2019 Meeting Posters – Other

Poster Award Nominee
Jessica Sohn, Bonnie Brenseke, Howard Reisner, Terence Mitchell, and Bruce Newton
Campbell University School of Osteopathic Medicine

PURPOSE: The Collaborative Anatomy-Pathology (CAP) Project provides medical students a deeper understanding of anatomy, histology, pathology, and clinical medicine via linking disease seen at gross and microscopic levels with clinical implications of the disease.

METHODS: First year medical students document lesions found during gross anatomy dissection. Samples are collected and undergo routine histologic processing. The resulting glass slides are scanned to permit virtual microscopy. After extensive literature review, participating students construct scientific posters, under faculty guidance, for presentation at research symposia. Examples of poster topics have included hypertensive nephropathy, teratoma, prostatic adenocarcinoma, and porcelain gallbladder. After presenting, students complete a 10-question Likert survey to assess the impact of the project on their medical education.

RESULTS: The CAP Project has been conducted for the past five years. Twenty-eight students participated in the first year and 49, 77, 63, and 98 participated in subsequent years (315 in total). The majority of surveyed participants agreed or strongly agreed the program increased their interest in anatomy (96%), pathology (86%), and research (78%). The participants also noted an increased ability to perform literature searches (76%) and compose a poster suitable for presentation at a scientific session (94%).

CONCLUSIONS: Integration of the basic and clinical sciences is one of the primary goals of modern medical education. Outcomes showed students were more observant during their dissections as they looked for pathological processes; and they learned how to compose and present a scientific poster as well as how to use medical informatics to research various disease states. The CAP Project demonstrates that anatomic dissection can be part of an innovative and integrative teaching strategy in medical education. The low cost (~$8/H&E slide), ease of preparation, and reliance on available material make this an attractive option for many professional programs. Examples will be shown.

701 – Evaluating students’ experience in conceptually coherent basic science and clinical learning
Lee Cheng Jie Irene and Lai Siang Hui
Duke-NUS Medical School Singapore and Duke-NUS Medical School, SingHealth

PURPOSE: Making learning meaningful and relevant for medical students in preclinical education is critical in providing necessary foundation for the acquisition of clinical knowledge. The minimal contextual learning of basic science knowledge was perceived as a common issue related to preclinical education.  Leveraging on “conceptual coherence” framework which emphasizes the importance in creating relevant mental representation of clinical and basic science information, we underwent purposeful reorganization in one of the preclinical courses (Molecules, Cells and Tissues) to better integrate basic science content with clinical learning. Application questions in Team-Based Learning format were rewritten to accurately reflect the underpinnings of basic science content, particularly its molecular and cellular pathways. The facilitated-discussion that followed in Team-Based Learning revisited the key learning points in a clinically-orientated manner. We aimed to determine if the reorganization of the content and application questions grounded with “conceptual coherence” framework facilitates better learning experience.

METHODS: To describe students’ learning experience with the changes implemented, we used thematic analysis on the qualitative feedback received in the course evaluations from current and previous cohorts. Course rating on specific domain such as the perceived clinical relevance of the course was also collected based on Likert scale that ranged from 1 (Strongly disagree) to  5 (Strongly agree). The rating was compared against the previous cohort.

RESULTS: The thematic analysis of the qualitative feedback identified the lack of clinical correlation as the major theme that surfaced in the previous cohort. Importantly, such perception was not identified in the current cohort. Consistent with the well-perceived clinical relevance of the restructured course, rating on the clinical relevance also increased from an average of 3.91 (SD 0.67) to 4.12 (SD 0.57).

CONCLUSIONS: Corroborating with the framework of conceptual coherence, providing explicit connection between basic science learning and clinical context also improved students’ learning experience in basic science content.

Katrina Gerbrand, Godwin Y. Dogbey, and Bruce W. Newton
Campbell University School of Osteopathic Medicine

PURPOSE Physician empathy is essential for building patient trust. Changes in medical student empathy have been studied; but this study evaluates how student empathy may be associated with stability of specialty choice throughout medical school. In other words, if the empathy of a student changes, do they also select a residency which correlates with their empathy scores? Core specialties have higher empathy scores than non-core specialties.

