients with LEP, t(10) = -1.876, p < .05, b) improved on the knowledge-based portion of the survey, t(10) = -4.880, p <.001, and c) showed improvement in attitudes toward caring for patients with LEP t(10) = -1.936, p <.05 after completing the module. 

Conclusion 
The results of this study were favorable, suggesting that the implemented training improves the preparedness, knowledge, and attitudes of students to work with medical interpreters and patients with LEP. Future directions include hosting a larger session, incorporating American Sign Language interpretation, and integrating the module into the medical school curriculum.

Presented By: Peter Boedeker, Baylor College of Medicine

Purpose 
Differential Item Functioning (DIF) occurs when two learners of the same ability have different probabilities of answering an item correctly. If unchecked, such biased items can perpetuate inequity. DIF detection methods include logistic regression, Mantel-Haenszel (MH), and IRT-based Wald testing. The purpose of this statistical simulation is to evaluate these methods under brief assessment conditions.

Methods 
Data were simulated based on a Rasch model. Varied conditions were number of test takers (100/200), number of items (10/20), proportion of DIF items (0.05/0.1/0.2), DIF severity (item difficulty difference of 0.2/0.5), proportion of test takers for whom DIF existed (0.2/0.4), and whether correction for multiple comparisons (CMC) was performed (yes/no). Outcomes included (1) proportion of total items incorrectly flagged for DIF and (2) proportion of DIF items correctly identified. Factorial ANOVAs and post hoc tests were used to evaluate performance.

Results 
Regarding incorrectly flagging items for DIF, method of DIF detection explained the greatest variability (eta-squared=0.29, p<0.001), followed by crossed factors of method and CMC use (eta-squared=0.10, p<0.001) and main effect of CMC (eta-squared=0.17, p<0.001). MH with CMC resulted in the lowest proportion of incorrectly identified DIF items and Logistic regression without CMC the highest. Regarding proportion of DIF items correctly identified, the main effect of CMC use explained the greatest proportion of variability (eta-squared=0.05, p<0.001) followed by method used to identify DIF (eta-squared=0.03, p<0.001) and degree of DIF (eta-squared=0.02, p<0.001). MH with CMC yielded the smallest average proportion of correctly identified items and Logistic regression without CMC the highest.

Conclusions 
Regardless of the existence of DIF, MH with CMC flagged the smallest proportion of items whereas Logistic regression without CMC identified the highest proportion. If over-identification is preferable to under-identification to ensure fair assessments, Logistic regression without CMC is recommended. Future work evaluating additional methods could be beneficial.

Presented By: Vijayashree Jambunathan, Michigan State University
Co-Authors: Claire Hawthorne, Michigan State University
Carrie Nazaroff, Michigan State University
Carolina Restini, Michigan State University
Michael van Sickle, Michigan State University

Purpose 
Studies reporting factors influencing students' early decision to pursue medicine mostly focus on allopathic medical doctors (MDs). There is a lack of similar information about Doctor of Osteopathic Medicine physicians (DOs). The current work presents results from a community-based education program, aiming to evaluate factors influencing healthcare career choices, focusing on the knowledge and motivation to pursue osteopathic medical school compared with other healthcare professions. 

Methods 
This cross-sectional analytical study (IRB-000007491) included 10th-12th grade students from a Southeast Michigan public school (fall/2023). They attended dynamic interactions prepared by second-year osteopathic medical students (OMS-II) who shared their experiences from high school and college to enter medical school and technical information on different healthcare curricula (RN, PA, EMT, MD, and DO). Before and after the interactions, high schoolers answered questions assessing demographics, knowledge about pathways to pursue a healthcare career, and differences between MDs and DOs, including osteopathic principles. Statistical analyses: t-test or Chi-square/Pearson's correlation. 

Results 
Of the 26 high school students (23 female), 62% were enrolled in a medical careers course, and 70% did not have family in healthcare (p<0.05). Before the presentation, over 80% of students correctly identified the medical school length and MCAT requirements. By contrast, less than 65% of students demonstrated accurate knowledge of the length of education and requirements to become a registered nurse (RN) or physician assistant (PA). Less than 50% knew DOs and MDs could practice the same specialties. There were significant improvements in knowledge about college major options, RNs, PAs, DOs, and osteopathic manipulative treatment (p<0.05). 

Conclusion 
High school students benefited from education in different healthcare careers inspired by medical students. Through community-based educational interaction, OMS-II can improve their communication skills while teaching about various healthcare fields, engaging in mentorship, and motivating students to make informed decisions about pursuing healthcare professions.

Presented By: Collin O'Hara, University of North Texas Health Science Center Texas College of Osteopathic Medicine

Purpose 
Medical schools employ a variety of methods to facilitate the acquisition of professional behaviors. This abstract describes a novel approach to enhance professional behavior through the use of a video designed to train medical student curriculum representatives in how to deliver course feedback to faculty. Results of a survey describing student representatives' evaluation of the video will be described. 

