Purpose
The goal of this analysis was to determine opportunities to integrate social determinants of health concepts, standardize demographic terminology, and improve sensitivity of patient cases in the preclinical medical curriculum. The importance representation in medicine relies on the inclusion of varying perspectives, lived experiences, and demographic and socioeconomic characteristics. The importance of inclusive, bias-free language has also been described previously.1,2 T his evaluation sought to evaluate the baseline demographics of patients presented in the cases to ensure both consistency of presentation as well as diversity and equity of qualities represented.

Methods
This analysis was performed at a medical school with an integrated curriculum and focused on two organ-system blocks presented in the second preclinical year. Patient cases used in the class workshops were obtained from the shared database of case questions. The following information was collected from each case: patient age, sex, sex descriptor, presentation modality (clinic, hospital, etc.), comorbidities/past medical history, race, ethnicity, religion, social history, family history, and discipline associated with the question. Descriptive statistics were then performed on the data.

Results
Analysis of the endocrine and reproductive blocks revealed several main areas of opportunity. First, the age caps in both blocks stopped in the mid to late 70’s. Next, there was only one patient characteristic focused on social determinants of health. In our curriculum, most of these discussions are found in other courses. While we have worked to eliminate race from most questions to ensure equity across the curriculum, we may want to consider how to ensure that equity issues are being evaluated in workshop questions. Additionally, the terminology of sexes can be standardized in both blocks. Finally, the reporting location can be re-examined to ensure that it gives a clear picture of the clinical course of these diseases.

Discussion
In the future, similar analyses will be performed in the rest of the blocks of the Integrated Science Course (Principles of Medicine, Gastrointestinal, Musculoskeletal, Cardiopulmonary, Renal, Hematology, and Neurology) to identify demographic trends and inform areas of opportunity to enrichment, standardization, and curriculum integration.

Objective
To report junior doctors perspective of radiology education and consultation which  was  received remotely via social media during the ongoing war in Sudan. The UNESCO warned that the Sudan eduction system is facing the world’s most severe crises. The WHO reported that the Sudan healthcare is hanging by a thread.  

Methods 
A  cross sectional study was conducted by questionnaire.  Members of SudaRad whats app medical  groups and who  attended the last two sessions of an ongoing radiology course were invited to give their perspective.   197 doctors  attended the bone and joint course on 1st July 2024 and  217  attended the chest course on 9th July 2024.Response rate was 321/414=77.5% over a period of 4 days. The majority of the 414  participants were females238(74%). were females. Participants were displaced from their base hospitals and dispersed into over 20 countries. The largest group of was relocated in Saudi Arabia 113 (   27%  )followed by 107( 25.8%) who  relocated to over 15  district cities within the Sudan. The majority of participants were medical residents 128/ 414( 30.9 %) followed by family physicians 54(13  %). 224 ( 70%) of the  participants thought that  the course was extremely useful and 89( 21.5%) thought it was useful. Only one person thought the course was not useful. The average star rating was 4.63 out of five. There is a rising popularity for the SudaRad what’s app group. 124 joined in the last week. Participants were given a multiple choice  as to which activity should continue 262  recommended the lecture series 248 recommended case of the day and 188 recommended consultations.  There was daily referral of non-combat medical emergencies which gave a great teaching opportunity. These included pulmonary embolism, subdural haematomas, cerebral haemorrhage, brain infarcts, cerebral sinus thrombosis, hypoxic ischemic encephalopathy, tumours, respiratory distress and pneumonias. Tuberculosis was alarmingly frequent, and the radiologic findings were promptly escalated. Attendees progress was monitored with pre and post course self-assessment tests.

Conclusion
Voluntary remote education and consultation using social media can save lives and enhance medical education. This can bring together the widespread members of Sudan medical community and trainees in particular to interact in dedicated social media groups.

It is hoped that this activity would stimulate other educators to beat the disruption of the established training programs. Expectedly, our activities have relieved the stress and improved the morale of those who were forced out of their destroyed universities and hospitals.

Purpose
Microaggressions—subtle, often unintentional, discriminatory comments or actions—can significantly impact patient care and the educational environment. Recognizing and addressing these behaviors is crucial for fostering inclusive healthcare settings. This study explores Cinemeducation, a novel pedagogical approach that uses cinema to teach and engage, as a method to enhance medical students' understanding of and responsiveness to microaggressions.

Methods
Employing a mixed-methods design with 24 final-year medical students, this 12-week project measures the impact of film-based learning on students' ability to identify and manage microaggressions through pre- and post-intervention surveys, OSCE communication skills assessment, reflective diaries alongside focus group discussions. A series of carefully selected films that illustrate microaggressions within healthcare contexts were integrated into the final year medical curriculum, providing realistic and relatable scenarios for analysis. The films/clips chosen were to portray the following themes on microaggressions: Assuming Incompetence, Patronizing Language, Exclusion, Offering rights, Overt Inspiration, Accessibility as an Afterthought, Assuming Disability is Always Visible, Dismissive Comments, Overgeneralization,  Excessive Sympathy, Intrusive Questions and Ignoring or Speaking Over

Results
Initial findings suggest a heightened awareness among students regarding the nuances of microaggressions and their consequences in medical practice. Ongoing data collection aims to quantify changes in perception and behavior, assessing the long-term efficacy of cinemeducation in medical training.