METHODS Data was obtained from The Balanced Emotional Empathy Scale (BEES; measuring affective empathy) and Jefferson Scale of Empathy (JSE; measuring cognitive empathy). Surveys were given at the beginning of each academic year (M1-M4) and at the end of year 4 to the graduating classes of 2017 and 2018. Student gender and specialty preference was also gathered. 229 students filled out the surveys; 114 men and 115 women.

RESULTS M1 BEES scores were not significantly associated with core (Family and Internal Medicine, OB/GYN, Pediatrics and Psychology) or non-core specialty choice (e.g., Radiology, Surgery, Emergency Medicine; p=0.943). Students who selected their specialty during their M1 year, and did a residency in that specialty, had a significantly higher M2 BEES score than those selecting their specialty in their M3 year (p=0.037). M1, M3, and M4 BEES scores were not significantly associated with the year students chose their eventual residency. There were no significant associations between any JSE score with the year students picked their specialties.

CONCLUSIONS Finding an association between empathy and specialty stability could aid admission committees and students in determining which specialty a medical student would most likely choose, regardless of their initial interest in a certain specialty. However, the data shows specialty stability was not associated with affective or cognitive empathy scores; e.g., students with higher empathy scores who switched from a core to a non-core specialty, did not have a commensurate drop in empathy scores.

Elizabeth K McClain
William Carey College of Osteopathic Medicine

PURPOSE: Identify, develop and assess first steps of an Ethics IPE project using a logic model and backward design to meet multiple program accreditation standards.

METHODS This longitudinal IPE Ethics curriculum project utilized a logic model approach (inputs, activities and outputs) for IPE program development. Activities included assessment of IPE needs/barriers across programs 1) Accreditation requirements 2) Training/Faculty Development 3) Academic schedules across multiple programs 4)  Common Curriculum and activities. Three levels of Outputs were 1) short term outcomes, 2) intermediate outcomes and 3) long term outcomes. Backward design principles (results, evidence and instruction/learning experiences) guided the IPE curriculum development.

RESULTS Inputs: included institutional support and engagement (5 of 7) recruited programs. Activities: included targeted needs assessment development/delivery, monthly IPE team meetings and proposal request for formal IPE training. Short Term Outcomes: 3 of 5 programs identified program accreditation requirements and barriers due to different academic schedules. All programs identified perceived need for faculty development, Ethics as a feasible topic for IPE and a curriculum delivery preference of synchronous, simulation and asynchronous learning activities.  Intermediate Outcomes: included Institution support of IPEC formal offsite training and initial development plan of IPE ethics curriculum proposal. Programs identified a list of common ethics topics extracted from the 5 program syllabi.  The team implemented an ethics “Homeless Simulation” with 175 students across the programs with assessment perception of health, poverty and homelessness.  Initial goals for Longterm outcomes were identified.

CONCLUSION The logic model provided an effective structure and guided initial steps of the IPE Ethics project. Backward design directed active communication and engagement of faculty stakeholders in curriculum structure and topics and linked them to results, evidence and activities to meet accreditation across programs. It will be critical to continue use of the logic model to monitor continued development in implementation intermediate and longterm outcomes.

704 – Identifying Healthcare Provider Accommodations for Adult Patients with Autism Spectrum Disorder
Courtney Todd
Oakland University William Beaumont School of Medicine

PURPOSE Each year 66,000 patients with Autism Spectrum disorder (ASD) turn 18. There is little information about the transition to an adult health care provider for these patients. This pilot project attempts to ascertain healthcare delivery preferences and potential accommodations implemented by physicians who treat adult ASD patients.

METHODS Physicians who currently treat adult ASD patients were identified by contacting Family Medicine [FM], Internal Medicine, and Internal medicine/Pediatrics [Med/Ped] providers in Michigan. Participating physicians completed an in-person interview. Responses were qualitatively evaluated for common themes and similarities or differences in responses.

