Purpose
In recent years, the logistical challenges posed by the Covid-19 pandemic have prompted medical educators teaching gross anatomy to explore an expanded use of online instructional modalities. There is concern that this shift to online anatomy education in medical schools could affect long-term learning outcomes for future healthcare providers. In this systematic review, the educational effectiveness of online anatomy teaching is compared with traditional (“face-to-face”) teaching methods, specifically in terms of students' academic performance and satisfaction. 

Methods
A search of four databases identified and screened 162 studies. Subsequently, 31 studies were analyzed, including both (a) teaching outcome measures (test scores) and (b) student satisfaction ratings. Authors chose studies, extracted data, assessed quality and examined risk of bias. Nineteen studies compared students' academic performances between online and face-to-face teaching methods. Twenty-six studies measured students' levels of satisfaction in both teaching methods. 

Results
Both qualitative and quantitative analyses of the data revealed comparable academic performances with no statistical difference between the two teaching methods, but a higher level of satisfaction with face-to-face teaching. The findings confirm that students can learn from online teaching but are more satisfied with face-to-face teaching. 

Conclusion
The authors conclude that online teaching cannot replace traditional teaching and there is no preference for one type of modality over the other. Therefore, a multi-modal learning approach combining online with face-to-face educational modalities for medical students could be efficient and successful.

Purpose
Students enrolled in the Molecular Cell Biology course of the Master of Science Preclinical Sciences (MSPCS) program at Mercer University School of Medicine (MUSM) often struggle with new terminology, concepts and principles, especially students without prior cell biology coursework during undergraduate years. Our goal in designing crossword (CW) puzzles based on Master’s level Molecular Cell Biology learning material was to assist students remember specific terminology while relying on their understanding of the material as well as enjoy the learning activity in a group setting.

Methods
Design of puzzles: CW puzzles and their clues were created for 10 of the 25 lecture sessions for the Molecular Cell Biology course. At the bottom of the page of each crossword puzzle, student teams will be required to circle their opinion regarding the puzzle: easy, moderately difficult, difficult; confusing. Their responses will help revise and improve the CW puzzles for future years.
     
Two different sets of clues were prepared. Half the CW puzzles have “definition” style clues. A student could perform a web search of the definition for the answer. Other puzzles have “cryptic” clues. Students would have to understand the material at a deeper level to arrive at the answer. Internet search of the cryptic clue would not likely find the answer. For example, clues designed for the word ‘chaperone’ are ‘factor that assists correct folding of newly synthesized protein’ (definition style clue) and ‘Will they also help fold her clothes correctly? Madams Calnexin and Calreticulin will accompany Lady Newbiepeptide on her first trip to Paris’ (cryptic clue).  “Cryptic” clues were designed to help form memorable associations in students minds that would help them remember tough concepts and terminology. 

Implementation
CW puzzles and their clues will be posted on Canvas after corresponding lectures. Groups of 6-8 students will download the crosswords and solve them as a team. A hard copy of the completed CW puzzle will be submitted by each group to the instructor a week later for grading. 

Evaluation
Student opinion will be surveyed at the end of semester regarding effectiveness of the CW puzzles. Likert-type survey questions will gauge whether students consider the CW puzzles useful for remembering definitions, facts and terminology and whether students prefer the ‘definition’ type compared to ‘cryptic’ clues. Survey answers will be collated and analyzed. Further analysis will seek correlation of student grades to use of CW puzzles and grade correlations with “definition” or “cryptic” type clues.

Results
CW puzzles will be implemented for the Fall 2024 MSPCS class. Evaluation of results is expected by end of 2024.

Conclusions
We describe an ongoing study where we have designed CW puzzles with “definition” style and “cryptic” clues to assess whether this enjoyable group activity will assist MSPCS students to more easily master Molecular Cell Biology.

Background
Especially when there is not an academic medical center associated with a medical school, there can be large variations in what is taught to students. This can potentially lead to lower scores and higher failure rates. A series of weekly case-based learning sessions (CBL) was created for each of the core clerkships to try and moderate the difference in teaching and learning experience by students.

Purpose
The purpose of this study was to determine the impact (positive or negative) of instituting required weekly CBLs in Psychiatry on NBME Clinical Subject Examination equated percent correct scores (scores) and failure rates.

