Purpose
In response to the current conflict in Sudan, which has devastated around 80% of the country's healthcare infrastructure, the Community Medical Response Team (CMRT) team launched the Emergency ECHO and mobile clinics program. The program aimed to ensure accessibility by offering healthcare workers ongoing medical education and logistical support during the conflict.

Methods
Virtual ECHO sessions covering emergency health topics were held using the Telegram platform. The purpose of these sessions was to give interprofessional healthcare workers the knowledge they would need for emergency and trauma care. To guarantee ongoing learning, offline resources and recorded sessions were made available. A mobile clinic was also set up to provide affected populations with direct access to healthcare services.

Results
Over the course of 550 days, 65 online sessions were delivered to 2,700 attendees. The mobile clinic provided medical consultations, treatments, and preventative care to over 25,000 individuals. Feedback from participants identified poor internet access, potential threats to one's safety, logistical challenges, and funding as the main obstacles to sustainability.

Conclusion
The double strategy of combining on-the-ground medical logistical support with online educational tool has improved access to medical education and services. The program's resilience and dedication allowed it to run multiple online sessions and provide healthcare services simultaneously in spite of major obstacles. In addition to providing emergency medical training, the Emergency ECHO Program has equipped medical professionals with the information and abilities they need to carry out their vital work even in the face of difficulty. In order to sustain and expand these efforts, emergency response policies should explore the utility of Project ECHO, funding for local healthcare workers, and improving internet connectivity.

Purpose
The study aimed to enhance the mentoring skills of medical teachers using the iLEARN (I will Listen, Encourage, Advise, Respect, and Nurture) module, a novel digital workspace-based faculty development program. The goal was to improve mentor-mentee relationships, leveraging the digital environment for interactive and flexible mentorship.

Methods
A prospective cohort study design was utilized, involving 30 faculty members from pre-clinical, para-clinical, and clinical groups at Panimalar Medical College Hospital and Research Institute, Chennai, India. The iLEARN module was implemented over 10 weeks within Microsoft Teams, incorporating synchronous and asynchronous learning. Pre- and post-program assessments were conducted to measure changes in mentoring skills, confidence, and mentee satisfaction. Quantitative data were analyzed using SPSS, with significance set at p < 0.05. Qualitative data guided by interpretative Descriptive (ID)analysis were gathered through focus group discussions and in-depth interviews, analyzed using thematic analysis.

Results
Significant improvements were observed in faculty mentoring skills post-intervention, with mean assessment scores increasing from 65.3 ± 8.7 to 82.6 ± 7.9 (p < 0.01). Faculty confidence in mentoring abilities also showed a substantial rise, with mean self-efficacy scores improving from 6.2 ± 1.4 to 8.1 ± 1.2 on a 10-point scale (p < 0.01). Mentees reported a 42% increase in overall satisfaction with the mentoring relationships. Qualitative analysis revealed enhanced communication, goal-setting, and feedback delivery as key themes contributing to the program's success.

Conclusion
The iLEARN module significantly improved the mentoring capabilities of medical faculty, demonstrating the effectiveness of digital workspaces like Microsoft Teams in facilitating faculty development. The study highlights the potential for such programs to foster a supportive and adaptive mentorship culture in medical education.

Purpose  
The preclinical and clinical years of a medical curriculum have different yet intertwined purposes. Faculty in the preclinical years teach foundational concepts of the human body, while faculty in the clinical curriculum focus on applying the students’ wealth of knowledge to clinical care. These diverse faculty have little time to coordinate teaching approaches and faculty development efforts.  

Methods  
Twenty-seven faculty across the preclinical and clinical curriculum participated in a 90-minute workshop to bridge the gap between foundational science teaching and clinical application. Each of the eight clerkship directors was paired with two foundational science course directors across fourteen courses in the preclinical curriculum for small group discussion. Prompts for discussion centered around their shared experiences with students’ common struggles with learning the material, specific content areas where the foundational science and clinical reasoning overlapped, and ways to make this connection more explicit. Small groups reported key concepts to the larger group on large Post-it notes, followed by a whole group discussion. A round-robin format was then used to explore best practices in teaching methods, including teaching in small and large groups, asynchronous/online teaching, and simulation. Additionally, participants reviewed AAMC clinician educator milestones and set professional goals. 

Results 
This extended workshop experience fostered cross-curricular integration and communication with faculty at different points in the medical curriculum.  Post-session survey results indicated that the session was well-received, with 6 out of 13 respondents finding it "very helpful," 6 finding it "somewhat helpful," and one finding it "neutral." Notably, no respondents found the session unhelpful. Qualitative comments noted that the networking time was helpful, and that they would like more time for small group interaction and specific examples from courses. 