RESULTS Three physicians were interviewed (1 FM in a small private practice, 1 FM in a large teaching hospital, and 1 Med/Ped). All participants stated they did not have a current protocol for ASD patients; did not obtain information from the patient’s previous physician; or instruct their clinical staff to make accommodations for these patients. Participants indicated that identifying an adult ASD patient is difficult, may happen by chance and there is no tool to bring awareness that they are treating an adult ASD patient. The large practice FM physician indicated that “they weren’t taught on how to intervene [when encountering an adult ASD patient]”. All expressed interest in viewing a Continuing Medical Education module on the topic.

CONCLUSION This study identified the lack of a common approach to providing primary healthcare to adult ASD patients. It also indicated that an accepted “standard of care” is absent for providing primary care to an adult ASD patient. These findings underscore the need for medical education programs presenting best healthcare practices for this growing adult patient population.

Brian J Piper
Geisinger Commonwealth School of Medicine

PURPOSE Goodman and Gilman’s The Pharmacological Basis of Therapeutics (PBT) has a distinguished history and is a cornerstone textbook in the training of physicians, pharmacists, and pharmacologists. Similarly, Katzung’s Basic and Clinical Pharmacology (BCP) is widely employed in biomedical education. As new editions were recently (2018) published, the goal of this project was to conduct an assessment of these influential educational resources. A prior report determined that only 11.2% of PBT, 12th edition and 17.1% of BCP, 13th edition authors were female (Piper et al. 2015, 2018). This report examined quantitative (author sex, recency of citations) and qualitative (expert reviews) characteristics of these textbooks.

METHODS Qualitative evaluations were conducted by forming a panel of content experts (e.g. pharmacists, pharmacologists, physiologists, microbiologists, bioinformaticists). Experts assessed the strengths and limitations of content (1-4 chapters each) in their area of expertise. Quantitative characteristics obtained included sex of the chapter authors, and the recency of chapter and section citations for PBT (N=3,576) versus BCP (N=1,777). Analyses were completed with Systat with variability expressed as the SEM.

RESULTS One-fifth of authors were female (PBT = 20.9%, BCP = 17.0%). PBT citations were over a decade old (11.5 years) which was 12.3% older than BCP (10.4, t(5,321) = 4.42, p < .0005). Neuropharmacology section citations (13.8 + 0.4) were significantly less recent than gastrointestinal (7.2 + 0.5) in PBT. Similarly, Central (11.7 + 0.4) and Autonomic Nervous System (11.9 + 0.8) sections were significantly older than Smooth Muscle (9.4 + 0.6) and Chemotherapeutic (9.3 + 0.2) references in BCP. Qualitative evaluations noted several improvements in PBT relative to the 12th edition and are ongoing.

CONCLUSION These textbooks will continue to be key educational resources. Potential improvements for future editions include greater representation of female authors and inclusion of more recent citations.

Julia Chong, Hye Young Yoon, Sang Lee, W. Patrick Roche, and Jaehwa Choi
Mercer University School of Medicine

PURPOSE It has been suggested that the performance on the United States Medical Licensing Examination (USMLE) Step 1 and Step 2 Clinical Knowledge (CK) greatly influences a medical student’s choice in specialty. The current study was designed for two purposes: to determine what factors were predictive of Step 2 CK scores and to investigate if there was an association between Step 2 CK scores and specialty choice.   

METHODS A voluntary survey was sent to the graduating class of 2019 medical students at Mercer University School of Medicine (MUSM) after they had received their Step 2 CK scores. Fifty out of 108 students responded to the survey. Pearson correlation coefficient was determined based on the survey responses.   

RESULTS The strongest predictor of the Step 2 CK score was the Step 1 score (r = 0.83, p < 0.0001). There was less correlation between the Step 2 CK score and the number of question bank test questions completed (r = 0.33, p = 0.06), the number of days dedicated to studying (r = 0.14, p = 0.45), and the hours per day dedicated to studying (r = 0.16, p = 0.38). Prior to our study, we hypothesized that the majority of the high achieving students will plan to become highly competitive specialists. Interestingly, 57% of the students who scored 250 and above in Step 2 CK hope to match in MUSM’s mission compliant primary care while 43% hope to match in narrower and more competitive sub-specialties.   

