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 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.
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.