Methods
Data on students taking their core clerkships from 2019-to summer 2023 was compared to students taking their core clerkships from fall 2023 to summer 2024. The scores on the NBME Clinical Subject Examination in Psychiatry were compared. Furthermore, the percentage passing (score > 2 SD below the national mean) the examination on their first attempt were compared between the groups. The data was compared using a non-directional hypothesis. Continuous normal statistics were compared with an unpaired t-test while percentages were compared with a Chi-square test.

Results
Four hundred and thirty-one students were found to have taken their first attempt at a NBME Clinical Subject Examination in Psychiatry during the designated time period. Three hundred thirty four of the students did not have their core clerkships augmented with CBLs. The scores and failure rates were compared to the ninety-seven students who took the exam for the first time after the addition of required weekly CBLs. The mean scores rose from 75.1 (95% CI: 74.2, 76.1) to 79.2 (95%CI: 78.1, 80.3) (p-value <0.001). The failure rate dropped from 21.0% on their first attempt in there-group to 4.1% in the post-group (p-value <0.001).

Conclusions
The introduction of required weekly CBL sessions can have a statistically significant impact on increasing scores and decreasing failure rates.

Purpose
Developing effective communication skills in challenging patient interactions is essential for medical students. Simulation labs provide excellent training but lack universal accessibility and scalability. AI-based patient encounter simulations offer an innovative alternative, allowing students to practice in a risk-free environment with formative feedback. We present an integrated instructional module combining educational videos with an interactive AI simulation app to train medical students in managing difficult patient conversations.

Methods
The difficult conversations module includes a didactic component on best practices for delivering bad news using the SPIKES (setting up, perception, invitation, knowledge, emotions, strategy/summary) model, followed by interactive training with an AI app that simulates challenging patient conversations.

The didactic module is a free online video summarizing the SPIKES model that students can apply to simulated clinical encounters. The Difficult Conversations Patient Actor (DCPA) app is an openly available web-based app, developed in Python and powered by a large language model (LLM). DCPA hosts multiple cases, each of which simulates a distinct clinical scenario. Cases include diverse patient personalities based on the Big Five personality traits. The use of both LLM and a multidimensional prompt architecture enables the AI to not only accurately portray various scenarios, but also generate specific patient responses and emotional cues. After each interaction, a second AI agent within DCPA provides real-time formative feedback based on a rubric aligned with SPIKES model criteria.

DCPA cases were generated using a separate LLM-powered Case Creation (CC) app. To design the CC prompts, a pilot case was iterated within DCPA to simulate realistic conversation. Multiple cases were subsequently designed by CC using standardized prompts. CC requires limited input on desired clinical scenario and patient personality to generate a case that can be uploaded to DCPA, enabling educators at other institutions to quickly develop cases that can be tailored to the specific needs of their trainees.

Results
The AI patient actors accurately embodied assigned personalities and emotional responses in various clinical scenarios. In addition to appropriate verbal responses, the app conveyed body language and textual emotive cues, such as ""fidgets nervously"" or ""takes a deep breath, trying to calm down.” The app successfully assessed student performance using SPIKES criteria and provided constructive feedback. The DCPA app is openly available at https://patient-actor-dc.streamlit.app/.

Conclusion
This open-source educational module, integrating instructional videos with an AI simulation app, offers an innovative approach to practicing difficult conversations in medicine. The module will be incorporated into the curriculum at Dartmouth's Geisel School of Medicine, with validation through cohort testing to follow.

Purpose
Digital literacy is a crucial skill for medical professionals to deliver high-quality patient care, yet it remains underemphasized in medical curricula (1). Grounded in Connectivism suited to the digital education landscape, we showcase faculty-student publication practices and data analytics of eLearning Bites (eBites), a Free Open Access Medical Education (FOAMed) blog (2) (3). The purpose of this presentation is showcasing data-driven insights and the reach of a collaborative medical education blog to demonstrate the effectiveness of advancing digital medical education and student professional development. 

Methods
The eBites publishing team, consisting of a faculty member, business analyst, and three students, collaborates to create and share medical education content on a free Weebly site, tracked via Google Analytics. GoDaddy and MailerLite facilitate email campaigns. Following publication, subscribers receive the latest blog edition via email. Reader data are collected, including demographics, geographic reach, and engagement metrics. Notably, readers prefer personalized emails over public comments. Detailed insights into publishing procedures, data collection methods, and key findings will be presented.