CONCLUSIONS In conclusion, the USMLE Step 1 score is the greatest predictor of the USMLE Step 2 CK score, which further supports and reinforces our previous study finding that a strong foundation in the basic sciences during the first two years of medical school is critical to the future success of a medical student.

707 – Exploratory study of factors influencing choice of medical school in a school located on the US/Mexico Border
Naomi Lacy and Hector Ramirez
Texas Tech University Health Sciences Center El Paso and Baylor Scott & White

PURPOSE Potential medical students choose not only where to apply but which offers of admission to accept. Foster summarized the extant literature on how students choose which school to attend, based on studies outside the United States, into 5 domains: curriculum, reputation of school, personal contact, location, and facilities. It is unclear how or if these domains are relevant in the United States given the differences in the education systems. We question what domains are of influence in the U.S.A. and our area, particularly as we have a location focused mission. In this study, we explore the underlying factors in data from a school on the U.S.A. /Mexico border.

METHODS Participants were medical school students (M1 through M4). We collected data using an anonymous survey administered online. Data consist of answers to 17 items about the school and its location, 3 demographic questions, and 1 item on offers of admission. We analyzed the data using principal axis factor analysis with a promax rotation. A post-hoc analysis looked at scale reliability for the resulting factors.

RESULTS 113 of approximately 400 eligible students chose to participate. Analysis resulted in the extraction of 4 factors. Based on the items in the factors and the results of the post-hoc scale reliability analysis, we interpret these 4 factors as 1) educational & campus climate, 2) social & interpersonal, 3) culture of location, and 4) curriculum. Items expected to load as “location” are dispersed among these four factors. Cronbach’s Alpha for the resulting scales ranges from .63 to .79.

CONCLUSION Item loadings are not consistent with the grouping categories identified by Foster. In particular, elements consistent with location are dispersed across our factors. A broader study is needed to determine if these factors hold in a larger sample across multiple US medical schools.

Poster Award Nominee
Rebecca F. Y. Minner
University of Arkansas for Medical Sciences

PURPOSE Women remain underrepresented in interventional radiology (IR) with women comprising only 13.3% of IR residents and 9.2% of IR academic faculty. The purpose of this study is to better understand how influential factors differ between men and women who choose IR residencies, as well as gather data on the intended career paths of men and women choosing IR as a career.   

METHODS The IRB-approved study uses de-identified 2015-2017 Graduation Questionnaire data from the Association of American Medical College’s national survey of fourth-year medical students. The data were collected during the transitional time from the IR fellowship training model to the IR residency training model. A focused analysis was on women (n=118) and men (n=483) choosing IR. These respondents were compared regarding factors that influence their decision to choose a specialty and regarding intended career path plans using a chi-squared test or Fisher’s exact test, as appropriate.   

RESULTS Women were more likely than men to indicate that mentoring was a strong influence (p=0.0010), whereas men were more likely to indicate that their future family plans were a strong influence (p=0.0047). Women were more likely than men to indicated future participation in research (p=0.0496), teaching (p=0.0402) and public health (p=0.0335) during their career.   

CONCLUSION To combat the IR gender gap, there should be an increased effort by IR physicians to encourage and facilitate mentoring relationships with medical students. Since, women are more likely to want to enter into research, teaching, and public health settings, it is important to utilize this research to better recruit female medical students into IR and guide students to resources that allow them to achieve their desired career goals.

709 – The effect of providing “2P safety walk rally activity” on benefit and satisfaction among clinical medical students
Pornpimon Kasemsook, Thipsumon Tangsriwong, Thipsuda Tangsriwong, Orawan Chaiyamahapruk
Buddhachinaraj Hospital Medical Education Center Phitsanulok Thailand

PURPOSE According to WHO, patient safety is significant and assigned in doctor of medicine program in many countries including Thailand. In our medical school, Patient safety is not only taken seriously but also Personal safety as well (2P), the patient will be safe if a healthcare provider is safe. In order to encourage both patient and personal safety, “2P safety walk rally activity” was provided for medical students. The study’s aim was to evaluate the medical students’ benefit and satisfaction of this activity.

