00:18:56 Cassie Chinn - IAMSE Admin: Good morning from Eastern Kentucky! Welcome to the IAMSE Café 🙂 00:19:46 Garwood, Steve: Good morning from New Jersey - Rowan-Virtua School of Osteopathic Medicine 00:21:43 Jeannette: we've had students want to do more research! 00:21:44 Barbra Roller: Failure rate actually went up 00:21:51 Dorothy Hughes, PhD, MHSA (she/her): Agree- more interest in research 00:21:53 Leslie Day, Texas A&M-ENMED: Preclerkship classes going pass fail 00:21:55 Kari Nilsen, PhD (she/hers): Stress related to residency interviewing skyrocketed 00:22:08 Jeannette: also- more research, but not as high quality.... 00:22:08 Simone, Cara M: Hello from Vermont, UVM Larner College of Medicine! I think that additional motivation was to make residencies more equitable, in terms of admissions. 00:22:16 Cayla Teal (she, her, hers): More interest in research 00:22:21 Katie Huggett Univ of Vermont: Pre-clinical students skipping class to attend service or related activities they think will help them in the residency interview process 00:22:27 Leslie Day, Texas A&M-ENMED: Stress to differentiate….extracurricular and research 00:22:33 Amanda Chase: more talk about research 00:23:03 Simone, Cara M: Less stress the first year, more stress this past year. Passing score was raised by two points, and overall scores diminished 00:25:09 Katie Huggett Univ of Vermont: https://www.insidehighered.com/news/faculty-issues/curriculum/2023/08/10/medical-licensing-exam-change-concerns-students-and 00:25:58 Katie Huggett Univ of Vermont: Baniadam, K., Elkadi, S., Towfighi, P. et al. The Impact on Medical Student Stress in Relation to a Change in USMLE Step 1 Examination Score Reporting to Pass/Fail. Med.Sci.Educ. 33, 401–407 (2023). https://doi.org/10.1007/s40670-023-01749-4 00:30:11 Zhang, Bei: My interpretation of the entire process is as follows: We initially misused a tool, in this case, a board exam. However, rather than addressing the root cause of this "misuse," we opted to modify the actual "tool" itself, which ultimately resulted in creating more chaos. 00:30:33 Teresa Beacham- KUMC: Reacted to "My interpretation of..." with 👏 00:30:58 Cayla Teal (she, her, hers): Reacted to "My interpretation of..." with 👏 00:31:09 douglasmckell: Bet, I think that you make a very good point. 00:31:29 Zhang, Bei: This is inspired by Dr. Ma 00:32:17 Amanda Chase: Reacted to "My interpretation of..." with 👍🏼 00:32:48 Giulia Bonaminio: I'd like to know what schools are doing to help students distinguish themselves for the application process 00:34:36 Kelli Glaser, DO, MPH: Yes, it absolutely should start with medical school admissions! Selecting for match to mission is key! Behavioral and team collaboration assessments are important ways to identify red flags. Takes a ton of work and time to do this. 00:34:48 Katie Huggett Univ of Vermont: @Giulia - agree. Unofficially there seems to be resurgence in interest in tracks/pathways/ concentrations 00:36:36 Simone, Cara M: https://students-residents.aamc.org/applying-medical-school/article/core-competencies 00:37:45 Dorothy Hughes, PhD- Univ of Kansas: I agree. Unless they get "credit" for things other than academic performance, they won't see it as a viable way to distinguish themselves, and therefore valuable. 00:37:56 Cayla Teal (she, her, hers): Reacted to "I agree. Unless they..." with 👍 00:38:27 Barbra Roller: The AAMC is also creating their PREView program, that most medical schools are not using. These questions address social skills. 00:39:46 Barbra Roller: When faculty write letters on behalf of students applying for medical school, they should be addressing the AAMC entering competencies. That would be helpful in medical school admissions. 00:40:01 Terence Ma: Unfortunately, the EPA experiment had truly mixed results. Only 6 of them are ones that are used regularly in medical school. Olle ten Cate (the inventor of EPAs) has said that they should only be used in GME. 00:40:44 douglasmckell: US medical schools are accessing students aged 23 and older. Non-US medical students enter age 18 and older, essentially 4 years younger. Can we evaluate them the same the same? 00:40:48 Terence Ma: I wonder what the new competencies being put together by AAMC, AACOM, ACGME, IAMSE, and others will look like (I understand the first draft will be available at Learn Serve Lead 00:42:02 Barbra Roller: https://students-residents.aamc.org/aamc-preview/aamc-preview-professional-readiness-exam 00:42:02 Kelli Glaser, DO, MPH: Yes, it absolutely should start with medical school admissions! Selecting for match to mission is key! Behavioral and team collaboration assessments are important ways to identify red flags. Takes a ton of work and time to do this. AT Sill University School of Osteopathic Medicine in Arizona put students through numerous types of interview activities pre-covid. Speed rounds with one question targeted to identify characteristics such as service mindset, grit, compassion... then team based collaboration activity, and also a 1:1 interview to identify match to mission (even though essays were also used to identify that prior to interview invitation). The compilation of all this was discussed by the admissions committee to select those who were likely to ultimately achieve the school's mission, graduating students who will go into primary care to serve underserved populations. 