Results
eBites blog launched in June 2020, providing health professions education content globally. Student teams lead metrics tracking and publishing operations. In the academic year 2023/24, eBites expanded its scope to support faculty professional development programs at a new medical education institution, with no significant decline in visitor engagement noted during the transition. Currently, metrics reveal a global reach, with > 14,700 readers engaging in > 15,900 sessions, and > 40,900 page views from 96 countries worldwide, including 9 of the most disadvantaged economies.

Conclusion
Digital literacy - the ability to critically navigate, evaluate, and create digital content, including social media - is an essential skill for medical students, yet it remains underemphasized in medical education. We showcase global data evaluation insights and publishing practices from the faculty-student published FOAMed blog eBites. Collaboration on academic blog publishing empowers students with competencies needed for successful medical practice and prepares them for modern healthcare demands.

Purpose
To develop and implement an engaging, stress-free Quiz Bowl event that maintains continuity in medical learning during summer breaks between the first and second years of medical school. This initiative aims to support better retention of first-year material, enhance integration of knowledge in second-year coursework, and improve preparation for exams like COMLEX Level 1 and USMLE Step 1.

Methods
Over four years, an online Quiz Bowl was developed using the ""Crowdpurr"" virtual gaming platform. The program evolved annually, increasing from 50 questions in the first year to 100 questions in the fourth year. The final version included 40 Microbiology, 10 Biochemistry, 10 Immunology, 10 Pharmacology, 10 Physiology vignette-style multiple-choice questions, and 20 fun trivia questions. Questions also consisted of educational graphics and clues.  First-year medical students participated in this two-week event during their summer break, accessing it via phones or computers. The Quiz Bowl encouraged collaborative participation and provided live commentary on results to enhance engagement.

Results
The Quiz Bowl demonstrated significant growth in student participation over four years. From the first to second year, participation increased by ~78% (45 to 86 students), followed by ~25% increase (86 to 114 students) from the second to third year, and another ~50% increase (114 to 160 students) from the third to fourth year. Analysis of quiz performance provided insights into students' strengths and weaknesses across different subjects, offering valuable individual feedback.

Conclusion
The Quiz Bowl proved effective in supporting continuous learning during summer breaks, potentially aiding students in maintaining and integrating first-year knowledge. This approach shows promise in enhancing student preparation for second-year courses and future exams. Additionally, it has potential to provide educators with data to identify and support students who may require additional academic resources. Future developments may include expanding subject coverage, formally assessing the program's impact on student performance, and exploring adaptations for use in other medical schools.

Purpose
Educational experiences that are active, contextual, integrated and student-owned leads to deeper learning. Some of the major challenges that educationists face are student to faculty ratio, short attention span, rote learning, and inadequate engagement in class sessions. To combat these challenges, Self-Directed Learning (SDL) is being adopted in most medical schools where students formulate objectives, identify resources, analyze and synthesize the problem through interactive discussions. With the advent of AI it is important for medical educators to look for novel innovative pedagogy abreast with technological advancements. To implement this method of SDL to current Gen Z students, we have leveraged AI technology (chatbot) in collaboration with the business school at Oakland University to aid medical students actively engage in developing Higher Order Thinking (HOT)and lifelong learning skills. The primary objective of this research project is to assess student perceptions and the impact resulting from the implementation of an in-house coded artificial intelligence (AI) chatbot within the Gastrointestinal (GI) course.

Methods
Multiple authentic case vignettes were developed by a team of experts teaching the GI system. Using dialogue flow from Google a bot was created using user routes (utterances), intents (training phrases, actions and other parameters). The chatbot acted as a dynamic virtual trainer in solving problems. An online Qualtrics survey using likert-style and open-ended questions was sent and responses were collected regarding their interaction with the system and student's perception and attitudes of using AI chatbots for solving the case. To protect participant privacy, survey responses were not directly linked to any identifying information of participants. T-tests and ANOVA tests were used to analyze quantitative data.