METHODS 2P safety, for example needlestick injury and blood exposure prevention, infection control and medication safety, were integrated into the walk rally activity, an active and fun team building activity with a mixture of competitive team games in a set format, by multidisciplinary staffs. In extracurricular hours, the 4th-6th year medical students from Buddhachinaraj hospital were divided into small groups, academic year separately. Different topics were used in different academic year. Each group attended five activities with limited time and competed with others. 5-point Likert scale of activity’s benefit and satisfaction questionnaires were completed by the students at the end of the session.   

RESULTS The questionnaires were completed by 185 students (response rate was 97%). Hand hygiene procedure, high alert drug usage and effective communication were the most beneficial patient safety activities for 4th, 5th and 6th year medical students respectively. The most beneficial of 4th and 5th year students’ personal safety procedures were educational risk management and needlestick injury prevention. Overall were satisfied of this activity (4.03/5).   

CONCLUSIONS Most medical students were benefited and satisfied from this activity. As the students learn better in a positive learning environment, “the walk rally activity” is one of effective learning processes which facilitates direct purposeful experience in our medical students while they are having fun.

710 – Stressors and coping mechanisms of medical students
Tracey Criss, Mariah Rudd, David Musick, Brock Mutcheson, and Aubrey Knight
Virginia Tech Carilion School of Medicine

PURPOSE Research has documented significant levels of psychological distress and burnout in medical students. Some research has found that medical school can erode the students’ natural resilience to stress. The goal of this project is to identify self-reported coping mechanisms, compare them with the stressors and determine how the medical students are caring for themselves and present opportunities for the students, faculty and staff to provide timely and critical interventions.

METHODS A two-part survey was administered to all students during spring semesters of Academic Years 2015-2016, 2016-2017, and 2017-2018.  Students were provided with an informed consent form prior to taking.  The survey instrument was comprised of two validated instruments, the “COPE Scale” and “Perceived Stress Scale”. Data was handled by an honest broker and was de-identified. Qualitative themes were derived from the open ended response question. Item means were compared using the T-test procedure, with a significance level of p=.05.

RESULTS A total of 242 responses of Virginia Tech Carilion School of Medicine students were collected using the brief electronic survey.  Statistically significant changes were identified for four items. Students were asked to identify three events/experiences that have caused stress, responses themes include: research expectations; personal/family; step exams; and residency selection/match process.

CONCLUSION Using a survey comprised of validated instruments to measure stress and coping the authors were able to identify medical students’ key stress experiences and also identify the key positive coping mechanisms they utilize. For this longitudinal study, the same survey tool will again be given electronically to all medical students in 2019 and 2020.  As this is a five-year study, future analyses will investigate relationships between stress levels, coping mechanisms, and performance. We will also further investigate the trends across education status and cohort.

Amy E. Medlock, Amy Baldwin, DeLoris Wenzel Hesse, Lia Bruner, Edwin V. Sperr, Jr., and Janette R. Hill
AU/UGA Medical Partnership and University of Georgia

PURPOSE Studies have shown that gender differences exist for performance on both the MCAT and the USMLE Step 1 exam. Data show that men outperform women even when controlling for prematriculation factors. In addition, other studies have also documented gender differences in academic performance within specific curricula. This gap has been reported to narrow or even reverse throughout UME with women outperforming men on the USMLE Step 2 CK exam. A proposed cause for the gender gap in basic science content performance is curricular structure, specifically the integration (or lack thereof) of basic and clinical science materials. Thus, we hypothesize that students in an integrated hybrid curriculum may have a gender gap initially, but that this gap would disappear or reverse over the curriculum.

METHODS To determine if a gender gap exists in academic performance on our campus, we compared summative assessment of groups of men and women for the first two years of our four-year UME curriculum. These formative assessments included anatomy exams and module final exams during the basic science years. Future analysis will include clerkship shelf exams and NBME practice exams.

RESULTS Initial analysis of summative assessment data from anatomy exams and module final exams show a gender gap does exist, with men outperforming women for year 1 of the curriculum. Preliminary analysis suggests that this gap may decrease from year 1 to year 2. Further analysis of multiple classes, as well as standardized exams, is now underway.