00:42:16 Terence Ma: The EPA report from the 7 year study: https://store.aamc.org/core-entrustable-professional-activities-for-entering-residency-summary-of-the-10-school-pilot-2014-2021.html 00:44:25 Katie Huggett Univ of Vermont: mock interviews are in vogue again 00:45:32 Terence Ma: @Giulia … also are there any changes to Step 1 being taken after clerkships? Are they being moved back to before clerkships? 00:47:38 Jeff Fritz: As a part of the team that worked with an accelerated curriculum (3 year) we've had our first set of students with P/F get through the MATCH this past year. Our focus was on uniqueness and GRIT developed during the pace of the process as well as community engagement and residency alignment. 00:48:55 Leslie Day, Texas A&M-ENMED: We have something like a concentration for students…rural medicine, research, education, etc.. 00:50:12 Alice Villalobos: Is it Quality of publications or is it simply Quantity? 00:50:23 Katie Huggett Univ of Vermont: @Wendy L-C : so many students see survey research (argh!!) as the way to get research when they do not have time for lab-based or public health research. Love your suggestion to have structural response but on smaller scale to make research accessible 00:50:43 Adi Haramati - Georgetown: @Jeff Fritz what measures did you use to assess one’s GRIT and other characteristics. I agree that we can learn a lot of how a student engages in teamwork. 00:50:46 Kirby Allen: What does success look like across the board? Is it getting more students matched, is it generating effective doctors, is it generating more research? We seem to have endless questions on what is weighed most. It seems as though our assessment methods don't match up with what our success criteria are, and we can't have validated assessment methods when the success criteria are not standardized. 00:50:47 Kari Nilsen, PhD (she/hers): Research is great, but not all specialties place importance in it. In family medicine, most PDs want to see community engagement because that’s more relevant to practice. I think asking our residency programs what they’re looking for in applicants is important. 00:50:58 Giulia Bonaminio: I think it's also scholarship and leadership, etc. 00:51:01 Dorothy Hughes, PhD- Univ of Kansas: @Katie - so true! and if we had easy ways to get students access to secondary data, that would be helpful. 00:51:36 Jeannette: We also need to be careful about low quality research: physicians should do no harm, and bad research DOES harm 00:51:38 douglasmckell: Are the students checking boxes or actually learning 00:51:43 Cayla Teal (she, her, hers): Reacted to "Research is great, b..." with 👍 00:51:44 Jeannette: Reacted to "Are the students che..." with 👍 00:51:48 Dorothy Hughes, PhD- Univ of Kansas: Reacted to "Are the students che..." with 👍 00:51:54 Kari Nilsen, PhD (she/hers): Reacted to "We also need to be c…" with 👍 00:51:57 Kari Nilsen, PhD (she/hers): Reacted to "Are the students che…" with 👍 00:52:09 Garwood, Steve: We use Areas of Distinction that can be added to a students MSPE letter. To earn an AOD students have to do a certain set of activities and make a presentation/poster. Each AOD has a faculty advisor who determines the AOD requirements and reviews student work AODs are in areas such as Cultural Competency, Addiction Medicine, Health Coaching... 00:52:20 Kelli Glaser, DO, MPH: Reacted to "What does success lo..." with 👍🏼 00:52:28 Cayla Teal (she, her, hers): Reacted to "We also need to be c..." with 👍 00:52:43 Simone, Cara M: @Kirby Allen Success could be the more selective residencies becoming more diverse 00:52:56 Kelli Glaser, DO, MPH: Reacted to "We also need to be c..." with 👍🏼 00:53:08 Kelli Glaser, DO, MPH: Reacted to "Are the students che..." with 👍🏼 00:53:27 Terence Ma: "Among 873 PDs (2 nonrespondents), 358 (41.0%) replied that meaningful research participation will be more important in offering interviews. " Wolfson, R. K., Fairchild, P. C., Bahner, I., Baxa, D. M., Birnbaum, D. R., Chaudhry, S. I., Chretien, K. C., DeFranco, D. B., Deptola, A. Z., LaConte, L. E. W., Lin, J. J., Petch Lee, L., Powers, M. A., Ropson, I. J., Sankaran, S. M., Sawarynski, K. E., & Sozio, S. M. (2023). Residency Program Directors’ Views on Research Conducted During Medical School: A National Survey. Academic Medicine, Ahead of Print, 10.1097/ACM.0000000000005256. https://doi.org/10.1097/acm.0000000000005256 00:53:49 john pelley: Glassik's six scholarship criteria are helpful in advising students about research, and it builds whole brain thinking skills. 