Results
The study is currently in progress. A pilot study has shown that student perception and attitudes of the chatbot system was very encouraging. Students found that navigating through the line app was easy. Most students found the questions and the prompts helped them to think to arrive at an answer. The integration of anatomy, biochemistry, pharmacology with clinical interpretations through a dialogue flow with each case helped in understanding the pathophysiological concepts and retention of knowledge. More data is being analyzed and more student recruitment would provide more insight into the statistical significance of the study.

Conclusion
In the era of digital technology and digital natives, this research provides insights about AI technology and can contribute to broader discussions on integration of AI within other academic disciplines, expanding the horizon of AI’s pedagogical potential. In conclusion, AI chatbots are likely to have a positive impact on student engagement, learning outcomes, and educational experiences to promote their life-long learning skills.

Purpose
In recent years, artificial intelligence (AI) systems in our everyday lives have grown exponentially, with one prominent example being ChatGPT. This machine learning model utilizes deep neural networks to understand and generate human-like texts based on user input. The purpose of this study is to evaluate the effectiveness and accuracy of ChatGPT in generating multiple-choice test questions for higher education, specifically in the field of immunology. This evaluation included comparing the performance of two medical students — one with prior immunology knowledge and one without — in using ChatGPT to create educational content.

Methods
Two medical students were tasked with generating 4-6 multiple-choice questions per learning objective (n=188-282) using ChatGPT. Both students used the same set of lecture materials and employed their own prompts to instruct ChatGPT. To mitigate the risk of generating false or deceptive information, the lecture materials were uploaded into ChatGPT as supplementary PDF files, and the AI was instructed to focus solely on the provided content. All generated questions were subsequently reviewed by an immunology faculty member for accuracy and quality, and to assess the validity of ChatGPT as a knowledge learning tool.

Results
The study found that the student with prior subject knowledge from previous enrollment in the Medical Health Sciences Masters Program was able to apply more effective prompts, resulting in more relevant and accurate questions. Additionally, the inclusion of lecture materials significantly improved the quality and accuracy of the questions generated by ChatGPT. This combination of improved prompts and supplementary lecture materials allowed ChatGPT to create high-quality, hallucination-free assessments.

Conclusion
ChatGPT, when supplemented with specific lecture materials and guided by effective user prompts, can serve as a valuable tool for generating accurate and relevant multiple-choice questions in higher education. This approach can enhance the learning experience of medical students by providing high-quality educational assessments and reducing the risk of AI-generated misinformation. ChatGPT has validity as a knowledge learning tool.

Purpose
3D printing is a novel technological aid that allows a more realistic view of the anatomical structures than the textbook images or 3D digital views from imaging scans or software would provide. Students often come across complex terminologies used by surgeons and clinicians during surgical rotation for common procedures such as laparoscopic hernia repair. Traditional inguinal anatomy taught to first year medical students does not represent the anatomy that is needed for understanding a common surgical procedure such as laparoscopic hernia repair. There is a gap in pre-clinical education and clinical knowledge required for students to smoothly transit into clinical education. Hence, we developed a 3D printed anatomy model simulating the complexity encountered during laparoscopic hernia mesh repair to augment anatomy knowledge for students to succeed in surgery clerkship.

Methods
Using Computer Aided Design (CAD) with appropriate colors and polymerase materials, a 3D printed model of inguinal canal was designed in collaboration with the biomedical engineering department at Oakland University. A pre-test was conducted after a lecture and cadaver lab on inguinal anatomy. Students were introduced to the self-directed 3D printed model with labels to familiarize the surgical anatomy of hernia repair. Subsequently, a post-test was conducted and survey responses were documented regarding understanding the anatomy using the inguinal canal model.

Results
The results are being processed for statistical analysis. However, our pilot study shows that students fared better in the post-test as compared to the pre-test. In addition, students expressed favorable perception toward the 3D printed model as a helpful learning resource. 

Conclusion
Anatomy educators should consider integration of 3D printed models to understand complex anatomy in conjunction with traditional anatomy education. This will alleviate the learning curve during the surgical rotation and effectively navigate through surgical residency.