CONCLUSION Preliminary analysis has suggested a gender gap in academic performance early within our curriculum, thus warranting further investigation. We will expand our preliminary data analysis at our campus, compare with other curricula, and begin to investigate causes for gender gaps within UME.

Khalil Eldeeb and Godwin Dogbey
School of Osteopathic Medicine Campbell University

PURPOSE Selecting the most suitable applicants into medical schools has received much attention in recent times. Over the past decades, considerable research has examined the relationship between pre-admission criteria and academic success. However, these findings have been inconclusive. This study seeks to examine the pre-admission variables that are associated with medical student academic performance.

METHODS This IRB approved study is a retrospective review of admission and academic performance records of the first-two graduated student cohorts from the Campbell University Jerry M. Wallace School of Osteopathic Medicine in North Carolina. Summary measures-frequencies/percentages for categorical variables and means, standard deviation/range for continuous variables will be generated. Measures of association between the pre-matriculation variables and each set of post-matriculation outcome (performance) variables will be calculated using 2-tailed Pearson product-moment correlation coef?cients or Fisher exact test. Univariate, multivariable, and multivariate statistical analyses will be performed as relevant and necessary. All statistical inferences will be considered significant whenever, P ?0.05.

RESULTS (Preliminary) Entering science GPA and MCAT scores (total, biology and physical components) are positively correlated with first and second year medical school GPAs as well as COMLEX-1 total score. The verbal component of the MCAT positively correlated with total COMLEX-1 score only. Entering non-science GPA was positively correlated with year 2 GPA while overall entering GPA was similarly correlated with medical school years 1 and 2 GPAs but not with COMLEX-1. Years 1 and 2 GPAs were highly positively correlated with each and moderately with total COMLEX-1 score.

CONCLUSION Pre-admission academic factors are associated with matriculation academic and first-level national board examinations performance of osteopathic medical students. Admission processes should consider the importance of these factors in student recruitment to maximize the success of students.

713 – Adapting to Educational Challenges in Delivering Academic Programmes in the Gulf
Davinder Sandhu
Royal College Of Surgeons In Ireland, Medical University Bahrain

PURPOSE Bahrain is a small island near Saudi Arabia with a population of 1.2m people. A key priority for Royal College of Surgeons in Ireland, Bahrain (founded, 2004) was to develop the School of Postgraduate Studies and Research established in  2009. This involved creating a culture of research in the university. Setting up the research infrastructure and new programmes, and  the research strategy. This study looks at learning outcomes from delivering the research strategy in Bahrain/GCC.

METHODS There are no external grants, and to overcome this, annual $100,000 internal grant funds were provided competitively to faculty and $100,000 capital grants. Grant holders must involve and supervise students. Regular research methodology courses for students. Joint research fund of $50,000 created with Arabian Gulf University (AGU) to develop collaboration. Masters in Healthcare Management (2007), Quality and Safety in Healthcare (2008) and Nursing (2009) created base for postgraduate programmes. In 2015, five PhD scholarships ($250,000 each) allowed joint research with RCSI Dublin. Online publications supported. Research assistants appointed to cope with capacity to conduct research.

RESULTS The Management and Nursing Masters successful with 411 and 80 graduates conferred since inception. Dissertations built sense of research responsibility and presentations. Research with AGU allowed RCSI to utilize their animal house. Since 2015, thirteen Symposia held. Student summer research projects expanded in 2018, to sixty students and 24 projects. Since 2010, ten faculty have achieved PhD or Doctoral programmes. 48 publications achieved in 2017. Good uptake by basic scientists but difficult to involve hospital and community doctors.

CONCLUSION Important to understand local Arabic culture, Ministerial regulations and participate in national committees. Establish good relations with neighbouring universities. Hosted programmes can be a vehicle for development of academic programmes. Support the University with grants and PhD programmes. Difficult to establish Master’s programme in other disciplines due to small population. Constant conflict between teaching load and undertaking research. Much rhetoric, repetitive data submission and quality assurance visits and bureaucracy about implementing research.