Methods 
As part of continuous quality improvement, student curriculum representatives meet with course faculty to report the results of an end-of-course student survey. Student feedback ranges from positive to critical. When asked what type of training the student representatives had in delivering this feedback, their answer was, "None." So, faculty identified best practices in delivering feedback and created a script. Senior curriculum representatives were featured in the video. Junior curriculum representatives were surveyed regarding their level of comfort and familiarity with best practices in delivering feedback before the training video. After viewing the video and delivering survey results in a real faculty feedback meeting, they were again surveyed regarding their confidence in their ability to deliver feedback. 

Results 
The junior curriculum representatives rated themselves as better trained to deliver feedback after viewing the video and completing a faculty feedback meeting. Their comments reported they included at least two feedback models featured in the training video during the meeting.

Conclusion 
The use of training videos, featuring peers as trainers, may foster the development of professional behaviors such as delivering quality, meaningful feedback.

Presented By: Lydia Sadlowski, Central Michigan University College of Medicine
Co-Authors: Jyotsna Pandey, Central Michigan University College of Medicine
Andrew Stevens, Central Michigan University College of Medicine

Purpose  
Recently the aging population (65+) has had the largest ten-year increase to date based on the 2020 census and the World Health Organization has called for a reform on healthy aging and six initiatives were identified that directly address this among older adults. We conducted a comprehensive literature search of the sixth initiative: Addressing inaccurate perceptions each community has toward its elderly members. Our aim was to determine the extent of action/interventions being taken worldwide and what is needed to combat these negative perceptions.

Methods 
Of 335 articles, 21 English language articles from 2010-onward fulfilled our inclusion criteria covering perceptions/ageism towards seniors. Exclusion criteria were pre-2010 articles, non-English, or lacking relevance. Included were 11 cross-sectional studies, 4 case studies, and 6 longitudinal studies.

Results 
We identified ten underexplored themes including modifying elder perceptions through product adjustment and social media, Student Health Professionals Related Studies, Health Professional Perceptions, Caregiver perceptions, Studies involving Mental Health, Marijuana Perception, Place of Care Preference, Centenarian and Self-Perception, Older Adult perception of Medical Conditions and Intergenerational Focused Studies. Proposed interventions ranged from consistent school programs nurturing positive youth views of aging to periodic anti-ageism workshops for healthcare workers to remove subliminal biases.

Conclusions 
While some educational efforts temporarily improved attitudes, further research and initiatives are urgently needed targeting healthcare professionals, caregivers, and youth. Reframing mentality through evidence-based education programs/interventions could positively impact perceptions of older adults in the long-term. As older adult populations expand, reducing prejudice by better understanding unique needs and increasing community connections is crucial for enabling healthy, dignified aging.

Presented By: Peter Boedeker, Baylor College of Medicine
Co-Authors: Andrew Bergemann, Baylor College of Medicine
Cara Foldes, Baylor College of Medicine
Sandra Haudek, Baylor College of Medicine
Matthew McMillin, Baylor College of Medicine
Nancy Moreno, Baylor College of Medicine
Munder Zagaar, Baylor College of Medicine

Purpose
Curricular innovation in a medical school can be challenging. Transitioning from a lecture-based to an active learning curriculum with PBL as the primary driver introduces potential inconsistencies for both students and faculty due to the magnitude of this shift and the decentralized nature of PBL. An innovation configuration (IC) is a rubric-like tool that supports programmatic quality improvement by cataloguing the actual implementation of curricular elements. The IC enables leadership to spot concerns needing correction and offers faculty a concise guide for proper curricular implementation. Our purpose was to develop two ICs, one for student behaviors and another for facilitator behaviors, to support implementation of problem-based learning (PBL) activities.

Methods
We followed the IC development process outlined in Hord et al. (2006). Multiple stakeholders were involved in development of the PBL ICs, including faculty with experience creating ICs, curriculum leadership, and PBL experts/facilitators. An initial meeting introduced the IC format and function. Faculty met weekly to develop the two ICs, collaboratively refining each component and variation. A pilot was conducted in which a PBL session was observed; ICs were completed independently by an observer and the PBL facilitator.

Results
The observer and facilitator agreed on 13 (82%) of IC elements; differences were discussed resulting in further refinement of the tool. The process of IC development resulted in faculty and student ICs to support implementation of PBL. By the time of meeting, we will refine processes for collecting and integrating IC data with ongoing quality improvement efforts.

Conclusions
PBL ICs provide a standardized set of expectations beneficial for faculty who are in training or preparing to facilitate a session. They also serve as a valuable tool for leadership, enabling them to assess the current program implementation and make essential adjustments. We encourage the local development of ICs tailored to capture an institution's distinctive implementation of curricular elements like PBL.