Conclusion:
Early results indicate that cinemeducation is a promising strategy for educating medical students about microaggressions. This approach may significantly improve empathetic understanding and proactive behavior in future healthcare professionals, contributing to more respectful and inclusive patient care. Further analysis will determine the sustained impact of this educational intervention.

Purpose
The National Board of Medical Examiners manages a complex grant portfolio comprising proposals which can be utilized as a qualitative data source to better understand changing needs in the medical education assessment community – particularly those changes that have been impacted by emerging technologies. 

Methods
This abstract uses 2 years’ worth of data across three assessment-based grant programs run by NBME: The Stemmler Grant Program, Emerging Innovators Grant Program, and the Latin America Grants Program. A comparative, thematic analysis was conducted on 60 proposals submitted in the 2023-24 and 2024-25 grant cycles examining both ways that DEI were embedded in the proposals and the ways in which new technologies were going to be explored or utilized in the project. 

Results
Proposals with DEI as a primary focus fell along 4 primary themes related to bias: Training, Pipeline, Participation, and Assessment. Understanding the ways in which these themes interact with the found themes of how new technologies are viewed: as a solution, with suspicion, or as a threat. 

Conclusions
This abstract provides an international snapshot into the ways in which schools are grappling with the intersection of DEI efforts and emerging technologies. What are the challenges that schools have identified in this intersection? Where are possible avenues for success? This proposal will provide recommendations to institutions looking to explore these issues.

Purpose
Since the war erupted in Sudan April 2023, an escalating violence against women and young girls has been reported. In the Sustainable Development Response Organization-SuDRO, we have pursued a strategy of increasing health professionals (Doctors, Nurses, Midwives) and students' capacity in SRHR Matters to respond to cases in war setting through utilizing a mixed training tools both online and physical in 2 phased projects.

Methods
In the first phase the program targeted 40 health students who are also Volunteers in the SuDRO Comprehensive Reproductive health project were trained on community navigation tools in matters like “Menstrual hygiene, women support, and sexual violence”.

The second phase included competency training addressing: Gender based violence, Rape management, menstrual hygiene, and maternal health for 103 health professionals and students in humanitarian settings to increase their responsiveness to raised sexual violence cases in such setting.
The two phases covered 12 sessions addressing the unique challenges of SRHR matters in conflict settings; attendees were integrated in the SuDRO project to implement SRHR activities.

Results
142 Health professionals and students were involved in the competency training .Midwives and doctors are contributing to women's health in their clinics. The students led two projects addressing SRH matters in displacement camps and managing a system of needs for future capacity building activities.
 
Conclusion
Competency training in SRHR for health professionals and students in Sudan is crucial during the ongoing conflict, given the increasing need for women’s support. Establishing a robust follow-up system to continually assess needs and extend knowledge to the community is essential to ensure sustained impact, accessibility and responsiveness.

Purpose
The purpose of this project is to enhance resident education related to caring for patients with limited English proficiency (LEP) and/or disabilities which will contribute to improved health care equity and health outcomes for these patient populations. According to the CDC, people with physical, intellectual and developmental disabilities constitute up to 27% of the US adult population, yet recent studies show that medical education programs do not regularly provide sufficient education tailored to caring for people with disabilities. Similarly, recent data from the  U.S. Census Bureau's American Community Survey shows that 8% of the US population has limited English proficiency and studies show that language-discordant medical encounters frequently result in limited access to health information, decreased care satisfaction and poorer health outcomes.

Methods
In 2023, an interprofessional team embarked on a 5-year project to address the aforementioned gaps in medical education through enhancements to their internal medicine residency program. Through resident education, the project aims to improve health equity for patients served across 7 counties in northeast Pennsylvania, USA. A baseline practice assessment was conducted to identify specific gaps in the knowledge, skills, attitudes and behaviors of internal medicine residents and survey results informed the list of training topics. To address barriers to care, the organization is partnering with a local non-profit organization with a 70-year history of serving and advocating for patients with disabilities and an environmental scan was conducted to improve access to the clinical facilities. Resident training will be enhanced through online didactic and outpatient clinical training experiences as well as virtual collaborations on quality improvement projects designed to improve health equity and health outcomes for patients with disabilities and/or limited English proficiency.  