Purpose 
It is widely acknowledged that active learning is growing as a preferred pedagogical method in medical education. To expand on the standard, “one-size-fits-all” preclinical medical education model, we are exploring more individualized, tailored learning experiences in our curriculum.  To assist in these efforts, we are using a longitudinal, two-phase, mixed-methods, embedded case study design to investigate how matriculating medical students' learning experiences (e.g., preferences and strategies), profile (e.g., personalities [beliefs, attitudes], and demographics), and knowledge base impact academic performance in our active learning, undergraduate medical education curriculum.  Ultimately, we intend to use our findings to guide curricular changes aimed at more individualized education and to guide faculty development programming in active learning and precision education. 

Methods 
Our study design carefully considers 1) student cohorts, 2) data collection efforts, and 3) mixed-methods collection and analytical approaches. This is a 4-year, mixed-methods, single-institution embedded case study where the main investigation (Phase 1) will collect data on student learning experiences and profiles using a Qualtrics survey of published, validated learning approaches and styles questionnaires along with a LASSI survey. These data combined with prior achievements will be used to build a predictive model of student achievement in our active learning medical school curriculum. Phase 2 will be a qualitative investigation via Qualtrics survey to explore students’ perceptions of the impact of matriculating factors on their performance in the active learning curriculum. 

Results 
We will have preliminary results from Year 1, Phase 1 ready to share during the Lightening Talk. Phase 1 quantitative surveys will encourage newly matriculated first-year students to individually self-reflect on their learning preferences, learning personalities, and background learning strategies. Phase 2 qualitative surveys will be retrospective, allowing students to critically think about their big-picture, curricular active learning performance, as it related to matriculating factors and medical school active learning experiences. 

Conclusion 
We will have preliminary conclusions from Year 1, Phase 1 to share during the Lightening Talk.

Purpose
Journal club exercises offer learners opportunities to practice crafting and delivering effective audiovisual presentations. However, providing students with meaningful feedback on the strengths and weaknesses of their efforts can require significant faculty time and effort. This innovative journal club exercise leverages the possibility that peer feedback can be effective in improving students’ presentation skills

Methods
Second-year medical students (n=160) were assigned randomly into forty groups of four students. Each group was assigned to read and present one of three journal articles from the epidemiology literature. They had 4 days to prepare an audiovisual presentation of the article in which each group member presented at least one of five slides covering: Background, Methods, Results, Discussions/Limitations, and Summary. A Zoom recording (of 15 minutes or less) was made by each group and uploaded to the Learning Management System so that others could access the recordings for review. Having received 10 minutes in-person instruction on the principles of providing narrative feedback that was Specific, Measurable, Attainable, Relevant, and Time-bound (SMART), each group had 50 minutes in class to watch the recording produced by another group and provide narrative feedback to them on the quality of the presentation. Feedback was collected using a Qualtrics survey form and returned to the other group by email. To increase the likelihood that the feedback would be meaningful, all groups were assigned to review the presentation of another group that had read and presented the same journal article. 

Results
Several elements of this initiative were likely critical to its success. First, posting the recorded presentations to the course website uncoupled the timing of the feedback from the timing of the presentation, thereby eliminating any need to co-schedule presenters and reviewers in the same place and time. Second, providing students with a brief orientation to SMART feedback encouraged reviewers to provide feedback that recipients recognized as high-quality. Third assigning students to review a presentation of the same journal article enabled “spaced repetition” of the content of the article, and likely increased the specificity of the comments on the reviews. Fourth, scheduling in-class time for groups to collaboratively craft the SMART feedback made all group members accountable to each other for ensuring that feedback was high quality.

Conclusion
In summary, this journal club exercise successfully enabled a class with a low ratio of instructors/students to practice key analytical and communication skills because it was structured around collaboration, recordings of presentations, certainty that reviewers and presenters had read the same article, a brief orientation to the qualities of SMART feedback and accountability within groups for providing high quality feedback to peers.

Purpose
Near-peer teaching has been shown to be an invaluable educational practice in undergraduate medical education programs. Supported by the cognitive congruency theory, near-peer teachers possess a deeper grasp of the scope of knowledge compared to their junior student counterparts. This enables them to effectively address problems at an appropriate level of understanding. The purpose of this presentation is to report on the initial outcomes, impact, and effectiveness of our innovative active near-peer Biochemistry education approach, as implemented in a newly established international medical school.