Presented By: Sarah Olin, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Co-Authors: Emily Ahner, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Clarissa Camarena, University of California at San Diego School of Medicine
Eric Chio, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Natalie Contreras, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Destiny Frederick, University of California at San Diego School of Medicine
Jessica Hernandez-Moreno, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Daniel Levine, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Kaitlyn Novotny, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Crysty-Ann Olaco, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Claire Ong, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Axel Rivas, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Stephen Schneid, University of California at San Diego School of Medicine
Edward Simanton, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Amy Stone, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Katerina Venderova, Kaiser Permanente Bernard J. Tyson School of Medicine

Purposes 
Students have often participated with faculty mentors in education research but the research usually is focused within the host institution. We observed the lack of inter-institutional work as an opportunity to leverage existing multi-institutional collaborations among faculty who mentor medical students interested in medical education scholarship and bring them and their students together forming the Student Medical Education Research Team (SMERT). This innovation will help to develop student scholarship and establish broad networks in medical education research.

Methods 
Faculty colleagues from 13 medical schools together with students they mentor in medical education research began meeting over a year ago to share research ideas and offer constructive feedback. This forum provides an opportunity for students to come together to collaborate on research projects across institutions.

Results 
Over the past year, SMERT has grown from 3 to 13 institutions. The growth and success of SMERT is seen in the many accomplishments over the past year which include: hosting a panel discussion at WGEA's Hawaii conference, an inter-institutional manuscript workshop, and a growing number of medical education research. SMERT is currently working on 20 projects, providing many opportunities to learn about medical education research and create projects of their own.

Conclusions
In SMERT, students have the opportunity to hone their skills in education research and establish a professional network which will undoubtedly be valuable to their careers after graduation. The establishment of inter-institutional collaboration will also enrich research projects by adding multiple perspectives and facilitate entry of students into the medical education community.

Presented By: Carol Elam, University of Kentucky
Co-Authors: Claire Clark, University of Kentucky
Alicia Colliver, University of Kentucky
Thomas Kelly, University of Kentucky
Josh Lile, University of Kentucky
Tammy Minor, University of Kentucky
Terry Stratton, University of Kentucky
Sarah Treberg, University of Kentucky

Purpose 
Given their broad experience and expertise across multiple missions, faculty medical educators are often called upon to head formal programmatic reviews designed to: document departmental activities and accomplishments; conduct SWOC analyses (assess strengths, weaknesses, opportunities, and challenges); and establish goals and priorities for strategic planning. 

Methods 
In preparation for a six-year review, the Chair of the Department of Behavioral Science - a multi-disciplinary basic science department in a large U.S. academic medical center - convened an internal committee of key faculty and staff with historical knowledge and access to data pertaining to research, education, and service. Prominent among this group were "special title" faculty medical educators with a broad involvement in and understanding of the department's various academic missions - not the least of which was instruction at the undergraduate, graduate, and UME levels. 

Results 
Core review components included: (1) department history and vision, mission, and values; (2) faculty composition and biographies; (3) administrative staff roles; (4) budgetary information; (5) facilities and space; and (6) research, education and service activities. Also included were survey results related to employee engagement, an internal SWOC analyses, and diversity, equity and inclusion (DEI) efforts. A summary of the key findings of the departmental review and the self-study recommendations will be shared at the 2024 IAMSE conference.

Conclusions 
The guiding presence of medical educators in this review process proved highly beneficial. Their backgrounds provided a broad, holistic perspective on departmental performance and a rigorous, academic focus on assessment and evaluation. The final report and appendices were submitted to an External Review Committee and the Dean. Based on initial feedback, the content areas of the review - as well as the summary findings - resulted in a comprehensive and balanced reflection of academic metrics. A follow-up departmental retreat is planned for January, 2024 to discuss recommendations and next steps.

Presented By: Minnatallah Eltinay, Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign
Co-Authors: Malachy Bishop, University of Wisconsin-Madison
Chung-Yi Chiu, University of Illinois at Urbana-Champaign
Vaishnavi Sridharan, University of Illinois at Urbana-Champaign

Purpose 
This study presents novel approaches for the exploration of healthcare experiences of individuals with multiple sclerosis (MS). Objectives include: 1) assessing prevalent themes encapsulating the experiences of MS patients concerning medical tests and treatments, and 2) gaining insights into their needs and feedback to promote tailored medical practices and education.  

Methods 
A nationwide online free-text survey targeted a cohort of MS patients, yielding 408 responses on "medical tests." Predominant themes encompassed challenges of costly healthcare and inadequate communication by healthcare providers. Similarly, 347 responses on "medical treatments and medications" revealed themes of expensive healthcare and unmet needs for assistance and responsiveness from providers.  