Conclusion  
Clerkship directors do not regularly interact with the faculty in the preclinical curriculum, so this time of faculty development was especially valuable to opening conversations for future collaborations and sustained cross-curricular faculty involvement in medical student education. The positive survey feedback underscores the session’s value to participants’ professional development.

Purpose
Public speaking is an essential skill for medical professionals, affecting their ability to communicate effectively with patients, peers, and the broader medical community. This project evaluates the needs and perspectives of medical students and faculty regarding essential public speaking skills.

Methods
A cross-sectional study was conducted to evaluate public speaking perceptions within the Rutgers New Jersey Medical School medical education community. The needs assessment explored attitudes toward the importance, relevance, and practice of public speaking using Likert rating scales. It was distributed to 681 medical students and 575 faculty members. Response rate was 7.48%. 51 students and 43 faculty members participated. Surveys with 90% completion were included. Data were analyzed using an independent samples two-sided t-test in SPSS29.

Results
Both students and faculty felt motivated to improve their public speaking skills (student=3.76, Faculty=3.53) and rated the importance of public speaking highly (Student=4.39, faculty=4.53). However, faculty exhibited significantly more confidence (Student=2.66, Faculty=3.11, p<0.001), better self-perceived skills (Student=3.13, Faculty=3.76, p<0.001), and greater frequency of both in-person (Student=2.23, faculty=3.46, p<0.001) and virtual public speaking activities (Student=2.09, faculty=3.11, p<0.001).

Conclusion
While both faculty and medical students highly value public speaking, medical students’ lower confidence highlights a key opportunity for medical schools and residencies to provide public speaking training in both in-person and virtual formats. The greater involvement of faculty in virtual settings underscores the adaptation to remote communication platforms, which are becoming crucial in professional and educational contexts. Developing these skills can significantly benefit physicians in academic medicine, community advocacy, and digital media.

Purpose
Despite more than 30 years of evidence supporting the effectiveness of integrated behavioral health primary care delivery models, most physicians, physician assistants, nurse practitioners and other healthcare team members working in primary care settings have not been formally trained in integrated behavioral health models of care. The training program described in this presentation addresses this gap.

Methods
A longitudinal 5-year project was conducted between a medical school, a dental school and 7 Community Health Centers (CHC) partners located in 6 different states across the USA. The unifying feature of this program was a virtual community of practice network through which clinicians across the nation could learn together, share their concerns, best practices, struggles and successes. This presentation will provide a summary of the training strategies, program structure and outcomes of this 5-year virtual training program dedicated to improving integrated behavioral health skills in primary care healthcare teams.

Results
More than 50 physicians and other clinicians have successfully completed a one-year training program and are now poised to precept medical, dental and other health professions students in best practices of integrated behavioral health in primary care settings. While the training program was initially designed for physicians, in the first year of the project a interdisciplinary approach was adopted and by the end of the project more than 10 clinical/health professional disciplines participated. This diversity in clinical expertise fortified the training experience for all.  Sixteen quality improvement (QI) projects were completed and 4 additional projects have extended their work for an additional year to expand their reach in the community through even more ambitious QI project goals. 

Conclusion
The virtual community of practice network served as powerful forum to foster longitudinal learning in the areas in integrated behavioral health and quality improvement in community health centers located in medically underserved communities across the nation. The required local quality improvement project was an essential component to apply knowledge to achieve tangible outcomes during the year-long training program for clinicians. Interprofessional training begets interprofessional practice. The inclusion of multiple clinical disciplines enhanced the learning experience for all participants. 

This training program  is an exemplar of an innovative, practical model that can be adapted to train the current and future healthcare workforce to provide team-based, patient-centered integrated behavioral health in primary care settings worldwide. Furthermore, the development of future similar virtual networks is a promising strategy to improve healthcare workforce capacity in a clearly defined topic area.

Background
Medical school comes with many responsibilities and stressors. The stress from school and everyday life significantly affects medical students’ mental health; especially those that do not know how to handle stress in a healthy way. Previous studies have shown that implementing a mindfulness program has decreased student burnout and overall stress levels. In this study, we evaluated the effectiveness of our unique mindfulness-based training program for first year medical students, MeditateMD. The program is a 14-week program that teaches mindfulness techniques like meditation to better equip first year students with the tools they need to handle their new stressful environment.  

Methods
Pre-experimental design and quantitative research methods were used for the study. The students were recruited using a convenience sampling technique and 8 first year Mercer University School of Medicine students participated. All participants were given a pre-training Perceived Stress Scale (PSS) to determine their starting level of stress and confidence in handling it.  