Methods
Biochemistry remains a notoriously difficult subject for many medical students. Western Atlantic University School of Medicine (WAUSM), has established the Peer-Learning Partner program (PLP) offering student-led educational support in key foundational sciences, providing a collaborative learning environment and academic support for near-peers in the pre-clinical medical program. Near-peer Biochemistry review sessions were conducted, encompassing comprehensive content review and practice with clinically oriented vignette-style questions. To tailor the sessions to their specific needs, students were surveyed to identify areas of weakness through WhatsApp. These reviews were learner-driven and aimed to integrate material from various faculty-led sessions with the goal of a cohesive perspective on Biochemistry education rather than fragmented insights from individual lectures. 

Results
Multiple anecdotal student reports indicated that the near-peer learning sessions significantly improved pre-test-taking confidence and summative examination scores. There was a heightened willingness to seek clarification by posing questions, a behavior less commonly observed in traditional faculty-led lectures. However, notably, integration of Biochemistry content was deemed the most appreciated aspect of the PLP sessions; students reported a newfound ability to construct Biochemistry material into one cohesive image. At the same time, summative exam outcomes also improved in the PLP student teacher. 

Conclusion
We demonstrate the effectiveness of the WAUSM PLP in transforming biochemistry education through a learner-driven, integrated methodology that seamlessly combines near-peer teaching with faculty-led content, aligning with WAUSM's integrated curriculum. Students appreciated the reduced pressure during these sessions and noted the enhanced coherence of the material presented. Enthusiastically, students have expressed interest in additional near-peer Biochemistry learning opportunities for their upcoming courses. Overall, near-peer learning is an invaluable educational practice for undergraduate medical education worldwide. The enthusiastic engagement of the WAUSM PLP program students with student teacher-led sessions underscores their remarkable value, particularly in the context of a new international medical school.

Purpose
Finding creative ways for learners to engage with educational medical content and curriculum is pivotal in making the learning process more enjoyable and efficient. In June 2023, the New York Times launched a word puzzle game, Connections, that challenged players to group 16 words into sets of 4 based on a well-known shared theme or relationship. Since its launch, the game was played 2.3 billion times in 2023 alone. The widespread engagement of this game has inspired us to create MedConnect, a twist on the original game, that focuses solely on connections and themes within medicine. The aim is for our game to captivate the medical community at any level of training (medical students, residents, and attending physicians) by offering a unique presentation of medical content and enable more consistent review of medical material.

Methods
Medical textbooks, such as Robbins and Cotran’s Pathologic Basis of Diseases and First Aid, were parsed to generate medical connections in groupings of 4 that were defined under a shared theme. Shared themes fall within fields including cardiology, dermatology, endocrinology, gastroenterology, hematology, infectious diseases, musculoskeletal, nephrology, neurology, pharmacology, pulmonology, and rheumatology. We created 16-word puzzles from 4 groups of 4 connections from the same theme. In cases where one item may fit into more than one category, we ensured there could only be one solution to the puzzle where only 4 words can fit into their respective category, fulfilling 4 total categories.

Results
Over 100 connection puzzles representing over 400 unique groupings were developed and are ready to be tested. An example puzzle: 16-words [Calcium, Proteinuria, Electrolytes, Hematuria, Hypoalbuminemia, Edema, Overload, Cystine, RBC casts, Hyperlipidemia, Hypertension, Acidosis, Oliguria, Intoxication, Struvite, Uric] would be solved into the following Connections: [Renal calculi - Struvite, Cystine, Uric, Calcium], [Nephrotic syndrome - Proteinuria, Hypoalbuminemia, Edema, Hyperlipidemia] ; [Nephritic syndrome - Hematuria, Hypertension, Oliguria, RBC casts]; [Hemodialysis indications (AEIOU) - Acidosis, Electrolytes, Intoxication, Overload].

Conclusion
Future work includes developing the user interface through which learners can interact with the connections game. The first version of the app will be launched to first and second-year medical students at Carle Illinois College of Medicine, as well as attending physicians across various specialties at Carle Foundation Hospital. Analytics will be collected to understand game trends, such as the level of training compared to the time taken to complete the puzzle. Surveys will be conducted to determine the accuracy, engagement, and retention of medical knowledge. The goal is to refine and expand MedConnect based on user feedback, ultimately integrating it into medical education as a high-value, interactive educational tool building off the successful NYT Connections.