Results 
Our findings unveil five themes associated with experiences of MS patients on medical tests and treatments. For medical testing, these include: 1) Absence of tests/imaging and neglect of health concerns, 2) Challenges in healthcare service accessibility, entailing financial disparities, 3) Issues with provider communication and unhelpfulness in healthcare interactions, 4) External support: third-party coverage and assistance from drug manufacturers; 5) Concerns about excessive tests, medications, and imaging. For medical treatments, themes include: 1) Absence of medical treatment or issues/satisfied patient, 2) External support: third-party coverage and assistance from drug manufacturers, 3) Financial challenges due to high costs and insurance coverage issues, 4) Negative patient-provider interactions: disrespect, poor communication, unhelpful provider; 5) Patient-driven research and reliance on non-physician healthcare providers for advice.  

Conclusions 
The study highlights financial and social burdens related to medical tests and treatments. From these findings, we support integrating culturally tailored medical applications and education for MS patients. We suggest adopting tailored practices and targeted education to improve current and future healthcare providers' understanding of MS patients, aiming to recognize and alleviate barriers in fostering supportive healthcare environments.

Presented By: Louise Lawson, Tulane University School of Medicine
Co-Authors: Kerstin Honer zu Bentrup, Tulane University School of Medicine

Purpose 
Numerous studies have been conducted on the influence of the pandemic on medical students' academic performance. The breadth of these studies is as varied as their outcomes ranging from performance declines to no discernible effect or even improvement. Our focus is centered specifically on students' grades in one single three-week module, Basic Infectious Disease, that runs each year in April-May. More specifically, we analyzed grades pertaining to the Introduction to Infectious Diseases (IID) course - which is the dominant component in our Basic Infectious Disease module. 

Methods 
We compiled exam scores for students in the IID course from 2013-2019 and compared this data set to scores for each year from 2020-2023 (with 2024 to be included in the final analysis). Individual questions and the total number of questions on this internal exam were similar within this time frame, with only minor updates made each year. Exam performance datasets were compared using Kruskal-Wallis analysis with Dunn's multiple comparison post-test. Results with p<0.05 were deemed significant. 

Results 
While student performance stayed fairly consistent overall between 2013-2019, we noted a statistically significant increase in 2020, when the course was taught just 4 weeks after the university moved to complete online instruction. Grades decreased significantly from year to year in 2021 and 2022; however, we noted a significant increase in performance in 2023. 

Conclusion 
A number of factors have been identified that negatively impacted students' academic performance during the height of the pandemic, such as lack of social interactions including study groups, isolation, illness, etc. Our study reflects this - with a notable exception at the very beginning of the pandemic, when students performed better than in previous years. However, the trend in our small, controlled data set indicates a rebound, particularly in academic realms, suggesting that the pandemic's effects are subsiding with time.

Presented By: Annie Vu, Michigan State University College of Human Medicine
Co-Authors: Bhawana Arora, Michigan State University, College of Human Medicine/Corewell Health
Anuradha Lele Mookerjee, Cooper Medical School of Rowan University
Vijay Rajput, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Rakesh Surapaneni, Texas A&M University School of Medicine
Monica van de Riddler, Michigan State University College of Human Medicine

Purpose 
Micromanagement is defined as a supervisory style of "hovering" with the need for excess control, instead of providing space to the trainee to make their own decisions [1]. Micromanagement has been perceived by residents to impede their confidence and autonomy [2,3,4]. There is a dearth of literature on micromanagement in graduate medical education (GME). Micromanagement during clinical supervision is an important, but unaddressed topic. This study explores the perceptions and outlines the possible causes and implications of micromanagement on GME. 

Methods 
A standardized survey was developed and validated in 2022. The residents and fellows at an urban academic medical center completed the survey from June to August 2023. The survey collected data on demographics, educational setting, perceptions of micromanagement, potential factors, and its effects on resident and fellow training. Descriptive statistics were completed. 

Results 
109 residents and fellows (PGY1-7) from eight specialties started the survey, of which 72 completed it. 94% had heard about the concept of micromanagement and 32% of the senior trainees (PGY3-4) perceived micromanagement as being a problem. 38% had experienced some form of micromanaging behavior in the last six months. Patient acuity (93%), patients requiring bedside procedures (54%), patient complexity (89%), and supervisor personality (93%) were perceived factors affecting micromanagement. There were no perceived differences between medical or surgical specialties. The fear of retaliation (33%), patient safety (29%), efficiency of care (25%), and institutional culture (18%) were the justifications perceived by respondents as explanations for micromanagers' behavior. The decline in autonomy (47%), confidence (40%), initiative taking (36%), engagement (33%) and poor supervisor-trainee relationship (25%) were the perceived effects on the trainees. 