Poster Award Nominee
Ian M. Smith and Sarah J. Garvick
Wake Forest School of Medicine Dept of PA Studies

PURPOSE Use of ultrasound in medicine is becoming a necessary skill set. However, the intensive training required for advanced competency in ultrasound is prohibitive for most medical curricula. One method for students to gain advanced training is an optional student interest group. This abstract gives recommendations for successful advisement during initial implementation of a Physician Assistant (PA) Ultrasound Student Interest Group (USIG) at an institution with dual campuses.

METHODS All students are introduced to medical ultrasound early in the curriculum, as they receive instructions on basic utilization of ultrasound and techniques for evaluation.  A subset of students  advocated for the creation of a USIG desiring additional training.  Although the group is student-led, faculty with clinical experience in medical ultrasound have been essential in the development. Faculty involvement included alignment of educational goals, oversight of bylaw creation, guidance for institutional protocols, and preservation of the USIG over time. Furthermore, having dual campuses required close faculty support to guarantee continuity of content through lectures from subject matter experts, workshops, and labs at each program location.

RESULTS Sixty out of 89 students (67.4%) participated in the inaugural year. Participants from both campuses (n=20 and n=40) demonstrated an interest in increasing their ultrasound skills. Students participated in 8 workshops during their first year of PA education. Topics included a focus on point of care ultrasound (POCUS) skills, among others. Workshops were advertised to other medical learners throughout the institution to encourage interprofessional education and collaboration.

CONCLUSION Establishment of a USIG is vital for students who want to accelerate their training in medical ultrasound for clinical practice. Faculty advisement is imperative to ensure design of a valuable and successful resource that allows for a relevant, goal oriented experience that is sustainable for PA students.

LaToya Sherman and Zsa-Zsa Booker
Wayne State University School of Medicine

PURPOSE On account of the urban medical school having more than 300 students per cohort and 1,200 students per academic year, the ability to provide pervasive enhanced student learning and engagement opportunities was finite. An advisory group was developed in order to create a learning community program that fostered a sense of community service, mentor-ship, scholarship, social engagement, and health and wellness. This presentation describes the evolution of learning communities.

METHODS Over the last several years, faculty, professional staff, students, and the Vice-Dean of Medical Education convened to meet bi-weekly to plan, design, and implement specified goals at an advisory group capacity. Themes addressed were why learning communities, learning community structure, and learning community funding. The Advisory Group discovered that learning communities provide positive student learning outcomes due to its overarching principles of providing longitudinal relationships with faculty and students (Osterberg et al, 2016).

RESULTS Eight new learning communities were created with 36-42 students per community. Social – Student engagement has improved by the addition of more than 16 new student led social activities. Community Service – 51 community service projects were completed. Mentorship – Learning communities are comprised of students and 2-3 faculty and student mentors per group. Health and Wellness – Each learning communities hosted a health and wellness seminar. Scholarship – Students participated in the Community Impact Day Program that involved research and work with patients who experienced one of eight different health disparities.

CONCLUSION Students deemed learning communities to be invaluable to the educational experience and are committed to their improvement. Considering that learning communities are student centered, the communities have caused more collaboration and teamwork, and has also created a more diverse learning environment for physicians in training.

Poster Award Nominee
– Physicians’ Perspective on their Preclinical Medical School Curriculum
Judith Binstock and Maria A. Pino
Touro College of Osteopathic Medicine and NYIT College of Osteopathic Medicine

PURPOSE This preliminary study is the first to ask physicians how they would change their medical school preclinical curriculum for best-practice medicine. The purpose of this research project was to answer: (1) Did osteopathic physicians consider their preclinical curriculum supportive of best-practice medicine? (2) What suggestions would these physicians have to improve their preclinical curriculum?