Purpose
Medical, dental and allied healthcare students typically experience challenges with learning and mastering complicated concepts in clinical or biomedical subjects. Mind Maps (MM) are becoming established as an effective pedagogical tool using graphics and words to effectively learn and master interconnected concepts involving multiple ordinal branches. The advent of digital learning platforms has provided opportunities to improve upon static mind maps. This abstract describes our conceptualization and development of PharmacoMaps, an interactive MM-based eBook resource for mastering pharmacology topics for students. 

Methods
Within the Yong Loo Lin School of Medicine, faculty at the department of Pharmacology teach both fundamental as well as systems-based and applied pharmacology to medical, dental, nursing, pharmacy and life science students. Several faculty have begun producing MM to accompany their lecture notes and have received positive feedback from students. Here, we build upon these MM by providing step-by-step instructions on using advanced linking features of software such as Adobe Acrobat to create PharmacoMaps, an interactive eBook-based resource which links specific MM nodes back to lecture notes, or for more in-depth learning by linking onto explanatory videos, figures, tables and quizzes.

Results
In the pilot phase, we have produced interactive eBooks based on three separate topics to be implemented in various clinical cohorts in AY2024. The step-by-step instructions were easily followed even by non technology-savvy faculty. The successful implementation of the pilot phase provides impetus to promote the creation of MM-based interactive eBooks to other pharmacological topics as well as related biomedical disciplines. 

Conclusion
The widespread use of digital tools in medical education has enabled the transformation of static, paper-based learning tools into interactive, multimedia, digital resources. The creation of MM-based interactive eBooks provides additional learning tools which cater to a range of learning styles.

Purpose:
This project aims to revolutionize medical student education, fostering deeper comprehension and engagement in renal physiology and Type I Renal Tubular Acidosis (RTA), through the use of an interactive educational platform.

Methods
Gamification involves employing a video game-style learning approach to augment education beyond the scope of traditional education resources. The primary objective of this research is to develop and implement a gamified educational platform to effectively teach renal physiology, specifically focusing on Type I Renal Tubular Acidosis (RTA), to promote active engagement and knowledge retention among students. By integrating gamification principles, we aim to enhance comprehension and application of complex renal concepts, with a focus on making medical education more interactive and immersive. The gamified education platform begins with an introduction to renal physiology and the types of renal tubular acidosis through the use of gamified quizzes. Afterward, students can engage in a simulated clinical case that takes place in a hospital setting. The game is interactive, where students can review history, conduct exams, and interpret diagnostic tests relevant to type I RTA, mirroring real-world clinical scenarios. 

Evaluation Plan
The evaluation of the gamified educational platform includes pre-intervention and post-intervention knowledge assessments integrated into the game system. These assessments will enable our study to gauge student progress in comprehending renal physiology and Type I RTA following engagement with the interactive platform. Additionally, a pre-intervention and post-intervention survey will be employed to assess student engagement, critical thinking, and motivation when learning through traditional methods versus a gamified platform. We are currently in the initial stages of data collection for our study. 

Conclusion
We expect our gamified education platform to boost engagement, critical thinking skills, motivation, and comprehension in medical students, beyond traditional medical education methods, by leveraging the amusement offered in gamified settings. If our hypothesis is supported in this study, we will use our results to create a more technologically advanced gamified platform with better graphics and interaction capabilities, that will be published for free public access.

Purpose
Feedback is a vital component of education, often solicited through course evaluations and peer assessments. However, a significant gap exists between expecting students to provide feedback and adequately preparing them to do so effectively. This often results in unhelpful or potentially detrimental feedback.

We address this challenge by integrating the Situation-Behavior-Impact (SBI) feedback framework into our curriculum. The SBI model offers a structured, concise, and actionable method for delivering constructive feedback.
By teaching this framework, we aim to improve the quality and effectiveness of student-generated feedback across various educational settings. This proposal addresses a critical yet often overlooked aspect of education, promising to contribute to more meaningful evaluations, improved peer interactions, and a more robust learning experience.

Methods
In Fall 2023, we piloted a one-hour module in our Community Service Learning & Leadership course to teach effective feedback principles and the SBI framework. The module structure:
Pre-assessment: Students completed a brief poll measuring initial confidence in identifying effective feedback qualities and using the SBI framework.
Workshop: One-hour instructional session on effective feedback principles and the SBI framework.

