Race-based medicine occurs when health care providers use a person's race as an element to define their health. Current examples include the use of the race-based vaginal birth after cesarean (VBAC) calculator. Racism in obstetrics and gynecology is deeply rooted in present-day practice. The race-conscious approach seeks to reform race-based medicine across clinical practice, education, leadership, & research.
The mask expression project was designed to be a creative and artistic means to encourage professional identity formation in first-year medical students. Students worked in groups to reflect on their implicit biases and adopt growth mindsets to overcome those biases, resulting in a deeper understanding of professional identity.
Have you encountered professionalism challenges with your learners? The discussion aims to explore the definition and responsibilities of both educators and learners, along with organizational strategies for managing expectations. We will share approaches for enhancing professionalism while addressing learners not meeting expectations.
This roundtable will delve into assessment practices within Longitudinal Integrated Clerkships (LICs), focusing on the integration of continuous assessment to enhance deeper learning and competency acquisition. Discussions will explore strategies, challenges, and the impact of assessment practices on student development.
Within medical programs, departmental reviews commonly document an academic department’s activities, establish goals and priorities, provide an accounting of achievements, and offer a framework for strategic planning. This roundtable discussion shares approaches to conducting a focused, internal departmental self-study and offers guidance to medical educators called to lead such efforts.
Logic models have long been used to graphically display the design, planning, monitoring, and evaluation of educational programs in a format clearly understood by all stakeholders. In this session participants will learn how to use logic models to plan, monitor, and evaluate UME curriculum including accreditation compliance.
This session explores the use of a quality improvement framework for curriculum mapping. Participants will learn to apply the five DMAIC phases (define, measure, analyze, improve, control) to identify and address gaps, redundancies, and misalignments across the curriculum and build a sustainment plan to ensure quality continues over time.
A longitudinal curriculum—the Medical Education, Teaching, and Scholarship (METAS) Distinction—was created to prepare medical students as medical educators. We present the structure, activities, student participants, types of medical education research projects, and assessment rubrics of the four-year METAS Distinction.
This study aims to establish the link between critical life experiences, burnout, and resilience in medical students. Positive childhood experiences were correlated with resilience, even in the presence of adverse childhood experiences, emphasizing the need for improved educational focus on this topic.
To enhance medical student education at a student-run free clinic, virtual Grand Rounds presentations were implemented. This study seeks to evaluate their efficacy through survey data. Preliminary data supports the utility of Grand Rounds at increasing student understanding of topics in medicine and their implementation in future patient encounters.
Prior healthcare experience (PHE) is a metric evaluated by medical school and physician assistant admission committees. This study evaluates effect size of PHE on academic and clinical performance. We also compare effect size of PHE for traditional and underrepresented students in both populations.
The recent removal of numerical scoring on USMLE Step 1/COMLEX Level 1 has disrupted the transition to residency in every aspect. Participants in this session will discuss challenges arising from this change. They will also review recent consensus recommendations from the NEXT STEP1 Project and develop solutions for common issues.
The AAR is a powerful tool for collecting and sharing feedback. We will introduce the AAR, provide examples of how we use it, and conduct one together to get a sense for “how it's done.” At the end, you’ll be ready to conduct your own AAR at your medical school.
Many medical institutions have implemented learning communities (LCs), but they vary in size, scope, and mission. This interactive panel will address the benefits, effects, and lessons from long-standing LCs at a diverse medical school. Participants will be encouraged to discuss strategies for developing and refining LC structures at their institutions.
Addressing the challenge of teaching clinical uncertainty, this session analyzes case-based learning's (CBL) effectiveness and explores alternative pedagogies. Through collaborative problem-solving, participants will refine strategies using real vignettes, aiming to better prepare medical students for uncertainty in clinical practice.
In this session, we'll explore cancel culture's impact on medical learners' mental health, critical discourse engagement, and overall education. Strategies for fostering a supportive environment amid cancellation fears will be discussed, aiming to promote resilience, vulnerability, and growth among educators and learners alike.
By sharing past projects and unleashing creativity through small group activities, participants will expand their repertoire of AI tools that can assist with the daily tasks of educators of health professionals.
Adaptability is essential in medical education and practice. Medical improv enhances adaptability, connection, and communication skills. After an introduction to medical improv, participants will engage in themed improv games and exercises to build these skills together, enabling them to navigate and thrive in the evolving health education landscape.
This session explores the intersection of emotional intelligence (EI) and coping strategies. Participants will delve into the EQ-I model developed by Multi-Health Systems (MHS) to recognize the power of emotional intelligence and work in groups to investigate coping skills to navigate the challenges of academic medicine effectively.