00:54:44 Jeff Fritz: In terms of GRIT we did not focus on measures (how do you pass GRIT) but we had them develop a portfolio in which they displayed challenges and growth - it was more focused on our program emphasizing and giving space to then helping them develop to have a GRIT narrative and its development as part of our residency prep course. 00:55:01 Kirby Allen: Replying to "@Kirby Allen Succe..." I think the ambiguity of how many different ways we can go causes a lot of these assessment issues. There is the outdated assessment method that is selecting for criteria that has changed over time. Even in these comments we have many different disctinctions of what really matters for these students 00:55:09 Terence Ma: National Resident Matching Program. (2022c). Charting Outcomes in the Match: Senior Students of U.S. MD Medical Schools, 3rd Edition. National Resident Matching Program. https://www.nrmp.org/wp-content/uploads/2022/07/Charting-Outcomes-MD-Seniors-2022_Final.pdf 00:55:28 Terence Ma: National Resident Matching Program. (2022b). Charting Outcomes in the Match: Senior Students of U.S. DO Medical Schools, 3rd Edition. National Resident Matching Program. https://www.nrmp.org/wp-content/uploads/2022/07/Charting_Outcomes_DO_Seniors_2022_Final-Updated.pdf 00:56:07 Terence Ma: The NRMP reports show average number of presentations, abstracts, publications of matched students vs non-matched students in different specialties 00:56:17 Amanda Chase: @Dave-Great point. We are also dealing with limited faculty yet we have been asked to step up in terms of the number of students that we mentor in research 00:57:53 Giulia Bonaminio: Have any of you changed your approach to Step 2? 00:59:48 Simone, Cara M: Replying to "@Kirby Allen Success..." A long-term goal could be closing the gap in healthcare inequities. Having competent physicians (they passed a competency exam like Step 1, who also reflect their communities can improve healthcare outcomes. Another long-term goal might be to train family medicine doctors who could serve rural communities. Should medical schools measure their success by how many students get into competitive residencies? 01:00:25 Kelli Glaser, DO, MPH: Reacted to "A long-term goal cou..." with 👏🏼 01:00:44 Terence Ma: @Adi: +1 01:00:54 Dorothy Hughes, PhD- Univ of Kansas: I think what Jeff shared about community engagement projects speaks to several of these larger issues - helping students develop as whole people, become "good doctors," and also learn directly about health disparities and inequities 01:02:11 Giulia Bonaminio: We have a robust learning community system with coaches/PBL leaders as well as case-based collaborative learning SGs led by both BS and clinical faculty who assess them 01:02:27 Kirby Allen: If there is assessment criteria that is validated for the engagement, soft skills, etc., then would that start to shift the focus to a more holistic approach? 01:03:11 Dorothy Hughes, PhD- Univ of Kansas: @Kirby that's the million dollar question, right? how do we show where they are on those skills, show growth, give "credit." Does anyone out there have an approach to this already? 01:04:18 Kari Nilsen, PhD (she/hers): Those things are more subjective, right? What I see as a strong area might not be what others see 01:04:26 Dorothy Hughes, PhD- Univ of Kansas: Reacted to "Those things are mor..." with 💯 01:04:44 Dorothy Hughes, PhD- Univ of Kansas: @Kari - exactly. how do we convey the value of the subjective in residency applications? 01:05:24 Kari Nilsen, PhD (she/hers): Maybe at some institutions they are only as strong as their letter writers! 01:06:46 Barbra Roller: I agree that faculty need faculty development on writing strong letters. 01:07:21 Kari Nilsen, PhD (she/hers): Reacted to "I agree that faculty…" with ❤️ 01:08:01 Kari Nilsen, PhD (she/hers): “Fit” is so important. Great students will thrive where they fit best and won’t thrive in a bad situation 01:08:52 Jana Simmons: this has been very helpful 01:08:59 Jana Simmons: Thank you everyone for your insights 01:09:02 Garwood, Steve: FYI from AACOM - Letter of Recommendation Checklist - https://www.aacom.org/docs/default-source/aogme/letter-of-recommendation-(lor)-checklist-2023.pdf?sfvrsn=68a2cd01_1 01:09:07 Garwood, Steve: thank you all 01:09:14 Haley O'brien: Reacted to "FYI from AACOM - Let..." with 👍