Results
Now in the second year, more than 100 internal medicine residents will benefit from the project. Several residents are leading quality improvement projects that address care disparities for patients with LEP or disabilities. The project is fueling organization-wide advancements as it enhances both the clinical environment by addressing physical barriers to care, and healthcare delivery-related tools, such as the development of an After Visit Summary in the patient’s preferred language. 

Conclusion
Best practices and strategies exemplified in this project can be applied globally to enhance the patient experience, reduce care-team burnout and improve healthcare equity and health outcomes for patients with disabilities and limited English proficiency. Key drivers of success include the organization’s mission and values, organizational support, online and local partnerships with experts in the field and enhancing resident education through a virtual and longitudinal approach.

Purpose
Medical education must include intentional critical engagement with the ways that racism has shaped, and continues to shape, medicine and health. At Ohio University Heritage College of Osteopathic Medicine, we—three Social Medicine and one Clinical faculty—identified a need for additional content delivered in a way that encouraged frank and respectful discussion.  

Methods
Institutional barriers led us to create a 7-week “seminar series” apart from the standard curriculum, called Racism in Medicine (RIM), which we have held virtually over Teams for two years and counting. With a total of 69 preclinical and clinical students participating so far, we collected data on their weekly expectations and impressions, and final evaluations over Qualtrics, to understand better students’ needs and satisfaction with the extracurricular activity. 

Results
We will share the structure of the seminar series, recent topics and resources, interdisciplinary guest speakers and their contributions, surprising and meaningful teaching moments, and representative student quotes from their online surveys.  

Conclusion
We hope that RIM can serve as a model for other medical educators seeking to fill gaps in DEI and antiracism in medical school curricula with a particular emphasis on critical engagement with the ways that racism shapes medicine and health. In this cultural and political climate, it’s incumbent on medical educators to find ways to create “safe” and “brave” spaces for medical students to engage critically with racism in medicine.

Purpose 
To report how social media helped in saving lives and enhancing medical education remotely during the ongoing war in Sudan where the UNESCO warned  of the world’s most severe crises to the education system and the WHO reported how the  healthcare in Sudan is hanging by a thread. Moreover, ONCA reported that 25.6 million Sudanese face acute hunger and 10.7 million are internally displaced.

Methods
We utilised social media groups named SudaRad which we have previously used for education and consultations during the COVID epidemic. This involved case of the day quiz discussions and daily free remote consultations on clinical emergencies which provided an excellent teaching opportunity. A course of live lectures on clinical radiology emphasizing simple radiographs and essential cross-sectional scans was conducted during June- July using web-based ECHO platform sponsored by SUDRO non-profit organisation. The course was endorsed as an integral part of the postgraduate medicine curriculum by Sudan Medical Specialisation Board. Attendees were asked to answer pre-course self- assessment questions which was repeated at the end of the course to assess the course impact. They were later given a questionnaire on whether the course was useful and if  they would  recommend to colleagues. A further question was about the preferred format 

Results 
Our social Groups members were displaced in 14 countries. Others were displaced internally. The life-threatening conditions sent for consultation were an excellent teaching opportunity for how to handle medical emergencies under severe conflict. We remotely diagnosed a variety of life threatening conditions including tension pneumothorax, pulmonary embolism, subdural haematomas, cerebral haemorrhage, brain infarcts, cerebral sinus thrombosis, hypoxic ischemic encephalopathy, tumours, respiratory distress and pneumonias. Tuberculosis was alarmingly frequent, and the radiologic findings were promptly escalated. 311 practitioners attended a bones and joints 3 hours course. The majority 205 of those 311 attendees were medical residents in training. The overall average entry score at the bone and joint disease was 10.2/ 20 which improved to 17.7/20 on the exit self-assessment questionnaire. The entry score for the chest course was 11.7/ 20 which improved to 16.5/ 20. The chest course was therefore repeated. Other short courses included stroke and acute abdominal conditions. Combat and battlefield radiology were not included in this course.

Conclusion
Social media was the most effective and available tool to maintain radiology education remotely during the ongoing war in Sudan. Social media were extremely helpful in saving lives by remote diagnosis of life-threatening conditions. Web based platforms were suitable for didactic lectures.

This study examines the impact of discussions on racial bias and racial equity on medical students' personal experiences, perceptions of race in healthcare, and approaches to patient care. The study design involved semi-structured interviews with first-year medical students who completed a reading assignment of Dorothy Roberts' "Fatal Invention" and participated in small-group discussions during orientation. These activities provided a platform for students to engage deeply with the material and reflect on their own biases, enhancing their educational experiences and informing their future approaches to patient care. Utilizing the Cultural Humility Framework, we explore how these educational activities fostered self-reflection, awareness of power imbalances, and institutional accountability, ultimately shaping students' readiness to provide equitable and inclusive patient care. Our findings underscore the importance of incorporating racial bias education into medical curricula to prepare future healthcare providers to recognize and address biases, thereby improving patient outcomes and fostering trust within minority communities.