METHODS A 12-question survey was emailed to the 2011-2018 alumni of Touro College of Osteopathic Medicine, Harlem, NY. Questions were asked on demographics and type of practice, but focused on the assessment of specific basic science courses by asking: “Should have More”, “Sufficient” or Should have Less”. Additional questions included interest in having clinically relevant basic science presentations and the importance of including other topics, e.g. basic statistics, early patient exposure, clinical cases, etc.  A statistical analysis (SPSS) was performed and the relationships between variables was tested using a Pearson Chi-square (a=.05)

RESULTS (1)Demographics: The respondents (N=122) were 55% male and 44 % female; most were practicing or associated with an academic hospital (57%) and 48% were primary care while 52% were non-primary care physicians (including Emergency Medicine); (2)Basic Science Courses: Pharmacology(41%), Pathology(39%) and Physiology(39%) ranked the highest as “Should have More” while Histology/Lab(45%) and Embryology(35.5%) ranked the highest as “ Should have Less”; (3) 60% were interested in clinically relevant basic science presentations; (4) Early patient exposure (65%), increasing clinical cases (70%) and analysis of journal articles(70%) were ranked highest as “Should have More”. A statistical analysis between variables and questions regarding preclinical courses found little significant differences and no overall patterns.

CONCLUSION Pharmacology, Pathology and Physiology were identified as “Should have more” as were clinical cases, journal article analysis and early patient exposure. Asking practicing physicians what they feel would help them in “best-practice” medicine is crucial in designing future medical school curriculums.

717 – Strength in Numbers: Using group peer review for grant review
Shari Whicker, Mariah Rudd, Alisa Nagler and David Musick
Virginia Tech Carilion School of Medicine

PURPOSE The expertise of multiple reviewers is often sought for the review of manuscript, grant and other scholarly submissions for purposes of quality control and assurance. The peer-review process, a commonly independently driven activity, has recently been flipped upside down with the advent of Group Peer Review. Group review relies on the complementary expertise of a small team, requires the active exchange of ideas, and necessitates ongoing collaboration. A team of health professions educators recently deployed the Group Peer Review process for the review of national grant submission.

METHODS A study team member was asked to independently review a group of proposals for a national grant. Instead, a group of several experts was recruited to independently provide a score and comments for each grant proposal. The individual scores were averaged and comments from each reviewer were distributed amongst the group. The group came together to summarize, discuss, dissect, and share thoughts on each proposal. The group came to a consensus for a recommendation.

RESULTS Anecdotal feedback from members of the grant review team demonstrated the value of participating in a group peer review exercise. Contributions from all members of the group resulted in an aggregate score for each proposal as well as robust feedback. The process served as a meaningful faculty development exercise for all reviewers who ranged in levels of experience with the peer review process.

CONCLUSIONS By bringing together individuals with different levels of experience and unique but complementary areas of expertise, the review process evolves into a less siloed, more holistic, faculty development opportunity with the end result of a more thorough and quality review.

Poster Award Nominee
Megan McCrohan and Mary Dereski
Oakland University William Beaumont School of Medicine

PURPOSE National data indicates that 66,000 individuals with Autism Spectrum Disorder (ASD), will reach the age of adulthood annually; therefore, many primary care providers will likely treat ASD patients. Previous studies indicate that knowledge of ASD, along with appropriate accommodations, can improve healthcare delivery.

METHODS A module was developed describing typical ASD behaviors, including clinical approaches to enhance the healthcare experience. The module was distributed to primary healthcare providers. Efficacy for increasing knowledge and awareness of ASD was assessed through pre- and post-module surveys.

RESULTS Twenty-one primary care providers chose to enroll in the research study online (n=14 Family Medicine, n=5 Internal medicine, with the remaining from Pediatrics, Internal Medicine/Pediatrics, and Preventative Medicine). Participant responses indicated that autism knowledge about the correct number of ASD individuals turning 18 annually, increased by 64% after taking the module. When asked “How familiar are you with the challenges that patients on the Autism spectrum face when transitioning to adult primary care?”, respondents increased their familiarity from 38% in the pre-survey to 100% in the post-survey. When asked “if a patient or their previous physician has not disclosed that your new patient is on the Autism spectrum, would you ask the patient to fill out a form?”, pre-module responses increased from 50% indicating “definitely” or “yes” to 92% for post-module responses. In the post-survey, 50% of participants indicated that they would definitely approach the delivery of healthcare to a patient with ASD differently, with 100% stating they would make accommodations after completing the module.

CONCLUSION This study suggests that a module providing ASD information and potential patient-related accommodations may increase healthcare provider awareness regarding how to improve healthcare delivery for this population. It may, therefore, be warranted for primary care providers to have access to this information prior to treating patients with ASD.