Conclusion 
Addressing micromanagement in clinical supervision requires a multifaceted approach, involving both micromanagers and organizational structures. Further research and solutions are needed in addressing micromanagement in the clinical setting.

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

Purpose
In contemporary medical and nursing education, fostering empathy is pivotal. Narrative medicine using storytelling is a tool for cultivating empathy among students. This study aims to uncover the current state of engagement with narrative medicine among medical and nursing students. By exploring their experiences and perspectives, the research seeks insights to enhance the integration of narrative approaches in medical education for fostering more empathetic and patient-centred healthcare.

Methods
This cross-sectional study involved medical and nursing students in India, utilizing a structured 40-item questionnaire categorized into general cognition, knowledge, attitudes, and practices. The data was collected online through Survey Monkey ensuring anonymity and after obtaining informed consent. Reliability was established (r = 0.993). Descriptive statistics, T-tests, ANOVA, Mann-Whitney U, and Kruskal-Wallis tests were applied using SPSS version 17 with significance set at p < 0.05.

Results
In our study, 35% of students were "somewhat familiar" with Narrative Medicine, while 35% were not aware and 30% learnt about it through the internet. Despite low exposure,57% understood that narrative medicine was related to patient-centred care. Most participants (80%) believed that health professions students should learn about narrative medicine, recognizing its potential to improve patient understanding (77.5%) and medical experiences (72.5%). However, 50% felt that practice of narrative medicine would increase doctors' workload.21% engaged in reflective listening with patients, 15.3% contributed to narrative medicine projects, and 20.4% explored the emotional aspects of patients during medical training. The majority (62%) found limited use of narrative medicine in their medical curriculum.

Conclusions
This study exposes limited familiarity with narrative medicine among medical and nursing students. Despite this, their positive attitudes signal receptiveness to its principles. The findings underscore the need for integration in healthcare education and practical training to improve patient care. Furthermore, addressing workload concerns is crucial for successful implementation in practice and teaching.

Presented By: Neoreet Braha, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Kayra Cengiz, Boston University Chobanian & Avedisian School of Medicine
Nancy Donohoo, Boston University Chobanian & Avedisian School of Medicine
Cassandra Lee, Boston University Chobanian & Avedisian School of Medicine
Brandon Oddo, Boston University Chobanian & Avedisian School of Medicine
Tony Robinson, Boston University Chobanian & Avedisian School of Medicine
Emma Schmidt, Boston University College of Fine Arts
Noah Siegel, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine
Crystal Zhu, Boston University Chobanian & Avedisian School of Medicine

Purpose
Enhancing physicians' ability to effectively communicate complex medical concepts with patients is crucial. This research focuses on improving physicians' artistic skills through the utilization of a previously published instructional video on optimal drawing techniques for explaining medical concepts. For the purposes of generalizing the complexity of involving multiple entities in a qualitative study to ascertain the effectiveness of a clinical communication intervention, the primary goal of this study was to describe the entire process by which we evaluated the impact of this instructional video on the quality of physicians' drawings. 

Methods
Our study three groups of participants: a) Physicians (two neurologists, one hematologist, one radiologist), each affiliated with teaching at Boston University Chobanian & Avedisian School of Medicine; b) five arts and architecture degree-holding artists who evaluated the physician drawings; c) undergraduate students who rated the communication effectiveness of the drawings. The physicians participated in the 30-40 minute Zoom-based study involving a pre-survey, a 5-minute drawing of a medical concept, a 16-minute instructional video, a second 5-minute drawing of the same concept, and a post-survey. The resulting drawings were rated by the artists using a validated scale, and then sent to undergraduate students for an evaluation of their effectiveness in communicating clinical information.

Results
The physicians were able to complete their drawings of medical concepts in the allotted 5 minutes and were engaged when watching the instructional video and answering survey questions. Physicians expressed a belief that enhancing drawings would facilitate easier communication with patients and showed interest in engaging in additional educational experiences to improve their artistic abilities.

Conclusion
Future research will investigate varied recruitment strategies and flexible scheduling to overcome challenges in physician participation in art-improvement workshops, and explore more efficient ways to integrate art into medical concept communication for improved patient understanding and well-being.

Presented By: Jennifer Hotzman, Idaho College of Osteopathic Medicine
Co-Authors: Shatae Mullins, Idaho College of Osteopathic Medicine

Purpose 
Implicit bias is known to influence our perceptions of other individuals and impact our interactions. The purpose of this pilot study was to examine the reactions and reflections of undergraduate medical educators on their social interactions with students after taking the Gender-Science Implicit Association Test (GSIAT) and participating in an implicit bias workshop.