Results
After the training the students received another PSS and an evaluation of the training. A Wilcoxon signed-rank test was performed and found that there was a statistically significant decrease in stress and the post-training evaluation results were overwhelmingly positive. Students overall thought the course was helpful and worth their time and energy.  

Conclusion
This study indicated that a mindfulness-based training program increases medical students’ ability to cope with stress. Comparison between the pre and post training stress levels were significant, and showed that the mindfulness techniques taught by the integrated program were helpful in reducing stress and increasing confidence in their ability to cope with stress

Purpose
Starting medical school is a major transition for students. They must adapt to a new environment and begin to think, act, and feel like a physician, a transformative process known as Professional Identity Formation (PIF). Since there is an association between PIF and clinical communication skills and moral reasoning, it is important to introduce students to it as early as possible in medical training, reinforced with coaching and nurtured by an inclusive learning environment.

Methods
In the summer of 2022, we incorporated the nine question Professional Identity Essay (PIE) with a peer coaching component into our seven-week summer prematriculation course (PMC). Our PMC was available to all incoming students accepted to our medical school and we had twenty-one students out of a class size of approximately 140. The average age for the PMC students was 26 and 33% were underrepresented in medicine (URiM), similar to previous cohorts. Our PMC is structured using team-based learning focused on biomedical sciences with weekly assessments, self-reflections, and peer coaching. We recruited ten fourth-year medical student volunteers to be peer coaches and provided them an introductory session on coaching. The average age for the coaches was 27 and 20% were URiM. PMC students completed the PIE and sent their responses directly to educational psychologists who provided written feedback within one week. The students then discussed their PIE feedback with their coaches. This structure was repeated in 2023 with a class size of twenty-three and 16 peer coaches.

Results
For 2022 and 2023 combined, the coaching and PIF/PIE components of the course received average student evaluations for level of satisfaction of 4.63/5 and 3.86/5, respectively (N=35; 79.5% response rate). 

Conclusion
We learned from the 2022 student feedback that students would have appreciated a peer coach whose pathway to medical school and personal identity aligned to their own, which we were able to incorporate in 2023 and saw improved coaching evaluations. Students commented that the PIE written feedback, especially the description of the PIF stage level, was initially difficult to interpret and became clearer only after the debrief session. Incorporating the PIE into the PMC still requires ongoing refinement to optimize student receptivity.

Purpose
The ‘second victim phenomenon’ refers to feelings of guilt or failure following an unanticipated outcome or error. This phenomenon is extremely prevalent in the medical field. Over 50% of healthcare professionals experience a second victim phenomenon at least once in their career.

Despite the extensive coverage of organ systems and diseases, there remains a significant gap in preparing medical students for the inevitable trauma they will face as physicians. Traumatic events can include life-altering accidents, difficult conversations during end-of-life care, and instances of abuse. Our study aims to elucidate the need for a program that teaches medical students healthy coping mechanisms.

Methods
A secure, anonymous survey was created using REDCap to be sent to medical students of all four years at Eastern Virginia Medical School (EVMS). This survey included basic descriptor questions and also asked students how prepared they felt to cope with traumatic events, whether their school currently has a curriculum in place to teach them healthy coping mechanisms, and whether they believe a formal curriculum should be implemented. This survey was open to students between July 12th-July 26th of 2024, and it could only be answered by a student once. Our survey received 68 responses (11.3% response rate).

Results
Most of the students who answered this survey were in their 1st year (39.7%) and third year (42.6%) during the 2023-2024 academic year. 32.4% of these students took one gap year before attending medical school, and 27.9% took over three gap years.

66.2% of students reported that their institution did not adequately prepare them for traumatic events. 95.6% of students said that they would be open to their medical school providing educational resources for healthy coping mechanisms, and 58.8% believe this should be a required program within the curriculum. 51.5% of students believe this course should be held during the pre-clerkship phase. Medical students in their third and fourth years, specifically, were asked to disclose if they experienced a traumatic event during their clinical rotations. 73.7% reported that they have, and only 60.7% of students felt prepared for it.

In addition, peer debriefing sessions, incorporation into clinical skills workshops, resiliency training, end-of-life care training, discussions on what to say during difficult conversations, sessions with trained psychologists, and reminders of available resources during rotations were included in the survey’s additional comments section.

Conclusion
This study brings awareness to the mental health challenges associated with a career in medicine. Coping mechanisms for traumatic incidences should be part of the formal instruction to promote the well-being of physicians. Thus, we are working with experts in the fields of education and mental health to design and implement a program within medical school curricula that will provide students with mental health resources.