The formation of a clinician educator identity (CEID) influences the wellness of clinician educators, the quality of education, and the competence of care providers. However, little is known about the factors that influence CEID formation. This collective case study explored the factors that influence nine physicians’ commitment to be educators.
This study investigates the career progression and professional identity of medical education faculty developers, addressing gaps in literature that focus on development programs rather than individuals. Using mixed methods, including focus groups and surveys, preliminary findings highlight varied career paths, the need for supportive leadership, and issues like imposter syndrome and undervaluation.
We investigated, implemented, and evaluated a formal forward feeding process across three campuses. Some lessons learned include the need to involve faculty in a defined process as well as ongoing faculty development. Finally, feed forwarding should be regarded as a part of the formative feedback system.
As part of a required longitudinal service-learning course for medical students, we aimed to develop and validate a 360-assessment tool for formative feedback from key stakeholders: community leaders, peers, self. This tool can be effective in assessing competencies such as communication, teamwork, cultural humility, and professionalism in a community setting.
Medical schools are shifting towards a Competency Based Medical Education (CBME) curriculum. This is an outcomes-focused approach. Technology is a key partner for CBME implementation. Participants will learn about CBME basics, participate in a practical demonstration of CBME and will learn about successful implementation strategies at three different medical schools.
Narrative medicine is an educational approach that invites learners to deeply reflect on their lives as physicians. It uses art, literature, and media to help learners explore and assist in developing their professional identities while also equipping them with the necessary tools to support the growth of their emotional intelligence. Through this Skills Acquisition Session, educators will experience a facilitated narrative medicine session which can serve as a blueprint for modelling similar cu
This study analyzes predictors of three-digit Step 2 Content Knowledge (CK) scores including three-digit Step 1 scores, Step 1 pass fail decision, NMBE shelf exams, and demographics among 564 medical students. Findings highlight key predictors guiding curriculum design and student support strategies for enhanced medical education outcomes.
This study aims to inform institutional interventions based on student resource use following the Step 1 format change, with focus on resource utilization, study strategies, and statistical differences between groups. Understanding effective resource use can guide institutional advice and support.
Our research question asks: what are the common features, challenges, and benefits of medical education departments at US allopathic medical schools? We compared the structures of four DOMEs. The departments present key similarities and differences, highlighting the need for departments to be designed to fit their home institution’s need.
This presentation delves into a data-driven course evaluation model for medical education. Through collaboration, assessments, dashboards, and external reviewers, we gather valuable insights for curriculum improvement.
Chronic stress and lifestyle challenges experienced by medical learners and the healthcare workforce is concerning. Equipping trainees with knowledge, skills and techniques supporting health promotion to increase well-being is crucial. In this panel discussion, participants will learn and experience techniques used at our institution to create a culture of well-being.
Though many institutions have Medical Student or Resident-as-Teacher programs or faculty development opportunities, explicit strategies for supporting professional identity formation (PIF) of a medical educator are lacking. This session will explore instructional methods and institutional strategies to support the PIF of medical educators across the continuum from student to faculty.
Medical students are increasingly relying on third-party resources to prepare for Step 1, leading to decreased engagement with faculty-authored resources. This presentation introduces an AI-based Step 1 Content Evaluator tool that aligns formal curriculum materials with Step 1 content to improve relevance and student engagement.
Changing a healthcare training curriculum presents multiple challenges: educational, organizational, financial, and operational. This Ignite Session presents an ongoing case study of how one medical school has operationalized theories of education into sound practices and reasonable policies but has modified initial plans to address challenges.
Medical trainees frequently report feeling ill-equipped to provide sexual healthcare. This coupled with an unprecedented push to deprioritize sexual education in many Southern states has prompted medical learners to look for ways to supplement their education. In response to this gap, our LGBTQIA+ student interest group created a voluntary virtual training.
This study aims to ignite discussion on evidence-based training in trauma-informed physical examination skills for medical students. Assessing attitudes and competencies, the aim is to identify educational gaps to advocate for enhanced training, as compassionate and trauma-informed care for survivors of sexual trauma is paramount in providing competent care.
Shrink the Stigma is a yearly event for physician faculty members to discuss their lived experience with mental health difficulties and treatment. Increasing numbers of Gen Z students may improve student and faculty engagement with the event given their greater openness around seeking treatment and discussing mental health difficulties.
The session will explore evidence-based strategies for educating high school, medical, and law students about social justice and health equity. We will appraise current literature related to the evolution of interprofessional pathway programs and medical-legal partnerships. Existing programs and partnerships in the USA that emphasize health equity education through interprofessional collaboration will be summarized.
This session underscores the role of professionalism in medicine, addressing its expectations for educators. It discusses teaching professionalism and the need for ongoing faculty development. It explores the application of Clinician Educator Milestones for assessing and enhancing professionalism and facilitating self-assessment and growth.