Methods 
A 2-hour interactive training workshop on implicit bias was offered to all employees of Idaho College of Osteopathic Medicine. All session participants were asked to complete the GSIAT. Study participants were recruited from workshop attendees with faculty appointments and participated in individual, structured interviews. Interviewees were asked to share their reflections of their GSIAT results and workshop. Participants were also asked to consider their social interactions with students of differing genders and share personal experiences with gender bias. Phenomenological methodology was used to analyze the interview transcripts.

Results 
10 faculty, 5 males and 5 females, participated. After completing the implicit bias training session and GSIAT, all faculty participants reported increased awareness of personal implicit gender bias and increased confidence mitigating bias-influenced behavior during social interactions. Males and females who were interviewed shared personal experiences of gender bias. Female participants most often reported being interrupted by male colleagues and being addressed informally in situations where male colleagues were addressed by title. One male participant reported that he was excluded from patient care during an OBGYN rotation because of his gender.

Conclusion 
Medical educators need to be cognizant of their biases in order to mitigate those biases in social interactions. Tools such as the GSIAT can be used to increase awareness of implicit biases and build a foundation for self-reflection to meet the obligations faculty have to students. This study supports the use of the GSIAT and implicit bias training to help faculty be more empowered to enhance the student experience.

Presented By: Lucia Pérez Gomez, International Federation of Medical Students Associations (IFMSA)
Co-Authors: Yazan Dumaidi, International Federation of Medical Students Associations (IFMSA)
Margarida Jubilot Leão, International Federation of Medical Students Associations (IFMSA)

Purpose 
The International Federation of Medical Students' Associations' (IFMSA) connects over 1.5 million medical students from 130 countries worldwide. The IFMSA has offered more than 13,000 students annually the opportunity to enroll in a professional exchange program. However, enrolling students in this Global Health mobility program, a clinical internship in a culturally and epidemiologically different health system, entails multiple challenges.

Methods 
Each year,through the report of National Officers, IFMSA collects data on the challenges faced by students when going for exchanges. The methodology to collect those data is through biannual reports, which each participating national member organization in the program has to fill out. In 2020, the national representatives were inquired about the main challenges they face in relation to their incomings while arranging the IFMSA Exchange program.

Results 
The answers were as follows: Problems with accommodation or boarding (33.3%), Problems finding departments and tutors (25%), Recognition of IFMSA exchanges by the university (23.1%), Visa issues, and special documents asked by Embassies (18,5%) - with 23,1% of the National Members Organizations (NMOs) actively reaching out to Embassies to facilitate the VISA processes - and Medical and Liability Insurances (4.6%). Regarding fundraising, most (79,6%) of the NMOs mentioned not fundraising for exchanges in their NMO.

Conclusion 
The survey identifies the main targets to be addressed to expand this mobility opportunity to all the medical students interested in improving their Global Health knowledge through a clinical internship, calling on the relevant medical education stakeholders to work together with the appropriate entities to promote the means of financial, logistical and credential support for medical students perceiving to have student mobility programs through IFMSA Professional Exchanges. IFMSA´s efforts and strategy to overcome these challenges will be tackled during the presentation.

Presented By: Alana Newell, Baylor College of Medicine
Co-Authors: Alison Haddock, Baylor College of Medicine

Purpose 
Since 1995, Baylor College of Medicine has offered a two-year-long faculty development program - the Master Teachers Fellowship Program (MTFP) - to enhance faculty skills as educators, educational scholars, and education leaders. By transitioning to a competency instead of time-based approach, we hope to enhance faculty competencies in alignment with national educator standards. Using advisory committee feedback and existing programmatic priorities, we identified five program competencies and participants choose three additional competencies for targeted program support. This in-progress work investigates the effectiveness of this precision competency-based approach. 

Methods 
The ACGME (Accreditation Council for Graduate Medical Education) Clinician Educator Milestone competencies for MTFP are: Reflective Practice and Commitment to Personal Growth, Teaching and Facilitating Learning, Science of Learning, and Medical Education Scholarship. We also developed a milestone, Fostering Educational Community. At the kickoff of the 2023-2025 MTFP program, 11 faculty member fellows with diverse backgrounds self-assessed their proficiency on the MTFP milestones (Novice=1 to Expert=5) and three additional self-selected milestones aligned with their current professional goals. We then used self-assessment outcomes to build MTFP monthly sessions. 

Results 
Teaching and Facilitating Learning (M=2.95) had the highest self-ratings, and Science of Learning (M=1.97) the lowest. Fellows self-rated slightly higher on self-selected competencies (M= 2.45) than required (M=2.38), though it varied greatly. Learner Assessment, for example had higher than average self-ratings (N=4; M=3.13), while Feedback (N=5; M=1.80) had lower. Initial sessions tailored to the MTFP competencies, based on fellows' self-ratings, have shown early effectiveness at addressing the competencies and building their knowledge. 