Post-Assessment
Students retook the initial poll to measure changes in confidence levels. This approach allowed us to assess the immediate impact on students' understanding and confidence in providing effective feedback using the SBI framework.

Results
Our pilot study showed significant improvements in students' confidence and abilities:
Identifying effective feedback qualities:
 - Pre-module confidence: 69%
 - Post-module confidence: 86%
Overall confidence in providing effective feedback:
 - 89% of participants (121/136 students) reported increased confidence
 - These students ""Agreed"" or ""Strongly Agreed"" they felt more confident post-module
Confidence in applying the SBI framework:
 - 85% of students reported feeling confident in applying the SBI framework post-module
These results suggest the one-hour module effectively enhanced students' understanding of feedback principles and ability to apply the SBI framework.

Conclusion
The one-hour SBI Feedback module has demonstrated potential in equipping students with essential skills for effective feedback delivery. Our preliminary results show a marked increase in student confidence across multiple feedback-related competencies.

To validate and expand upon these initial findings, we plan to conduct a more rigorous study in Fall 2024. This follow-up research will employ a formal methodology to corroborate our initial observations and potentially uncover additional insights into the module's efficacy. 

This approach promises to address a critical gap in higher education, potentially leading to more meaningful evaluations, improved peer interactions, and a more effective learning environment overall.

Purpose
Pharmacology at Kentucky College of Optometry (KYCO) is taught in the 2nd year over 2 semesters (total 8 blocks/year). Students are assigned pharmacology practice questions in the form of PDF files (one with questions and one with answers) that are uploaded on Canvas©, the Learning Management System (LMS). We have received student feedback in the past that this might not be the best way to assign practice questions. 

Methods
So, to change this process, students (class of 59 students) were assigned practice questions the same way through a PDF file in the Fall semester, while in the Spring semester, questions were administered via Canvas©-based digital practice quizzes. Quiz statistics were obtained from Canvas, and a SurveyMonkey feedback survey was sent out at the end of the year to get student input. 

Results 
A total of 4 Canvas quizzes were made and assigned with 8, 12, 2, and 5 questions (A mix of matching and multiple-choice questions). Although there is no way to find how many students attempted the pdf-based quizzes, for the Canvas©-based quizzes, 84.7%, 72.9%, 76.3%, and 76.3% students attempted each of the 4 quizzes. A total of 69.5% of the class returned back the feedback survey. For questions in the survey related to impact, interest, help with concepts, ease of use, and help with block exams, the students overwhelmingly found the Canvas-based quizzes much more beneficial (statistically significant data, p< 0.0001). 

Conclusion 
Results show the effectiveness of this intervention and the advantage of making full use of an LMS.

Purpose 
Medical students are increasingly using external, commercial resources as primary or supplemental tools for their medical education. There is a need to better understand the appropriate place for external resources within medical education and for faculty members to integrate such resources into the existing medical curricula to diversify learning modalities for students. Therefore, the current project examined factors contributing to the increase in use of external resources and combined student and faculty perspectives to generate collaborative recommendations for the future use of external resources in medical education. 

Methods 
A review of the literature was conducted with a focus on the synthesis of data, factors, and viewpoints about external resources in medical education. Inclusion criteria included published, peer-reviewed articles in English with a sample including pre-clerkship medical students as well as AAMC data reports. Our multidisciplinary team included a medical student and two biomedical science educators ensuring comprehensive coverage and diverse perspectives in our analysis. 

Results 
Medical students supplement their pre-clerkship curriculum with external resources, driven by the desire to perform well on national board exams, their generation’s affinity for technology and online learning, and the rise of pass/fail grading systems within medical schools. Although the COVID-19 pandemic did not initiate the trend for online learning, it likely augmented it. Faculty highlight the importance of learner presence and concerns about the decline in student reading but acknowledge opportunities to integrate external resources into their teaching modalities to develop medical students as self-regulated adult learners. 

Conclusion 
Integrating external resources into pre-clerkship medical education offers significant advantages for both faculty and students. Embracing this hybrid approach not only meets contemporary learning preferences but also equips future physicians with the adaptable skills needed in today’s dynamic healthcare landscape.