Conclusions 
We continue to explore the effectiveness of aligning the program sessions with faculty self-assessments on competencies. Fellows generally self-rated close to "competent" on the Milestones, leading sessions to emphasize progression towards Proficient. Alignment between sessions and competency development, and the accuracy of the self-assessments continue to be explored.

Presented By: Sreenidhi Prakash, Panimalar Medical College Hospital & Research Institute
Co-Authors: Surapaneni Krishna Mohan, Panimalar Medical College Hospital & Research Institute

Purpose
The rapid advancement of artificial intelligence (AI) has opened new frontiers in education, particularly in medical education. As AI technologies continue to redefine traditional teaching paradigms, this exploratory session was conducted to delve into the integration of ChatGPT, a powerful language model, as a tool to enhance various facets of medical education, including teaching methodologies, learning experiences, curriculum development, and assessment and evaluation processes.

Methods
The exploratory session was structured to facilitate a comprehensive understanding of ChatGPT's integration into medical education. Educators were provided with an insightful overview of ChatGPT's capabilities and functionalities through interactive presentations. Hands-on demonstrations provided participants with a first-hand experience of navigating the language model, fostering a deeper appreciation for its features. Collaborative discussions were conducted encouraging educators to brainstorm and exchange ideas on integrating ChatGPT into medical education. Special attention was devoted to ethical considerations, ensuring a responsible and informed approach to the exploration of this powerful AI tool.

Results
The outcomes of the exploratory session were both illuminating and encouraging. Participants showcased an augmented awareness and comprehension of ChatGPT's potential contributions to medical education. Their engagement and active participation led to a deeper exploration of the applications of ChatGPT in enriching teaching methodologies, learning experiences curriculum development, assessment and evaluation processes. Insights derived from collaborative discussions unveiled innovative strategies for implementing ChatGPT across diverse educational contexts, fostering an environment of continuous exploration and growth in medical education.

Conclusion
The integration of ChatGPT holds the potential to cultivate a learning environment that is not only informed by cutting-edge technology but also deeply committed to the principles of responsible and effective education. This session served as a stepping stone, inviting continuous exploration, collaboration, and innovation as we embark on this transformative journey in the integration of AI in medical education.

Presented By: Zoë Soon, University of British Columbia
Co-Authors: Jennifer Kong, University of British Columbia

Purpose 
A collaboration between multiple health care programs at 3 institutions has led to the development of the first-ever Open Education Resource (OER) Pathophysiology e-text and accompanying instructor and student resources (guides, learning outcomes, practice Q&A sets). This presentation will share access links as well as lessons learned on OER design strategies that have been found to be conducive to Gen Z student engagement and content mastery. Literature findings as well as student-use feedback will be shared. 

Methods 
OER creators (instructors and students) have taken advantage of the latest digital technologies in order to construct current, accurate learner-centered materials that augment overall student learning experiences (autonomy, self-efficacy, interactive imagery) and contribute to student well-being (flexibility, clarity, affordability, usability). Additionally, a section of this OER includes BIPOC and LGBTQIA2S+ patient narratives on challenges faced in health care and a language inclusivity guide to encourage and model respectful patient-care. This OER is a work in progress and is being designed to be adoptable by a wide-range of health care professional courses providing instructors with flexibility in the choosing set pieces within the OER.

Results 
Completed sections have been delivered to students in pathophysiology courses this term (Sept.-Dec. 2023), with a mix of over 1000 interactive, auto-feedback practice questions for students to pick and choose from. Students are currently being surveyed using both Likert-scale and open-ended questions to measure their level of satisfaction with each facet of the OER, providing feedback that will be incorporated going forward. Additionally, student grades will be compared to last year's to determine whether the switch from a publisher-produced textbook to OER has potentially had any impact. 

Conclusion 
The development of free, accessible, learner-centric digital course resources for students and fellow instructors has involved much reflection on universal design and pedagogical best practice. This presentation will share lessons learned by creators along with student feedback.

Presented By: Crystal Zhu, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Neoreet Braha, Boston University Chobanian & Avedisian School of Medicine
Kayra Cengiz, Boston University Chobanian & Avedisian School of Medicine
Nancy Donohoo, Boston University Chobanian & Avedisian School of Medicine
Cassandra Lee, Boston University Chobanian & Avedisian School of Medicine
Brandon Oddo, Boston University Chobanian & Avedisian School of Medicine
Tony Robinson, Boston University Chobanian & Avedisian School of Medicine
Emma Schmidt, Boston University College of Fine Arts
Noah Siegel, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose 
The use of drawings in clinical practice has promising applications in improving patient understanding and health outcomes, especially for patients with language barriers or lower health literacy. We designed and assessed the effectiveness of a brief video tutorial to teach physicians about aesthetic techniques previously shown to improve understanding of medical concepts. 

Methods 
In collaboration with a Boston University fine arts student, four Boston University Chobanian & Avedisian School of Medicine students designed a video demonstrating six aesthetic principles: layout, visual clarity, color, sequence and directionality, hierarchy, and style. We surveyed two neurologists, one pediatrician, and one radiologist on their attitudes and experience with clinical illustrations. We then asked them to draw out a concept related to their specialty, view the video tutorial, and modify their drawings accordingly. They then commented on the efficacy and practicality of the video. We used a phenomenological approach to analyze the data. 

Results 
All four physicians reported that they sometimes illustrate clinical concepts for patients but have never taken a course on clinical drawings. Only one physician had formal art training. Following the video tutorial, all four physicians reported increased motivation to incorporate clinical illustrations in their practice and described practical techniques that they could confidently use to improve their illustrations. 75% of respondents indicated time restrictions as the largest barrier to incorporating illustrations in their clinical practice. 

Conclusion 
A brief video tutorial about improving clinical illustrations increased physician motivation to utilize clinical illustrations and provided applicable tips for physicians to improve their visual communication. One factor that may need to be addressed is time constraints on physicians' ability to apply the most effective illustrations in clinical practice, perhaps by providing general templates or outlines for drawings.

Presented By: Julie Galliart, University of Kansas School of Medicine
Co-Authors: Brad Barth, University of Kansas School of Medicine
Kevin Bomhoff, Kansas Leadership Center
Nancy Davis, University of Kansas School of Medicine
Brian Pate, University of Kansas School of Medicine

Purpose 
Adaptive challenges are those where a decision or direction from someone in authority is unlikely to resolve the issue because stakeholders view and experience the problem differently. Academic medicine has adaptive challenges involving patients (lifestyle changes, vaccination uptake), hospital partnerships (differing values between the university and hospital systems), and organizational struggles (restructuring teams). Our school of medicine has partnered with a local leadership center to train faculty and staff to recognize and respond to adaptive challenges. This poster describes the program and its outcomes. 

Methods 
School of medicine administrators worked with leadership center representatives to develop and co-facilitate a custom program for our faculty and staff. Participants meet via Zoom for at least 8 hours of synchronous training including lecture and work in small groups or teams. Instruction is supplemented by training videos and books. Topics include identifying stakeholder groups, testing multiple interpretations, asking powerful questions, managing yourself, mobilizing others, and acting experimentally. As the training progresses, participants identify an actual adaptive challenge in their lives and plan an initial intervention. Participant feedback, satisfaction data, and self-reported achievement of learning objectives have been gathered throughout the program. About half of the participants were asked to complete pre/mid/and post-test measures of their leadership skill development. 

Results 
The partnership has been in place for three years and has reached 96 participants from two campuses. Learning objective achievement has been mostly good, with almost unanimous agreement from participants that their experience in the program will help them make more progress on work challenges. Participants describe the sessions as ""engaging, insightful, and expansive,"" and report thinking differently about leadership because of participating. 

Conclusions 
Adaptive leadership skills are valued by participants who appreciate the involvement of external experts as facilitators. Faculty and staff can benefit by engaging together in this training experience to enhance their learning.

Presented By: Claire Foerster, University of San Diego Sanford School of Medicine
Co-Authors: Belle Grady, University of San Diego Sanford School of Medicine
Val Kozmenko, University of San Diego Sanford School of Medicine

Purpose
Healthcare has shifted toward team-based patient care. Studies have demonstrated that individual expertise and professional excellence of the team members often does not result in the optimal team performance and patient care. In addition to individual professional competency, team members should have effective team communication skills. Current medical school curricula primarily focus on individual clinical competency of their graduates and are just beginning to address the team-based competencies. Course analysis and a university-wide survey have revealed the need for a larger longitudinal course that will teach fundamentals of team dynamics, leadership, and communication skills. 

Methods 
To assess educational needs of the target audience, three sources of information have been used: (1) university-wide student survey to assess attitudes toward interprofessional education, (2) ICU IPE course analysis, and (3) team-communication and leadership skills assessment survey. Based on the obtained results, the LSTC course is developed. LSTC incorporates effective team communication protocols described by TeamSTEPPS course. In addition, LSTC covers (1) principles and phases of effective team formation, (2) Pearson-Marr personality archetypes, their strengths and weaknesses, (3) biases and stereotypes that affect team dynamics, decision-making, and performance, (4) leadership styles, (5) fundamentals of organizational change, and (6) task analysis. 

Results 
The course has been developed and implemented for the first round of students, who will complete the course in Fall 2024. At the time of the presentation the authors will report the results of the completion of the didactic and simulation portion for the first round of students to go through the course as well as the results of the educational needs assessment, learning objectives of the course, assessment instruments, and the content. 

Conclusion 
Effective leadership and team communication skills will soon be expected from medical school graduates. The LSTC course will ensure these competencies are achieved and documented.